The inclusion of HIV/AIDS programmes in the school curriculum with special reference to the intermediate phase.

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(1)THE INCLUSION OF HIV/AIDS PROGRAMMES IN THE SCHOOL CURRICULUM WITH SPECIAL REFERENCE TO THE INTERMEDIATEPHASE by THUDISHI SONNYBOY MAKOFANE MINI-DISSERTATION submitted in partial fulfilment of the requirements of the degree MAGISTER EDUCATIONIS in CURRICULUM STUDIES in the FACULTY OF EDUCATION AND NURSING at the RAND AFRIKAANS UNIVERSITY. SUPERVISOR: DR. MC VAN LOGGERENBERG JULY 2004.

(2) ii ACKNOWLEDGEMENT This work has been made possible by invaluable support from parents, family members, friends and my academic mentors through the will of God. I am unequivocally indebted to you all; I however, take pride that the work is completed and with precision.. Special thanks to: •. My late Grandfather, Phaahle; Grandmother, Pheladi; Father, Ngwato and mother, Mahlako: “Kere tswelang pele le nkgodise Tshukudu ebe mosemanyana”. •. My supervisor, Dr. MC van Loggerenberg whose professional guidance and support had made this work a success. To you I say “Halala!”. •. My son, Mahlogedi: “Mahlogedi a bo mokabi, o s are o rema mokabi ware o a lomeletsa, go bane Mahlogedi o gona. Goba gona ga gago, ngwanake, ke tiisetso go nna.”. •. My typist, Erna Janzen: Thank you for working so tirelessly for the success of this work.. •. Highlands Municipality Officials, School Principals and Educators (in Dullstroom, Belfast and Machadodorp) who gave me permission to conduct research in their premises: To you I say, may God bless you..

(3) iii OPSOMMING Die woord MIV/VIGS oorheers die media dag in en dag uit asook die nuus oor die verw oesting wat dit wêreldwyd veroorsaak. As gevolg hiervan kan ‘n mens nie die rug draai nie. Aangesien daar nog geen behandeling vir MIV/VIGS is nie, is die enigste hoop “voorkoming” daarvan sodat mense hulle kan beskerm daarteen. Die doel van hierdie navorsing is om vas te stel of die insluiting van ‘n MIV/VIGS-program in die kurrikulum die kinders bewus sal maak van die epidemie en die voorkoming daarvan. In die lig van hierdie verklaring is die volgende vrae geformuleer: •. Is die jong mense en kinders bewus van die patroon en verloop van MIV/VIGS?. •. Sal die insluiting van ‘n MIV/VIGS-program in die skoolkurrikulum die jong mense en kinders bewus maak van die katastrofe en die vinnige verspreiding van die virus?. Om die bogenoemde probleem te ondersoek is daar gebruik gemaak van kwalitatiewe en kwantitatiewe metodes. Heirdie keuse is gemaak omdat ‘n kombinasie van metodes vooroordele sal voorkom in die bevindinge; dit sal begrip van die sosiale verskynsels verhoog en dit sal die proses van triangulering ter wille van geloofwaardigheid van die navorsing, versterk. Die navorsing het getoon dat ‘n MIV/VIGS-programme deel moet vorm van die kurrikulum. Die gevolgtrekking is gebaseer op die inligting uit die literatuuroorsig in hoofstuk 2 en die bevindings uit die navorsingsdata in hoofstuk 4. Aanbevelings is gemaak na Nasionale, Provinsiale en Skoolvlakke:.

(4) iv •. Daar is ‘n behoefte aan ‘n omvattende Nasionale MIV/VIGS kurrikulum-ontwikkeling-strategie wat die sistematiese beplanning van ‘n MIV/VIGS-program sal insluit en veral deeglike, relevante navorsing om inligting te bekom op die voorkomingsvlak vir Lewensoriënteringsonderrig.. •. Effektiewe en gemoniteerde kommunikasie tussen die betrokke groepe en kurrikulum-ontwikkelaars om ‘n werkswinkels oor MIV/VIGS aan te bied.. •. Streeksbeamptes moet toegerus word om te kan saamwerk met opgeleide MIV/VIGS opvoeders.. •. Onderwysers moet aangemoedig word om MIV/VIGS lesse in die klas aan te bied in ooreenstemming met riglyne op Nasionale vlak.. Ten slotte: dit was die moeite werd om hierdie navorsing te onderneem as in ag geneem word hoeveel mense daagliks sterf aan MIV/VIGS verwante siektes. Indien die aanbevelings aanvaar word, sal daar ‘n verhoogde bewustheid onder die mense ontstaan en hopenlik ‘n gedragsverandering kom..

(5) v. ABSTRACT The word HIV/AIDS has dominated the media day in and day out, news is up as to how the pandemic is ravaging the whole word. Particularly at risk are the children and young people. In this mist of confusion and frustration one cannot really afford to turn a blind eye on this scourge. As there is no cure for HIV/AIDS, the only hope is “awareness” so that people can adequately protect themselves. The aim of this research is to find out whether the inclusion of HIV/AIDS programmes in the sc hool curriculum may not create an awareness about the epidemic, and as such, prevent the vast spread of the virus. In the light of the statement above, the following questions were formulated: •. Are the young people and children aware of the trends and patte rns of HIV/AIDS?. •. Would the inclusion of HIV/AIDS-programmes in the school curriculum bring awareness about the pandemic and reduce the vast spread of the virus?. In order to research the problem as stated above, qualitative and quantitative methods were chosen. The choice was informed by the fact that using combined methods will prevent biased findings, develop and enhance the understanding of social phenomena and strengthening triangulation. The findings indicated that the HIV/AIDS-programmes should form part of the curriculum. The conclusions made were based on the impact of HIV/AIDS developed from the literature overview in Chapter 2 and findings from data in Chapter 4..

(6) vi Recommendations were made to National, Provincial and School level: •. There is a need for a coherent National HIV/AIDS curriculum development strategy which will ensure systematic planning on HIV/AIDS-programmes generally, and in particular conduct a survey to collect data on awareness levels in life skills education.. •. Effective and monitored communication systems among various stakeholders and curriculum implementers are needed to conduct workshops on HIV/AIDS.. •. Regional officials need to be empowered to enter into partnerships with other accredited programmes to combat HIV/AIDS.. •. Educators should be encouraged to develop HIV/AIDS lessons in classrooms in line with national guidelines.. Lastly, this study was worth undertaking, taking cognisance of the rate at which HIV/AIDS is killing the people. If the recommendations are considered, there will be an increase of awareness and hopefully a change of behaviour..

(7) vii TABLE OF CONTENTS PAGE ACKNOWLEDGEMENT………………………………………. ii OPSOMMING…………………………………………………… iii ABSTRACT………………………………………………………. v TABLE OF CONTENTS……………………………………….. vii LIST OF TABLES AND FIGURES ………………………….. xii. CHAPTER 1: GENERAL ORIENTATION 1.1. Introduction……………………………………………………. 1. 1.2. Rationale……………………………………………………….. 1. 1.3. Problem statement……………………………………………. 2. 1.4. Literature review………………………………………………. 2. 1.5. Research method and design………………………………. 7. 1.6. Sample…………………………………………………………… 8. 1.7. Ethical conduct………………………………………………… 9. 1.8. Data collection…………………………………………………. 9. 1.8.1. Questionnaire……………………………………………………9. 1.8.2. Specific group interview……………………………………….10. 1.9. Data analysis…………………………………………………… 10. 1.10. Delineation of the study……………………………………… 10. CHAPTER 2: LITERATURE REVIEW 2.1. Introduction…………………………………………………….. 11. 2.2. Clarification of concepts……………..………………………. 11. 2.2.1. HIV…………….………………………………………………….. 11. 2.2.2. AIDS………………………………………………………………. 11. 2.2.3. Curriculum …………………………………………………….. 12.

(8) viii 2.2.4. Abstain…………………………………………………………. 12. 2.2.5. Awareness………………………………………………………. 12. 2.2.6. Discrimination…………………………………………………. 12. 2.2.7. Interme diate Phase …………………………………………… 13. 2.2.8. Policy……………………………………………………………… 13. 2.2.9. Prejudice…………………………………………………………. 13. 2.2.10. Stigma……………………………………………………………. 13. 2.3. HIV/AIDS in the schools…………………………………….. 13. 2.4. Curriculum development for HIV/AIDS education……..17. 2.4.1. Curriculum in fourth and fifth grades…...………………..19. 2.4.1.1. Basic sexuality education……………………………………. 19. 2.4.1.2. Drug abuse prevention……………………………………….. 20. 2.4.1.3. Ansciety reduction…………………………………………….. 20. 2.4.1.4. Health education………………………………………………. 20. 2.4.2. Curriculum in sixth grade…………………………………… 21. 2.4.2.1. Sexuality education…………………………………………… 21. 2.4.2.2. Drug abuse information…………………………………….. 22. 2.4.2.3. Health education………………………………………………. 22. 2.4.2.4. Self-assertiveness training………………………………….. 22. 2.4.2.5. Relationship and interpersonal skills…………………….. 23. 2.4.2.6. Attitudes, values and insight……………………………….. 23. 2.5. HIV/AIDS-programmes………………………………………. 23. 2.5.1. Human rights perspective…………………………………….24. 2.6. The impact of HIV/AIDS………………………………………27. 2.6.1. On education…………………………………………………… 27. 2.6.2. On the economy……………………………………………….. 27. 2.6.3. On politics………………………………………………………..31. 2.7. Living with children who are HIV-positive……………….. 33. 2.7.1. Dealing with prejudice and discrimination……………… 34. 2.7.2. Legal protection for people with HIV/AIDS……………….35. 2.7.3. School policy on HIV/AIDS………………………………….. 36. 2.7.4. Supporting sick learners and colleagues………………….36.

(9) ix 2.8. Conclusion …………………………………………………….. 39. CHAPTER 3: RESEARCH METHODOLOGY 3.1. Introduction…………………………………………………….. 40. 3.2. Research paradigms …………………………………………. 40. 3.3. Types of research paradigms……………………………….. 41. 3.3.1. Quantitative research paradigms………………………….. 41. 3.3.2. Qualitative research paradigms……………………………. 42. 3.4. Reason for choosing both quantitative and qualitative.. 43. 3.5. Trustworthiness……………………………………………….. 45. 3.6. Triangulation…………………………………………………….46. 3.7. Ethical consideration…………………………………………. 47. 3.8. Methods of data collection…………………………………… 47. 3.8.1. Group-administrated questionnaire…..………………….. 48. 3.8.2. Interview…………………………………………………………. 49. 3.8.2.1. Focus group interview………………………………………… 49. 3.8.2.2. The size of the groups………………………………………… 50. 3.8.2.3. Sampling procedure………………………………………….. 51. 3.8.2.4. Declaring the researcher’s interest and position……….. 52. 3.8.2.5. Recording the interviews…………………………………….. 52. 3.9. Protocol for data collection………………………………….. 53. 3.9.1. Focus group interview………………………………………… 53. 3.9.2. Group-administrated questionnaires……………………. 54. 3.10. Pilot interviews and questionnaires……………………….. 54. 3.11. Protocol for data analysis……………………………………. 55. 3.11.1. Data gathered from focus group interviews………………55. 3.11.2. Data gathered from questionnaires……………………….. 56. 3.12. Conclusion……………………………………………………… 56.

(10) x. CHAPTER 4: DATA ANALYSIS 4.1. Aim of the chapter…………………………………………….. 57. 4.2. Pilot interviews…………………………………………………. 57. 4.3. Overview of the actual interview…………………………….58. 4.4. Analysis of data obtained from focus group interviews..59. 4.4.1. Report on data analysis …………………………………….. 59. 4.5. Discussion of categories and sub-categories……………. 60. 4.5.1. Main category : Opinions……………………………………..60. 4.5.1.1. Sub-category: Negativity …………………………………….. 61. 4.5.1.2. Sub-category: Positivity………………………………………. 62. 4.5.2. Main category: Facts and information……………………..62. 4.5.2.1. Sub-category: Definitions……………………………………..63. 4.5.2.2. Sub-category: Coping with peer-group pressure……….. 63. 4.5.2.3. Sub-category: Self-awareness………………………………. 65. 4.5.2.4. Sub-category: Transmission of HIV / AIDS……………… 65. 4.5.2.5. Sub-category: Prevention of HIV / AIDS…………………. 65. 4.5.3. Main category: Progression of HIV / AIDSprogrammes……………………………………………………. 65. 4.5.3.1. Sub-category: Progression per grade……………………… 67. 4.5.3.2. Sub-category: Content……………………………………….. 68. 4.5.4. Main category: Workshops………………………………….. 68. 4.5.4.1. Sub-category: Educators…………………………………….. 68. 4.5.4.2. Sub-category: Managers (Principals)……………………… 69. 4.5.5. Main category: Impact…………………………………………70. 4.5.5.1. Sub-category: Learners, te achers, Department of Education……………………………………………………….. 70. 4.6. Analysis of data obtained from questionnaires…………. 71. 4.7. Interpretation of statistical analysis …………………….. 72. 4.7.1. Gender…………………………………………………………… 73. 4.7.2. Age………………………………………………………………… 74. 4.7.3. Grade …………………………………………………………….. 75.

(11) xi 4.7.4. Municipal areas…..……………………………………………. 77. 4.7.5. Non-dependency of the variables….………………………. 79. 4.8. General view of the result of the questionnaires……….. 80. 4.9. Summary………………………………………………………… 80. 4.10. Conclusion……………………………………………………… 81. CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 5.1. Aim of this chapter……………………………………………. 82. 5.2. Brief overview of the study, including the literature study …………………………………………………………….. 82. 5.3. Conclusions…………………………………………………….. 83. 5.3.1. Prejudice and discrimination……………………………….. 83. 5.3.2. Impact……………………………………………………………. 83. 5.3.3. Peer-group pressure……………………………………………84. 5.3.4. Facts and information…………………………………………84. 5.3.5. Prevention and strategies……………………………………. 85. 5.4. Recommendations………………………………………………85. 5.4.1. National level…………………………………………………….85. 5.4.2. Provincial level…………………………………………………..86. 5.4.3. Regional level…………………………………………………… 86. 5.4.4. School level……………………………………………………… 86. 5.5. Limitations of the study……………………………………… 86. 5.6. Strengths of the study……………………………………….. 87. 5.7. Further research possibilities………………………………. 87. 5.8. Summary………………………………………………………… 87 BIBLIOGRAPHY ……………………………………………….. 89.

(12) xi LIST OF ADDENDA ADDENDUM A: Questionnaire ADDENDUM B: Interview questions ADDENDUM C: Responses from the interviewees ADDENDUM D: Request to conduct research in Institutions.

(13) xii LIST OF TABLES AND FIGURES. PAGE 1. Table 1.1 R.S.A Adult population distribution………… 6. 2. Table 2.1 AIDS-Related absenteeism……………………. 28. 3. Table 2.2 Adult mortality rates with and without AIDS…………………………………………………………..…. 30. 4. Figure 4.1 Interview questions ……………………………. 58. 5. Table 4.1 Focus group interview ……………….…………. 58. 6. Table 4.2 Main categories and sub-categories …………. 60. 7. Figure 4.2 Peer-group pressure ………………………….. 64. 8. Figure 4.3 Sugar daddy coercing a girl into sex ………. 64. 9. Figure 4.4 Distribution of increased labour costs due to HIV/AIDS ……………………………………………… 71. 10. Table 4.3 Gender of the respondents ……………………. 72. 11. Table 4.4 Age of the respondents …………………………. 74. 12. Table 4.5 Grades of the respondents ……………………. 75. 13. Table 4.6 Municipal area of the respondents….. ……… 77. 14. Table 4.7 Definition of the word “AIDS” …………………. 78. 15. Table 4.8 Knowledge and awareness …………………….. 78.

(14) 1 CHAPTER 1 GENERAL ORIENTATION 1.1. Introduction. At the dawn of the 21 st century, the word HIV/AIDS dominated the media, be it newspaper, radio or television. A day can hardly go by without news as to how the epidemic is ravaging the whole world. Particularly at risk are the children and young people, said the UNICEF -report released on Wednesday, 3 July 2002. According to this report, a survey carried by countries shows that more than half of those aged 15 to 24 have serious misconceptions about HIV/AIDS. 1.2. Rationale. In The Educator’s Voice (I2002:10) it is stated that “… the epidemic’s grip on Africa has been by far the deadliest, but no part of the world is immune.” It further stated that the most devastated and far reaching, perhaps, is the epidemic’s impact on the education system. In the mist of confusion and frustration one cannot really afford to turn a blind eye on this scourge. Calls are made from all corners of the world for the fight against the pandemic. This is supported by South African Medical Association, Chairman Dr Kgosi Letlape as quoted in Sunday Times “…claiming doctors could no longer be a part of a system that commits genocide” (July 28, 2002:7). A clear point is that there is no cure for HIV/AIDS. The only hope is “awareness” so that people can adequately protect themselves. That being the case, school curricula can assist by including HIV/AIDS-programmes in the school curriculum. This kind of study is therefore, worth researching..

(15) 2 1.3. Problem statement. HIV /AIDS is ravaging the world. Doctors and scientist are spending much time in trying to get the remedy/cure, but in vain. The aim for this research is to find out whether the inclusion of HIV/AIDS-programmes in the school curriculum may create an awareness about the epidemic, and as such prevent the vast spread of the virus. It is so indiscriminate, it kills teachers faster than they can be trained, makes orphans of students, and threatens to derail efforts by highly – infected countries to get all boys and girls into Primary Schools by 2015. This view is supported by the former South African president, Nelson Mandela in the Sunday Times: “What I want to stress, is the devastating effects of HIV/AIDS on this country. All of us have to stand up and make sure that this matter is widely publicised”(August 25, 2002:1). In the light of this statement, the following questions can be formulated: •. Are the young people and children aware of the trends and patterns of HIV/AIDS?. •. Would the inclusion of HIV/AIDS-programmes in the school curricula bring an awareness about the pandemic, and reduce the vast spread of the virus?. 1.4. Literature review. The literature review shows that there are sufficient theoretical bodies of knowledge to support the study. This literature re view focuses on awareness and reduction of the spread of HIV/AIDS. Research will aim at establishing whether the inclusion of HIV/AIDS-programmes in the school curricula can bring an awareness, and substantially reduce the spread of the virus. Research has shown that more than half of those aged 15 to 24 have serious misconceptions about HIV/AIDS. Many schools are already experiencing the effects of the epidemic, as teachers, learners and members of their families fall ill. Before the epidemic is brought u nder control, such effects will become harsher and.

(16) 3 more widespread. Almost every teacher will eventually be teaching some learners who are HIV -positive. In most staff-rooms, one or more teachers will eventually be infected with the virus. Other school employees will not be exempted. To this connection, Grobler, van der Merwe and van Loggerenberg (2001:218) indicate that the illness disrupts learning and teaching. Healthy teachers have to take on an extra load when sick teachers are absent. Learners, who are sick, fall behind with their studies. When family members get ill or die, teachers and learners carry the burden. When teachers and learners die, schools suffer disruption, loss and sorrow. Therefore, it is undoubtedly envisaged that many schools will be adversely crippled by the impact of the disease on staff, learners and their families. According to the report in the Sunday Times (2002:1), there is a clear indication that teachers are being wiped out by the pandemic. In the same report, Mandela said his nephew had also lost two sons who were HIVpositive: “One was a teacher and I do not know what the other one’s occupation was. Although I am not sure of their ages, they were both young”, he said. Education is the reliable vehicle for alerting people about the danger of the epidemic and how to protect themselves against it. In this regard, section 9 of the National Policy on HIV/AIDS stresses (refer to policy document) that continuing life -skills and HIV/AIDS education programmes must be implemented at all schools and institutions for all learners, students, educators and other staff members. This should lead to such schools being safe havens for children, including zero tolerance of sexual harassment and other inappropriate or criminal behaviour, pa rticularly on the part of teachers and school officials. It should be noted that fighting the HIV/AIDS epidemic needs effort, of which education is the fundamental one, because it makes the people aware of the outcomes of the deadly disease..

(17) 4 The education ministry should strengthen the delivery of prevention through education. By expanding in -service training in this area, programmes young people (including those out of school) can be trained to be peer educators and counsellors, and these programmes can be linked programmes with in health services. This is another way of curbing the spread of HIV/AIDS. The curriculum and learning materials should be adapted, introducing health education messages early on and sustaining them throughout the education system, and focus health education on life skills. There is a high risk of transmission of the virus in schools because the youth are not conversant with the trends of HIV/AIDS. That is basically the rationale that promoted this research. According to Groble r et al (2001:238), in some schools with hostels it is likely that some learners will have sexual relations on the premises, whether it is against the rules or not. Having said that, campaigns and counselling are not enough to prevent the spread of the virus. The proposal as hinted by the Soul City, Soul Buddyz 2 (2003)should be included in the school curriculum so that young people can grow up having a full understanding of HIV/AIDS. Besides that, knowledge can be spread wider and faster than the campaigns. However, by saying that, one is not in the least undermining the impact of other campaigns. HIV/AIDS is not someone else’s problem. It is everyone’s problem. By allowing it to spread, the danger exists that half of our youth will not reach adulthood. Their education will be wasted. The economy will shrink. There will be a large number of sick people whom the healthy people will not be able to maintain. People’s dreams will be shattered. Youth and.

(18) 5 adults should change their behaviour in order to reduce the spread of HIV/AIDS. Everyday young women and men are buried. Nurses face burnout, constant trauma and being over worked. Grandmothers with no money look after orphans. Parents watch their children die. Instead of playing nurse and doctor, children have to take care of ill family members in real life. Leadership and a bold plan to prevent deaths should urgently be implemented, and could give hope to families, the community and South Africa. At present, on the African continent one in every 40 adul ts is infected with the HIV -virus. The position in South Africa gives cause for concern. The Department of National Health’s 6 th Annual Survey, conducted among antnatal women in South Africa, indicated that in the October - November 1995 period, one in 10 pregnant women was HIV positive. The figure varied from one region to another, with KwaZulu/Natal showing the highest incidence, with 18 percent of pregnant women in the survey being verified as HIV – positive (Togni, 1997:9). Statistics differ, often ra dically, from source to source. Since HIV/AIDS is not a notifiable disease in South Africa, it is currently very difficult to make a realistic assessment of the actual status of the HIV/AIDS situation in the country. Especially because some deaths are not registered as HIV/AIDS related. The figure below gives a projection of the number of people who will possibly be HIV -positive, and also the number who may develop fully blown AIDS in South Africa by the year 2010. The figure below refers to the adult population in relation to HIV/AIDS in the year 2010..

(19) 6 Table:1.1 RSA: Adult population distribution. 30. 28. 26. HIV24. HIV+ 22. AIDS 20. 18. 16. 14. 12. 11. 8 5 0. 1990. 1995. 2000. 2005. 2010. Years. Source: High AIDS The figure above gives a certain signal that the South African society could be wide open to disruption and instability by 2010. At present there seems to be no medical solution to the HIV/AIDS threat and there is no political solution in sight regarding the government’s capability to deal with the threat. The only factor that is certain, based on present available information, is that South Africa will go the full countdown to 2010. The death of 30 million people will be followed by devastation..

(20) 7 According to the annual NMG-Levy report (as coded in the management briefing, Intersearch 2003 January 20), one million South Africans would be ill with Aids by 2010, while six million would already have died from Aids-related diseases. According to the report, women who enjoyed a life expectancy of 54 in 1999, will have a lifespan of only 37 by 2010, while men will survive them by only one year, 38. The implication here is that society is imploding in the age group 15 to 49. This is the critical sector that keeps society functioning. The weakening of this group implies that grandparents will probably be left unattende d and without financial means. A high death rate in this group also implies a very high number of orphans in the near future. This group does not only include the parents, but also the most productive sector of society: Teachers, workers, managers and taxpayers. The implosion of this sector will probably lead to a serious weakening of the whole society and will impact on health, education, the economy, safety and security, government and politics. 1.5. Research method and design. There are adequate theoretical frameworks on the science of research. The two dominant approaches to research are qualitative and quantitative approaches. This research falls within both qualitative and quantitative approaches. In Bailey (1994), Mouton (1996) and Leedy (1997) th e distinction between the two approaches is comprehensively analysed. In this study, both quantitative and qualitative research methords will be used. This choice is informed by the following reasons : in quantitative method, reality is measured and it exists apart from the researcher. The validity and reliability of results will become important. Creswell (1994:117) maintains that “this data collection, in turn, enables a researcher to generalise the findings from a sample of responses to a population”. The focus of qualitative research is on participants’ perceptions and experiences, and the way they make sense of their lives. In that way, one.

(21) 8 will be able to gain knowledge on their understanding of the impact of HIV/AIDS. The data gathered will determine whether HIV/AIDSprogrammes should be included in the school curricula at intermediate level. According to Polkinghorne (1991:112), as quoted in Rudestan and Newton (1992:31), qualitative methods are especially useful in the “generation of categories for understanding human phenomena and the investigation of the interpretation and meaning that people give to events they experience”. In this study, the intention is to conduct research based on the investigation of how to bring awareness to people concerning HIV/AIDS, using school curricula as springboard. An explorative, descriptive contextual research and in-depth phenomenological interviews will be conducted. The research method will comprise of two phases: Phase 1, an exploration of the understanding and interpretation of HIV/AIDS as responded to in the questionnaire; Phase 2, using the interview method will provide empirical analysis based on answers by the respondents. 1.6. Sample. The term “sampling” denotes extracting systematically from a large group. The concern in sampling is to describe why and how the particular unit of analysis was selected. In this study, grade seven learners as a focus of research was selected. Three primary schools will be randomly selected. Grade seven learners were selected because they will be engaged in issues of HIV/AIDS to gain their understanding of the pandemic and consider whether it would be appropriate to include HIV/AIDS-programmes in the school curricula. An attempt will be made to secure interviews with one or more HIV-positive people in order to understand their experiences and feelings about the pandemic, strictly following the ethical conduct of research..

(22) 9 1.7. Ethical conduct. The research participants’ rights and decisions should be protected by the researcher by way of adhering to the ethics of research. The following measures will be considered to satisfy the demands of ethical research: •. Participation will be on a voluntary base.. •. Confidentiality and anonymity will be assured.. In the study, the researcher will negotiate access to all schools where he will conduct research. He will further seek permission from all the possible participants for the interviews. At the end of the research, he will send the summary of the research to all participants if needs be. 1.8. Data collection. In this study, the researcher will gather data by means of a questionnaire, specific individual interviews, and specific group interviews. 1.8.1. Questionnaire. The questionnaire has been chosen as one of the research instruments. This is informed by the fact that learners will respond freely without even writing their names on the questionnaires. Questionnaires accommodate a large number of learners in a short space of time. Thus, it saves time. The researcher will develop his own questionnaires complying with the following principles: •. Keep questions short and simple.. •. Do not use “and” in statements.. •. Do not use negatives in statements.. •. Statements should always be in line with possible choices.. •. Do not lead the respondent.. The questionnaires will be administered in grade seven classes by the field worker who will be appointed by the researcher. The researcher will seek.

(23) 10 permission from the circuit office to conduct research at the selected schools. 1.8.2. Specific group interview. Specific group interviews are semi -structured interviews with open–ended questions directed at respondents. In this research groups of teachers will be interviewed to gain their perceptions on HIV/AIDS and its impact on education. 1.9. Data analysis. Data analysis is the analysing of the transcripts and information recorded by audiotaping. All information obtained through research tools, that is questionnaires and interviews, are subjected to data analysis. The researcher keeps a full record of all transcribed interviews and questionnaires. 1.10. Delineation of the study. CHAPTER 1: Introduction, contextual background, problem statement, clarification of concepts CHAPTER 2: Literature review and its implications to curricula CHAPTER 3: Research methodology and data collection CHAPTER 4: Analysis of data, interpretation and description of results CHAPTER 5: Guidelines, conclusion and recommendations. SUMMARY In this proposal a brief exposition of the study with regard to rationale, problem statement and research questions was presented. A summary of the research method and design has been given, as well as the discussion of aspects of sampling and ethical conduct with regard to thr research..

(24) 11 CHAPTER 2 LITERATURE REVIEW 2.1. Introduction. In chapter one an overview was given on the preliminary literature review regarding HIV/ AIDS. This chapter will focus on the prevalence of the pandemic and the relevant literature will be studied to gain knowledge on the impact of the disease. HIV/AIDS-programmes in the primary schools, especially in the intermediate phase, will be evaluated as part of the curriculum to establish whether it gives any attention to the scourge of HIV/ AIDS. 2.2. Definitions of concepts. In this section an in- depth analysis is provided to help clarify the concepts that gives direction to this study. 2.2.1. HIV. HIV is a very small germ or organism called a virus, which people become infected with. It cannot be seen with the naked eye, but only under a mic roscope. It is the abbreviaton for Human Immune Deficiency Virus. Grobler at al (2001:221) state that HIV only survives and multiplies in body fluids such as sperm, vaginal fluids, breast milk, blood and saliva. Thus we can only become infected through contact with these infected body fluids. HIV only affects humans and it does so in a way that attacks the immune system and makes it deficient or unable to work effectively. 2.2.2. AIDS. The term AIDS stand for Acquired Immune Deficiency Syndrome. According to Margin Ogilvi, it is in fact the final stage of HIV, rather it is the stage when a person’s immune system has been so badly damaged that the body is no longer able to fight off a range of infections..

(25) 12 2.2.3. Curriculum. There is no fixed definition of curriculum. Many authors and academics dared to define the word “Curriculum” but each one from a different point of view. According to Mark et al (1978:457) as quoted by Carl (1995:30), curriculum is “…..the sum total of the means by which a statement is quicked in attaining the intellectual and moral discipline requisite to the role of an intelligent citizen in a free society. It is not merely a course of study, nor is it a listening of goals or objective, rather it encompasses all of the learning experiences that students have under the direction of the school". 2.2.4. Abstain. The word abstain means avoid doing something for specific reasons. According to Cambridge International Dictionary of English (1995:4), the word abstain means not to do something especially something pleasurable that you think might be bad, e.g. alcohol, smoking. In the context of HIV/AIDS, it means refrain from having sex to avoid the transmission of the virus. 2.2.5. Awareness. Awareness means knowing about the disease. In the context of HIV/AIDS it means knowing and understanding the trends and patterns of the epidemic and how to take precautionary measures, and caring for those who are already infected. 2.2.6. Discrimination. Discrimination means treating a person or a particular group of people differently, especially in a worse way from the way in which you treat other people, because of their skin colour, religion, sex, etc. In relation to this study, HIV-positive persons may be treated less than human being as compared to HIV-negative persons..

(26) 13 According to Boyd-Franklin, Steiner and Boland (1995:271) “People affected by HIV/ AIDS have encountered profound stigma and discrimination in the United States”. 2.2.7. Intermediate phase. This is the phase of school grade levels from grade four to grade six. According to the Cambridge International Dictionary of English, grade is a school class or group of classes in which all the children of a similar age or ability are grouped. 2.2.8. Policy. Policy is a legal document that gives guidelines on how human beings should inter-act. According to Boyd-Franklin (1995:311) “…..public policy is the means of defining in a rational and authoritative manner the distribution of goods and services according to benefits and costs in society”. 2.2.9. Prejudice. The word prejudice means an unfair and unreasonable opinion or feeling especially when formed without enough thought or knowledge. Wilkinson (2001:240) maintains that “prejudice thrives on fear and ignorance”. 2.2.10. Stigma. Stigma is a deep feeling that other people do not respect you or do not have a good opinion of you. In the context of this study, the HIV/AIDSpositive people found it hard to bear the stigma of being neglected and discriminated against. 2.3. HIV/AIDS in the schools. In this section, an in-depth study of the impact of HIV/AIDS in schools will be studied in order to capture a clear picture of the pandemic. As the.

(27) 14 HIV/AIDS epidemic continues to grow, there’s the responsibility of the schools that is two fold. The first is to provide appropriate education to children with HIV/ AIDS in an atmosphere that is supportive of their special needs and is conducive to learning. This requires that the schools have a clearly defined written policy regarding the placement of these children that are sensitive to both the social and physical impact of HIV/AIDS. The second responsibility of the school is to provide a curriculum designed to prevent the spread of the HIV/AIDS infection. Such a curriculum must pre sent not only basic information regarding HIV/AIDS, but also explicit information on risk reduction. In addition, the curriculum should serve to develop and foster risk-reducing behaviour. The schools are faced with an unprecedented challenge that threatens the lives of all our children. It is crucial that this challenge be met effectively to ensure the future and welfare of all children who are already infected with HIV/AIDS and those who have not yet been stricken by it. By and large, the curriculum for grades four, five, and six at school gives only the basic information and diagrams showing the sexual organs of a human being. In stead, it should deal with the transmission risk behaviour, and the prevention of the pandemic. The learners should be captured while still at a tender age, i.e. before they are exposed to sexual activities. Boyd-Franklin (1995:78) support this view as follows: “Analysis of the trends in diagnosis of HIV/AIDS show that HIV transmission is growing among certain groups. AIDS diagnosis increases most between the adolescent groups (13 to 19 years old), indicating that the highest rate of HIV-transmission occurs among adolescents”..

(28) 15 Convincing adolescents to lower their HIV -risk behaviour is very difficult. Even when they know a great deal about HIV-transmission and the risk of growing up in an AIDS epicenter, they practice unsafe sex with multiple partners. To clear the misconception it is imperative that the intermediate phase curriculum should deal with the trends of HIV/AIDS intensively so as to prepare the children for the catastrophic public health threat that is reaching crisis proportions among young people. Quackenbush and Villarreal (1988) as quoted by Silin (1995:78), stated as follows: “Education needs to begin with the youngest children and permeate the curriculum in order to break down the taboos with which it is associated and to make the subject a more comfortable one for discussion”. The question is asked whether the curriculum ensures equal access to HIV/ AIDS information for all learners. Access means that learners not only have the opportunity to hear information, but that it is presented in a language and style easily understood by specific target groups. Looking at the curriculum for the intermediate phase, i.e. grades four, five, and sixth, HIV/AIDS is just on the periphery. There is no mention of HIV transmission, prevention methods and rights of the HIV/AIDS infected people. Children at the intermediate phase are in the danger zone because they do not have knowledge about the trends of HIV. They do not know what is good or bad about sex. That is actually what prompted this study. The right thing is, they should be imbued with the danger of HIV/AIDS before they reach grade seven. Effective sexual education itself, and education that empowers learners by building their sense of entitlement and decreasing their vulnerability, is.

(29) 16 based on our willingness to listen to and work on the experiences learners bring with them. This requires giving up presuppositions about the nature of sexuality and the outcomes of efforts in favour of a socio-historical precaution of the ways in which sexual meanings are constructed and changed. In a time of HIV/AIDS, a discursive analysis becomes essential to re-imagining sexual practices in life -affirming, sex-positive ways. To this end, Silin (1995:79) maintains that if the experiences of our learners are valued, they will be better able to understand the sources of pleasure and danger in their own lives. This process begins when learners find a safe place in which to tell their stories. The permeable curriculum requires balancing our concern about individual responsibility for transmitting HIV with an analysis of the changing social context in which it thrives. At the personal level, the curriculum causes learners to reflect on their own behaviour regarding the transmission of HIV and lives of those who already carry the virus. Educators should take an active role in bringing the full spectrum of knowledge of human differences to the classroom. A curriculum through which they can learn the skills of responsible citizenship, lays the ground work of all AIDS education. For the history of HIV constantly reminds us not only of individual suffering and pain, but also of the power and creativity that resides in a collective response. Although HIV/AIDS may challenge our prior ideas about pedagogical authority, it also offers us an opportunity to examine new models that more accurately reflect how we understand our services to be and what we would like our learners to become. From HIV/AIDS we learn about the limits of science and the importance of human vision, the frailty of the body and the strength of the spirit, therefore nurturing the imagination e ven as we direct our attention to rational cognitive structures. In the end,.

(30) 17 the HIV/AIDS curriculum can be more about life of the body politic than the body physical. Literature maintains that until recently, education about AIDS was thought to be one of the best preventative measures. Public health officials conducted widespread public education campaigns, and schools included HIV/AIDS related facts in their health education classes. According to Boyd-Franklin et al (1995:38), knowledge about HIV/AIDS has been investigated in both pre-adolescent and adolescent populations. She further mentions that Vermont school children had some knowledge about HIV/AIDS at a young age and by the fourth or fifth grade, they were fairly knowledgeable, although misconceptions about AIDS persisted. This suggests that the influence of HIV/AIDS-related knowledge on behaviour is greater when it is available before the development of the risk behaviour, thus, offering such knowledge in the early years of schools should be considered an essential component of any HIV/AIDS prevention strategy. 2.4. Curriculum development for HIV/AIDS education. This section will focus on the type of curriculum that will meet the challenges of fighting the pandemic. HIV/AIDS education poses unique challenges that have caused much debate concerning what should be appropriately taught at each grade level. As a result, there is a great deal of variability among school systems, particularly amongst the lower grades. Clearly, even within the same school, children in the same grade will have different capacities for understanding the material, different levels of sophistication regarding sexual matters, and different levels of exposure to drug-related activities. In addition, there may be pressure from community and religious groups.

(31) 18 to restrict the information that is taught, particularly regarding sexual matters. The CDC (1988) guidelines as quoted by Boyd-Franklin et al (1995:246147) recommend that the HIV/AIDS curriculum be developed in consultation with a panel of representatives of the community, to ensure that the curriculum is supported by the parents and community leaders. Any HIV/AIDS curriculum must be taught in a manner that is likely to promote risk-reducing behaviour. Failure of HIV/AIDS education to change high-risk behaviour may be attributable to other factors. BoydFranklin et al (1995:247) maintain that “ Adolescents are notorious for believing in their own immortality, as a result, they may not take the need for precautions seriously”. It is important that educational materials about HIV/AIDS be culturally sensitive. Such materials must take into account the cultural beliefs and experience of the target audience, and should be presented in language with which the audience can identify. Koop (1987) as quoted in Boyd-Franklin et al (1995:248) states that “although the Surgeon General’s report on AIDS recommends that HIV/AIDS education be provided in the earliest possible grades, many school systems provide no such education in the elementary grades”. The most difficult problem is to decide at what grade level to introduce detailed sexual information. That is the reason why it is recommended that HIV/AIDS education be taught from intermediate phase. Many school systems have been hesitant to present factual in formation regarding such subjects as condoms, oral and anal sex, and homosexuality. As a result, these issues are often not presented until the senior high school grades. Unfortunately, because of the realities of adolescent sexuality, this may be too late ..

(32) 19 Literature indicates that 24% of 14 years old boys have already experienced sexual intercourse (Zelnik and Kanter, 1980 as quoted in Boyd-Franklin et al 1995:248). This confirms the need for HIV/AIDS education in the lower grades. Having said the above, the following is suggested as an example of an effective HIV/AIDS prevention curriculum. It may serve as a guideline for the introduction of appropriate material at consecutive grade levels. 2.4.1. Curriculum in fourth and fifth grades. The primary objectives of HIV/AIDS education at the early elementary level are twofold. The first is to reduce anxiety resulting from misconceptions about HIV -transmission and manifestations of AIDS. Fassler, Mc Queen, Duncan, and Copeland (1990) as quoted by BoydFranklin et al, (1995:249), found that elementary age children expressed considerable anxiety about AIDS and that, unfortunately, television was their primary source of information about the disease. The information learned in the earlier grades can be reinforced here and expanded upon. The following can form part of the curriculum in grades four and five. 2.4.1.1. Basic sexuality education Children can be taught the basics of sexuality education starting in the fourth grade. This is probably done most effectively when boys and girls are taught in separate classrooms. Emphasis can be on the basics of the anatomy and physiology of sexual reproduction. Boyd-Franklin et al (1995:250) maintain that “children be provided with accurate information about human sexuality, including: growth and development, human reproductive system, anatomy, physiology, masturbation, family life, pregnancy, sexual abuse, HIV/AIDS and other sexual transmissions”..

(33) 20 2.4.1.2 Drug abuse prevention Silin (1995:61) maintains that “student’s emergent understanding of HIV/AIDS is closely associated with knowledge of related topics like sexual behavior or drug use”. Boyd-Franklin et al (1995:250) says “more specific information can be presented regarding the transmission of HIV through drug abuse”. Children can be taught about drug addiction and how it affects the body. 2.4.1.3. Anxiety reduction Anxiety is an uncomfortable feeling of nervousness or worry about something that is happening or might happen in the future . Children normally feel anxiety about HIV/AIDS. Therefore, the modes in which HIV is not transmitted should be emphasised. It is important for learners to understand that HIV is not transmitted through casual contact, including touching, eating utensils a nd bathroom facilities. In this regard, Silin (1995:62) emphasises that the curriculum should describe communicable diseases, the immune system, how HIV is not transmitted, and how to prevent AIDS by abstaining from drug use.. 2.4.1.4 Health education In the classroom of grades four and five it is imperative to provide basic information on how the immune system functions and how bacteria, viruses, and parasites cause disease. That can serve to lay the groundwork for explaining how HIV damages the immune system. Learners can learn that the body produces antibodies to fight infections, and that the screening tests for HIV infection detect the presence of antibodies rather than the virus itself..

(34) 21 In this regard, Silin (1995:63) maintains that HIV/AIDS is a medical phenomenon to be located within the confines of the health curriculum. In the following section, the focus will be on the tentative curriculum for grade six. 2.4.2. Curriculum in sixth grade. The main objective of HIV/AIDS education in the intermediate phase is to provide clear and explicit information regarding the transmission of HIV/AIDS. Not enough is mentioned in C2005 as to what education should develop their curriculum in the classroom. The discussion will share light in the following sub-headings: 2.4.2.1 Sexuality education As in the earlier grades, sexuality education is best presented to boys and girls in separate classrooms; learners may feel more comfortable asking questions about detailed sexual information in a same gender context. The reason for abstinence from sexual intercourse should be emphasised, including the risk of contracting sexually transmitted diseases such as syphilis and HIV, the risk of pregnancy, and the need for emotional growth in order to be ready for sa tisfactory intimate relationships. According to Boyd-Franklin et al (1995:251), information about contraception, especially condoms and spermicides, should be provided. Little is mentioned about condoms in C2005. Consumer reports (1989) as quoted in Boyd-Franklin et al (1995:251) has described, in detail, the proper use of condoms. Detailed information about oral sex, homosexuality should be explained in a non-judgmental manner..

(35) 22 2.4.2.2 Drug abuse information Again, avoidance of drug abuse should be emphasised. However, given that the same learners may inject drugs anyway, information about reducing the risk of HIV-transmission via dirty needles should also be provided, including avoiding the sharing of injection equipment and properly disinfected used injection equipment. 2.4.2.3 Health education In grades four and five, basic information about the immune system and how bacteria and viruses cause diseases should be given. Here the focal point should be the information regarding the progress of HIV -infection, the types of opportunistic infections associated with AIDS, and current treatments, can be presented. It is important for learners to understand that people infected with HIV may not become sick for a long time, that HIV diseases may develop gradually with a variety of symptoms, and that AIDS is the end-point of HIV -diseases. It is also good for the learners to understand that even though an individual infected with HIV may show no symptoms, he or she can transmit the virus to others through sexual activity or needle sharing. 2.4.2.4 Self-assertiveness training According to Soul Buddyz 2 (2003:74), a multimedia education programme, teaching children the facts about HIV/AIDS from a young age is important for reducing stigma and discrimination. Boyd-Franklin et al (1995:251) maintain that emphasis should be placed on learners responsibility to protect themselves from HIV-infection. Exercises in decision -making for high-risk situations should be presented, to enable learners to practice their responses in a controlled situation and prepare them for real-life situations..

(36) 23 Although the emphasis of HIV/AIDS education at this level can be on risk reduction, learners should also learn that people with HIV/AIDS should be treated like anyone else and are deserving compassion and support as anyone else with a serious illness. 2.4.2.5 Relationships and inter-personal skills According to Trudell (1993:21), young people should be helped to develop inter-personal skills, including communication skills. Decision-making programmes can prepare learners to understand their sexuality effectively and creatively in adult roles. This would include helping young people develop the capacity for caring, supporting, non-coercive, and mutually pleasurable intimate and sexual relationships. 2.4.2.6 Attitudes, values and insight Trudell (1993:21) maintains that young people should be given an opportunity to question, explore and assess their sexual attitudes in order to develop their own values, increase selfesteem, develop insight concerning relationships with members of both genders, and understand their obligations and responsibilities to others. 2.5. HIV/AIDS programmes. In the light of the vast spread of the virus, and the large scale of infection, this section will focus on the programmes that are in place to highlight the danger of the disease. Programmes like health rights for young people, support programmes for HIV-infected children, legal protection for people with HIV/AIDS should be introduced. The challenge facing the young adults is that they do not have enough information about their rights. According to a Love -Life programme, young people often do not have access to reproductive health care. Researchers.

(37) 24 have found that young people’s sexual and reproductive health rights are likely to be overlooked or not respected by doctors and nurses. Because of that, the following health rights for young people will be discussed: 2.5.1. Human rights perspective. Every human being has got rights, the right to live, the right to be treated as a human being, the right of access to information, just to mention but a few. In this section, rights related to HIV/AIDS will be dealt with. 2.5.1.1 The right to get health services which are not expensive De livery of services to HIV-infected youngsters is a particularly complex and multi-faceted process. This is informed by the attitude of some of the nursing staff and under-resourced health institutions. It is the right of each person, young and adult, to request and receive the HIV -screening and counseling treatment of sexually transmitted infections, contraceptive method of your choice, and to get a referral to the nearest hospital or health centre for any services required that is not offered at the local clinic. Boyd-Franklin et al (1995:261) maintain that “…, perceptions and fears rather than reality are often operative in the response to HIV-infection and risk in the health care professions. Thus, some nurses and other health care providers (Grady, 1992) have refused to care for persons known to be HIV-infected (Cooke, 1990, Eienberg, 1986, Lo, 1990 a, Lo, 1990 b)”. 2.5.1.2 The right to privacy during examination and treatment This right as contained in a Love -life programme, means the services that one receives at the clinic such as examination, counselling and treatment should be done in a place where one.

(38) 25 cannot be seen or heard by other people. Registration should be done in a way that ensures that other people cannot overhear you. “The underlying principle of confidentiality is the right to privacy, based on both legal and ethical considerations dating from the earliest days of the medical profession” (aba, 1991) as quoted in Boyd-Franklin, et al (1995:276). Since public health and physician-patient treatment issues depend on the voluntary disclosure of information in order for patients to be effectively diagnosed and treated, failure to maintain the privacy of information could threaten the co-operation of persons with HIV/AIDS. In addition, g iven the widespread discrimination and stigma associated with HIV/AIDS, concerns surrounding confidentiality have become more urgent. 2.5.1.3 The right to receive information so that you can make your own choices whether or not you want to have sex, when to have sex or who to have sex with Some school systems have health clinics that provide basic health information to learners. This information includes choosing whether or not to have children, whether to marry or not to marry, abstain from sex, and most importantly to make informed choices about sex. According to Boyd-Franklin, (1995:253) “The nation’s schools bear the responsibility for educating our children about the trend of HIV-infection. Most parents have not received formal education about H IV/AIDS and do not have immediate access to current information. It is therefore essential that schools provide HIV/AIDS education, especially regarding the prevention of HIV -infection. It is important that the HIV/AIDS curriculum be supported by the local community, and it is therefore recommended that parents.

(39) 26 and community groups, as well as local health care agencies, provide input for curriculum development”. Soul Buddyz 2 (2003:30), a guide for parents, support that children be given information a bout HIV/AIDS so that they can make good choices in the process of life: “Talking to children about sex and sexuality is not an easy talk for parents. Some parents believe that talking to children about sex will encourage them to have sex. This is not true. Research has shown that children who are well informed about sex, usually wait until they are older to have sex.” Because of HIV/AIDS and other sexually transmitted infections, it is necessary to talk to children about sex so that they do not believe the wrong information they may get from the media and their friends. Parents need to teach their children the values that they believe in. 2.5.1.4 The right to be assured that personal information you give to a health care provider will be kept secret Love -life programmes maintain that a learner or an adult should be confident that clinic staff should not discuss his/her problem with other people unless one has agreed to it. It is argued that one can complain to the management of the clinic regarding confidential information about oneself if information has been passed to other people. This is supported by Wilkinson (2001:241): “Educators who are given such information must be prepared to treat it as confidential and ensure that no unfair discrimination follows from it, and information on a learner’s HIV-status can only be disclosed by an educator to another person with the written permission of the learner (if over 14 years) or his or her parents.”.

(40) 27 2.6. The impact of HIV/AIDS. As the world enters the third decade of AIDS, it is becoming clearer than e ver that this is the most devastating disease humanity has ever faced. In this section, an in -depth study of the impact of HIV/AIDS on the economy and politics of the country will be discussed. 2.6.1. On the economy. During the time of crisis in the 14 th century with the Black Death, it was the economy that eventually saved the day. However, this did not come about without major restructuring of the economy itself, which led to a process of innovation and technological upgrading. If the economy is to survive, the business sector will have to understand the fundamental difference between the way in which government perceives HIV/AIDS and the way in which business ought to approach the disease. Government perceives HIV/AIDS as a disease that affects people. The private sector will have to understand HIV/AIDS as a disease that impacts on the effective functioning of systems. HIV/AIDS endangers the business environment, for it impacts on systems which business needs to prosper, namely education, health, law and order, transport etc. In this regard, UNAIDS maintains that the HIV/AIDS epidemic is exacerbating an impending famine in Southern Africa that endangers the lives of some 12 million people. Many of th ose infected are agricultural workers. City Press, December 1 (2002:1) indicates that seven million agricultural workers in 25 African countries have died of AIDS since 1985. In 2001 alone, AIDS killed nearly 500 000 people in the six predominantly.

(41) 28 agricultural countries threatened with famine, most of whom were in their productive prime. The following table indicates how the work place is affected by HIV/AIDS. Average %. 1999. 2000. 2001. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. 0 Sick Leave. Table:2.1. Compassionate Leave. AIDS-RELATED ABSENTEEISM Source: Deloitte & Touche. The table above shows that AIDS in the work place surveyed by Deloitte & Touche Human Capital Corporation also finds that many companies doubt the epidemic will have much effect on them. There is a slow but disturbingly consistent increase in absenteeism and sick and compassionate leave due to HIV/AIDS. The higher sick leave and compassionate leave figures signal that the work place is already affected severely by the pandemic. That on its own weakens the economy of the country..

(42) 29 The other side of the coin is, even the industries like financial services, where HIV -prevalence is estimated to be lower than in the general population, there cannot be complacency . The World Bank Report (May 2002) states that the present cost for HIV/AIDS to the private sector have already been calculated. Within the mining industry the projected costs of the disease is considered between US$4 and $10 for each ounced mine according to Business Coalition on HIV/AIDS. Recent company statements indicated that each HIV-infected worker would cost the company between R16 000 and R24 000 per year. This just provides for the anti-retroviral medicines and regular accompanying blood tests. The cost of this can be between R40 and R20 000 per blood test. As the HIV/AIDS pandemic removes the skilled workers a nd expertise from the work force, there is at present, little proof that the education system will be in a position to replace the work force. The implication is that the private sector will have to train and maintain its own workforce. This is also true for issues such as security, transport, standards in the industry, etc. As the burden of HIV/AIDS on society increases up to 2010, the private sector will have to increase its expertise and skills, for without the latter, it will not be possible to secure any foreign market. A change in the market will be unavoidable. Eventually the impact of HIV/AIDS will also determine the direction of markets and the economic face of the subcontinent. Government’s political agenda determines more trade between South Africa and her neighbours. The impact of HIV/AIDS forecasts a smaller market in the region, less production and lower standards of products. The implication is that business will have to start searching for new markets outside SubSaharan Africa if it wishes to survive. A broad-based regional economic development will become problematic and will bring the future of NEPAD into question. Certain rich markets will be available where specific industries have the capacity to generate foreign.

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