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Central Asia 2-Country Workshop: Sharing Lessons, Planning Future Directions
Network
5- 6 December 2006, Tashkent
Regional Strategy
Workshop Materials Contact Us
Agenda (pdf, 49KB)
Evaluation Summary (pdf, 24KB)
List of Participants (pdf, 36KB)
 
Summary
The theme of the workshop was “Sharing Lessons, Planning Future Directions,” focusing on
lessons from implementation of the OPEC Fund/UNESCO Project while considering future
directions for UNESCO’s HIV/AIDS work within the EDUCAIDS framework.  Lessons learned from 
the OPEC Fund/UNESCO Project included those on:  policy; partnership and cooperation; 
training; development of training materials; and peer education.  Future directions included:  
EDUCAIDS and developing country-led comprehensive education sector-wide programming;
greater involvement of people living with HIV/AIDS (PLWHA) in UNESCO HIV/AIDS programming;
and partnership-building, human resources management and support. 
The workshop presented an opportunity to build regional and country awareness of and
consensus around EDUCAIDS.  Participating country teams developed a preliminary analysis and 
prioritization of the elements of a comprehensive education sector-wide response, which then
fed directly into UNESCO country office HIV/AIDS programme priorities.  The workshop featured 
significant involvement of PLWHA as presenters and participants, and discussion about how to
further develop PLWHA participation and capacity in the future work of UNESCO and its partners.  
The workshop provided an opportunity for participants to visit a Tashkent school to observe the
teaching of a healthy lifestyles curriculum and a portion of a peer educators’ training of trainers,
and to interact with students, teachers, and peer educators. 
The workshop included skills-sharing sessions on curriculum development, peer education, and
improved involvement of PLWHA.  As part of the skills-sharing, one participant from Kazakhstan
conducted a participatory session on human rights education, and some participants shared a
rap song on the life of a PLWHA from Uzbekistan.  Throughout, the workshop used a mix of 
participatory approaches to keep the discussions lively and fresh.  UNESCO also organized pre-
and post-workshop meeting days (for UNESCO staff only) which provided opportunities for team-
building, further skills-sharing on evaluation, and planning individual follow-up actions.
Context
UNESCO’s global mandate and expertise in education, science, social sciences, culture and
communications give it an interdisciplinary organizational and technical capacity particularly
suited to working on education for the prevention of HIV and AIDS.  In recent years UNESCO has 
been implementing the “OPEC Fund / UNESCO Project on the Mitigation of the HIV and AIDS
Crisis in Asia through Education” with a range of national partners.  The goal of this project has 
been to assist countries to improve education programmes to prevent HIV infection among young
people in and out of school. 
The project has 5 key objectives: 1) To consolidate knowledge and develop evidence-based
advocacy; 2) To strengthen national and local capacity in the education sector; 3) To expand
prevention education through media; 4) To strengthen monitoring and response to education
and HIV and AIDS; and 5) To scale up prevention education in schools. 
Twelve countries participated in the project.  Seven of which participated in a similar workshop, 
held earlier in October-November in Thailand. It was hoped that the remaining five would
participate in this workshop, but because of various reasons, the workshop was only attended
by two countries: Kazakhstan and Uzbekistan.  Consequently the common language at the 
workshop was Russian.  In addition, as the participating countries have very similar historical 
backgrounds and education and HIV/AIDS situations and responses, the discussions were often
more detailed and in-depth than in the previous workshop held in Thailand.  At the same time, 
the workshop focused on providing a forum for participants to share lessons, to learn from their
experiences and to provide input for the planning of future directions.
Note: Many of these presentations are in Russian.  For notes in English please see the individual 
links.
Day 1, Tuesday, 5 December 2006
Mr Ted Nierras (the workshop facilitator) welcomed the participants and outlined the theme and
objectives of the meeting: to share lessons and plan future directions.  Participants were invited 
to introduce themselves and share with the group their expectations from the workshop.
Reducing HIV/AIDS
Mr Michael Barry Lane, Head of UNESCO Tashkent, gave a formal welcome to the participants.  He 
Vulnerability Among
Students
noted the significance of the timing of the workshop, just after World AIDS Day, and following the
successful Central Asian Regional Ministerial Conference on Education and HIV and AIDS held in
HIV/AIDS Prevention
Tashkent in May.  He highlighted the global impact of the epidemic and the importance of learning 
Among MSM
from current programming in order to improve continuing responses.
Lesson Plans for Life
Competition Country Presentations
Mitigation of HIV/AIDS
1. Kazakhstan (Ms. Lubov Dorozhkina)
Crisis in Asia (2005 - 2006)
Presentation (Russian)

Notes on Presentations

2. Kazakhstan OPEC Fund/UNESCO Project (Dr. Galina Li)

Presentation (Russian) [Please contact to HIV/AIDS Clearing House for the presentation file.]

Notes on Presentations
 

The presentations included the HIV and AIDS situation, Education Sector policies and responses,
and outcomes from the OPEC Fund/UNESCO Project in Kazakhstan.

3. Uzbekistan (Dr. Komiljon Karimov)

Presentation (Russian)

Notes on Presentations
 

Prophylaxis of HIV, epidemiological situation and Education response, in addition to activities

from the OPEC Fund/ UNESCO Project such as peer-to-peer training, development of educational
materials and monitoring and evaluation were presented.

Comments related to monitoring and evaluation, what makes a partnership work, and access
and social protection for people living with HIV and AIDS.

Lessons Learned (Dr. Komiljon Karimov)

Presentation (Russian)

Notes on Presentations
 

The lessons learned presentation incorporated areas such as policy, partnership and
cooperation, development of training materials and training. Discussion related to areas that
people agreed with in terms of lessons learned.  Several points were highlighted such as the 
availability of policy to support education on HIV prevention, provision of expert technical
support, the importance of peer-to-peer education, the necessity of evaluation and the
importance of involvement of people living with HIV.  A challenge identified was that although 
working together with target groups is important, it can be very difficult at times given high-risk
behaviours, such as injecting drug use is considered criminal behaviour.

EDUCAIDS (Dr Jud Cornell)

Presentation (English) [Please contact to HIV/AIDS Clearing House for the presentation file.]
 

The presentation highlighted that EDUCAIDS is a multi-country UNAIDS initiative, led by UNESCO
and are both country-led and country-driven.  It outlined components of a comprehensive 
response and provided information on implementation support tools.  Questions related to 
countries that had implemented EDUCAIDS and cultural factors. It was outlined that EUDCAIDS is
not a single model but as different countries have different situations, the key is to have a
comprehensive response. In sub-Saharan Africa around 12-14 countries were identified as
working towards this, in addition to Moldova in Eastern Europe and others supported through
the OPEC Fund/UNESCO project in Asia and the Arab States.

Regional Updates (Dr Simon Baker)

Presentation
 

The presentation highlighted Units focusing on HIV and AIDS in the Bangkok Regional Office, and
provided a regional perspective on the OPEC Fund and information on the Teacher-Training
Manual and Advocacy Toolkit.  Discussion related to sensitive issues such as MSM and drug 
users.  The point was raised that teaching needs to be culturally sensitive, scientifically accurate 
and targeted at the right age. As each country is challenged by the issue of HIV and AIDS, the
importance of having teachers delivering correct information in a professional way was
emphasised, which could be encouraged by providing information online.  The role of EDUCAIDS 
in addressing youth at risk out of school was also highlighted, with examples of Africa and Latin
America given where many children are not in the school system.  The challenge of awareness-
raising without behaviour change, as well as the importance of sensitivity in awareness-raising
was highlighted with the point made that people outside of ‘risk groups’ may also be infected
with HIV. As an example a Kazakh song that was about prevention but that also increased
stigma was mentioned.  

Afternoon

EDUCAIDS – What it Means In-Country (Dr Jud Cornell)

Presentation
 

The presentation included topics of Rapid Assessments, the Global Readiness Survey, the
purpose of a Needs Assessment / Gap Analysis to assess a country's current and planned
education sector response, five essential components of a comprehensive education-sector
response and lessons learned from other countries in the assessment process.

Country Discussion: EDUCAIDS Components

Country groups were asked to have a discussion on the EDUCAIDS framework’s five components
of a comprehensive education-sector response.

Field Trip: School Visit

A field trip was organised to school in Tashkent where two activities were observed.  The first 
was a grade 8 class that used participatory methods and divided students into three groups to
brainstorm and present information on bad habits, where they originated from, and what the
consequences of these bad habits were.  Some bad habits presented included AIDS, Alcohol and 
Drug abuse. Students also made suggestions as to how to overcome these habits, such as to do
more sport, set goals for the future, and read more books. The second activity was a portion of
an HIV and AIDS Peer Educators Training that used participatory methods to get students to
raise methods of transmission of HIV. It included prevention in terms of ABC, a discussion on
places to go for testing such as the AIDS Centre and that you cannot always tell based on
appearance if someone is infected with HIV.  After the school visit the workshop adjourned for 
the day.

Day 2, Wednesday, 6 December 2006

Agenda Review and Materials Sharing (Mr Ted Nierras)

Country Group Responses

Participants were invited to give comments on the EDUCAIDS 5 Components of a Comprehensive

Education Sector Response discussed in country groups.

Mr Ted Nierras explained that this is not a black and white process, but a process for the group
and UNESCO to understand the country context. It was explained that in an EDUCAIDS process it
would be completed over a few days with approximately 20 – 30 people.  Items under point 6 
“What we must do immediately” were identified to form UNESCO priorities.  Comments related to 
the importance of listing priorities and implementing activities listed under point 6 such as active
involvement of people living with HIV.

School Visit Debrief

Thanks were extended to the organizers of the visit for the opportunity to see the school and its
work.  Discussion covered the inclusion of the 3 Vs or ABC, participatory and interactive 
methodology and exercises that encourage youth involvement.  Emphasis was made on the 
control the teacher had and the positive process, in addition to the fact that the school was an
average one, with similar classes taught each fortnight.  The interactive methods were seen as 
unique but an area for which training was increasing.

The input from Mr Nurali Amanzholov at the second school activity was praised in terms of the
impact of a healthy, positive person with something to say.  Discussion also related to methods 
of training the trainers on HIV and AIDS and it was raised that methods of formal lessons and
the input of volunteers in peer-to-peer education were used together. In this way peer
educators were seen to share information that teachers may not cover. Social research in
Uzbekistan was said to have proved that the level of knowledge of students in this area had
increased.  It was also raised that there is a component in the curriculum on stigma and 
discrimination and further attempts would be made to involve PLWHA in this area. 

Skills Sharing Session 1: Integration of HIV and AIDS Prevention into the School Program
(Dr. Komiljon Karimov)

Presentation (Russian)

Notes on Presentations
 

The presentation on curriculum development included the principals, process, results and a SWOT
analysis of integration of issues of HIV and AIDS prevention into the school curriculum.
 Discussion included the involvement of specialists from the health section as well as teachers in 
the process and the importance of having brief and scientifically accurate information.  Comments 
also related to similarities between Uzbekistan and Kazakhstan experiences in this area. 

Skills Sharing Session 2: Implementing the Project -Training and the Principle of Peer-to-
Peer (Dr. Galina Li)

Presentation (Russian)

Notes on Presentations
 

The skills sharing session on peer education implemented under the OPEC Fund/UNESCO Project
included areas of assessment, training trainers, distributing materials, skills development,
obstacles and assessment.  Human rights issues, stigma and discrimination, and the importance 
of involving people living with HIV/AIDS were also discussed.  Two participatory group exercises 
on human rights issues that were used in the Peer-Peer education were then conducted. 

Group Exercise: Human Rights Issues

Ms. Mariya Plotnikova explained that after completing the exercises some participants changed
their attitudes to the rights that HIV infected people should have, quite drastically, they
understood and felt themselves what it was like to have their rights taken away from them.
Discussion on the exercise highlighted that knowing one has entitlements and rights, it makes it
harder for them to be taken away. It was suggested that the game can be used to illustrate the
process of losing one’s rights, but also to show how to stand up for one’s rights. It was also
suggested that UNESCO and its partners organize a project in which a series of educational
sessions are run about rights for people living with HIV/AIDS.
Comments related to ABC messages, where condom use was seen to be equated with a lack of
trust.  Some participants said that parents more often want youth to select A and B, but youth 
should also know about C. Therefore in trainings, protection always includes a lesson on condom
purchase and offers suggestions on how to offer condom use to a partner. The notion of the
importance of including C in education in schools was highlighted with the suggestion of
incorporating a D, where D stands for drugs. Discussion also included having teachers present in
peer-to-peer training, the impact on whether those discussions would be open and effective, and
the need to have teachers and adults who are trusted by students.  In a 2003 study of two 
student groups aged between 11-15 and 15-17 an indirect question was asked about
prostitution in schools and another on sexual relationships. The results included that in the 15-
17 group 16% offered and provided sexual services and of which 9% did not use condoms.  This 
was raised as an additional area to be addressed.

Skills Sharing Session 3: Involvement of People living with HIV in the Education System
(Nurali Amanzholov)

Presentation (Russian) 

Notes on Presentations
 

The presentation focused on main areas for involvement of people living with HIV including
development of curricular and additional materials, training and retraining of teachers and
methodological materials. Discussion related to the involvement of people living with HIV in
teacher training, involvement in Country Coordinating Mechanisms (CCMs), partnerships and the
provision of resources for PLWHA. 

More specifically comments included the importance of training people from various disciplines in
universities, colleges and primary schools on HIV and AIDS. It was raised that involvement of
PLWHA in the process can help make sure that stigma and discrimination is not increased.

Discussion also related to resources and the challenge that PLWHA organizations face if they are
small and have limited funding, in that they may be used as resources but not always provided
with support.  It was seen as important to build on resources in a way that also contributes to 
the movement.  The example was given that in Nairobi the Positive Teachers’ slogan was
“nothing about us without us” but as a small organization people could be spread thinly.  
Although challenging, it was seen that creating an environment where larger numbers of positive
people become involved in organizations where they are supported, safe and able to be open
about their status is important.  It was also identified that assistance, training and support is 
needed to increase the capacity of organizations and that mutual interests should be discussed.  
For the PLWHA NGOs in Uzbekistan a further problem identified was in the lack of funds for
conducting activities with children out of school and with commercial sex workers. 

The involvement of PLWHA in the Country Coordinating Mechanisms (CCMs) of the Global Fund
was also discussed.  Mr Nurali Amanzholov described his involvement in Kazakhstan but 
explained that meetings occurred only twice.  It was identified that the Ministry of Education in 
Kazakhstan received funds from the Fund for developing materials for Russian and Kazakh
teachers and that in 2006, 450 teachers were trained and a preventive education component
was included. In Uzbekistan the PLWHA group had only one day’s notice to give a presentation
to the CCM and for 2006 its application was declined as it was thought that there was not
enough community involvement.  In general the importance of partnerships with agencies and 
organizations working closely on HIV and AIDS was raised.  A successful example of collaboration 
was presented where a UNESCO Teacher Training manual received additional support from
UNODC.

Song

A rap song was played about the life of a woman living with HIV who died in 2006. The
suggestion was made that an English version of the song be created.

Afternoon

Country Group Follow-Up Actions

Participants were asked to write down an insight, experience or an example from a presentation,
discussion or individual during the workshop that would be useful in their future work.  They 
were then asked to discuss their responses in pairs and finally in country groups to identify
specific follow up actions in terms of Point 6: “Things we must do immediately.” 

Kazakhstan

Under the slogan 'stretch out your hand' follow-up actions identified included:

l Workplace policy

l Stigma

l Inclusion of people living with HIV and AIDS

l Scientific support

l Adaptation

l Staff training policy for the trainers

Uzbekistan

l Active involvement of people living with HIV

l Improvement of Teacher Training

l Selection of teachers

l Development of monitoring
 l Analysis and assessment

l Development of preventive programs for vulnerable children and children who do not attend
schools

l Improvement of organizations coordination that conduct HIV and AIDS prevention in

Uzbekistan

Workplace policy was discussed with regards to schools, the health system and UNESCO/ILO
joint projects in this area.  Questions related to delegation of roles and responsibilities for the 
follow-up actions. Priorities were seen to be based on the EDUCAIDS discussion and requiring
action from UNESCO, NGOs and the Ministry of Education.  The process of listing follow-up actions
was highlighted as a good platform for discussion, from which UNESCO staff would attempt to fill
gaps identified.  Acknowledgement was made that this would have implications in terms of 
partnerships, funding and work, and that roles for the Regional Office and Headquarters could be
identified to support this process. It was raised that having only two countries in the workshop
provided an opportunity to go into depth and to gain a sense of achievement from the group. 

Concluding Remarks

Concluding remarks included an official thanks that was extended to all participants, the hosts,
the UNESCO Tashkent Office, UNESCO Headquarters and UNESCO Bangkok, and the translators
for all of their assistance.

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