enforcing acceptable working hours, preventing forced or compulsorylabour and child labour, and ensuring fair wages, freedom ofassociation, non-harassment and safe and healthy working environments.Outside experts and NGOs are commissioned to helpworker representatives understand their rights and to improve theircommunication and problem-solving skills.IBM’s hardware business units and procurement staff provide environmentaleducation for key segments of the IBM supply chain,explaining the use of material declaration forms and their importancein manufacturing products which comply with regulationssuch as the European Union’s RoHS Directive. IBM has also partneredwith industry peers and the University of California, SantaBarbara Bren School to develop the initiative ‘EnvironmentallyResponsible Packaging: A Guideline and Certification Program forthe Electronics Industry’.Approach 3: ESD programmes for the communities that formthe constituencies for businessesAdaro Envirocoal’s mining and port activities in South Kalimantanare supported by a community education and developmentprogramme that includes equipping schools and hospitals, stafftraining, and scholarships for high school, agricultural college anduniversity study. Adaro also provides training and loans to supportthe establishment of farming and plantation activities, aquaculture,automotive and light engineering and local cooperatives. These aresupported by a procurement policy optimizing the use of local goodsand services, thus ensuring market viability in the initial phases ofdevelopment.H&M: In Cambodia, H&M organizes HIV/AIDS awareness andprevention activities, including health promotion sessions andtraining of 300 peer educators who provide education to 3,000factory employees on the issues of HIV/AIDS and reproductivehealth.BSH Bosch und Siemens Hausgeräte GmbH (BSH): In Germany, BSHorganizes the Yolante Women Engineering Training Programme toprepare women for work in the field of engineering through mentoringand personal development programmes. In South Africa, BSHsupports the Buskaid Soweto String Project, which provides musicaltraining for students in classical music forms as well as their owncompositions and interpretations of traditional and modern Africanforms. In Turkey, the firm has developed a highly trained rescueteam to assist community organizations in developing skills formanaging disasters and providing assistance to victims. Firefightersat the BSH Fire Department also hold training sessions for schoolsto raise public awareness of fire prevention techniques to improvesafety at school and at home.Approach 4: Corporate support for ESD in schools, vocationaleducation and training and universitiesBP’s initiatives in the formal education sector range from projects tohelp schoolchildren learn about the environment in the UK, US andChina to high-level academic work in Russia and China. For example:• BP’s signature programme in California and Texas, ‘A+ forEnergy’, provides USD 2.5 million in grants and training toteachers for the enhancement of energy education and hasreached more than 3,000 teachers• In China, the Environmental Educators’ Initiative(EEI) – a partnership between the Chinese Ministryof Education, WWF and BP – is embedding environmentaleducation in China’s national schoolcurriculum through teacher training, pilot schoolsthat test new materials and approaches and 21environmental education centres at teacher traininguniversities• In June 2005, a 10-year, $16-million commitmentwas made to the BP Energy and EnvironmentalProgramme to provide education and training toemerging leaders in the fields of conservation anddevelopment.HK Electric Holdings Ltd runs ‘Education Tours onRenewable Energy’ for students in Hong Kong in partnershipwith the Education and Manpower Bureau ofthe HKSAR Government under the School-BusinessPartnership Programme. HK Electric is one of morethan 130 companies that deliver education on environmentand sustainable development in this programme.Through visits to the company’s wind station andexhibition centre on the Lamma Island of Hong Kong,engineers of the company educate secondary schoolstudents on the operation of windmills as well as thewider use of renewable energy.Newmont Gold Australia’s programmes in remote areasof Australia are based upon a sustainable and effectiveindigenous training and employment strategy.Newmont has developed a comprehensive programmeof pre-vocational and mine access training, guaranteeingsuccessful graduates jobs with Newmont uponcompletion. The programme also involves training incross-cultural awareness to help provide a culturallysafe work environment for indigenous employees, withthe objective of creating a culturally competent andculturally safe work place.From the examples described above, it is clear thateducational initiatives are often targeted at issuesof importance to particular industries. This is notsurprising, given that the companies often want suchinitiatives to have a strategic fit with their line of businessor particular issues that need to be addressed (e.g.supply chains, safety or the environment). Moreover,they are likely to have more skills at hand if they focuson areas where they have existing expertise.Learning from successful initiativesWhilst there are a number of initiatives around ESDacross all industry sectors, what remains to be seen isjust how effective these are and what types of trainingand education are actually most effective. It is importantnow to identify how training and education are actuallydelivered, both within organizations and along supplychains, and to investigate the most successful ways ofeducating target audiences for sustainable developmentin future.[ 53 ]
Reaching young people with sexual andreproductive health and HIV informationand services in MozambiqueAdolescent and Youth Programme in collaboration with the Mozambique Country Office, UNFPAMuch has been written on the topic of education as amajor driver of sustainable development. It is thiscritical link that has given genesis to initiatives suchas Education for All (EFA) and the UN Decade of Educationfor Sustainable Development (DESD) among others. The importanceof education for sustainable development (ESD) is alsoreflected in agenda 21 and the Millennium Development Goals(MDGs). The education sector however, like other sectors, hasnot been immune to the brunt of AIDS which hinders its contributionto sustainable development and the MDGs.The impact of the AIDS epidemic on the education sector may befelt in at least three ways. 1 Firstly, AIDS impacts the supply of teachersand other education sector professionals as a result of attritionand absenteeism. 2 Secondly, AIDS impacts the demand for educationin terms of the total number of school-aged children as well as thenumber of children enrolled and staying in school. 3 Finally, AIDSimpacts the quality of education in terms of reduced availability ofexperienced teachers and the additional costs of maintaining theeducational system. 4 Conversely, education has also remained a keytool for the prevention of HIV transmission.UNFPA’s role in HIV prevention for young peopleYoung people remain at the centre of the AIDS epidemic in termsof rates of infection, vulnerability, impact and potential for change.They are disproportionately affected by the epidemic – youngpeople aged between 15 and 24 years account for 40 per cent of allnew infections. 5 As one of ten co-sponsors of UNAIDS, the UnitedNations Population Fund (UNFPA) works to intensify and scale upHIV prevention efforts through rights-based and evidence-informedstrategies, including attention to gender inequalities that exacerbatethe epidemic. Guided by its Framework for Action on Adolescentsand Youth (2007), UNFPA facilitates the provision of comprehensive,gender-sensitive, life skills-based sexual and reproductivehealth education, including HIV prevention, for young people bothin and out of school, as a means to sustainable development.One key example of UNFPA’s leadership in HIV prevention foryoung people comes from Mozambique, through Programme GeraçãoBiz. Started in 1999, Programme Geração Biz is an evaluated, multisectoralinitiative that effectively brings together the educational,clinical and community components of HIV prevention programming.It is a large-scale initiative that considers the complexity of HIVprevention and reflects the critical roles that multi-sectoral collaborationand youth leadership play in achieving results.Mozambique country contextMozambique faces a ‘generalized’ epidemic with an estimatedHIV prevalence of 12.5 per cent in adults agedbetween 15 and 49, with a rate of 8 per cent in the northof the country and approximately 21 per cent in thesouthern provinces. 6,7 Catalysing factors for the increasingprevalence in the southern areas of the countryinclude migration, limited access to health services,inadequate coverage of HIV-related issues in communities,and growth in multiple concurrent relationshipsand inter-generational sex. 8,9 Although there have beenlarge-scale condom distribution efforts, condom usagestill remains low. 10 Access to treatment is equally challenging,with antiretroviral treatment only reaching 24per cent of those who needed it in 2007. 11Young people aged 10-24 comprise roughly one thirdof the country’s population. The HIV prevalence rateamongst young people aged 15-24 years is 7.9 per cent,but the rate amongst young women in this age group is11.1 per cent compared to 3.7 per cent for their malecounterparts. 12 Prevalence rates begin to rise significantlyfrom the age of 15 years for both sexes. There aretwo major groups among young people at risk of HIVexposure. The group aged 10-14 years includes youngpeople who, if they are not educated about sexual andreproductive health (SRH), may be vulnerable to HIVinfection when they become sexually active. The secondgroup is 15-24 year-olds and the emphasis within thisage group is on young women as they face higher risksdue to various issues like inter-generational sex andgender disparities.Programme Geração Biz backgroundThe 1994 International Conference on Population andDevelopment resulted in an increased interest in adolescentsexual and reproductive health issues and led tothe creation of the Inter-sectoral Committee for theDevelopment of Youth and Adolescents (CIADAJ) inMozambique. The Committee’s assessment concludedthat young people could not be treated as a homogenousgroup and that a multi-sectoral interventionwas the best way to address their varied needs at scale.Programme Geração Biz emerged in 1999 from CIADAJ,with funding from UNFPA and Danida (Danish[ 54 ]
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