Annual Performance Plan Jaarlikse ... - National Treasury

Strategy: A Multi-Sectoral Framework for Action in the Western Cape 2006 to 2011 further unpacks this strategy in
response to the national, multi-sectoral HIV & AIDS and STI Strategic Plan for South Africa, 2007-2011.The Western
Cape Provincial AIDS Council, which includes representation of education through the MEC, has endorsed the
Accelerated HIV Prevention Strategy, 2006 to 2011.
Given the HIV/AIDS programme’s transversal and social capital nature (and its close but presently unstructured
relationship with similar social challenges in education, such as drug abuse, teenage pregnancy, sexual abuse,
behaviour modification and other youth-based strategies) the WCED’s organisational re-design holds the potential for
an improved alignment of related social challenges, greater efficiency of personnel utilisation, reduced duplication of
services, and greater all-round impact. Notwithstanding this, however, the HIV/AIDS response continues to resist the
silo effect of the present WCED organogram, and responsibilities are increasingly being shifted to the relevant line
function in the various head office directorates and district office components, so as to ensure greater efficacy and
sustainability beyond conditional grant funding.
Khanya Technology in Education Project
The Khanya Project will establish computer laboratories in a further 200 schools.
Progress analysis
HIV/AIDS Conditional Grant:
All schools are clustered (5-20 per cluster) for advocacy, training and ongoing support. All schools have designated
HIV/AIDS co-ordinators and/or committees. Cumulatively, 17 124 educators had been trained by 2006/07 (against a target of
16 000).An estimated 820 000 learners (85%) receive regular HIV/AIDS life skills education (within the context of Life
Orientation).Whilst preventative education through Life Orientation remains the backbone of the programme, the focus is
now shifting towards integration of HIV/AIDS across the entire curriculum (‘Achieve’ programme).
Development and translation of training materials into all three official languages is completed. All schools receive annually
their exact requirements of curriculum-based LTSM. Each school, from 2007/08, will receive 10 resource files (for SMT and
SGB members) to enable the school to workshop the development of a School HIV/AIDS policy and a School HIV/AIDS
Management Plan (within a WSE and SIP framework).This will include leadership and workplace issues. Each schoolcommunity,
from 2007/08, will also receive 10 Care and Support Strategy resource files to enable SMT/educators, SGB
members and community-based partners to develop social capital and networks of support for orphans and other vulnerable
children inclusive of those affected by AIDS (within a White Paper 6 / Inclusive Education context, and thus further promoting
the development of district-based support teams and educator support teams).90 School Psychologists and Social Workers
have also been trained as professional HIV/AIDS counsellors, for high-level learner support to schools, on demand. An NQF
Level 4 qualification and short course in Basic Counselling and referral skills has also been finalized and will be offered to
educators and SGB members from 2007.
The collaborative GoLD peer education programme (in partnership with the Department of Health (DoH) and NGO service
providers), now in 136 schools, was in 2006 a finalist in the Premier’s Service Excellence awards, and won the international
Commonwealth ‘Good Practice in Education’ award. A formal external evaluation of this programme (as well as the other
partnership initiative with DoH and love Life) was also completed by the University of Cape Town in 2006, and together with
the province’s Accelerated HIV Prevention Strategy, indicates important challenges ahead.
The HIV/AIDS curriculum-based life-skills programme was also twice evaluated by the national department in 2006, to
assess programme delivery in schools, and the Auditor-General undertook, for the second year, a Value-Added Audit in
addition to the usual compliance audits. The HIV/AIDS programme was thus the first in the WCED to undergo such scrutiny,
now over two years, and has been used as an example to the department of how other programmes and services will, in
future, be assessed for quality of outcomes (and thus taxpayers value-for-money), rather than just inputs and outputs.
Interestingly, all evaluations pointed to a severe personnel shortfall. Nonetheless, district-based HIV/AIDS personnel
continue to regularly visit schools to ensure that the programme is implemented, to trouble-shoot, and to address the broader
needs of the school community with respect to prevention, care and support for educators and learners infected and/or
affected by HIV/AIDS. Finally, a number of research projects and pilot studies are well underway and these continue to
enable the programme to adjust to new insights and ‘best practice’ on an ongoing basis.
Teacher Training
This initiative began with 24 bursary recipients in 2001 and has grown to 90 in the 2006 academic year.
Annual Performance Plan 2007/08 – 2009/10
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