HEC101V/102/3/2013

Tutorial letter 102/3/2013

HEALTH EDUCATION
HEC101V

Department of Curriculum and Instructional

Studies

Semester 1 and 2
This tutorial letter contains important information about your module.
(1) NATIONAL POLICY ON HIV/AIDS FOR LEARNERS AND
EDUCATORS IN PUBLIC SCHOOLS AND STUDENTS AND
EDUCATORS IN FURTHER EDUCATION AND TRAINING
INSTITUTIONS
Notice 1926 of 1999, Government Gazette: Vol 410
Pretoria 10 August 1999
No. 20372

(2) THE HIV/AIDS EMERGENCY: GUIDELINES

FOR EDUCATORS

Dear Student/Geagte Student

I have reprinted for your information the following two documents relating to HIV/AIDS:
(1)
NATIONAL POLICY ON HIV/AIDS FOR LEARNERS AND EDUCATORS IN PUBLIC
SCHOOLS AND STUDENTS AND EDUCATORS IN FURTHER EDUCATION AND TRAINING
INSTITUTIONS (Notice 1926 of 1999, Government Gazette: Vol 410, Pretoria 10 August 1999,
No. 20372).
(2)

THE HIV/AIDS EMERGENCY: GUIDELINES FOR EDUCATORS

Die beleidsdokument wat hieronder verskyn is net in Engels beskikbaar.

....................................................................................................................................................
NOTICE 1926 OF 1999

DEPARTMENT OF EDUCATION
NATIONAL EDUCATION POLICY ACT, 1996 (ACT NO. 27 OF 1996)
NATIONAL POLICY ON HIV/AIDS FOR LEARNERS AND EDUCATORS
IN PUBLIC SCHOOLS AND STUDENTS AND EDUCATORS IN FURTHER
EDUCATION AND TRAINING INSTITUTIONS
SCHEDULE
NATIONAL POLICY ON HIV/AIDS FOR LEARNERS AND EDUCATORS
IN PUBLIC SCHOOLS AND STUDENTS AND EDUCATORS IN FURTHER
EDUCATION AND TRAINING INSTITUTIONS

HEC101V/102

PREAMBLE
Acquired Immune Deficiency Syndrome (AIDS) is a communicable disease that is caused by the Human
Immunodeficiency Virus (HIV).
In South Africa, HIV is spread mainly through sexual contact between men and women. In addition,
around on third of babies born to HIV-infected women will be infected at birth or through breast-feeding.
The risk of transmission of the virus from mother to baby is reduced by antiretroviral drugs.
Infection through contact with HIV-infected blood, intravenous drug use and homosexual sex does occur
in South Africa, but constitutes a very small proportion of all infections. Blood transfusion are thoroughly
screened and the chances of infection from transfusion are extremely low.
People do not develop AIDS as soon as they are infected with HIV. Most experience a long period of
around 5 - 8 years during which they feel well and remain productive members of families and
workforces. In this asymptomatic period, they can pass their infection on to other people without realising
that they are HIV infected.
During the asymptomatic period, the virus gradually weakens the infected persons immune system,
making it increasingly difficult to fight off other infections. Symptoms start to occur and people develop
conditions such as skin rashes, chronic diarrhoea, weight loss, fevers, swollen lymph glands and certain
cancers. Many of these problems can be prevented or treated effectively. Although these infections can
be treated, the underlying HIV infection cannot be cured.
Once HIV-infected people have a severe infection or cancer (a condition known as symptomatic AIDS)
they usually die within 1 to 2 years. The estimated average time from HIV infection to death in South
Africa is 6 to 10 years. Many HIV infected people progress to AIDS and death in much shorter periods.
Some live for 10 years or more with minimal health problems, but virtually all will eventually die of AIDS.
HIV-infected babies generally survive for shorter periods than HIV-infected adults. Many die within two
years of birth, and most will die before they turn five. However, a significant number may survive even
into their teenage years before developing AIDS.

No cure for HIV infection is available at present.

Any cure which is discovered may well be unaffordable for most South Africans.
HIV/AIDS is one of the major challenges to all South Africans. The findings of the 1998 HIV survey
among pregnant women attending public antenatal clinics of the Department of Health, show that the
HIV/AIDS epidemic in South Africa is among the most severe in the world and it continues to increase at
an alarming pace. The rate of increase is estimated at 33.8%. Using these figures, it is estimated that
one in eight of the countrys sexually active population - those over the age of 14 years - is now infected.
In the antenatal survey, the prevalence of HIV/AIDS among pregnant women under the age of 20 years
has risen by a frightening 65.4% from 1997 to 1998.
According to the 1998 United Nations Report on HIV/AIDS Human Development in South Africa, it is
estimated that almost 25% of the general population will be HIV positive by the year 2011. The
achievements of recent decades, particularly in relation to life expectancy and educational attainment,
will inevitably be slowed down by the impact of current high rates of HIV prevalence and the rise in
AIDS-related illnesses and deaths. This will place increased pressures on learners, students and
educators.

Because the Ministry of Education acknowledges the seriousness of the HIV/AIDS epidemic, and
international and local evidence suggests that there is a great deal that can be done to influence the
course of the epidemic, the Ministry is committed to minimise the social, economic and developmental
consequences of HIV/AIDS to the education system, all learners, students and educators, and to provide
leadership to implement an HIV/AIDS policy. This policy seeks to contribute towards promoting effective
prevention and care within the context of the public education system.
In keeping with international standards and in accordance with education law and the constitutional
guarantees of the right to a basic education, the right not to be unfairly discriminated against, the right to
live and bodily integrity, the right to privacy, the right to freedom of access to information, the right to
freedom of conscience, religion, thought, belief and opinion, the right to freedom of association, the right
to a safe environment, and the best interests of the child, the following shall constitute national policy.

1.

DEFINITIONS

In this policy any expression to which a meaning has been assigned in the South African Schools Act,
1996 (Act No. 84 of 1996), the Further Education and Training Act, 1998 (Act No. 98 of 1998) and the
Employment of Educators Act, 1998 (Act No. 76 of 1998), shall have that meaning and, unless the
context otherwise indicates AIDS means the acquired immune deficiency syndrome, that is the final phase of HIV infection;
HIV means the human immunodeficiency virus;
institution means an institution for further education and training, including an institution
contemplated in section 38 of the Further Education and Training Act, 1998 (Act No. 98 of 1998);
sexual abuse means abuse of a person targeting their sexual organs, e.g. rape, touching their private
parts, or inserting objects into their private parts;
unfair discrimination means direct or indirect unfair discrimination against anyone on one or more
grounds in terms of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996);
universal precautions refers to the concept used worldwide in the context of HIV/AIDS to indicate
standard infection control procedures or precautionary measures aimed at the prevention of HIV
transmission from one person to another and includes procedures concerning basic hygiene and the
wearing of protective clothes such as latex or rubber gloves or plastic bags when there is a risk of
exposure to blood, blood-borne pathogens or blood-stained body fluids;
violence means violent conduct or treatment that harms the person of the victim, for example assault
and rape;
window period means the period of up to three months before HIV antibodies appear in the blood
following HIV infection. During this period HIV tests cannot determine whether a person is infected with
HIV or not.

HEC101V/102

2.

PREMISES

2.1
Although there are no known cases of the transmission of HIV in schools or institutions, there are
learners with HIV/AIDS in schools. More and more children who acquire HIV prenatally will, with
adequate medical care, reach school-going age and attend school. Consequently a large proportion of
the learner and student population and educators are at risk of contracting HIV/AIDS.
2.2
HIV cannot be transmitted through day-to-day social contact. The virus is transmitted only
through blood, semen, vaginal and cervical fluids and breast milk. Although the virus has been identified
in other body fluids such as saliva and urine, no scientific evidence exists to show that these fluids can
cause transmission of HIV.
2.3
Because of the increase in infection rates, learners, students and educators with HIV/AIDS will
increasingly form part of the population of schools and institutions. Since many young people are
sexually active, increasing numbers of learners attending primary and secondary schools, and students
attending institutions might be infected. Moreover, there is a risk of HIV transmission as a result of
sexual abuse of children in our country. Intravenous drug abuse is also a source of HIV transmission
among learners and students. Although the possibility is remote, recipients of infected blood products
during blood transfusions (for instance haemophiliacs), may also be present at schools and institutions.
Because of the increasing prevalence of HIV/AIDS it is imperative that each school must have a planned
strategy to cope with the epidemic.
2.4
Because of the nature of HIV antibody testing and the window period or apparently well period
between infection and the onset of clearly identifiable symptoms, it is impossible to know with absolute
certainty who has HIV/AIDS and who does not. Although the Department of Health conducts tests
among women attending ante-natal clinics in public health facilities in South Africa as a mechanism of
monitoring the progression of the HIV epidemic in South Africa, testing for HIV/AIDS for employment or
attendance at schools is prohibited.
2.5
Compulsory disclosure of a learners, students or educators HIV/AIDS status to school or
institution authorities is not advocated as this would serve no meaningful purpose. In case of disclosure,
educators should be prepared to handle such disclosures and be given support to handle confidentiality
issues.
2.6
Learners and students with HIV/AIDS should lead as full a life as possible and should not be
denied the opportunity to receive an education to the maximum of their ability. Likewise, educators with
HIV/AIDS should lead as full a professional life as possible, with the same rights and opportunities as
other educators and with no unfair discrimination being practised against them. Infection control
measures and adaptations must be universally applied and carried out regardless of the know or
unknown HIV status of individuals concerned.

2.6.1 The risk of transmission of HIV in the day-to-day school or institution environment in the
context of physical injuries, can be effectively eliminated by following standard infection-control
procedures or precautionary measures (also known as universal precautions) and good hygiene
practices under all circumstances. This would imply that in situations of potential exposure, such as in
dealing with accidental or other physical injuries, or medical intervention on school or institution premises
in case of illness, all persons should be considered as potentially infected and their blood and body fluids
treated as such.
2.6.2 Strict adherence to universal precautions under all circumstances in the school or
institution is advised.
2.6.3 Current scientific evidence suggests that the risk of HIV transmission during teaching,
sport and play activities is insignificant. There is no risk of transmission from saliva, sweat, tears, urine,
respiratory droplets, handshaking, swimming-pool water, communal bath water, toilets, food or drinking
water. The statement about the insignificant risk of transmission during teaching, sport and play

activities, however, holds true only if universal precautions are adhered to. Adequate wound
management has to take place in the classroom and laboratory or on the sports field or playground when
a learner or student sustains an open bleeding wound. Contact sports such as boxing and rugby could
probably be regarded as sports representing a higher risk of HIV transmission than other sports,
although the inherent risk of transmission during any such sport is very low.
2.6.4 Public funds should be made available to ensure the application of universal precautions
and the supply of adequate information and education on HIV transmission. The States duty to take all
reasonable steps to ensure safe school and institution environments, is regarded as a sound investment
in the future of South Africa.
2.6.5 Within the context of sexual relations, the risk of contracting HIV is significant. There are
high levels of sexually active persons within the learner population group in schools and institutions for
further education and training considerably. Besides sexuality education, morality and life skills
education being provided by educators, parents should be encouraged to provide their children with
healthy morals, sexuality education and guidance regarding sexual abstinence until marriage and
faithfulness to their partners. Sexually active persons should be advised to practise safe sex and to use
condoms. Learners and students should be educated about their rights concerning their own bodies, to
protect themselves against rape, violence, inappropriate sexual behaviour and contracting HIV.
2.7
The constitutional rights of all learners, students and educators must be protected on an equal
basis. If a suitably qualified person ascertains that a learner, student or educator poses a medically
recognised significant health risk to others, appropriate measures should be taken. A medically
recognised significant health risk in the context of HIV/AIDS could include the presence of untreatable
contagious (highly communicable) diseases, uncontrollable bleeding, unmanageable wounds, or
sexually or physical aggressive behaviour, which may create the risk of HIV transmission.
2.8
Furthermore, learners and students with infectious illnesses such as measles, German measles,
chicken pox, whooping cough and mumps should be kept away from the school or institution to protect
all other members of the school or institution, especially those whose immune systems may be impaired
by HIV/AIDS.
2.9
Schools and institutions should inform parents of vaccination/inoculation programmes and of their
possible significance for the well-being of learners and students with HIV/AIDS. Local health clinics could
be approached to assist with immunisation.
2.10 Learners and students must receive education about HIV/AIDS and abstinence in the context of
life-skills education on an ongoing basis. Life-skills and HIV/AIDS education should not be presented as
isolated learning content, but should be integrated in the whole curriculum. It should be presented in a
scientific but understandable way. Appropriate course content should be available for the pre-service
and in-service training of educators to cope with HIV/AIDS in schools. Enough educators to educate
learners about the epidemic should also be provided.
2.10.1 The purpose of education about HIV/AIDS is to prevent the spread of HIV infection, to
allay excessive fears of the epidemic, to reduce the stigma attached to it and to instill non-discriminatory
attitudes towards persons with HIV/AIDS. Education should ensure that learners and students acquire
age- and context-appropriate knowledge and skills in order that they may adopt and maintain behaviour
that will protect them from HIV infection.
2.10.2 In the primary grades, the regular education should provide education about HIV/AIDS,
while in secondary grades the guidance counsellor would ideally be the appropriate educator. Because
of the sensitive nature of the learning content, the educators selected to offer this education should be
specifically trained and supported by the support staff responsible for life-skills and HIV/AIDS education
in the school and province. The educators should feel at ease with the content and should be a role
model with whom learners and students can easily identify. Educators should also be informed by the
principal and educator unions of courses for educators to improve their knowledge of, and skills to deal
with HIV/AIDS.

HEC101V/102
2.10.3 All educators should be trained to give guidance on HIV/AIDS. Educators should respect
their position of trust and the constitutional rights of all learners and students in the context of HIV/AIDS.
2.11 In order to meet the demands of the wide variety of circumstances posed by the South African
community and to acknowledge the importance of governing bodies, councils and parents in the
education partnership, this national policy is intended as broad principles only.
It is envisaged that the governing body of a school, acting within its functions under the South African
Schools Act, 1996, and the Council of a Further Education and Training Institution, acting within its
functions under the Further Education and Training Act, 1998, or any provincial law, should preferably
give operational effect to the national policy by developing and adopting an HIV/AIDS implementation
plan that would reflect the needs, ethos and values of a specific school or institution and its community
within the framework of the national policy.

3.
NON-DISCRIMINATION AND EQUALITY WITH REGARD
LEARNERS, STUDENTS AND EDUCATORS WITH HIV/AIDS.

TO

3.1
No learner, student or educator with HIV/AIDS may be unfairly discriminated against directly or
indirectly. Educators should be alert to unfair accusations against any person suspected to have
HIV/AIDS.
3.2
Learners, students, educators and other staff with HIV/AIDS should be treated in a just, humane
and life-affirming way.
3.3
Any special measures in respect of a learner, student or educator with HIV should be fair and
justifiable in the light of medical facts; established legal rules and principles; ethical guidelines, the best
interest of the learner, student and educator with HIV/AIDS; school or institution conditions; and the best
interest of other learners, students and educators.
3.4
To prevent discrimination, all learners, students and educators should be educated about
fundamental human rights as contained in the Constitution of the Republic of South Africa, 1996.

4.
HIV/AIDS TESTING AND THE ADMISSION OR LEARNERS TO A
SCHOOL AND STUDENTS TO AN INSTITUTION, OR THE
APPOINTMENT OF EDUCATORS
4.1
No learner or student may be denied admission to or continued attendance at a school or an
institution on account of his or her HIV/AIDS status or perceived HIV/AIDS status.
4.2
No educator may be denied the right to be appointed in a post, to teach or to be promoted on
account of his or her HIV/AIDS status or perceived HIV/AIDS status. HIV/AIDS status may not be a
reason for dismissal of an educator, nor for refusing to conclude, or continue, or renew an educators
employment contract, nor to treat him or her in any unfair discriminatory manner.
4.3
There is no medical justification for routine testing of learners, students or educators for evidence
of HIV infection. The testing of learners or students for HIV/AIDS as a prerequisite for admission to, or
continued attendance at school or institution, to determine the incidence of HIV/AIDS at schools or
institutions, is prohibited. The testing of educators for HIV/AIDS as a prerequisite for appointment or
continued service is prohibited.

5.
ATTENDANCE AT SCHOOLS AND INSTITUTIONS BY LEARNERS
OR STUDENTS WITH HIV/AIDS
5.1
Learners and students with HIV have the right to attend any school or institution. The needs of
learners and students with HIV/AIDS with regard to their right to basic education should as far as is
reasonably practicable be accommodated in the school or institution.
5.2
Learners and students with HIV/AIDS are expected to attend classes in accordance with statutory
requirements for as long as they are able to do so effectively.
5.3
Learners of compulsory school-going age with HIV/AIDS, who are unable to benefit from
attendance at school or home education, may be granted exemption from attendance in terms of section
4(1) of the South African Schools Act, 1996, by the Head of Department, after consultation with the
principal, the parent and the medical practitioner where possible.
5.4
If and when learners and students with HIV/AIDS become incapacitated through illness, the
school or institution should make work available to them for study at home and should support continued
learning where possible. Parents should, where practically possible, be allowed to educate their children
at home in accordance with the policy for home education in terms of section 51 of the South African
Schools Act, 1996, or provide older learners with distance education.
5.5
Learners and students who cannot be accommodated in this way or who develop HIV/AIDSrelated behavioural problems or neurological damage, should be accommodated, as far as is practically
possible, within the education system in special schools or specialised residential institutions for learners
with special education needs. Educators in these institutions must be empowered to take care of and
support HIV-positive learners. However, placement in special schools should not be used as an excuse
to remove HIV-positive learners from mainstream schools.

6.
DISCLOSURE
CONFIDENTIALITY

OF

HIV/AIDS-RELATED

INFORMATION

AND

6.1
No learner or student (or parent on behalf of a learner or student), or educator, is compelled to
disclose his or her HIV/AIDS status to the school or institution or employer. (In cases where the medical
condition diagnosed is the HIV/AIDS disease, the Regulations relating to communicable diseases and
the notification of notifiable medical conditions [Health Act, 1977] only require the person performing the
diagnosis to inform the immediate family members and the persons giving care to the person and, in
cases of HIV/AIDS-related death, the persons responsible for the preparation of the body of the
deceased.)
6.2
Voluntary disclosure of a learners, students or educators HIV/AIDS status to the appropriate
authority should be welcomed and an enabling environment should be cultivated in which the
confidentiality of such information is ensured and in which unfair discrimination is not tolerated. In terms
of section 39 of the Child Care Act, 1983 (Act No. 74 of 1983), any learner or student above the age of
14 years, his or her parent, is free to disclose such information voluntarily.
6.3
A holistic programme for life-skills and HIV/AIDS education should encourage disclosure. In the
event of voluntary disclosure, it may be in the best interests of a learner or student with HIV/AIDS if a
member of the staff of the school or institution directly involved with the care of the learner or student, is
informed of his or her HIV/AIDS status. An educator may disclose his or her HIV/AIDS status to the
principal of the school or institution.
6.4
Any person to whom any information about the medical condition of a learner, student or
educator with HIV/AIDS has been divulged, must keep this information confidential.
6.5
6.6

Unauthorised disclosure of HIV/AIDS-related information could give rise to legal liability.

No employer can require an applicant for a job to undergo an HIV test before he/she is

HEC101V/102
considered for employment. An employee cannot be dismissed, retrenched or refused a job simply
because he or she is HIV positive.

7.

A SAFE SCHOOL AND INSTITUTION ENVIRONMENT

7.1
The MEC should make provision for all schools and institutions to implement universal
precautions to eliminate the risk of transmission of all blood-borne pathogens, including HIV, effectively
in the school or institution environment.
Universal precautions include the following:
7.1.1 The basis for advocating the consistent application of universal precautions lies in the
assumption that in situations of potential exposure to HIV, all persons are potentially infected and all
blood should be treated as such. All blood, open wounds, sores, breaks in the skin, grazes and open
skin lesions, as well as all body fluids and excretions which could be stained or contaminated with blood
(for example tears, saliva, mucus, phlegm, urine, vomit, faeces and pus) should therefore be treated as
potentially infectious.
(a)
Blood, especially in large spills such as from nosebleeds, and old blood or blood stains, should
be handled with extreme caution.
(b)

Skin exposed accidentally to blood should be washed immediately with soap and running water.

(c)
All bleeding wounds, sores, breaks in the skin, grazes and open skin lesions should ideally be
cleaned immediately with running water and/or other antiseptics.
(d)
If there is a biting or scratching incident where the skin is broken, the wound should be washed
and cleansed under running water, dried, treated with antiseptic and covered with a waterproof dressing.
(e)
Blood splashes to the face (mucous membranes of eyes, nose or mouth) should be flushed with
running water for at least three minutes.
(f)

Disposable bags and incinerators must be made available to dispose of sanitary wear.

7.1.2 All open wounds, sores, breaks in the skin, grazes and open skin lesions should at all
times be covered completely and securely with a non-porous or waterproof dressing or plaster so that
there is no risk of exposure to blood.
7.1.3 Cleansing and washing should always be done with running water and not in containers of water.
Where running tap water is not available, containers should be used to pour water over the area to be
cleansed. Schools without running water should keep a supply, e.g. in a 25 litre drum, on hand
specifically for use in emergencies. This water can be kept fresh for a long period of time by adding a
disinfectant, such as Milton, to it.
7.1.4 All persons attending to blood spills, open wounds, sores, breaks in the skin, grazes,
open skin lesions, body fluids and excretions should wear protective latex gloves or plastic bags over
their hands to eliminate the risk of HIV transmission effectively. Bleeding can be managed by
compression with material that will absorb the blood, e.g. a towel.
7.1.5 If a surface has been contaminated with body fluids and excretions which could be
stained or contaminated with blood (for instance tears, saliva, mucus, phlegm, urine, vomit, faeces and
pus), that surface should be cleaned with running water and fresh, clean household bleach (1:10
solution), and paper or disposable cloths. The person doing the cleaning must wear protective gloves or
plastic bags.

7.1.6 Blood-contaminated material should be sealed in a plastic bag and incinerated or sent to
an appropriate disposal firm. Tissues and toilet paper can readily be flushed down a toilet.
7.1.7 If instruments (for instance scissors) become contaminated with blood or other body
fluids, they should be washed and placed in a strong household bleach solution for at least one hour
before drying and re-using.
7.1.8

Needles and syringes should not be re-used, but should be safely disposed of.

7.2
All schools and institutions should train learners, students, educators and staff in first aid, and
have available and maintain at least two first-aid kits, each of which should contain the following:
(a) two large and two medium pairs of disposable latex gloves;
(b) two large and two medium pairs of household rubber gloves for handling blood-soaked
material in specific instances (for example when broken glass makes the use of latex gloves
inappropriate);
(c) absorbent material, waterproof plasters, disinfectant (such as hypochlorite), scissors, cotton
wool, gauze tape, tissues, containers for water and a resuscitation mouth piece or similar device with
which mouth-to-mouth resuscitation could be applied without any contact being made with blood or other
body fluids;
(d) protective eye wear; and
(e) a protective face mask to cover nose and mouth.
7.3
Universal precautions are in essence barriers to prevent contact with blood or body fluids.
Adequate barriers can also be established by using less sophisticated devices than those described in
7.2, such as
(a) unbroken plastic bags on hands where latex or rubber gloves are not available;
(b) common household bleach for use as disinfectant, diluted on part bleach to ten parts water
(1:10 solution) made up as needed;
(c) spectacles; and
(d) a scarf.
7.4
Each classroom or other teaching area should preferably have a pair of latex or household rubber
gloves.
7.5
Latex or household rubber gloves should be available at every sports event and should also be
carried by the playground supervisor.
7.6
First-aid kits and appropriate cleaning equipment should be stored in one or more selected rooms
in the school or institution and should be accessible at all times, also by the playground supervisor.
7.7

Used items should be dealt with as indicated in paragraphs 7.1.6 and 7.1.7

7.8
The contents of the first-aid kits, or the availability of other suitable barriers, should be checked
each week against a contents list by a designated staff member of the school or institution. Expired and
depleted items should be replaced immediately.
7.9
A fully equipped first-aid kit should be available at a school or institution events, outings and
tours, and should be kept on vehicles for the transport of learners to such events.

10

HEC101V/102
7.10
All learners, students, educators and other staff members, including sports coaches, should be
given appropriate information and training on HIV transmission, the handling and use of first-aid kits, the
application of universal precautions and the importance of adherence universal precautions.
7.10.1 Learners, students, educators and other staff members should be trained to manage their
own bleeding or injuries and to assist and protect others.
7.10.2 Learners, especially those in pre-primary and primary schools, and students should be
instructed never to touch the blood, open wounds, sores, breaks in the skin, grazes and open skin
lesions of others, nor to handle emergencies such as nosebleeds, cuts and scrapes of friends on their
own. They should be taught to call for the assistance of an educator or other staff member immediately.
7.10.3 Learners and students should be taught that all open wounds, sores, breaks in the skin,
grazes and open skin lesions on all persons should be kept covered completely with waterproof
dressings or plasters at all times, not only when they occur in the school or institution environment.

7.11 All cleaning staff, learners, students, educators and parents should be informed about the
universal precautions that will be adhered to at a school or an institution.
7.12

A copy of this policy must be kept in the media centre of each school or institution.

8.

PREVENTION OF HIV TRANSMISSION DURING PLAY AND SPORT

8.1
The risk of HIV transmission as a result of contact play and contact sport is generally
insignificant.
8.1.1 The risk increases where open wounds, sores, breaks in the skin, grazes, open skin
lesions or mucous membranes of learners, students and educators are exposed to infected blood.
8.1.2

Certain contact sports may represent an increased risk of HIV transmission.

8.2
Adequate wound management, in the form of the application of universal precautions, is essential
to contain the risk of HIV transmission during contact play and contact sport.
8.2.1 No learner, student or educator may participate in contact play or contact sport with an
open wound, sore, break in the skin, graze or open skin lesion.
8.2.2 If bleeding occurs during contact play or contact sport, the injured player should be
removed from the playground or sports field immediately and treated appropriately as described in
paragraphs 7.1.1 to 7.1.4. Only then may the player resume playing and only for as long as any an open
wound, sore, break in the skin, graze or open skin lesion remains completely and securely covered.
8.2.3
8.2.4
spectators.

Blood-stained clothes must be changed.

The same precautions should be applied to injured educators, staff members and injured

8.3
A fully equipped first-aid kit should be available wherever contact play or contact sport takes
place.
8.4
Sports participants, including coaches, with HIV/AIDS should seek medical counselling before
participation in sport, in order to assess risks to their own health as well as the risk of HIV transmission
to other participants.
8.5
Staff members acting as sports administrators, managers and coaches should ensure the
availability of first-aid kits and the adherence to universal precautions in the event of bleeding during

11

participation in sport.
8.6
Staff members acting as sports administrators, managers and coaches have special
opportunities for meaningful education of sports participants with respect of HIV/AIDS. They should
encourage sports participants to seek medical and other appropriate counselling where appropriate.

9.

EDUCATION ON HIV/AIDS

9.1
A continuing life-skills and HIV/AIDS education programme must be implemented at all schools
and institutions for all learners, students, educators and other staff members. Measures must also be
implemented at hostels.
9.2
Age-appropriate education on HIV/AIDS must form part of the curriculum for all learners and
students, and should be integrated in the life-skills education programme for pre-primary, primary and
secondary school learners. This should include the following:
9.2.1 providing information on HIV/AIDS and developing the life skills necessary for the
prevention of HIV transmission;
9.2.2 inculcating from an early age onwards basic first-aid principles, including how to deal with
bleeding with the necessary safety precautions;
9.2.3 emphasing the role of drugs, sexual abuse and violence, and sexually transmitted diseases
(STDs) in the transmission of HIV, and empowering learners to deal with these situations;
9.2.4 encouraging learners and students to make use of health care, counselling and support services
(including services related to reproductive health care and the prevention and treatment of sexually
transmitted diseases) offered by community service organisations and other disciplines;
9.2.5 teaching learners and students how to behave towards persons with HIV/AIDS, raising
awareness on prejudice and stereotypes around HIV/AIDS;
9.2.6 cultivating an enabling environment and a culture of non-discrimination towards persons with
HIV/AIDS; and
9.2.7 providing information on appropriate prevention and avoidance measures, including abstinence
from sexual intercourse and immorality, the use of condoms, faithfulness to ones partner, obtaining
prompt medical treatment for sexually transmitted diseases and tuberculosis, avoiding traumatic contact
with blood and the application of universal precautions.
9.3
Education and information regarding HIV/AIDS must be given in an accurate and scientific
manner and in language and terms that are understandable.
9.4
Parents of learners and students must be informed about all life-skills and HIV/AIDS education
offered at the school and institution, the learning content and methodology to be used, as well as values
that will be imparted. They should be invited to participate in parental guidance sessions and should be
made aware of their role as sexuality educators and importer of values at home.
9.5
Educators may not have sexual relations with learners or students. Should this happen, the
matter has to be handled in terms of the Employment of Educators Act, 1998.
9.6
If learners, students or educators are infected with HIV, they should be informed that they can still
lead normal, healthy lives for many years by taking care of their health.

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10. DUTIES AND RESPONSIBILITIES OF LEARNERS, STUDENTS,

EDUCATORS AND PARENTS
10.1 All learners, students and educators should respect the rights of other learners, students and
educators.
10.2 The Code of Conduct adopted for learners at a school or for students as an institution should
include provisions regarding the unacceptability of behaviour that may create the risk of HIV
transmission.
10.3 The ultimate responsibility for the behaviour of a learner or a student rests with his or her parents.
Parents of all learners and students: 10.3.1 are expected to require learners or students to observe all rules aimed at preventing
behaviour which may cause a risk of HIV transmission; and
10.3.2 are encouraged to take an active interest in acquiring any information or knowledge on
HIV/AIDS supplied by the school or institution, and to attend meetings convened for them by the
governing body or council.
10.4 It is recommended that a learner, student or educator with HIV/AIDS and his or her parent, in the
case of learners or students, should consult medical opinion to assess whether the learner, student or
educator, owing to his or her condition or conduct, poses a medically recognised significant health risk to
others. If such a risk is established, the principal of the school or institution should be informed. The
principal of the school or institution mut take the necessary steps to ensure the health and safety of other
learners, students, educators and staff members.
10.5 Educators have a particular duty to ensure that the rights and dignity of all learners, students and
educators are respected and protected.

11. REFUSAL TO STUDY WITH OR TEACH A LEARNER OR STUDENT

WITH HIV/AIDS, OR TO WORK WITH OR BE TAUGHT BY AN
EDUCATOR WITH HIV/AIDS
11.1 Refusal to study with a learner or student, or to work with or be taught by an educator or other
staff member with, or perceived to have HIV/AIDS, should be preempted by providing accurate and
understandable information on HIV/AIDS to all educators, staff members, learners, students and their
parents.
11.2 Learners and students who refuse to study with a fellow learner or student or be taught by an
educator or educators and staff who refuse to work with a fellow educator or staff member or to teach or
interact with a learner or student with or perceived to have HIV/AIDS and are concerned that they
themselves will be infected, should be counselled.
11.3 The situation should be resolved by the principal and educators in accordance with the principles
contained in this policy, the code of conduct for learners, or the code of professional ethics for educators.
Should the matter not be resolved through counselling and mediation, disciplinary steps may be taken.

12.

SCHOOL AND INSTITUTIONAL IMPLEMENTATION PLANS

12.1 Within the terms of its functions under the South African Schools Act, 1996, the Further
Education and Training Act, 1998, or any applicable provincial law, the governing body of a school or the

13

council of an institution may develop and adopt its own implementation plan on HIV/AIDS to give
operational effect to the national policy.
12.2 A provincial education policy for HIV/AIDS, based on the national policy, can serve as a guideline
for governing bodies when compiling an implementation plan.
12.3 Major role players in the wider school or institution community (for example religious and
traditional leaders, representatives of the medical or health care professions or traditional healers)
should be involved in developing an implementation plan on HIV/AIDS for the school or institution.
12.4 Within the basic principles laid down in this national policy, the school or institution
implementation plan on HIV/AIDS should take into account the needs and values of the specific school
or institution and the specific communities it serves. Consultation on the school or institution
implementation plan could address and attempt to resolve complex questions, such as discretion
regarding mandatory sexuality education, or whether condoms need to be made accessible within a
school or institution as a preventive measure, and if so under what circumstances.

13.

HEALTH ADVISORY COMMITTEE

13.1 Where community resources make this possible, it is recommended that each school and
institution should establish its own Health Advisory Committee as a committee of the governing body or
council. Where the establishment of such a committee is not possible, the school or institution should
draw on expertise available to it within the education and health systems. The Health Advisory
Committee may as far as possible use the assistance of community health workers led by a nurse, or
local clinics.
13.2

Where it is possible to establish a Health Advisory Committee, the Committee should:

13.2.1 be set up by the governing body or council and should consist of educators and other
staff, representatives of the parents of learners at the school or students at the institution,
representatives of the learners or students, and representatives from the medical or health care
professions;
13.2.2 elect its own chairperson who should preferably be a person with knowledge in the field of
health care;
13.2.3 advise the governing body or council on all health matters, including HIV/AIDS;
13.2.4 be responsible for developing and promoting a school or institution plan of implementation
on HIV/AIDS and review the plan from time to time, especially as new scientific knowledge about
HIV/AIDS becomes available; and
13.2.5 be consulted on the provisions relating to the prevention of HIV transmission in the Code
of Conduct.

14.

IMPLEMENTATION OF THIS NATIONAL POLICY ON HIV/AIDS

14.1 The Director-General of Education and the Heads of provincial departments of education are
responsible for the implementation of this policy, in accordance with their responsibilities in terms of the
Constitution of the Republic of South Africa, 1996, and any applicable law.
Every education department must designate an HIV/AIDS Programme Manager and a working group to
communicate the policy to all staff, to implement, monitor and evaluate the Departments HIV/AIDS
programme, to advise management regarding this programme implementation and progress, and to
create a supportive and non-discriminatory environment.

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HEC101V/102

14.2 The principal or the head of a hostel is responsible for the practical implementation of this policy
at school, institutional or hostel level, and for maintaining an adequate standard of safety according to
this policy.
14.3 It is recommended that a school governing body or the council of an institution should take all
reasonable measures within its means to supplement the resources supplied by the State in order to
ensure the availability at the school of institution of adequate barriers (even in the form of less
sophisticated material) to prevent contact with blood or body fluids.
14.4 Strict adherence to universal precautions under all circumstances (including play and sports
activities) is advised, as the State will be liable for any damage or loss caused as a result of any act or
omission in connection with any educational activity conducted by a public school or institution.

15.

REGULAR REVIEW

This policy will be reviewed regularly and adapted to changed circumstances.

16.

APPLICATION

16.1 This policy applies to public schools which enroll learners in one or more grades between grade
zero and grade twelve, to further education and training institutions, and to educators.
16.2 Copies of this policy must be made available to independent schools registered with the
provincial departments of education.

17.

INTERPRETATION

In all instances, this policy should be interpreted to ensure respect for the rights of learners, students and
educators with HIV/AIDS, as well as other learners, students, educators and members of the school and
institution communities.

18.

WHERE THIS POLICY MAY BE OBTAINED

This policy may be obtained from The Director: Communication, Department of Education, Private Bag
X895, Pretoria, 0001, Tel. No. (012) 312-5271.
This policy is also available on the Internet at the following web site:
http://www.education.gov.za

15

(2) THE HIV/AIDS EMERGENCY GUIDELINES FOR EDUCATORS

Please note that this document is available on the Internet in Afrikaans, Sesotho, Sepedi, Tsonga, Xhosa
and Zulu at the following address:
http://www.education.gov.za

................................................................................................................................................................

THE HIV/AIDS EMERGENCY

Guidelines for Educators
TABLE OF CONTENTS
MESSAGE FROM THE MINISTER OF EDUCATION
1.

HIV AND AIDS: FACTS AT YOUR FINGERTIPS

2.

EIGHT KEY MESSAGES ABOUT PREVENTING HIV

3.

QUESTIONS EDUCATORS ASK ABOUT SEXUALITY EDUCATION

4.

PREVENTING DISEASE TRANSMISSION IN SCHOOLS

5.

BUILDING AN ENABLING ENVIRONMENT AND A CULTURE OF NON-DISCRIMINATION

6.

DECLARATION OF PARTNERSHIP AGAINST AIDS by President Thabo Mbeki

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HEC101V/102

MESSAGE FROM THE MINISTER OF EDUCATION

Dear Friends and Colleagues
This is an emergency! There is good evidence that well over 3 million people in South Africa have HIV
right now. The disease affects men and women of all ages, occupations and races living in all provinces.
If the current rate of infection does not slow down, by the year 2011 one in every four people in the
country will have HIV. In ten years the disease will have made orphans of three-quarters of a million
South African children.

Why is this happening?

This booklet explains why. The HIV virus spreads from person to person in several ways, but the most
common way is through sexual intercourse, when one partner is infected. The disease is spreading so
fast mainly because many South Africans, especially men, are careless about their sexual behaviour.
Most people who are infected do not know that they are carrying the HIV virus, because it stays in the
body a long time before it makes someone ill. Thus infected people infect others without being aware of
what they are doing.
At present there is no medicine that can prevent us from being infected, and there is no cure for
HIV/AIDS, which is a fatal disease. Some drugs seem to enable the body to defend itself against the
disease, but these are expensive. They are not yet available to many people in our country. This means
that the death rate from HIV/AIDS is still climbing rapidly among men and women of all ages, especially
among sexually-active people.

The impact of HIV/AIDS

Many of us are scared by what is happening. Family members, relatives, friends and work-mates are
falling ill and dying, often when they are quite young. Husbands, wives and infants are being struck
down. People do not like to talk about the cause of death. It seems mysterious and shameful.
The idea of one in four South Africans becoming sick with a fatal illness is too awful for us to grasp. We
cannot imagine what this rising wave of illness and death will do to our families, our schools and other
workplaces, and our communities. While our country is struggling to create jobs and overcome poverty,
the epidemic is destroying the most productive members of our society.

HIV/AIDS in schools
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 under control, such effects will become harsher
and more widespread. Almost every educator will eventually be teaching some learners who have HIV.
In most staff rooms, one or more teachers will be infected. Other school employees will not be exempt.
Illness disrupts learning and teaching. Well teachers have to take on an extra load when sick teachers
are absent. Learners who are ill 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. Many schools will be crippled by the impact of the disease on staff, learners and their
families.

17

What can South Africans do?

The problem seems overwhelming, but we can take the initiative. Working together we can resist the
epidemic and deal with its consequences. Other countries in Africa, where the epidemic struck earlier,
have harnessed the energies of all sectors of their society to fight the epidemic and prevent it from
destroying their countries.
Here are some of the lessons we must learn from their experience:

Unless we take the necessary precautions any one of us may contract HIV. Understanding HIV
and being careful and sensible about our sexual behaviour can prevent us becoming infected, and
infecting others.

We must treat the epidemic as a national emergency and engage all organs of society in the
struggle against it.

We must speak openly about HIV/AIDS, attacking ignorance and prejudice and wrong ideas
about the disease.

We must enable infected and sick people to live with dignity and contribute to their communities
for as long as they are able.

We must find ways to care for the sick and the helpless within the community, especially when
the family unit has become overburdened or has disintegrated.

Educators can and must help curb the disease and deal with its effects

Educators must set an example of responsible sexual behaviour. In so doing, they will protect
their families, colleagues, learners and themselves.

Because educators are well educated, they can grasp the facts about HIV/AIDS and help spread
correct information about the disease and its effects.

Almost every young person attends school, so educators have a great opportunity to discuss the
disease, and help the young to protect themselves from becoming infected, getting sick and dying.

Educators are in frequent touch with parents, and can therefore spread the message about
HIV/AIDS deeply into the community.

Educators can help create an environment in the workplace where people can be open about
their HIV status without fear of prejudice or discrimination.

Educators can find creative ways to support their ill colleagues and learners, and make the
school a centre of hope and care in the community.

Male educators have a special responsibility

There must be an end to the practice of male teachers demanding sex with schoolgirls or female
teachers. It shows selfish disrespect for the rights and dignity of women and young girls.
Having sex with learners betrays the trust of the community. It is also against the law. It is a disciplinary
offense. Tragically, nowadays, it is spreading HIV/AIDS and bringing misery and grief to these precious
young people and their families.

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Conclusion
This booklet will help equip you to play your part in the struggle against HIV and secure a shining future
for this and the next generation. Please read it and talk about it at home, with your colleagues at school,
in your governing bodies, with your learners, in your places of worship, in your sports clubs, and
wherever you socialise. If you need to change your own
sexual behaviour, please have the courage and good sense to do so.
Your life is at stake. So are the lives of the members of your families, your colleagues and your learners.
For their sake and the sake of the nation, please read this booklet and act on it.
With my very best wishes.
Yours sincerely
Professor Kader Asmal, MP
Minister of Education

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1. HIV AND AIDS: FACTS AT YOUR FINGERTIPS

What is 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 microscope.

HIV only survives and multiplies in body fluids such as sperm, vaginal fluids, breast milk, blood
and saliva. We can only become infected through contact with infected body fluids.

The body's natural ability to fight illness is called the immune system. It is the body's defence
against infection.

HIV attacks the immune system and reduces the body's resistance to all kinds of illness,
including flu, diarrhoea, pneumonia, TB and certain cancers.

That is why HIV is called the Human Immunodeficiency Virus.

HIV eventually makes the body so weak that it cannot fight sickness and so causes death.

Usually people die between five and ten years after becoming infected, but some HIV-infected
people live longer.

What is AIDS?

AIDS is the final stage of infection with HIV, and this is what causes a person to die.

People with AIDS usually have several different illnesses at the same time. These differ among
different people.

The word syndrome means that several symptoms occur at the same time. It is used to
emphasise that people with AIDS have many signs and symptoms, because they suffer from several
illnesses at once. AIDS is not actually one disease.

AIDS stands for Acquired Immune Deficiency Syndrome.

How is HIV spread?

HIV is an infectious disease, but there are only certain situations in which people who have the
virus can pass it to other people.

Sexual intercourse is the most common way through which people become infected, because the
virus survives in sperm and vaginal fluids.

Babies born to mothers with HIV can also become infected just before and during birth, or during
breast feeding.

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HEC101V/102

Infected blood can spread the virus, for example if it splashes on broken skin, or by friends or
family members sharing blades, razors or toothbrushes.

Drug addicts who share needles can infect each other.

Although blood used in transfusions is treated against the virus, errors sometimes happen and
occasionally blood transfusions may be a cause of infection.

What does NOT spread the virus?

You cannot be infected with HIV by sharing a house, desk, chair, office, car, taxi, locker,
telephone, cup, fork, plate, mug, toilet, towel, sheets or clothes with someone who is infected.

You cannot be infected with HIV by sharing food, sharing a bath, sharing a swimming pool, or
shaking hands with someone who is infected.

If you hug or kiss someone with HIV on the lips you cannot get infected.

You cannot be infected with HIV by being bitten by a mosquito, bed bug, tick or flea that has
bitten a person with HIV.

You cannot be infected with HIV in the course of any normal educational activities which take
place in a learning environment.

What are the symptoms of HIV?

Most people with HIV have no symptoms for a long time. They look and feel just like you and me.

Most people with HIV feel well and remain productive in their families and workplaces for
between five and eight years after infection with HIV.

But some people start showing symptoms quite soon after they are infected.

When people with HIV start showing symptoms, it means the disease has progressed to AIDS.

So what do people with HIV/AIDS die from?

People with HIV/AIDS often die of illnesses such as TB or pneumonia, to which they have
become more vulnerable because of the virus in their bodies.

People who do not have HIV also get these illnesses, but because of HIV the number of TB and
pneumonia cases has greatly increased.

These days, because of HIV infection, TB and pneumonia are causing many deaths among
young people.

Three quarters of people with TB now also have HIV.

People may also die from very severe diarrhoea and from certain types of cancer, especially
blood cancers called lymphomas and a skin cancer called Kaposi's Sarcoma.

Some illnesses, particularly acute pneumonia, can be very quick and sometimes people can die
before having the HIV infection confirmed.

21

How can we tell if someone has HIV?

The only certain way to tell if someone has HIV is through a blood test. If the test shows we have
the virus, we are called 'HIV positive'.

But, for several weeks or months after a person is infected, the body does not show signs of the
infection. This is called the 'window period'. If we take the test for HIV during the window period, the
result will be negative, even if we are infected. The health authorities do not recommend routine HIV
testing, because a negative result does not always mean an absence of infection.

We can only be certain about our HIV status if we have the test six months after the last occasion
that we could have been exposed to the virus, for example through unsafe sex.

Most people who are sexually active do not know whether they are infected with HIV or not. We
must behave as though we could become infected, or infect others, and so protect ourselves and others
from harm.

What is an HIV test?

A small amount of blood is taken from your arm with a needle and syringe, or by pricking your
finger and putting the blood on blotting paper. The blood sample is then scientifically examined.

The test does not show the virus itself, but it shows the presence of 'antibodies' in the blood.
Antibodies indicate that the body is reacting to the presence of the HIV virus, and trying to defend the
body against it. These antibodies only appear in the blood between three and six months after the
infection.

Before you have an HIV test you should speak with a counsellor about the test and what you will
do when you hear the result.

The result of the test usually takes two weeks, but sometimes it is available much sooner, even
the same day. The result is private (confidential). You do not have a legal obligation to tell anyone if you
are HIV negative or HIV positive.

But, it is right and necessary to share this information with anyone you have had sex with. And it
is best to tell a close family member or friend who can support you.

Can a person pass on the infection when he or she is not sick?

Yes, a person can pass on the HIV infection to others at any time after he or she has become
infected. This often happens before people realise they have HIV infection and even before an HIV test
would show them to be 'positive'.

Isn't it best, all the same, to keep away from a person with HIV?

No! HIV cannot be transmitted by casual contact. So there is no reason why a person should
fear being infected by normal daily interactions with someone who has HIV.

Many famous sportsmen and women, film actors, directors, academics and politicians have all
worked effectively for a long time when they had HIV until they became ill. Many citizens who are not
famous have done the same.

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HEC101V/102

It is cruel and unnecessary to add to people's suffering. It is hard enough facing premature death
without being shunned by family, colleagues and friends.

If we reject people who have HIV, they may be forced to try to hide it or pretend they do not have
it. In doing so they put other people at risk. People who are infected must be encouraged to take the
necessary precautions against passing on the infection, such as wearing condoms during sex or not
breast-feeding their babies.

Any of us could get the virus, especially if we are sexually active and act carelessly. We should
not treat other people in ways we would not want to be treated ourselves.

Is there a cure for HIV or AIDS?

There is no cure for HIV or AIDS.

Medical researchers in many countries, including South Africa, are working urgently to develop
vaccines to prevent HIV infection. But even when a vaccine is developed, it will take several years before
it can be thoroughly tested, approved by the proper authorities, and made available on a large scale to
the public.

Medicines that delay the onset of AIDS-related illnesses can be given to people with HIV but
these are not cures. Unfortunately they are very expensive. Drug companies are developing cheaper
alternatives, but these are not yet generally available.

When HIV weakens our immune systems, our bodies are unable to withstand infections like TB
and pneumonia. TB can be cured provided the patient takes the right drugs for the right period of time.
HIV positive people can take medication to prevent pneumonia. In such ways, people with HIV can be
helped to live longer and fuller lives. HIV and AIDS can be prevented.

Prevention is the only sure way to defeat HIV and AIDS.

We can avoid becoming infected and infecting others by ensuring that we act carefully,
considerately and responsibly at all times, especially in our sexual behaviour.

The tragedy in our country is that so many people are dying from a disease which is entirely
preventable.

Why don't we hear of many people dying from HIV/AIDS in our

community?

Because of the time lapse between infection and death, some areas of the country are only now
beginning to experience substantial numbers of adult deaths due to HIV.

We may not know what is really going on around us.

Because HIV-infected people often die of familiar diseases, like TB or pneumonia, people may
not be sure whether a fatal illness was AIDS-related. Often family members may not know or may be
unwilling to admit the truth.

There is a lot of secrecy surrounding HIV/AIDS. Many people are ashamed or frightened to be
HIV positive. They and their families will not talk about it.

Because of ignorance and fear, people with HIV/AIDS have faced discrimination in their
communities, and some have been killed. Such actions have scared people and prevented them from
disclosing their HIV infection.

23


Some people still deny that there is such a disease. Some claim that it is a plot against black
people. In fact, HIV/AIDS is a world-wide epidemic that affects people of every race.

How do we know this HIV epidemic isn't exaggerated?

Research has shown that certain social conditions make it more likely that high rates of HIV
infection and death from HIV/AIDS will occur. These include poverty, malnutrition, poor sanitation and
hygiene, violence, including violent and abusive behaviour against women and girls, subordination of
women, high youth unemployment, migrant labour and breakdown of family life, sexual promiscuity
especially by men, sexual activity among teenagers, and high rates of sexually transmitted infections
(STIs). All these factors are present in South Africa.

For several years the Department of Health has been undertaking anonymous testing of blood
taken from pregnant women throughout the country. In 1998 these tests showed that 21% of pregnant
teenagers, 26% of pregnant women aged 20-24, and 27% of women aged 25-29 were HIV positive.
Since HIV is mostly spread through sex, it is highly likely that the male sexual partners of these women
also have HIV.

Research undertaken in large South African companies shows high rates of infection among their
workers, in all grades.

Having examined the available data, the United Nations AIDS programme (UN AIDS) estimates
that one of every eight adults in South Africa now has HIV.

Research has shown that there is now a problem with HIV/AIDS in every community in the
country.

Even without research, most of us know that the disease is claiming many lives, young and old.
Many of us have lost family members and neighbours. Many of us are caring for sick relatives. Many of
us know that we have HIV ourselves.

Living with hope

Most people with HIV are well and will continue to feel well for some years after they have
become infected.

During this period, adults and children with HIV can live active and productive lives at school,
work and home.

People with HIV need support and advice. People who test HIV positive must be counselled to
look forward to several years of normal life.

The community around us and especially the school environment can be a source of love, care
and support.

The challenge for us as educators, with or without HIV, is to enable the school to realise this
potential.

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HEC101V/102

2. EIGHT KEY MESSAGES ABOUT PREVENTING

HIV
Educators have a unique opportunity to change the course of the
epidemic

Since almost every child in the country attends school, educators have a unique opportunity to
influence children's ideas about sex and relationships, even before these start.

By so doing educators can play a central role in changing the course of the HIV epidemic.

With few exceptions, children starting their school careers do not have HIV infection.

By the time they leave school, many children have acquired the virus. Many will become infected
after leaving school, unless they have been helped to adopt safe sexual behaviour.

Leadership begins at home

Educators are expected to be role models and leaders in the community. By adopting safe and
responsible sexual practices ourselves, we can protect ourselves from HIV and help countless others to
do the same.

Here are eight key messages about preventing HIV.

1)

Have safer sex

The majority of HIV infections occur during sex. To prevent HIV we must adopt safer sexual
practices. There is no other way!

The safest sexual practice is to abstain from intercourse until marriage, and then to stay faithful to
your partner.

If you have intercourse, assume that you and your partner may carry the HIV infection. Use a
male or female condom.

Have one sexual partner, and practice safe sex each time.

When it is time to have children, both partners should have HIV tests and get the results before
stopping the use of condoms and trying to conceive.
2)

Love and trust

The man or woman who really loves you is the one who takes precautions to make sure you will
not catch HIV from him or her by wearing a condom.

Having a partner you trust now is not enough to protect you from HIV. Your partner, or you
yourself, may have become infected during a previous sexual relationship, even one that ended some
time ago.

25

3)

Saying 'Yes', saying 'No'

A man must ask a woman's permission before having sex with her.

Any man who forces a woman to have sex when she has said 'No' is a rapist.

Rape is a very serious crime. The victim must be taken immediately to a district surgeon, or
medical facility for examination, counselling and emergency contraception. The rape must be reported to
the police, and the victim will be asked to make a statement. The police must provide support and
counselling for the victim, and investigate every reported case.
4)

Avoiding child abuse: run and tell!

Teachers have a special responsibility to respect and protect the children in their care. Abuse of
a child by a teacher is particularly horrible, because it betrays a trust given to teachers by the child's
parents.

It is untrue that if a man has sex with a virgin, especially a little girl, it will cure HIV. There is no
cure for HIV. Instead, sex with a girl or boy child will cause that child untold pain and misery, and may
infect them with the HIV virus and cut off their life.

Children are taught to respect older people, but that does not mean that they must do everything
older people tell them to do, especially if it is wrong and makes the child feel uncomfortable.

Every child understands that there are nice kinds of physical touching, like a mother's caress or
hug, or holding hands with a friend. There are other kinds of touching that make them feel
uncomfortable.

A child should never stay in a situation where they feel uncomfortable. They must be taught to
shout for help, run away and ask an adult they trust for help.

Children must be taught never to go to the home of a stranger, or walk in the street or the fields
with a stranger, or get in the car of a stranger.

They should not do any of these things with someone who makes them feel uncomfortable or is
behaving strangely, even if that person is a relative or well known to them.
5)

You don't have to have lots of boyfriends or girlfriends to get HIV

People who have sex with many people are more likely to catch HIV, but HIV does not only affect
people who have many partners.

If only one partner was infected and did not use condoms, we could get infected.

Many people have caught the virus after having sex just once with a person who was infected
with HIV, and did not use a condom.

People who are faithful to their wives or husbands can catch the virus if their spouse is not faithful
to them.

Each year, many children and women are infected with HIV when they are raped.

Some children acquired HIV from their mothers. Some of these children have lived long enough
to attend school.

26

People may also become infected through contact with infected blood, such as from

HEC101V/102
contaminated needles, shared razors or blades.

6)

Using a condom will also protect you from STDs, infertility and unwanted pregnancy

Sexually transmitted diseases (STDs) cause a sore on the penis or vulva, or pus or pain when
urinating. Untreated sexually transmitted diseases increase your chance of getting HIV. Do not have sex
if you have an STD. Get treated!

Condoms protect you against other sexually transmitted diseases as well as HIV.

Sexually transmitted diseases are the most common cause of infertility.

By using a condom you can avoid HIV and other STDs, and you can decide when you want to
conceive a child.
7)

Condoms can be fun

Many people say that using a condom is like eating a sweet with its wrapper on. Do these
'experts' really know how to use them?

Slipping the condom on can become an exciting part of sexual play.

Using a condom is a skill like any other. The more often you do it, the better you get.

The best sex is when you don't have to worry about catching a deadly disease.

8)

Drugs and alcohol

Drugs and alcohol use are also linked to many cases of HIV.

Drunk people often forget about using condoms. Men often take advantage of drunk women to
get sex, with or without using a condom. The same can happen with drugs.

Some addictive drugs like heroin are taken by injection. Many people have caught HIV from
sharing injection needles and syringes.

Never share a syringe and needle with another person.

3. QUESTIONS
EDUCATORS
SEXUALITY EDUCATION

ASK

ABOUT

Talking about sex? It's against our culture!

We all have sex, but many of us have been taught to think of it as immoral, dirty or embarrassing,
unless it is practised within the bonds of marriage.

We are not used to talking openly about sex, hearing about sex or speaking words like penis or
vagina or intercourse.

We are not used to talking with children about sexual matters.

27


These aspects of our culture, that have made us shy about sex, were developed in different
times. We now have a completely new challenge with HIV. It is a new disease that was not there when
our old customs were created.

The arrival of HIV means we have to make some changes to our culture because if we do not
make these changes very large numbers of our young people will die and we may do so as well.

Changing the rules about discussing sex does not mean that our culture will be threatened. There
is much more to our culture than codes and practices relating to sex.

In fact, culture changes all the time. That is how it survives. Think how many customs have
changed in our lifetimes and our parents' and grandparents' lifetimes.

If we don't control HIV/AIDS, it will destroy our society and our cultures will be history.

We need to adapt our customary attitude toward sex and talking about sex, because the lives of
our spouses and partners, our children, and those in our care, depend upon it.

It shows maturity to talk about sexuality in a straightforward and responsible way. Young people
will appreciate our concern for their problems. I won't encourage immorality!

Parents have the first responsibility for teaching children what is right and what is wrong, what is
acceptable and what is not acceptable.

As educators, we have a very strong moral responsibility to help protect the health and lives of
children we educate, and give the best possible advice to parents and learners alike.

Some of our religious beliefs about sexual morality may make it difficult for us to discuss sex with
children, but we cannot expose young people in our care to life-threatening situations when we have
information that could save them.

It is not true that teaching young people about sex and sexuality makes them promiscuous or
immoral. In our society, and many other countries, young people are starting to have sex very early
whether we like it or not. Sexuality education, that gives knowledge and teaches respect for themselves
and others, will help them to make wiser decisions about whether or how to have sex, and keep safe.

The threat of HIV does not mean that we have to discard our moral code. A strong and clear
moral code was never more necessary. But it should include the obligation to practice sexual selfrestraint and respect for the rights of others, especially our sexual partners. It should include the
obligation to teach young people the importance of doing the same.

A good starting point is to recognise that sexuality enhances life if it is properly directed. Good
sexual relationships are not about power. They are not about demanding rights. They are about mutual
enjoyment and respect. Teaching in a country where human rights are protected.

In South Africa human rights are protected and guaranteed by the Constitution.

Human rights belong to all people, learners as well as educators.

Rights come with responsibilities. For us all to enjoy our human rights we must all exercise our
responsibilities.

The Constitution guarantees the right to freedom of access to information and freedom of
conscience, thought, religion, belief and opinion. The Constitution gives special protection to children's
rights. It puts a duty on everyone to act always in the best interests of a child.

28

Children have the right to information about sexual health and HIV prevention.

HEC101V/102

We may discourage learners from having sex, but learners must be given accurate information
on safer sex as they will make their own decisions.

This is their constitutional right and our constitutional responsibility as educators.

Shouldn't we just tell young people not to have sex?

It is good to talk to young men and women about not having sex. We must also remember that
many of them will ignore or not be able to follow this advice.

It is easy to forget how important boyfriends and girlfriends were to us when we were teenagers.
These relationships are just as important for young people now. They are a source of development and
growth, even when they involve difficult choices.

Research shows that if we give young people proper information about sex, about the risks
associated with sexual activity, and how they can protect themselves, then they are more likely to decide
for themselves to delay the start of sexual activity. If they have knowledge, and have discussed these
questions openly and without fear, they are more likely to practice sex safely when they do begin a
sexual relationship.

Whenever we consider the question of life skills and sexuality education, let us remember that
tens of thousands of our young people have already begun sexual activity and become infected by the
HIV virus out of ignorance. Many young people believe that they are safe because they are young. They
may think it is macho to take risks. Taking risks with HIV is not manly or cool, it is stupid, and it involves
extreme danger to others.

Some young men who know or suspect that they are infected, have made the cruel decision to
infect others, by jack rolling or gang rape.

We must face up to what is happening in our society. Just telling young people not to have sex is
not the answer, or at best it is only a part of the answer. The HIV/AIDS epidemic shows us that we are
dealing with a moral crisis in human relations in our country. We must teach our children and our young
people to respect themselves, to respect their fellows, to show special understanding for the rights of
girls and women, to join together in human solidarity to save ourselves and each other. That should be
the basis of our morality.

Discussion among young people themselves, facilitated by a knowledgeable young person,

perhaps someone who is living with HIV, is a very effective form of education about the disease. NGOs
doing this type of work should be welcomed in our schools and encouraged to help.

Aren't the children too young for this sort of information?

From the time they first start school, learners need to have information about HIV/AIDS
presented to them in a way which is appropriate to their age, in the context of life skills education.

Learning programmes have been and are being developed for life skills education for all ages,
and training is being provided to enable educators to do this.

We often forget that most children become aware of sex and want to know about it at a very
young age. It is a difficult fact that many children are already sexually active by the age of 12.

Many children become aware of HIV/AIDS when they are quite young, since they know people,
including parents or siblings, who are ill or have died. The media is full of stories about the epidemic.
Children spread information about the epidemic among themselves, whether or not it is accurate or true.
The best thing is for educators to be prepared to start providing the correct information about sex and
sexuality and HIV/AIDS before children learn incorrect information about these things from their peers.

29

4. PREVENTING
SCHOOLS

DISEASE

TRANSMISSION

IN

If our schools have staff and learners with HIV won't the rest of us catch it?

Since HIV is spread mostly through sex and contact with blood, most of us are not at risk of
catching HIV in the course of our normal teaching or learning activities.

There are no known cases of HIV transmission in schools or institutions during educational
activities.

But what if there are accidents and injuries in fights?

There is a possible risk of HIV transmission through contact with infected blood.

This risk is negligible if good basic first aid is applied.

The golden rule here is to apply universal precautions.

What are universal precautions?

fluid.

Universal precautions are called this because they are applied to every person and every body

Universal precautions are necessary because in a learning environment it is not possible to know
who has HIV.

Because of the long period between HIV infection and the start of illness, most of the people with
HIV in a school will not know that they are infected.

Because of the 'window period' during which the signs of infection do not show up in a test, even
a negative HIV test does not mean that a person does not have HIV.

HIV is not the only danger. Other potentially fatal diseases that are quite common in South Africa,
particularly hepatitis B, can be caught from infected body fluids.

If we apply the same precautions to every situation where there is blood, we will be safe from HIV
and other diseases carried in the blood.

What does every school need for first aid?

Two first-aid kits that are kept well stocked (see box).

A bottle of household bleach.

A stock of plastic shopping bags checked for holes.

A container for pouring water.

If your school has no running water, a 25 litre drum of clean water should be kept at all times for
use in emergencies.

30

HEC101V/102

CONTENTS OF FIRST-AID KITS

Four pairs of latex gloves (two medium, two large)

Four pairs of rubber household gloves (two medium, two large)

Materials to cover wounds, cuts or grazes (e.g. lint or gauze),waterproof plasters, disinfectant
(e.g. household bleach), scissors, cotton wool, tape for securing dressings, tissues

A mouth piece, for mouth-to-mouth resuscitation

How should we manage accidents and injuries at school?

1)

No one should have direct contact with another person's blood or body fluids

Every first aid kit should contain rubber gloves and these should be worn at all times when
attending a person who is bleeding from injury or a nosebleed.

Anyone who cleans blood from a surface or floor or from cloths should also wear gloves.

The same precautions should be taken with other body fluids, including vomit, faeces, pus and
urine, although it is very unlikely that a person would catch HIV from these.

If there are no gloves available, plastic shopping bags can be put on your hands, so long as
they have no holes and care is taken not to get blood or cleaning water on the inside.

All learners should be taught not to touch blood and wounds but to ask for help from a member of
staff if there is an injury or nosebleed.

2)

Stop the bleeding as quickly as possible

If a colleague or learner is bleeding, the first action must be to try to stop the bleeding by applying
pressure directly over the area with the nearest available cloth or towel.

Unless the injured person is unconscious or very severely injured, they should be helped to do
this themselves.

If someone has a nosebleed he or she should be shown how to apply pressure to the bridge of
his or her nose himself or herself.
3)
Cleaning wounds

Once the bleeding has been stopped, injured people should be helped to wash their grazes or
wounds in clean water with antiseptic, if it is available. If not, use household bleach diluted in water (1
part bleach, 9 parts water).

Wounds must then be covered with a waterproof dressing or plaster.

Learners and educators must learn to keep all wounds, sores, grazes or lesions (where the skin
is split) covered at all times.

31

4)

Managing accidental exposure to another person's blood, or exposure during injury

Skin that becomes exposed to blood must be cleaned promptly.

Cleaning should be done with running water. If this is not available, clean water from a container
should be poured over the area to be cleaned.

If an antiseptic is available, the area should be cleaned with antiseptic. If not, use household
bleach diluted in water (1 part bleach, 9 parts water).

If blood has splashed on the face, particularly eyes or the mucous membranes of the nose and
mouth, these should be flushed with running water for three minutes.

5)

Cleaning contaminated surfaces and materials

Contaminated surfaces or floors must be cleaned with bleach and water (1 part bleach, 9 parts
water).

Bandages and cloths that become bloody should be sealed in a plastic bag and incinerated
(burnt to ashes) or sent to an appropriate disposal firm.

Any contaminated instruments or equipment should be washed, soaked in bleach for an hour
and dried.

Ensure that bathrooms and toilets are clean, hygienic and free from blood spills.

6)

Disposing of sanitary towels and tampons

Every school must ensure that there are arrangements for the disposal of sanitary towels and
tampons. All female staff and learners must know of these arrangements so that no other person has
contact with these items.

What about very serious incidents, such as rape or stabbing when there is a
known HIV risk?

The risk of HIV transmission is much higher in cases of rape, or stabbing with a needle or blade,
especially if more than one person is involved.

A woman who is raped should be given immediate support and comfort in her distress. She
should be asked not to bathe or change her clothes (because evidence of the rape must be kept for the
medical and police investigation). She must be taken at once to a district surgeon or medical facility for
examination and emergency contraception, and to a police station so that she can make a statement and
lay a charge. Arrangements must be made for her to be given professional counselling and help.

With a stabbing or exposure of broken skin to HIV infected blood, give first aid immediately. A
stabbing should then be reported to the police.

In all these situations the people should be taken to an appropriate medical facility for counselling
about their risk of contracting HIV, and their parents or guardians should be contacted urgently.

Drug treatment is available in the private sector that may reduce the risk of a person who does
not have HIV from contracting the infection if raped or stabbed. The effectiveness of drugs in these
circumstances is not proven. They are not available from public hospitals. Anyone who has a significant
risk of contracting HIV and has the money for these drugs may choose to use them. Decisions about the

32

HEC101V/102
use of these drugs must be taken quickly as it is considered that they are most effective the sooner they
are taken after the exposure.

How can we prevent HIV transmission during sport?

The only possible risk of HIV transmission is during contact sports where injuries can occur. Even here
the risk is extremely small if the following rules are applied.

First-aid kits with rubber gloves should be available during every sports session or match.

No one should play a sport with uncovered wounds or flesh injuries.

If a graze or injury occurs during play the injured player should be called off the field, given first
aid and only allowed back with their injury clean and covered.

Blood-stained clothes should be changed.

Educators and learners with HIV are advised first to discuss with a doctor any possible risks to
their health and of transmission during the sport.

Sexual relations in schools

In schools with hostels it is likely that some learners will have sexual relations on the premises,
whether it is against the rules or not.

Advice and counselling, including peer group discussions, are especially important in these
situations.

Condoms should be freely available to learners who are sexually active. Learners should be
advised why and how they should be used and disposed of.

Sexual relations between educators and learners are illegal

Educators must not have sexual relations with learners. It is against the law, even if the learner
consents. Such action transgresses the code of conduct for educators, who are in a position of trust.

Strict disciplinary action will be taken against any educator who has sex with a learner.

Sex that is demanded by an educator without consent is rape, which is a serious crime, and the
educator will be charged. If an educator has sex with a girl or boy who is under 16 years, he or she will
be charged with statutory rape and may face a penalty of life imprisonment.

If you are aware of a colleague who is having sexual relations with a learner you must report
them to the principal or higher educational authorities, and if the boy or girl is under 16, to the police. If
you do not do so you may be charged with being an accessory to a rape.

33

What about other diseases? Can't we catch these from people with
HIV?

Because their immune systems are damaged, most people with HIV are in greater danger of
catching your illnesses than you are of catching theirs.

The exception is TB. Anyone who may have TB should be advised to seek immediate medical
treatment and return to the school or institution only after advice from their doctor.

Are there any other situations when people with HIV would be excluded
from school?

If a person with HIV develops uncontrollable bleeding or has unmanageable wounds it might be
necessary to exclude him or her until these problems are brought under control.

If a person displays physically or sexually aggressive behaviour, it will be necessary to take

appropriate action in accordance with medical advice, the applicable code of conduct for learners,
respect for the rights of all concerned, and the law.

5. BUILDING AN ENABLING ENVIRONMENT AND A

CULTURE OF NON-DISCRIMINATION
HIV/AIDS will touch all of us

Even if we avoid catching HIV, very few of us will be untouched by it.

Most of us will lose family members and friends to HIV.

We will all have more funerals to attend and need our colleagues to understand if we are placed
under additional strain or have to take time off due to bereavement.

Those of us who get HIV will find eventually that we become ill and need lengthy periods of sick
leave. Our colleagues who are well will have to understand this and cover our teaching duties.

Increasingly we will find we have learners with HIV/AIDS in our classes and they will need special
help when they become ill. Their attendance at school will be affected, and they are likely to lose
concentration and fall behind in their work. Special consideration must be given to them, including the
chance to do school work at home. Wherever possible, home visits should be arranged by the school.

Living with HIV/AIDS

Educators and learners with HIV should be able to lead as full a life as possible.

They should not be denied the opportunity to receive education or work as educators for as long
as they are able to do so.

Since their HIV infection does not pose a significant risk to others in schools or institutions so
long as the necessary precautions are followed, there is no reason to deny infected educators and
learners the same rights as others.

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HEC101V/102

Dealing with prejudice

Any special measures taken in respect of a learner or educator with HIV should be fair and
justifiable in the light of medical facts, school or institution conditions, and in the best interest of the
person with HIV and those of others.

Educators need to be vigilant about the possibility of discrimination in schools, take swift action to
defuse any situations that occur, and deal effectively with perpetrators.

Prejudice thrives on fear and ignorance. The most effective way to reduce such threats is by
sharing the information contained in this document with learners so that they understand the medical
facts about HIV and how it is transmitted and know how they can protect themselves.

Refusal to study with a person with HIV/AIDS, or refusal to teach or be

taught by such a person

Learners or educators who refuse to study with, teach or be taught by a person with HIV/AIDS
should by counselled.

The situation should be resolved by the principal, educators, and if necessary, school governing
body or council of the institution in accordance with the National Policy on HIV/AIDS of the Ministry of
Education.

Orphans

Many learners will become orphaned or lose close family members and will need emotional help
and guidance from educators.

Orphaned learners may face financial hardship and have difficulties with school fees, uniforms
and books.

Some orphans may in fact be left to look after younger siblings. They may have to act as the
head of their households, however young and in need of help they may be.

They may themselves be infected, or be caring for others who are infected and ill.

Educators need to be aware that learners orphaned due to AIDS may face prejudice and be
neglected by people who are supposed to look after them.

Schools will need to develop policies to guide the actions of educators who suspect such neglect,
as they do when other forms of child abuse are suspected.

Testing for HIV in schools and disclosure of HIV status

The law does not allow learners or educators (or any employee) to be forced to have HIV tests.

Genuinely voluntary disclosure of a learner's or educator's HIV status should be welcomed.

Educators who are given such information must be prepared to treat it as confidential and ensure
that no unfair discrimination follows from it.

Information on a learner's HIV status can only be disclosed by an educator to another person with

35

the written permission of the learner (if over 14 years) or his or her parents.

A school policy on HIV/AIDS

Schools or institutions should develop their own policy on HIV/AIDS, in order to give operational
effect to these national guidelines. Such a policy must be consistent with the Constitution and the law. A
school policy must not contradict national policy, or the guidelines in this booklet.

The school has a responsibility to be a centre of information and support on HIV/AIDS in the
community it serves. Major role players from the broader community, for example religious and
traditional leaders, local health workers or traditional healers, should be invited to participate in
developing the school's policy.

If the resources are available, a school may want to establish a Health Advisory Committee. This
would be a committee of the governing body. Its membership should include staff, parents, learners and
health professionals. Someone with health knowledge should chair the Committee. The Committee
should advise the governing body on the implementation of these guidelines. It should help develop the
schools HIV policy and monitor its implementation, especially HIV prevention.

The school policy should be reviewed as new scientific information becomes available, including
advice from the national or provincial health or education authorities.

Reducing the risk of transmitting illness to people with HIV/AIDS

Illnesses that may be relatively unimportant for a well person can be serious for other people and
life threatening if caught by a person with AIDS.

Learners and educators with infectious diseases including measles, mumps, German measles,
chicken pox and whooping cough should consult a doctor and stay away from school until they are
better.

Schools should inform parents of this policy and strongly recommend that all children are fully
vaccinated.

Supporting sick learners

Learners and students are expected to attend classes in accordance with legal requirements for
as long as they are able to function effectively and pose no medically significant risk to others in the
school or institution.

Every school with sufficient facilities should have an area where learners and educators who are
feeling unwell can lie down during the day for short periods. This will enable learners who are sick to stay
in school for longer.

If and when they become ill or pose a medically significant risk to others they should be allowed
to study at home and academic work should be made available for this. Where possible, parents should
be allowed to educate them at home.

Some learners with HIV/AIDS may develop behavioural problems or suffer neurological damage.
Such learners should be assessed and, where it is possible and appropriate, placed in specialised
residential institutions for learners with special education needs.

Some extra-curricular activities can be very stressful for learners with HIV. Educators need to be
sensitive to this and excuse such learners from participation when necessary.

36

HEC101V/102

Medicines often have to be taken at set times in order to be properly effective. Educators need to
be aware of this and allow learners with HIV to slip out of class to take medication when necessary.

Schools should help learners with HIV to form a support group or link with one in the community.

Supporting sick colleagues

Educators and other staff who develop AIDS-related illnesses need understanding from their
colleagues.

Increasingly they will need days off work or become exhausted during the day and need to lie
down for some time.

During these times, other members of staff will have to cover for them, and this will have an
impact on their own work and well-being.

The scale of the HIV epidemic is so great in the country that, until we all practice safer sex, these
things will form part of a new reality with which we have to live.

Educators often feel overburdened already and find it hard to see how they could do more work.
Such feelings are very understandable. This emergency makes exceptional demands on all South
Africans. Perhaps we should remember that one day our well colleagues might have to cover for us,
unless we protect ourselves from infection.

'The most important part of our work is to educate people to accept, love and support
those with HIV, so that we do not have to hide away or be silent.
The more we hide away, the more pressure we feel, the sicker we get and the faster we
die'
Valencia Mofokeng, HIV positive widowed mother and leader of the Orange Farm AntiAids Club's support group for people living with HIV/AIDS, in Reconstruct, 7 November
1999.

37

6. DECLARATION
AIDS

OF

PARTNERSHIP

AGAINST

(Address to the nation by then Deputy President Thabo Mbeki, 9 October 1998, on
behalf of former President Nelson Mandela.)

Declaration
HIV/AIDS is among us. It is real. It is spreading. We can only win against HIV/AIDS if we join hands to
save our nation.
For too long we have closed our eyes as a nation. For many years, we have allowed the virus to spread,
and at a rate in our country which is one of the fastest in the world. Every single day a further 1 500
people in South Africa get infected. To date, more than 3 million people have been infected.

The danger is real

Many more face the danger of being affected by HIV/AIDS. Because it is carried and communicated by
other human beings, it is with us in our workplaces, in our classrooms and our lecture halls. It is there in
our church gatherings and other religious functions. HIV/AIDS walks with us. It travels with us wherever
we go. It is there when we play sport. It is there when we sing and dance.
Many of us have grieved for orphans left with no one to fend for them. We have experienced AIDS in
the groans of wasting lives. We have carried it in small and large coffins to many graveyards. At times,
we did not know that we were burying people who had died from AIDS. At other times we knew, but
chose to remain silent.
And when the time comes for each of us to make a personal precautionary decision, we fall prey to
doubt and false confidence. We hope that HIV/AIDS is someone else's problem.

Changing our way of life

HIV/AIDS is not someone else's problem. It is my problem. It is your problem. By allowing it to spread,
we face the danger 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 will not be able to
maintain. Our dreams as a people will be shattered.
HIV spreads mainly through sex. You have the right to live your life the way you want to. But I appeal to
the young people, who represent our country's future, to abstain from sex for as long as possible. If you
decide to engage in sex, use a condom. In the same way, I appeal to men and women to be faithful to
each other, but otherwise to use condoms.

Partnership
The power to defeat the spread of HIV and AIDS lies in our Partnership: as youth, as women and men,
as business people, as workers, as religious people, as parents and teachers, as farmers and farm
workers, as the unemployed and the professionals, as the rich and the poor - in fact, all of us.
Today, we join hands in this Partnership Against HIV/AIDS, together we pledge to spread the message!
Every day, every night - wherever we are - we shall let our families, friends and peers know that they
can save themselves and save the nation, by changing the way we live - and how we love. We shall use
every opportunity openly to discuss the issue of HIV/AIDS.

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HEC101V/102
As Partners Against AIDS, together we pledge to care!
We shall work together to care for those living with HIV/AIDS and for the children orphaned through
AIDS. They must not be subjected to discrimination of any kind. They can live productive lives for many
years. They are human beings like you and me.
When we lend a hand, we build our own humanity, and when we remind ourselves that, like them, every
one of us can become infected.
As Partners Against AIDS, together we pledge to pool our resources and to commit our brain power!
There is still no cure for HIV and AIDS. Nothing can prevent infection except our own behaviour. We
shall work together to support medical institutions to search for a vaccine and a cure. We shall mobilise
all possible resources to spread the message of prevention, to offer support for those infected and
affected, to de-stigmatise HIV and AIDS and to continue our search for a medical solution.
And so today we join hands in the Partnership, fully aware that our unity is our strength. The simple but
practical action that we take today is tomorrow's insurance for our nation.
Accordingly, we pledge that wherever we meet and study, work and sing, play and enjoy one another's
company, we will protect ourselves and our partners against HIV and AIDS. Together, as Partners
against HIV/AIDS, we can and shall win.
...There is no other moment but the present, to take action. I thank you for your attention and urge you
to ACT NOW!
Address to the nation by then
Deputy President Thabo Mbeki,
9 October 1998,
on behalf of former President Nelson Mandela.

39