The 2022 NGO Report on U=U=U is available now. You may view the report here.
Tags: 51st PCB Meeting
Here are the documents related to the 48th PCB Meeting (13 - 16 December 2022):
Documents of the meeting:
Conference room papers:
Documents are updated as they are uploaded to the UNAIDS 51st PCB website. (updated 24 November 2022, 17:00 CET)
Dear PCB Members, Colleagues and Partners,
The 51st UNAIDS Programme Coordinating Board (PCB) thematic segment topic will be “HIV and men, in all their diversity, how can we get our responses back on track?” and will take place on 16 December 2022.
The thematic segment will provide an opportunity for the PCB to discuss various approaches, promising practices, and community examples of engaging men in their diversity, including human rights and gender perspectives. Discussions on strategies to engage men and improve their uptake of HIV services and recommendations on global, regional, and country actions will be explored. In particular, the thematic segment will focus on the following issues:
Examples and learning from countries from different regions and across the Joint Programme will be highlighted during the thematic segment.
To inform the session, UNAIDS seeks case studies of successful programmes and approaches to engage men and boys in their diversity from various settings and where innovative approaches have been implemented to improve their access and uptake of HIV services.
Scope of submissions
Specifically, UNAIDS is seeking examples of approaches to engaging men. As you provide your information, UNAIDS is seeking details on the following:
Who can submit?
UNAIDS welcomes submissions from national AIDS programmes; Ministries of Health, and other relevant Ministries; civil society organisations particularly those representing or providing services to men in all their diversity and men living with or affected by HIV and from key populations; academic institutions; national human rights institutions; United Nations system and other international organizations; and other national or local entities involved in the work on HIV and men and improving HIV service uptake for those who underutilize them.
How will the submissions be used?
The submissions will be used to inform the background note to the UNAIDS 51st PCB Thematic Segment. Some submissions may also be selected to be presented during the Thematic Day on 16 December 2022. Finally, all the submissions received before the deadline of 7 November 2022 will be compiled in a document on good practices which will be posted on the UNAIDS Programme Coordinating Board website.
Submissions are accepted in English and French through the below online forms by the close of business on 7 November 2022.
For more information on the UNAIDS Programme Coordinating Board, please see: http://www.unaids.org/en/aboutunaids/unaidsprogrammecoordinatingboard/
For questions on this call for submissions of good practices, please contact Paula Auberson-Munderi firstname.lastname@example.org, Lycias Zembe email@example.com and Adriana Hewson firstname.lastname@example.org.
Thank you for your time and attention.
Delivered by Iwatutu Joyce Adewole, Africa, during the second panel of the Thematic Segment "Positive learning: harnessing the power of education to end HIV-related stigma and discrimination, empower young people and provide a comprehensive HIV response"
I am a young disabled woman from Africa. If I were in Canada or the USA, I would be a young black immigrant woman with a disability. This tells that everywhere in the world, young people embody multiple intersecting, marginalized and overlapping identities that increase their vulnerabilities. School, next to their home, is supposed to be the safest place for adolescents and young people. Sadly, the school stands as a place where many of us face inequalities, human rights violations, and continuous stigma and discrimination. Covid-19 showed the world the realities of the widening inequality gap in the educational system in Africa and the disparities which exist within the rest of the world.
How do we break down HIV-related stigma and discrimination without sharing knowledge of the proper responses? How do we address the rising epidemic with ignorance standing in the way? The answer is simple; we can’t.
Formal and informal education with innovative approaches will play a vital key role in addressing these inequalities and shrinking the inequality gap, thereby reducing HIV transmission and HIV-related stigma and discrimination. What matters is giving young people access to inclusive education and ensuring a qualitative education through good measurement techniques and holding the government accountable for its commitments. Information remains a critical tool, and it is essential to maximize it. The focal point of CSE is to provide adolescents and young people with well-rounded information that extends beyond head knowledge and practical applications of what they have learned. We believe that with the proper learning, they will understand themselves better both physically and mentally, develop “respectful social and sexual relationships”, and make their individual choices conscious of how they affect themselves and others.
Today’s young people must be at the front and center of the response for large-scale global change, to drive conversations and actions and end the epidemic. We must be seen as Co-leaders in the AIDS response, Youth engagement must be fostered by actively listening to youths in the process of leading discussions and the decision-making processes, it must be adequately and sustainably funded and given resources to thrive. The doors must be thrown open for teachers and students living with HIV. This is a start to building back better and demolishing the walls of exclusion and discrimination come crashing down.
Tags: 50th PCB Meeting
Delivered by Gastón Devisich, Latin America and the Caribbean, during the first panel of the Thematic Segment "Positive learning: harnessing the power of education to end HIV-related stigma and discrimination, empower young people and provide a comprehensive HIV response"
The intervention of the NGO Delegation at this very panel is about the value of peer-education. We often conceive it as an approach to health promotion, but it is so much more than that. It addresses the many expressions of stigma, bolsters one’s confidence and empowerment and provides a sense of belonging to many, for the first time in their lives. Peer-education is a double process: it enables you to do much more than just transfer capacities, it allows you to also catalyze emerging needs from your community.
In this matter, youth-led organizations face particular challenges throughout their life cycles. Meaning that once a young person reaches a certain age, you have to leave your organization for an adult-led one in order to continue your own personal path and make room for newer generations to speak up for themselves. It is not enough to have been young to understand today’s youth. For this reason, the growth, transitions and transformations of youth and youth-led organizations create great instability among youth-led organizations, as people come in, get to receive proper training and then have to leave, taking that symbolic capital with them.
If we want young people and adolescents to have a meaningful involvement in the HIV response, we need to support them in regards to peer-education. For youth to lead, we not only have to fund them and include them in decision-making, implementation and evaluation processes. We need to provide them with capacity building opportunities in order for them to develop their own sustainable training mechanisms and processes. This will allow youth to be able to exercise their autonomous voice and enhance an intersectional dialogue that can strengthen the history of youth-led response.
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