Implementing the UN Learning Strategy on HIV/AIDS: Sixteen Case Studies

Published by the Joint United Nations Programme on HIV/AIDS (UNAIDS), this 100-page report features HIV/AIDS-related case studies from 16 countries: Botswana, Brazil, Burkina Faso, Cape Verde, India, Indonesia, Macedonia, Madagascar, Morocco, Nigeria, the Pan American Health Organization (PAHO)/World Health Organization (WHO) (United States), Pakistan, Paraguay, Vienna (Austria), Viet Nam, and Yemen. It presents each country's experience in implementing the United Nations' "Learning Strategy". Adopted in April 2003 by the Committee of Cosponsoring Organizations of UNAIDS, this strategy promotes learning approaches that contribute to building a UN that is knowledgeable and competent to: help prevent and control the spread of HIV; ensure effective care, support and treatment for those infected or affected by HIV and AIDS; eliminate stigma and discrimination against those infected and affected by HIV/AIDS; and mitigate the impact of the epidemic.

The individual case studies highlight a variety of ways in which communication has been used in different contexts to address HIV/AIDS, detailing how the Learning Strategy has been implemented and evaluated in each context. Overall lessons learned and recommendations from the 16 case studies include the following:

1. Commitment, support, and leadership from senior management are critical - For example, "In Cape Verde, showing videos of speeches made by former UN Secretary General Kofi Annan on the topic of HIV/AIDS during learning activities underscored the global significance of the epidemic and the important role that the entire UN family plays in spreading HIV awareness."
2. Having a committed and functional interagency Learning Team is essential - For example, "In Yemen, each UN agency nominated one staff member to be a part of the Learning Team. Inviting one person from each agency to participate in the Learning Team created a sense of partnership, and ensured that all UN bodies had a stake in the successful realization of the HIV/AIDS Learning Strategy."
3. Strategic partnerships helped to establish local relevance of learning activities and support a network of actors engaged in national responses to HIV/AIDS - "UN Country Teams should engage government, local [non-governmental organisations, or] NGOs, religious groups, the media, and people living with HIV in learning activities to ensure the local relevance and common understanding among UN staff and to extend scope of learning to supporting national responses."
4. Diversifying learning approaches and adapting learning to the local context ensures appropriateness, relevance, and increases interest - "In India, participants reported feeling uncomfortable discussing sensitive issues in a heterogeneous group,
   indicating a need to consider dividing participants by sex, seniority, and knowledge levels. However, the benefits of making adaptations based on presumed cultural sensitivities should be considered carefully..."
5. Adapting learning materials to the local language is essential - "Local translation of learning materials ensures relevance, avoids confusion, and facilitates participants' comfort to engage in an open dialogue about HIV."
6. Involving family members in creative and interactive learning activities motivates participation and is the first step in supporting national programme efforts - "Theatre productions, films, role-plays, and games were popular ways of engaging participants of all ages. Pakistani participants suggested arranging walks, volunteer advocacy programmes, clubs, and the involvement of religious leaders in awareness campaigns."
7. Linking workplace-related learning to the availability of commodities and services is essential - "In several countries, staff were unaware of the existence of voluntary confidential counselling and testing (VCCT) services in their communities, and many did not know where to seek treatment....In Botswana, the Learning Team invited representatives from the Tebelopele Counselling and Testing Centre to the learning sessions to provide staff members with information on VCCT. A pamphlet on the local resources available for VCCT was also made available to all staff. The website was also
   promoted as a source of information on HIV and workplace-related issues."
8. Having adequate budgets and funding allows implementation to proceed
   smoothly and facilitates ownership of learning activities.
9. Positive advocacy is necessary, but learning activities may need to be
   made mandatory for maximum participation - "The efficacy of e-mail as a tool for advocacy and communication should not be underestimated. In several countries, including Burkina Faso, Macedonia, Madagascar, Paraguay, and Vienna, personalized announcements
   and letters of encouragement sent via e-mail from heads of UN agencies, the UN Resident Coordinator, UNAIDS Country Coordinator, or other senior management sent directly and periodically to all UN staff underscored their commitment to the Learning Strategy and encouraged staff participation."
10. Having well-trained focal points and Learning Facilitators is essential
    to ensure planning, motivation, implementation, and follow-up.
11. Learning activities that are related to supporting national responses to
    HIV/AIDS are a critical next step.
12. Sustainability is not automatic and must be planned for - "In Brazil, simple but effective methods to maintain interest in learning about HIV/AIDS were implemented.
    Following the main Learning Strategy activities, the various UN agencies became responsible for sending periodic e-mails to all UN staff that coincided with other memorable dates, such as International Women's Day, when [United Nations Development Fund for Women, or] UNIFEM sent e-mails regarding the global impact of HIV on women. To ensure sustainability, several countries foresaw the need to extend training opportunities to new staff members or to those based in remote field sites. PAHO headquarters plans to make training on HIV/AIDS in the workplace a part of the orientation programme for all new and incoming staff and consultants. PAHO headquarters is also currently working with the World Bank to determine if HIV/AIDS learning modules can be adapted for e-learning."

UNAIDS contends that the insights shared here should be widely discussed at global, regional and country levels with senior leaders and managers, because "These lessons ultimately motivate efforts in these countries and elsewhere that foster greater awareness about HIV and AIDS throughout the UN family, and that build partnerships between the UN and national programmes for a sustained response to the epidemic on a global scale. Finally, the lessons will have important implications beyond the UN's work in HIV and AIDS as we move forward in UN reform efforts..."

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