Final report : assessment of the implementation of life skills-HIV/AIDS programme in secondary schools

The report first summarizes earlier reports based on interviews with policymakers and provincial and district managers and then presents school-level data. Implementation is limited in extent and mixed in quality: the vast majority of respondents report only average or below-average success with the program. Return on investment is also low -- only 29% of all schools in South Africa are successfully implementing the program as a direct result of program inputs (mainly training). Implementation is considerably weaker in provinces where the HIV/AIDS infection rates are very high (especially in KwaZulu Natal and Eastern Cape). Why this is so may need to be studied. The program"s most commonly cited result is increased awareness of HIV/AIDS. There is virtually no evidence of behavior change (the program has existed only 2-3 years). Structural factors facilitating implementation include: a pre-existing guidance program; existence of a timetable and guidance thereon; schools that possess both basic infrastructure and an environment supportive of the program"s content, especially its sensitive areas; willing educators given time and support for life skills training (preferably more than one educator per school); the principal"s support of the program and belief that educators have strong skills in various instructional methodologies. Most schools (and many district managers as well) appear to lack a clear understanding of what is expected of them. Many managers believe that the roles and responsibilities for education managers are less clearly defined than for health managers. The existence of official policies or statements of government support/commitment has not guaranteed effective action. Support for the program from national, provincial, and district officials has been less than optimal. Finally, all schools (and district and provincial support offices) need a clear and measurable definition of what the Department of Education (DOE) expects, as well as feedback on and rewards for performance. Best practices that could help specify performance standards are listed. The majority of respondents at schools and within provincial and district management suggested training as the main means of improving implementation. A direct relationship is discernible between participation in the training program and implementation status. Moreover, the data strongly indicate the need for refresher training in skills development as opposed to HIV/AIDS knowledge. Too many educators, even in fully implementing schools, have focused on building awareness of HIV/AIDS among learners, as opposed to teaching negotiation, decisionmaking, and other skills that could help learners to protect themselves against infection or unwanted pregnancy. Other obstacles include inadequate equipment and supplies, little supervisory support, few rewards, inappropriate evaluation, limited opportunities to practice skills, and flawed recruitment or job assignments. However, the limits of training, especially off-site, formal training, are extensive. In the United States, it is estimated that 10% or less of off-site employee training results in new skills. Whatever training method is used, performance expectations must be established and, most importantly, assessment criteria utilized to provide feedback on trainee understanding of the material. Certification is very helpful in this regard and should perhaps be mandatory, given the HIV/AIDS crisis facing South Africa. Follow-up support is also essential to good implementation. Ultimately, successful implementation appears to have depended more on the support and commitment of individuals than on a coherent institutional response. The DOE must express more ownership of the program, especially at middle and lower levels of management. The program has too often been embraced more by health than by education personnel and at the national and provincial than at the district level. Moreover, the vast majority of district and provincial managers believe that success is due to the commitment at the school level, rather than to a combination of external support and internal dedication. Top managers in the education departments must be actively involved in this program to demonstrate institutional commitment.