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Sharing Experiences and Expertise in Integrating HIV
and AIDS into Higher Education Programmes
Dr N. Twaise and Ms M. Gogela-Smith
Presentation Outline
• Introduction
• Development of Facilitator’s Guide
• Training of academic staff
• Successes
• Challenges
INTRODUCTION
Responsibility No. 1
Universities exist to meet
the society’s needs i.e
knowledge generation and
expertise. In this case, HE
has the responsibility to
respond to the needs of
society in as far as
HIV/AIDS related
scholarship and skills is
concerned
Responsibility No. 2
Universities have an even
more critical responsibility to
ensure that all graduates in
ALL their learning
programmes are competent
in dealing with HIV/AIDS,
NOT ONLY in their personal
lives but also in their area of
expertise (professionally)
Universities’ responsibilities
INTRODUCTION (Contd)
• Walter Sisulu University was therefore faced with the responsibility of
ensuring that it produces graduates who are HIV and AIDS competent like
any other higher education institution. It had to engage academics to
respond to emerging needs in a society engulfed by increasing numbers of
HIV infection country-wide.
Background
• In 2009 WSU established the Centre for HIV and AIDS which initiated the
process of integrating HIV/AIDS into the curriculum
• WSU and UFH signed a memorandum of understanding (MOU) which
included collaborating on HIV/AIDS and this was followed up by the
formation of a Task Team made up of various departments from both
universities.
Collaboration
• Between 2011/12 the team had a series of meetings that culminated into
the production of a Facilitator’s Guide on Integrating HIV/Aids into the
Curriculum in Higher Education
•
DEVELOPMENT OF A FACILITATOR’S GUIDE
• A Unit Standard was designed using SAQA criteria
• Informed by a situational analysis survey
FACILITATOR’S GUIDE (Contd)
Specific Outcomes Learning Outcomes Assessment Criteria Content
SO1: Discuss bio-psycho-social
dimensions and concepts of HIV and
AIDS in relation to specific
disciplines/programmes
LO1: Define terms,
concepts, characteristics
and life cycle of HIV and
AIDS and related issues
AC1: HIV and AIDS
and related concepts
are defined
accurately.
AC2: Current global
and local HIV
statistics, prevalence
and determinants
are discussed.
AC3: HIV and AIDS
and related concepts
are differentiated.
AC4: Characteristics
and myths of
psycho-social issues
related to HIV are
identified and listed
AC5: Explanations of
HIV and AIDS terms
and concepts are
related to specific
disciplines
• Definitions of all HIV and AIDS related
concepts and terminology
• Origin/Epidemiology (global to local
statistics illustrating the burden of
disease, etc.)
• HIV structure and life cycle of the virus
(Biology of HIV)
• HIV transmission modes, diagnosis,
stages of disease progression and myths
about HIV and AIDS
• Symptoms and diseases (opportunistic
infections)
• Stigma and discrimination
• Values clarification (personal, family,
social) and psycho-social effects
• Symptoms and diseases (opportunistic
infections related to HIV and AIDS)
• Stages of the disease
• Principles pertaining to HIV and AIDS
• Characteristics of HIV and AIDS
• Diversity
• Differences between HIV and AIDS
• Myths about HIV and AIDS
• HIV types and sub-types
• Unprotected sexual activities
• Multiple concurrent sexual partners
• Sexual reproductive health
• Treatment issues
FACILITATOR’S GUIDE(Contd)
• This unit standard was developed to provide
guidelines for faculties/departments to find
space for the HIV and Aids module within
their programmes
• Flexible design for varied use
• NSF funding received in Dec 2014 which we
used to strengthen the existing project
TRAINING OF ACADEMICS
• Training of academic staff took place in Jan 2013 and
May 2014 across WSU.
• Trained staff were encouraged to implement the
infusion of HIV/Aids in their respective programmes
• Evaluation workshops were held in Nov 2013
• It appeared that some programmes started
implementation while others had not started due to
various challenges.
SUCCESSES
• Willingness by many academic departments to
integrate HIV and AIDS
• Support from management
• Production of resources (teaching and
learning materials, e.g Facilitator’s guide and
electronic materials)
• NSF funding
CHALLENGES
At the inception of this work we encountered negative
attitude and resistance due to the following reasons:
• Work overload and programme credit overload
• Lack of capacity to integrate (e.g. teaching and learning
issues, programme design, materials development etc.)
• Lack of commitment and interest from
Faculties/Departmental leadership
• FUNDING was our biggest challenge as this programme
since its inception depended on sourcing funds
externally through being offered technical support rather
than actual funds up until the NSF grant we received
through HEAIDS.