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

FACILITATOR’S GUIDE(Contd)

First Edition 2012 Revised Edition 2016

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.

TRAINING (Contd)

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.

Thank You