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MPM / Oliver Tambo Institute of Governance and Policy Studies

Published Article / This paper reports on secondary school learners' perceptions of the impact of human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) on education. A questionnaire on the impact of HIV and AIDS on education was constructed and it was content validated against the theoretical assumptions supported by the literature on HIV and AIDS. Empirical investigation and findings reveal that learners perceive that HIV and AIDS have impact on educators, on learners themselves, on school environment, and on school enrolments and performance.

Written for the School of Dietetics and Human Nutrition. Title from title page of PDF (viewed 2009/06/30). Includes bibliographical references.

This study examined traditional Shona beliefs and practices in light of HIV/AIDS in the rural communities of the Chipinge District in Zimbabwe. The focus of the study was to examine selected Shona traditional beliefs and practices, and evaluate how they respond to the HIV/AIDS threat. The study aimed to examine the traditional beliefs and practices that people in Chipinge rural communities still practise, have stopped practising, or have modified due to the encroachment of HIV/AIDS into the communities’ socio-moral space. It also aims to discuss the traditional beliefs and practices that are safe and those that expose people to HIV infection, in addition to the communities’ knowledge about HIV/AIDS. Grounded in the traditional Shona religious landscape, and from a phenomenological perspective, the study utilised a qualitative survey research design. Using purposive and snowball sampling procedures, 72 study participants, knowledgeable in the Shona people’s traditional beliefs and practices, were selected. The study used non-scheduled structured interviews and a questionnaire, with both closed and open-ended questions, to gather data from the participants. Most participants defined HIV/AIDS as a blend of sexually transmitted infections (STIs) that take time to treat. They believed that AIDS results from ‘pollution’ caused by sexual intercourse with ‘unclean’ women, while a few attributed it to having unprotected sex with an infected partner. Results show that kuputsa (pledged or child marriage), barika (polygamy), and kugara nhaka (wife inheritance) are harmful marriage practices that expose people to HIV infection. As old habits die hard, the study suggests modifications to such marriage practices, where people willing to be involved should take an HIV antibody test. Given that information about HIV/AIDS is communicated through posters and pamphlets written in English, it would benefit the community, if the Ministry of Health and Child Care could provide information in the Ndau language. / Thesis (PhD)--University of Pretoria, 2017. / University of Pretoria Postgraduate Bursary / Old Testament Studies / PhD / Unrestricted

The intention of this study was to evaluate the effectiveness of the implementation of the HIV and AIDS management at schools in the Tshwane South District. The rationale was based on the gap in research regarding evaluation of the implementation of intervention programmes at schools, especially the management and leadership intervention strategies. The Foundation for Professional Development (FPD), a South African Medical Association self-funding education provider in the health sector, had conducted a training intervention with the members of the School Management Teams (SMT) of the Tshwane South District schools. The application of the skills, knowledge and attitudes gained through this training was the main focus for evaluation. For that reason, the Success Case Method (SCM), an innovative programme evaluation design, was used. The first phase of the SCM involved using a short questionnaire to identify appropriate participants for the second phase, which involved in-depth telephone interviews as directed by the SCM. The second phase also involved probing, understanding and documenting the successes, thus allowing an evaluation of the findings. The findings of the study indicate that some SMTs are actually implementing the skills, knowledge and attitudes gained in the FPD training with success, albeit with differing levels of effectiveness. It was also found that there are unsuccessful SMTs that are not implementing or are unable to implement their learning from the FPD training. There were various reasons for both the successes and non-successes. These included matters pertaining to conflicting directions, policy guidelines, commitment, empathy and attitude of the SMTs in understanding circumstances related to people living with and affected by HIV and AIDS, teamwork, reporting systems, the duration of the training workshop and pace of learning of SMTs members, marketing collaterals, workforce availability and availability or lack of time for implementing the HIV and AIDS programme. The recommendations include the provision of follow-up and material support to schools, including the formation of HIV and AIDS management forums and networks. Recommendations are also made to the FPD for enhancing and sustaining the training and implementation. Further recommendations are proffered to the Department of Education regarding activities for directed and needs-based support for schools. The study contributes to the practice of HIV and AIDS management in that it produced an evaluation report on the implementation of HIV and AIDS management at schools. This should be useful to practitioners at school, community and departmental levels regarding the status of HIV and AIDS management at schools. The study also contributes to the theory of intervention programmes using the Success Case Method in education, which is a novel, user-friendly and easy-to-use method of evaluation. / PhD (Education Management), North-West University, Vaal Triangle Campus, 2013

The intention of this study was to evaluate the effectiveness of the implementation of the HIV and AIDS management at schools in the Tshwane South District. The rationale was based on the gap in research regarding evaluation of the implementation of intervention programmes at schools, especially the management and leadership intervention strategies. The Foundation for Professional Development (FPD), a South African Medical Association self-funding education provider in the health sector, had conducted a training intervention with the members of the School Management Teams (SMT) of the Tshwane South District schools. The application of the skills, knowledge and attitudes gained through this training was the main focus for evaluation. For that reason, the Success Case Method (SCM), an innovative programme evaluation design, was used. The first phase of the SCM involved using a short questionnaire to identify appropriate participants for the second phase, which involved in-depth telephone interviews as directed by the SCM. The second phase also involved probing, understanding and documenting the successes, thus allowing an evaluation of the findings. The findings of the study indicate that some SMTs are actually implementing the skills, knowledge and attitudes gained in the FPD training with success, albeit with differing levels of effectiveness. It was also found that there are unsuccessful SMTs that are not implementing or are unable to implement their learning from the FPD training. There were various reasons for both the successes and non-successes. These included matters pertaining to conflicting directions, policy guidelines, commitment, empathy and attitude of the SMTs in understanding circumstances related to people living with and affected by HIV and AIDS, teamwork, reporting systems, the duration of the training workshop and pace of learning of SMTs members, marketing collaterals, workforce availability and availability or lack of time for implementing the HIV and AIDS programme. The recommendations include the provision of follow-up and material support to schools, including the formation of HIV and AIDS management forums and networks. Recommendations are also made to the FPD for enhancing and sustaining the training and implementation. Further recommendations are proffered to the Department of Education regarding activities for directed and needs-based support for schools. The study contributes to the practice of HIV and AIDS management in that it produced an evaluation report on the implementation of HIV and AIDS management at schools. This should be useful to practitioners at school, community and departmental levels regarding the status of HIV and AIDS management at schools. The study also contributes to the theory of intervention programmes using the Success Case Method in education, which is a novel, user-friendly and easy-to-use method of evaluation. / PhD (Education Management), North-West University, Vaal Triangle Campus, 2013

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Background: The Human immunodeficiency virus infection (HIV) and Acquired immunodeficiency syndrome (AIDS) epidemic peaked in 1999, which led to an increase in funding by donors and Global Health Initiatives (GHI) to combat the epidemic. This literature review examined how the substantial influx of funding for GHI’s and HIV and AIDS since early 2000 has impacted the health system in Zambia. Method: The method used for the study was a systematic literature review.  Results: There is conflicting views and mixed evidence about whether GHIs and HIV and AIDS initiatives have benefitted the general health system. It is clear that GHIs and HIV and AIDS initiatives have added substantially to the increase in funding for health in Zambia. Furthermore, it seems likely that the special attention put on HIV and AIDS created an exclusive and skewed environment with increased capacity to tackle HIV and AIDS, but with less capacity built for health services in general. In-coming support from Global Health Initiatives and funding for HIV and AIDS in Zambia has to some extent been controlled by and led by the contributing donor, giving the Zambian authorities limited oversight of the resources. Conclusions: The influx of funding for HIV and AIDS has led to increased support for a specific disease, but it has not generated support to the health sector in general. It has also led to a fragmented approach, where HIV and AIDS have fallen outside of the regular coordination of the health sector.   Keywords: Zambia, HIV and AIDS, Health systems, vertical initiatives, strengthening, impact. / Bakgrund: The Human Immunodeficiency Virus Infection (HIV) och Acquired Immunodeficiency Syndrome (AIDS) epidemin var på sin högsta nivå 1999, vilket ledde till en kraftig ökning av resurser från givare och globala hälsoinitiativ för att bekämpa epidemin. Denna genomgång av litteraturen undersökte hur denna tillväxt av resurser sedan början av 2000-talet påverkade hälsosystemet i Zambia. Metod: Den metod som användes för studien var en systematisk litteraturgenomgång. Det finns olika slutsatser och bevis för om insatser för HIV och AIDS och globala hälsoinsatser har gynnat hälsosystemet. Resultat: Det är klart att insatser för HIV och AIDS och globala hälsoinsatser har bidragit substantiellt till finansiering av hälsosektorn i Zambia. Studien visade att det är troligt att det särskilda fokus som HIV och AIDS fick skapade en exklusiv och snedvriden miljö, med ökad kapacitet för att hantera HIV och AIDS, men med mindre kapacitet för hälsosektorn generellt. Det stöd och resurser från globala hälsoinitiativ och för HIV och AIDS som Zambia fick del av, har till en del varit kontrollerat av och letts av bidragsgivaren, vilket ledde till att Zambiska myndigheter hade begränsad kontroll över dessa resurser. Slutsats: De ökade resurser som tillkom för att bekämpa HIV och AIDS innebar en ökad satsning på dessa sjukdomar men det har bevisats att detta inte genererade tillräckligt stöd till hälsosystemet. Detta ledde också till en fragmenterad satsning, där HIV och AIDS har hanterats utanför den vanliga samordningen av hälsosektorn.   Nyckelord: Zambia, HIV och AIDS, Hälsosystem, vertikala initiativ, stärkande, effekt.