Education is a key protective factor against HIV, however school dropouts are increasing in many affected countries. This paper looks at the potential of open, distance and flexible learning (ODFL) to increase access to education for youth who are out of the formal education system. The document is based on field studies in Mozambique and South Africa undertaken by the Institute of Education, University of London.

Through ODFL, learners can choose the time, place and pace of their study. A significant proportion of the teaching is done by someone removed in space and/or time from the learner. In health education, ODFL has helped to:

• increase access to education (especially for remote or marginalised groups)
• enhance school quality to increase child survival and family health
• raise public awareness and action on health initiatives
• encourage people to practise healthy behaviours.

The researchers carried out field studies in South Africa and Mozambique to examine some of the key ODFL initiatives being undertaken to translate national HIV and AIDS policy into practice, and consider how ODFL might be further developed. In both of these countries, AIDS has been declared an emergency threatening development, peace, and stability. The researchers analysed policy and strategy documents, together with agency reports and academic critiques. They also interviewed policymakers and administrators in the national AIDS councils, ministries, international and national development agencies and non-governmental organisations and young people.

They found that in both countries the response of the education sector has focused largely on the curriculum to provide relevant information, life skills and the teacher training to deliver them though schooling. There are few strategies to address the needs of out-of-school youth, even though children are increasingly missing lessons, dropping out of school and unable to access the national curriculum or develop basic literacy, numeracy or livelihood skills.

In South Africa, ODFL efforts to prevent the spread of HIV have largely relied on television and media campaigns such as Soul City, LoveLife and Khomanani. In Mozambique, where lack of infrastructure reduces opportunities for mass media campaigns, HIV prevention methods are mostly face-to-face with some ODFL support materials, such as My Future My Choice and Geracao Biz. Experience with these programmes has shown that to be successful young people must participate in the design and implementation of the activities to make sure they are tailored to their literacy levels and real-life contexts.

There is now a real opportunity to change policy, accelerate the educational response and transform ineffective systems. But for this to happen there is a need to radically rethink ways that education can be delivered. ODFL could play a much greater role in such educational reforms by sharing the burden schools face and helping to integrate responses to learner's needs more effectively.

Suggestions for ODFL responses are given at three levels:

• at the individual level: ODFL can reach young people through life skills handbooks, youth magazines, newspaper supplements and psychosocial support programmes. It can also help young people to enter the job market by teaching business and management skills and giving careers counselling. Information targeted at infected parents can help them to write a will and plan an inexpensive funeral.
• at the school and community levels: ODFL can deliver the national curriculum more flexibly, so that young people who are out of school do not fall behind with their lessons and can re-enter school more easily. ODFL materials can also improve teachers' ability to empathise with affected young people and to provide psychosocial guidance and counselling.
• at the national level: there is a need to develop, coordinate and disseminate the national information base on HIV and AIDS.

The researchers conclude that although the ODFL response to the need of out-of-school young people is growing, it lacks the necessary urgency, remains unfocused, and is limited in how to cope.

To access the full document contact Pat Pridmore at p.pridmore@ioe.ac.uk