Millenium Development Goal 6 Essay Example

promote condom use.

Such conflicts are unnecessary in a world that should value shared vision and community.

In impoverished areas, disease is prevalent and difficult to eliminate. Specifically, Malaria and Tuberculosis (TB), which are both deadly illnesses, disproportionately affect individuals in poverty or developing nations. These individuals lack access to basic healthcare and preventive measures that could greatly improve the situation. Additionally, HIV/AIDS often intersects with these diseases as people infected with the virus are more susceptible to contracting Malaria and TB. The MDG-6 initiative specifically focuses on addressing this issue, particularly in developing countries. HIV is a retrovirus that can ultimately lead to the development of Acquired Immune Deficiency Syndrome (AIDS). AIDS weakens the immune system and increases vulnerability to opportunistic infections.

HIV infects crucial cells in the human immune system and undergoes reverse transcription to convert its viral RNA genome into double stranded DNA. Two types of HIV, namely HIV-1 and HIV-2, impact humans. The transition from HIV to full-blown AIDS can vary between 10 to 15 years. Conversely, malaria has four distinct infections: Plasmodium Falciparium, P. Vivx, P. Malariae, and P.

The most deadly type of malaria that humans can contract is known as P. flaciparium. Prompt and effective treatment of the disease can shorten its duration, prevent complications, and greatly reduce the mortality rate. The availability and use of antimalarial drugs have risen due to a subsidy on Artemisnin-based Combination Therapies (ACTs). Furthermore, distributing mosquito nets has been successful in fighting against the spread of malaria. These measures are considered indispensable by a vast majority of individuals worldwide.

The rate of HIV/AIDS infections in developing nations has remained steady, but the fatalities are on the rise,

especially in Sub-Saharan Africa where the illness is most widespread. This is concerning because the worldwide death count increased from 2.2 million in 2001 to 2.9 million by 2006. By the conclusion of 2006, an estimated total of around 39 individuals were impacted.

In 2020, the global HIV population has risen to 5 million people, a significant increase from 2001 when it was 32.9 million. The region most impacted by this virus is Sub-Saharan Africa. Among those infected with HIV, tuberculosis (TB) remains the leading cause of death, affecting about one-third of individuals living with HIV.

Malaria is responsible for causing the death of a child every 30 seconds, resulting in over one million deaths each year. This disease particularly affects children and pregnant women. Surprisingly, only one out of ten individuals with HIV have received testing and been informed about their condition, resulting in an alarming unawareness rate of 90% among Africans.

Eastern Europe, Central Asia, South and Southeast Asia. Young women in Sub-Saharan Africa are particularly vulnerable to HIV/AIDS due to biological factors and socio-economic disparities. Women account for 70% of the world's impoverished population and often resort to engaging in the sex trade as a means of supporting their families, which exposes them to significant risks. This presents a major obstacle in achieving MDG-6. In countries such as Botswana, South Africa, Swaziland, and Zimbabwe, one out of every five pregnant women is infected with HIV, resulting in 35% of children being born with the disease. This not only puts these children at an initial disadvantage but also poses a significant challenge for MDG-6.

The acceptance of a multi-partner ethos in Swaziland is concerning (Presentation notes). I recently watched a television program about a man in Central Africa who had the choice to marry multiple wives or choose one love interest. When he decided on one, there was celebration. However, having multiple partners can lead to increased disease transmission due to more varied sexual contact, raising the risk of infection. In the Russian Federation, over 90% out of the one million individuals infected with HIV acquired it through drug use via injections. This poses a significant issue in impoverished regions worldwide. To effectively address MDG-6, education is crucial, particularly regarding health topics. These initiatives and services must be supported, accepted, financed, and implemented as essential elements in developing countries' cities, towns, and villages.

Similarly, health services should follow the same approach. Often these services lack electricity, ambulances, sanitizing equipment, water supply and adequately trained staff to provide satisfactory care for the public.

If these services were provided and maintained

adequately in the most affected countries, it would be more feasible to tackle these diseases and achieve more encouraging outcomes. The programme 'Millionaires Mission' on Channel Four during Christmas offered a clear view of the living conditions in a typical village in Uganda. It highlighted their needs and desires, such as having electricity in their village hospital. However, to my surprise, the government refused to assist with the expenses and ultimately cut off the electricity (CH4). These villages deserve basic necessities that are currently impractical or nearly impossible to implement and sustain. African villages typically lack storage facilities for their agricultural produce, leading them to sell a significant portion of their harvest and ultimately facing hunger.

The importance of agriculture, food, and nutrition in addressing HIV/AIDS is often underestimated. By collaborating and pooling resources in rural areas, villagers can store their produce in mud huts and sell it at higher prices during times of high demand. This cooperative system would result in beneficial returns and improved morale among the community. A thriving agricultural sector can also reduce risky economic behavior, increase demand for education and healthcare, and provide sufficient food for a healthy life and the fight against illnesses (Class notes).

During my presentation on MDG-6, I focused on the educational prospects related to HIV/AIDS. It is crucial to emphasize this aspect as it plays a key role in preventing the spread of HIV and other diseases. The future impact of the AIDS epidemic in Africa heavily relies on the behavior of the next generation. Children aged 5 to 14 are viewed as a "window of hope" since they have low infection rates and haven't formed sexual

behaviors yet. Primary schools, which are attended by most African children, offer an opportunity to reach these children (Bundy, 2002). In Kenya, teaching efforts also extend to health clinics, churches, and media.

The Government of Kenya established the National AIDS Control Council (NACC) in 2000 to oversee nationwide HIV/AIDS activities. As part of these efforts, VCT services are now available in every district. In collaboration with UNICEF, the Kenyan government introduced a national curriculum on HIV/AIDS education for primary schools in 1999. This curriculum, developed through consultations with various stakeholders including religious groups, provides children with essential knowledge about HIV/AIDS transmission, prevention, and care. The aim of these initiatives is to raise awareness and empower individuals to take responsibility for their own health. It is crucial to ensure cultural appropriateness and maintain intensive, regular, and consistent interventions in order to effectively combat the HIV pandemic.

Implementing early safe-sex message programs during the onset of a pandemic has been proven effective in containing the spread of HIV/AIDS in countries like Thailand and Senegal. Alongside these messages, the education sector must strategically respond by providing social support, treatment, and care for those affected by the disease while minimizing its impact on education quality. This poses a particular challenge as teachers themselves are at risk of contracting the disease, resulting in a higher likelihood of absenteeism. In Malawi, it is estimated that HIV/AIDS-related illnesses cause daily absences among 14% to 20% of teachers.

The sizes of school classes range from around 50 to 100 children, which makes it unlikely for effective learning to occur. Furthermore, the disease not only impacts school capacity but also limits the overall demand for education. This

is because some children may become orphans or heads of households and have the responsibility of caring for their chronically ill parents. However, Malawi is taking positive steps by giving more importance to education and striving to keep children and teachers in the education system as long as possible due to its recognition of its significance. On the other hand, in Uganda, education heavily depends on parental support or sponsorship. Therefore, when parents contract a disease, it affects the available resources for education.

Reduced manpower and limited labor availability due to disease can hinder the development of schools, illustrating the negative impact of disease on education. However, it is important to acknowledge that education can gradually mitigate disease effects in a region. Effectively addressing these challenges requires careful consideration on how to accommodate education. To tackle this issue, the Ministry of Education and Sport in Uganda has implemented several measures, including organizing seminars, disseminating public media messages, utilizing AIDS dramas, and developing a National Strategic Framework. Additionally, counseling services have been provided in schools, with at least one teacher equipped to educate students about HIV/AIDS in each school. Prioritizing health education and Life Skills Education while collecting data on student and teacher deaths has also been emphasized. Since 2000, an Action Plan specifically tailored for the education sector has been created.

Uganda has successfully implemented a comprehensive approach and initiative to reduce instances of HIV/AIDS. This includes incorporating HIV/AIDS issues into the curriculum, providing skills-based teacher training, and offering AIDS education, counseling, and services in schools and colleges. There is currently no cure for HIV/AIDS, so continued funding for these efforts is crucial.

Despite the effectiveness of antiretroviral

drugs in controlling HIV and supporting the body when consumed, they pose numerous challenges such as high costs, potential decline in efficacy, difficulties with administration and patient monitoring, risks of resistance, and false hope.

In addition to these challenges, there is currently no available vaccine for HIV. Vaccine research globally continues but faces limitations due to resources and facilities; major pharmaceutical companies are not involved in these endeavors.

The International AIDS Vaccine Initiative (IAVI) states that the chances of developing an AIDS vaccine have increased (Berkley, 2002). Currently, there is no cure or immediate hope for an AIDS vaccine, and there is also no agreement on how to address the various issues related to drug therapy. In response to this situation, the United Nations emphasizes prevention as the primary approach (UNGASS, 2001). However, preventing HIV transmission requires either maintaining protective behavior or modifying existing behavior to be protective. Education is vital in achieving this objective regardless of circumstances, age, or intervention nature. Whether it involves sustaining current "safe" behavior or adopting safe behaviors, education plays a crucial role.

Education plays a crucial role in preventing the transmission of HIV, especially among young people. Young individuals, including infants and young adults, benefit the most from education as they are typically enrolled in schools, colleges, and universities. Education helps them develop values, attitudes, knowledge, and skills that will be beneficial in their adult lives and promote positive behavior for society.

Approximately 30% of those currently living with HIV/AIDS are aged between 15 and 24. Additionally, more than half of all new HIV infections (around 7,000 per day or five every minute) occur among young people (UNAIDS, 2001). It is vital to

ensure that every child and youth have access to education for a specific minimum period. Achieving the International Millennium Development Goals related to education-for-all (EFA) is crucial in combating HIV through education. Therefore, it becomes essential to guarantee genuine and meaningful learning within all educational institutions.

However, it is crucial to make a sincere endeavor in integrating HIV/AIDS, sexual and reproductive health, and Life Skills education into the curriculum of all educational institutions, both in the developing and developed nations. The aim is to enable individuals to live responsibly and maintain their sexual and overall well-being through education. Implementing the necessary changes in education and curriculum systems may be essential to achieve an AIDS-free South Africa (Kelly, M. J.)

Education is considered a powerful "social vaccine" that can effectively combat the pandemic. However, for education to be truly effective in preventing the transmission of HIV infection, it needs to undergo necessary changes and be purposefully adjusted. As a provider of educational services and a major employer, education must acknowledge and effectively address the diverse needs of students and educators who are infected with or affected by HIV/AIDS.

The achievement of Millennium Development Goals will have a domino effect, as each accomplished or controlled goal will contribute to the success of others. These are significant initiatives that require undertaking, particularly in today's world marked by economic downturns, food shortages, high food prices, political turmoil, and conflict. However, it is crucial to control and prevent diseases more widely, leading to a better and safer world for all.

Bibliography:

1. (Berkley, S., 2002) Role of Policymakers in Driving Prevention and Research. Presentation to International Policymakers Conference on HIV/AIDS, Vigyan Bhawan, New Delhi, 11–12

May 2002.
2. (Bundy, D., 2002) Education and HIV/AIDS: A Window of Hope. World Bank, Washington DC.
3. (CH4) http://www.channel4.com/news/microsites/A/africa/series.html (Class notes) Lecture notes by Professor Eamon from the Centre for Sustainable Livelihoods at University College. Authored by Kelly, M. J.

, 2002) An Education Coalition Against HIV/AIDS in Defeating HIV/AIDS through Education.Midrand, South Africa, 31st May, 2002, PP 1-16.

Geneva: UNAIDS.

In Geneva, the organization responsible for HIV/AIDS is UNAIDS. The Declaration of Commitment on HIV/AIDS was made by the United Nations General Assembly during its 26th Special Session on June 27, 2001 in New York (UNGASS, 2001). The World Bank also provides information on this subject through their website (Worldbank) (http://www wds. worldbank.

org/external/default/WDSContentServer/IW3P/IB/2006/10/04/000016406_20061004093411/Rendered/PDF/wps4024. pdf).

(Yahoo) http://news. yahoo.com/fc/world/africa_aids_epidemic