HIV and AIDS in Teacher Education: Evaluation Report for a Pilot Project in South African Higher Education Institutions

This 144-page report, published by the Higher Education HIV and AIDS Programme (HEAIDS) of Higher Education South Africa, details an evaluation of the HIV and Teacher Education Pilot Project. The objective of the project was to ensure sector-wide engagement with the challenges posed by teaching and learning in an HIV/AIDS-affected and -infected society. It was also designed to provide the necessary support and resources for the development of educators who are equipped to deal effectively with the HIV/AIDS epidemic and its impact on their work environment and on their personal and community lives. According to the report, the programme resulted in increased competencies for incorporating HIV/AIDS-related education into teacher education.

The project revolved around the creation of a learning guide and accompanying reader. The pilot module was implemented in 27 pre-service and in-service teacher education programmes in 21 higher education institutions (HEIs). Where possible, evaluation of the programme at each HEI included an analysis of pre-service and in-service teachers' assessments and routine internal module evaluations. SSPS software was used with quantitative questionnaire data. All interviews were audio recorded and transcribed.

The report presents the findings under two broad categories: evaluation of the curriculum and evaluation of teachers' competencies. In terms of the curriculum content and outcomes, the report states that the module had given teachers new insights into HIV/AIDS and a sense of empowerment through knowledge. Teachers generally felt that the materials were accessible and relevant to their needs and that the pedagogical approach enhanced active learning. However, it was found that the module needs to be supplemented with phase-specific practical teaching approaches.

Concerning teachers' competencies, the report presents both qualitative and quantitative findings. According to the report, both in-service and pre-service teachers showed a heightened awareness that HIV/AIDS affects everyone indiscriminately. It was also found that teachers are obligated by policy to provide prevention education and to prevent learners from being stigmatised. Both in-service and pre-service teachers showed they have unanimously accepted this role and are aware of the challenges and opportunities of being agents of social change. Teachers also indicated a strong commitment to provide a caring environment for learners, and were of the opinion that caregiving is vital to protecting the quality of teaching and learning. On a personal level, there were instances of pre-service teachers stating that the pilot had made them more aware of their own attitudes, beliefs, and behaviours in relation to HIV/AIDS.

According to the report, by the end of the pilot, there was an increase in the biomedical HIV/AIDS knowledge of both pre-service and in-service teachers. The average increase was from 7.94 to 9.16 correct answers out of 15. There was also an increase in the numbers of HIV/AIDS-related activities performed by pre-service and in-service teachers: from 3.12 to 5.3 activities out of 10 on average. In particular, the pilot stimulated HIV/AIDS-related discussion. Overall, there was little or no change in teachers' gender attitudes between the beginning and end of the pilot, nor in the extent to which they were likely to discriminate against people living with HIV/AIDS. Their attitudes were generally aligned with those in the module from the outset. However, female responses are more aligned than male responses. In addition, by the end of the pilot, teachers' confidence in relation to professional practice had increased, but trends are variable across institutions. For the sample as a whole, the greatest increase in confidence was in relation to integrating HIV/AIDS into the curriculum as well as providing learners with HIV/AIDS information.

The report also contains a number of lessons learned around the content and outcomes of the module, the course structure, paedagogy, assessment, staffing, support, and technology. These include:

• School-based work on HIV/AIDS is critical if teachers are going to be able to practise what they have learned in professional settings.
• Attitude and behaviour change need a longer process than simply exposure to a single module.
• It is critical to use approaches that allow for teachers and their learners to contribute from their personal experiences.
• Materials need to be enhanced with case studies and/or visuals that position the variety of intended audiences as affected by HIV/AIDS.
• Successful pilots were characterised by the use of a combination of paedagogical methods, tailored to the specific audience and by enabling open discussion.
• Teachers need to be assigned tasks involving authentic experience in communities most affected by the epidemic so they can learn from these and 'make a difference' in the lives of those affected.

Finally, the report presents a number of recommendations for improving the module for implementing staff, school management, and the education sector generally. These include: adapting the module to meet the needs of the specific audience; using participatory teaching approaches; including counselling skills development; and creating a dedicated space for the module in teacher education curricula.