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Higher Education HIV/AIDS Programme Strategies in turning the tide against the spread of HIV 13 May 2009 University of Zululand Ms Managa Pillay.

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Presentation on theme: "Higher Education HIV/AIDS Programme Strategies in turning the tide against the spread of HIV 13 May 2009 University of Zululand Ms Managa Pillay."— Presentation transcript:

1 Higher Education HIV/AIDS Programme Strategies in turning the tide against the spread of HIV 13 May 2009 University of Zululand Ms Managa Pillay

2 Context - the epidemic has changed the world as we know it…. Peter Piot (2008): ‘ AIDS is a supremely complex issue that demands an unparalleled response from all sectors of society’ WHY  Reduced life expectancy > 20 years  Slowed economic growth  Deepened household poverty  Exposed our children to unprecedented conditions that children should never have to endure  UNDP (2005) – single greatest reversal in human development

3 What are we dealing with??? Globally:  30.8m adults and 2m children living with HIV  2.7m newly infected  2m deaths SSA:  Little more than 10% of the world’s population – accounts for more than 67% of all people living with HIV  Further 1.9m infected in 2007 = 22m by end of 2007 SA:  5.7m people living with HIV  1000 deaths

4 South African in context  Life expectancy on average - 54 years (64 without HIV)  High risk group = 15 – 35 age band (most economically productive)  Generally poor track record  Some 20 years into the epidemic, little signs of significant reversal  Politicised – Mbeki (‘does it exist or not’) and Manto (“nutrition indeed!!’)  Initial reluctance to provide ARV and the slow roll-out  Service delivery challenges – quality, efficiency and access to VCT  Prevention efforts – some have been notable – generally not having the desired impact, minimal resources  Stigma and discrimination  Gender equity and sexual abuse

5 Context Peter Piot: ‘AIDS is a supremely complex issue that demands an unparalleled Response from all sectors of society’ Against this backdrop that the higher education sector positioned its response HOW COULD WE NOT  HEIs - Microcosm of society  Threatening the very fabric that fuels our purpose = the development of competent and efficient graduates

6 Einstein’s theory - ?? No…..re-inventing the wheel…..No!  knew that we needed to move this beyond the health debate  knew that education seen to be the ‘social vaccine’  knew that education could make a contribution to the mainstreaming of HIV and AIDS  knew that education provided strong leadership that needed to be harnessed  knew that there was a great divide between knowledge learning and skills development  Knew that we needed to debate the issues of personal and professional competencies  knew that there was a need to sustain long term and adequate funding and resourcing

7 Cont…  knew that prevention was critical, as was accessible services  knew that we needed to mitigate its impact and potential impact on the sector  knew that HIV was affecting our staff  knew that any response would needed be governed by policy  knew that collective ownership would be critical  Certainly knew that we needed a comprehensive response Having assessed where we had come from since 2001 – which saw the sector’s first attempt at addressing HIV, we knew that we needed to start deliberately talking to each other and co-ordinate our efforts

8 HEAIDS Key Result Areas KRA 4 - Best practices with respect to, inter alia, prevention, behavioural change, care & support, gender (including masculinity), curriculum integration etc. is identified, investigated, tested and replicated. KRA 5- Knowledge generation, assimilation and dissemination with respect to the Higher Education sub-sector, the Education sector and the population as a whole is supported. KRA 6 - Human resource capacities and systems development with respect to the challenges posed by HIV&AIDS are supported.” Research & Knowledge generation Community Engagement (Prevention, Treatment Care & Support Services) HEAIDS Strategy ENABLERS Teaching & Learning (Curriculum Integration) Policies Funding HR Capacity ↓ Stigma ↑ Quality of Life ↓ Prevalence OBJECTIVES

9 Purpose ‘To reduce the threat of the spread of HIV and AIDS in the HE sector, to mitigate its impact through planning and capacity development and to manage the impact of the pandemic in a way that reflects the ethical, social, knowledge transmission and production responsibilities that are the mission of HEIs in society and in South Africa’ – HEAIDS Strategic Framework

10 The Programme Policy Research Sero-prev KAPB CurriculumServicesWorkplaceFunding

11 HIV and AIDS Policy Framework

12 PF – Guiding Principles  Supportive and committed leadership  leadership at the highest level  harnessing core mandates – intellectual leadership  Students as the future leaders  Promotion of Human Rights  human rights of dignity, privacy, non-discrimination, equity and voluntary participation  diversity, social change and cohesion – de-stigmatisation  Inclusive of vulnerable and marginalised groups  encouraging open debate  Comprehensive response  recognition that HIV is a bio-psycho-social-developmental and economic pandemic  dictates a comprehensive approach  cognisant of global developments and Good practice  continuous cycle of improvement - M and E

13 Where are we at  Policy Framework with Implementation guide  M and Framework – under consultation – establish sector level indicators  Development of funding models and mechanisms – sustainability  Research:  Roles of Educators in mitigating the impact of HIV  Research – id gaps in HIV research  Graduate competency study  Good practice – Prevention  Sero-prevalence, KAPB and risk assessment  Curriculum - Pilot of HIV module at TE faculties  Work Place Programme – Framework with implementation assistance to HEIs  Grants to HEIs (R60m)

14 Many Questions?  Policy Framework – HE Strategy – HE Policy  What does the adoption of the PF mean?  Institutionalise response- institutional autonomy- competitive edge  Competing priorities  Strategic agenda  Emerging findings – baseline data, ‘relunctant academics  Social environments – breeding ground (KAPB)  Behaviour and practices  Equity issues – merged HEIs Many questions! Many questions! Many questions! Many questions! Stellenbosch…Zululand…..Fort Hare ASK YOU: Are we turning the tide!!!

15 References  2008 Report on the Global AIDS Epidemic   HEAIDS Strategic Framework and beyond  Policy Framework on HIV and AIDS for Higher Education in South Africa  World Bank – Global HIV/AIDS Programme (Accelerating the Education sector response to HIV/AIDS in Africa, August 2005  UNESCO – Expanding the filed of enquiry: A cross country study of HEIs responses to HIV and AIDS, 2006 MANAGA PILLAY (Ms) /


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