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PreparedfortheEducationLabourRelationsCouncilbyaresearchconsortiumcomprisingtheSocialAspectsof
HIV/AIDSandHealthResearchProgrammeoftheHumanSciencesResearchCouncilandtheMedicalResearch
Council
PublishedbyHSRCPress
PrivateBagX9182,CapeTown,8000,SouthAfrica
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©2005EducationLabourRelationsCouncil
Firstpublished2005
Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedorutilisedin
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Contents
Listoftables v
Listoffigures vii
Foreword viii
Acknowledgements ix
Listofcontributors xi
Executivesummary xiv
Abbreviations xxiii
1Introduction 1
1.1Epidemiologicalmodel 5
1.1.1Independentvariables 6
1.1.2Moderators 11
1.1.3Dependentvariables 12
1.2Rationaleofthestudy 13
1.3Researchquestions 13
1.4Objectivesofthestudy 13
2Methodology 15
2.1Researchdesign 16
2.2Instrumentsandscales 16
2.2.1Individualquestionnaires 16
2.2.2Scalesusedinthestudy 17
2.2.3Learningareas 18
2.2.4HIVtesting 20
2.3Pilotstudy 20
2.4Ethicalclearance 20
2.5Sampledesign 21
2.6Sample 22
2.7Datacollection 24
2.7.1Recruitmentandtrainingoffieldworkers 24
2.7.2Accessintoschools 24
2.7.3Qualitycontrol 25
2.7.4Needlestickinjuriestonursesduringfieldwork 26
2.7.5Datamanagement 26
2.7.6Weightingofsamples 27
2.7.7Dataanalysis 27
3Strengthsandlimitationsofthestudy 29
3.1Strengths 30
3.2Limitations 30
4Results 31
4.1Responserates 32
4.2Demographicandsocio-economiccharacteristicsofthestudysample 35
4.2.1Introduction 35
4.2.2Demographiccharacteristics 35
4.2.3Socio-economiccharacteristics 45
4.2.4Summary 52
4.3HIVprevalenceamongSouthAfricaneducators 52
4.3.1HIVprevalencebysocio-demographicfactors 53
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4.3.2HIVprevalencebyprovinceanddistrict 58
4.3.3ProfileofteachersandHIVprevalence 66
4.4DeterminantsofHIV/AIDS 69
4.4.1Numberofsexualpartners 70
4.4.2AwarenessofHIVstatus 71
4.4.3Condomuse 72
4.4.4Consistentcondomuse 77
4.4.5HIV/AIDSknowledge 80
4.4.6Same-sexrelationships 83
4.4.7Agemixing 84
4.5Residence,migration,mobilityandHIVstatus 84
4.6AlcoholuseamongSouthAfricaneducators 91
4.6.1Alcoholusebysex,race,ageandmaritalstatus 91
4.6.2Alcoholuseofmaleeducatorsbysocio-economicstatus 92
4.6.3High-riskalcoholuseofmaleeducatorsbyprovince 93
4.6.4Alcoholuseandhealth-relatedqualityoflife,absenteeismfrom
workandHIVstatusamongmaleeducators 94
4.7TBprevalence 95
4.7.1Method 95
4.7.2Results 96
4.8SexuallytransmittedinfectionsandHIV 98
4.9HealthstatusofSouthAfricaneducators 99
4.9.1Educatorhealth-relatedproductivity 100
4.10Violenceineducationalinstitutions 103
4.11Potentialattritionofeducators 105
5Discussionofthefindings 113
5.1Profileofeducators 114
5.2PrevalenceofHIV 114
5.3Condomuse 120
5.4KnowledgeofHIVtransmission 123
5.5Alcoholuse 123
5.6Healthstatusandhealth-relatedproductivity 124
5.7Potentialforattrition 125
6Conclusions 127
7Recommendations 131
8Appendices 139
Appendix1:Developmentofscalesandindices 140
Appendix2:LaboratoryHIVtestingprocedures 146
Appendix3:Evaluationoftheage-sexdistributions 147
Appendix4:ReliabilityandvalidityofHIVprevalencerate,socio-demographic
profiles,coefficientofvariationandthedesigneffects 156
Appendix5:Listoffieldworksupervisors,interviewersandcoders 158
9References 165
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Table2.1: Learningareasandsubjectgroups 18
Table2.2: Breakdownofthesampleofschoolsbyprovince 23
Table4.1: Responseratesofeducatorsinpublicschoolssurveyedbyprovince,South
Africa2004 33
Table4.2: Demographicandbasiccharacteristicsofthesample 36
Table4.3: Age-sexdistributionbyrace 39
Table4.4: Age-sexdistributionbyprovince 39
Table4.5: Socio-economicfactorsbyrace,SouthAfricaneducators2004 47
Table4.6: Socio-economicfactorsbysex,SouthAfricaneducators2004 48
Table4.7: Unionmembersandcharacteristics 51
Table4.8: HIVprevalencebyvariousdemographiccharacteristicsofpublicsector
educators,SouthAfrica2004 53
Table4.9: ComparisonofHIVprevalenceinSouthAfricaneducatorswiththegeneral
population 55
Table4.10: OverallHIVprevalenceamongeducatorsbysocio-economicstatus,
SouthAfrica2004 58
Table4.11: OverallHIVprevalenceamongeducatorsbyprovince,SouthAfrica2004 59
Table4.12: HIVprevalenceamongeducators,WesternCape 61
Table4.13: HIVprevalenceamongeducators,EasternCape 62
Table4.14: HIVprevalenceamongeducators,FreeState 62
Table4.15: HIVprevalenceamongeducators,Gauteng 63
Table4.16: HIVprevalenceamongeducators,KwaZulu-Natal 63
Table4.17: HIVprevalenceamongeducators,Limpopo 64
Table4.18: HIVprevalenceamongeducators,Mpumalanga 64
Table4.19: HIVprevalenceamongeducators,NorthWest 64
Table4.20: HIVprevalenceamongeducators,NorthernCape 65
Table4.21: AnalysisofareaswithhighHIVprevalence 65
Table4.22: DistrictswithlowHIVprevalence(under5%) 66
Table4.23: HIVprevalencebymetropolitandistrict 66
Table4.24: HIVprevalencebylearningareataught(trainedin),SouthAfrica2004 67
Table4.25: OverallHIVprevalencebytypeofeducationalinstitution,positionin
educationalsystemandyearsofteachingexperience,SouthAfrica2004 68
Table4.26: OverallHIVprevalencebyeducator’semploymentsituation,havinghousing
subsidyandmemberofmedicalaidfund,SouthAfrica2004 69
Table4.27: Numberofsexualpartnersinthepast12monthsbyrace,SouthAfrican
educators2004 70
Table4.28: Numberofsexualpartnersinthelast12monthsbyraceandsex,maleSouth
Africaneducators2004 71
Table4.29: Numberofsexualpartnersbyraceandsex,femaleSouthAfricaneducators
2004 71
Table4.30: AwarenessofHIVstatus 72
Table4.31: Condomusewithregularpartnersduringlastsexualactbydemographic
characteristicsofpubliceducators,SouthAfrica,2004 73
Table4.32: CondomuseatlastsexwithregularpartnersamongstHIV-positiveand
HIV-negativeSouthAfricaneducators,2004 75
Table4.33: Frequencyofcondomusewithregularpartnerinthepastyearamongst
HIV-positiveandHIV-negativeSouthAfricaneducators,2004 76
Table4.34: Frequencyofcondomuseinthepastyearwithregularpartnerbyawareness
ofHIVstatus(alleducators)SouthAfricaneducators,2004 76
Listoftables
v
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Table4.35: Frequencyofcondomuseinthepastyearwithnon-regularpartnerby
awarenessofHIVstatus(alleducators)SouthAfricaneducators,2004 77
Table4.36: Relationshipstatusandconsistencyofcondomuse 78
Table4.37: Consistentcondomusebyregularorsteadypartnerandcasualornon-
regularpartnerinthepast12months 79
Table4.38: HIV/AIDSknowledgebysex,SouthAfricaneducators,2004 81
Table4.39: SamesexrelationshipsandHIVprevalenceamongeducators,SouthAfrica
2004 83
Table4.40: ExtentofagemixingamongSouthAfricaneducatorsandHIV
prevalence,2004 84
Table4.41: Residence,migrationandmobilitybyraceandsexandotherdemographic
variables,SouthAfricaneducators,2004 85
Table4.42: ResidenceandHIVstatus,SouthAfricaneducators,2004 87
Table4.43: MigrationandHIVstatus,SouthAfricaneducators,2004 88
Table4.44: MobilityandHIVstatus 89
Table4.45: Logisticregressionbetweensocio-economicstatus,sexualbehaviourandHIV
status 90
Table4.46: AlcoholusebySouthAfricaneducatorsinpublicschoolsbysexandrace,
2004 92
Table4.47: Alcoholuseofmaleeducatorsbysocio-economicstatus,SouthAfrica
2004 92
Table4.48: High-riskdrinkingamongmaleeducatorsperprovince,SouthAfrica2004 93
Table4.49: Alcoholuseofmaleeducatorsbyunhealthydays,SouthAfrica2004 94
Table4.50: Alcoholuseandself-ratedabsenteeismfromworkin2003 94
Table4.51: AlcoholordrugusebeforelastsexandHIVstatus 95
Table4.52: PrevalenceofHIVbyself-reportedhistoryofhavingasexuallytransmitted
infection 98
Table4.53: Sizeofpopulationofeducatorssufferingfromchronicconditionsthatmay
affecthealthandmaycontributetoabsenteeism 100
Table4.54: Absenteeismandpresenteeism(unhealthydays)byeightcommonchronic
illnesses(sevenself-reportedillnessesandHIVstatus)andsubstanceuse,
2003 101
Table4.55: Health-relatedproductivityandwork-relatedvariables(workplacemorale,
intentiontoquit,jobsatisfaction,andjobstress),2003 102
Table4.56: Educatorsupportandabsenteeismandpresenteeism(unhealthydays) 103
Table4.57: Violenceexperiencedoroccurredineducationalinstitutioninthepast
12months 104
Table4.58: Violenceindexbylocality,typeofschool,province 104
Table4.59: Violenceindexbyself-ratedmoraleateducationalinstitutionandintentionto
leavetheeducationprofession 105
Table4.60: Intentiontoleavebysocio-demographicsandlearningareas 106
Table4.61: IntentiontoleavebyHIVstatus,localityandjobexperience 108
Table4.62: Factorsofjobsatisfactionandintentiontoleaveteaching 109
Table4.63: Factorsofjobstressandintentiontoleaveteaching 111
TableA1: Itemsandfactorloadingsforthejobsatisfactionscale 141
TableA2: Itemsandfactorloadingsforthejobstressscale 142
TableA3: Medianage(years)ofeducatorsinthe2003GHSand2004ELRC
surveys 149
TableA4: Overallsexratiosofeducators 154
Thehealthofoureducators
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Figure1.1: Epidemiologicalmodel 5
Figure2.1: Stepsinthesampledesign 21
Figure2.2: Stepsinthedrawingofthesample 22
Figure2.3: Schoolsample 23
Figure2.4: Stepsindataprocessing 26
Figure2.5: Stepsusedforweightingofthesample 27
Figure4.1: Flowofdatacollection 34
Figure4.2: Percentageofeducatorsincurrentmaritalstatuscategory 41
Figure4.3: Currentlymarriedmaleeducatorsbyageandprovince 41
Figure4.4: Currentlymarriedfemaleeducatorsbyageandprovince 42
Figure4.5: Nevermarriedmaleeducatorsbyageandprovince 42
Figure4.6: Nevermarriedfemaleeducatorsbyageandprovince 43
Figure4.7: CurrentlyandnevermarriedAfricanfemaleeducatorspregnantin
thelast12months 43
Figure4.8: Currentlyandnevermarriedwhitefemaleeducatorspregnantoverlast
12months 44
Figure4.9: Currentlyandnevermarriedcolouredfemaleeducatorspregnantover
last12months 44
Figure4.10: CurrentlyandnevermarriedIndian/Asianfemaleeducatorspregnantover
last12months 44
Figure4.11: Highesteducationalqualificationofeducatorsbyprovince 45
Figure4.12: Currentannualgrossincomeofeducatorsbyrace 46
Figure4.13: Percentageofeducatorswithhousingsubsidyandmembersofmedical
aidfund 50
Figure4.14: Numberofchildrendependentoneducatorsbyprovince 50
Figure4.15: HIVprevalencebyageandsex,SouthAfricanpublicsectoreducators,
2004 54
Figure4.16: HIVprevalencebyageandsexinAfricaneducators,SouthAfrica 57
Figure4.17: ComparisonofHIVprevalenceamongwomen:educators,antenataland
populationsurveydata,SouthAfrica 59
Figure4.18: DistrictcouncilsofSouthAfrica 60
FigureA1: Reportedsingle-yearagedistributionofeducatorsinthegeneral
populationandtheELRCstudy,males 150
FigureA2: Reportedsingle-yearagedistributionofeducatorsinthegeneral
populationandtheELRCstudy,females 150
FigureA3: Five-yearagedistributionofmaleeducators,GHS2003andELRC
2004 152
FigureA4: Five-yearagedistributionoffemaleeducators,GHS2003andELRC
2004 152
Listoffigures
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ix
Foreword
Thenewmillenniumhasheraldedinseveralchallengesatthedoorofeducatorsand
educationingeneral.However,nonehavebeenasdauntingorascatastrophicastheHIV/
AIDSpandemic.EducationisoneofourmostpowerfulweaponsagainstHIV/AIDS;however,
itisalsoasectorthatislabourintensiveandthereforemostvulnerabletothedisease.
Ourchildrenareourhopeforthefuture.Ourteachersmouldthemintoinstruments
ofsocialcapital,thewellspringofourfuture.Withouttheinculcationoftheskillsand
competenciesthatenhancehumanpotentialnodevelopingcountrycanhopetostart
buildingthebasicsocialinfrastructurethatisaprerequisiteforgeneratingthelevels
ofeconomicgrowththatunderpinsustainabledevelopment.InSouthAfrica’scasethe
needtotimeouslyaddresstheinequitiesentrenchedbygenerationsofapartheidismore
urgent.Thusthecountry’steachersaretheprimaryagentsofsocialchange.
Theefficacyofoureducationalsystemdependsontheefficacyofourteachers.Tothe
extentthatitsranksaredepletedbyteacherdeaths,illness,absenteeism,orchronic
disabilitiesduetoHIV/AIDS,theeducationofourchildrenisthenputatrisk,levelsof
accesstoeducationarereduced,standardsofeducationattainedlowered,opportunities
forsecondaryandtertiaryadvancementreduced,jobskillsforfeited,andsocietystunted.
SouthAfricacanillaffordtoallowadiseaselikeHIV/AIDSandchronicdiseasesto
depleteitsteacherworkforce.Theseriousnessofsuchanimpendingcatastrophe
thereforegalvanisedtheDepartmentofEducation(National,Provincial,District),South
AfricanCouncilofEducatorsandtheunions–SouthAfricanDemocraticTeachers’
Union,theNationalProfessionalTeachers’OrganisationofSouthAfrica,SuidAfrikaanse
Onderwysers’UnieandtheNationalTeachers’UnionsofSouthAfrica–aswellasthe
HumanSciencesResearchCouncil-ledconsortiumanditspartner,theMedicalResearch
Council,undertheauspicesoftheEducationLabourRelationsCounciltotakeprogressive
actioninascertainingtheprevalenceandimpactofHIV/AIDSandtuberculosisonthe
teacherworkforce.ThisstudywasoriginallyinitiatedseparatelybytheSouthAfrican
DemocraticTeachers’Union,theNationalDepartmentofEducationandotherteacher
unionsandisaprimeexampleofhowkeystakeholderscanbenefitbyworkingtogether
forthecommongoodoftheirconstituency.ThemanagementofHIV/AIDSdemands
amulti-sectoralresponseofpartnershipsandcollaborationofgovernment,organised
labour,non-governmentalorganisationsandsoforth.TheEducationLabourRelations
CouncilandtheHumanSciencesResearchCouncilwereinstrumentalinfacilitatingthis
consensus.TheHumanSciencesResearchCouncilwasabletoharnesstheenergiesofall
thepartners,notablytheMedicalResearchCouncilandothermembersoftheTechnical
TaskTeam,throughouttheresearchprocessandwasreceptivetoideasgeneratedbythe
stakeholderswithoutcompromisingtheintegrityofresearch.Consequentlyitwaspossible
toco-generateknowledgethatinformspolicy.NowthereportistabledtotheEducation
LabourRelationsCouncilandthepartnerswillberequiredtoexaminethereportand
debatethepolicyrecommendations.Thevalueofthisinitiativewillbejudgedbythe
extenttowhichinterventionsareimplemented.
IfSouthAfricacannotcurtailthelevelsofinfectionandprogressionofHIV/AIDSamong
itsteacherstheconsequenceswillbebequeathednotjusttothepresentgenerationof
learnersbuttofuturelearners,addingimmeasurablyandunnecessarilytopovertyand
socialstagnationinfuturedecades.
DhayaGovender GeneralSecretaryandCo-ChairoftheTechnicalTaskTeam
EducationLabourRelationsCouncil
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Thisresearchstudywasacollaborativeendeavourinvolvingmanypeoplefrombeginning
toend.Althoughnotanexhaustivelist,wewishtothankthefollowingpeopleand
organisationsfortheirparticipationinonewayoranotherinthisstudy:
•ThethenMinisterofEducation,ProfessorKaderAsmal,MP,andhistwoadvisors,
DrAlanTaylorandMsKgobatiMagome,aswellastheSouthAfricanDemocratic
Teachers’Unionleadershipwhowereinvolvedintheinitialdevelopmentoftermsof
referenceandthenational,provincialanddistrictofficialsforencouragingeducators
toparticipate;
•TheeducatorsofSouthAfrica,withoutwhosegenerosityandtimethissurveywould
nothavebeenpossible.Inparticular,wewishtothanktheprincipalsof
participatingschoolsforallowingusintotheirbusyschoolprogrammestoconduct
thestudy;
•TheDepartmentofEducation(nationalandprovincial),theSouthAfrican
DemocraticTeachers’Union,theNationalProfessionalTeachers’Organisationof
SouthAfrica,theSuidAfrikaanseOnderwysers’UnieandtheSouthAfricanCouncil
ofEducationforfacilitatingentryintoschoolsandcontributingtheirideastothis
research;
•ThemembersoftheAdvisoryTaskTeam,theMinisterialCommitteeonTeacher
EducationandtheEducationLabourRelationsCouncilTechnicalTaskTeamwho
guidedtheproject,especiallyduringitsformativestages;
•TheDeansofEducationFacultiesatuniversitieswhoadvisedusonsampling
universitystudents;
•ThemembersofstaffofvariousresearchprogrammesintheHumanSciences
ResearchCouncil,including:SocialAspectsofHIV/AIDSandHealth;Surveys,
Analyses,ModellingandMapping;EmploymentandEconomicPolicyResearch;and
AssessmentTechnologyandEducationEvaluation.Inparticular,wewishtothank
DrMokubungNkomo(AssessmentTechnologyandEducationEvaluation,of
UniversityofPretoria)forfacilitatinginitialconsultationsbetweentheSouthAfrican
DemocraticTeachers’UnionandtheHumanSciencesResearchCounciloninitiating
theproject,DrStephenRule(ofSurveys,Analyses,ModellingandMapping)for
sharinghisexperienceinsurveysespeciallyonexecutingfieldwork,andMrAdlai
Davidsofthesameprogramme,forassistinginsamplingofschools.Finally,but
notleast,MrsMonicaPeretforleadingtheteamwhodidtheday-to-daydata
managementforthisstudy;
•DrJohanvanZylforcontributingtremendouslyinquestionnairedesignand
formatting;
•DrMarleneRoefs,thenationalprojectco-ordinator,forhertremendouseffortin
ensuringsmoothrunningofthefieldwork;
•Theprovincialco-ordinators:MsShantinieFrancis,MrsNomvoHenda,MsLebogang
Letlape,MsJuliaLouw,MrAyandaNqeketo,MrGeorgePetros,MrShandir
Ramlagan,MrTsilisoTamasane,MrFhumulaniThaba,MrBrianvanWyk,Mr
NhlanhlaSitholeandMsNompumeleloZungu-Dirwayi,whospentmonthsinthe
fieldarrangingschoolvisitsandmanagingday-to-dayfieldwork;
•Thenurse-supervisorsandfieldworkers,wholabouredtirelesslyandtravelledmany
kilometerstogatherthedata;
•Theprojectadministrators:MsHermienBolton,MrsMarizaneRousseau-Mareeand
MrsYolandeSheanofSocialAspectsofHIV/AIDSandHealthforsupportingthe
day-to-dayrunningoftheproject;
Acknowledgements
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Thehealthofoureducators
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•MsNtombizodwaMbelleforkeepingtrackoftheprogressoftheproject;
•ProfessorDavidStoker,astatisticalconsultant,fordesigningthesamplingstrategy
anddevelopingsampleweightsforthestudy;
•.TheContractLaboratoryServicesfortestingthespecimensforHIVstatus;
•BEXcouriersfortransportingequipment,questionnairesandspecimenstoandfrom
allcornersofthecountry;
•MsLynneWilsonforeditingthisdocumentandProfessorAnnaStrebelforher
review;and
•Theco-editorsofthisreport,ProfessorKPeltzer,MsNompumeleloZungu-Dirwayi
andMsJuliaLouw,whotakeresponsibilityjointlywiththePrincipalInvestigatorfor
itscontent.
Inadditiontotheabove,wewouldalsoliketomakespecialthankstotheEducation
LabourRelationsCouncil,forcommissioning,supportingandfundingthisstudy.
Wewouldalsoliketothankthefollowingmembersofthereviewpanelwhoprovided
invaluableinputstothestudy:DrDeeviaBhana,DrImmoKleinschmidt,ProfessorSlim
Karim,ProfessorMichaelSamuelandMrMuaviaGallie.
Finally,theteamwouldliketothanktheirfamiliesforthesupporttheygaveuswhilewe
undertookthisstudy.
OliveShisana,MA,ScD LeicknessSimbayi,MSc,DPhil
PrincipalInvestigator ProjectDirector
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Foreword
The newmillenniumhasheraldedinseveralchallengesat the door of educators and
educationingeneral.However,nonehavebeenasdauntingorascatastrophicas the HIV/
AIDSpandemic.Educationisone of our mostpowerfulweaponsagainstHIV/AIDS;however,
itisalsoasectorthatislabourintensiveandthereforemostvulnerableto the disease.
Our childrenare our hopefor the future. Our teachersmouldthemintoinstruments
of socialcapital, the wellspring of our future.Without the inculcation of the skillsand
competenciesthatenhancehumanpotentialnodevelopingcountrycanhopetostart
building the basicsocialinfrastructurethatisaprerequisiteforgenerating the levels
of economicgrowththatunderpinsustainabledevelopment.InSouthAfrica’scase the
needtotimeouslyaddress the inequitiesentrenchedbygenerations of apartheidismore
urgent.Thus the country’steachersare the primaryagents of socialchange.
The efficacy of our educationalsystemdependson the efficacy of our teachers.To the
extentthatitsranksaredepletedbyteacherdeaths,illness,absenteeism,orchronic
disabilitiesduetoHIV/AIDS, the education of our childrenisthenputatrisk,levels of
accesstoeducationarereduced,standards of educationattainedlowered,opportunities
forsecondaryandtertiaryadvancementreduced,jobskillsforfeited,andsocietystunted.
SouthAfricacanillaffordtoallowadiseaselikeHIV/AIDSandchronicdiseasesto
depleteitsteacherworkforce. The seriousness of suchanimpendingcatastrophe
thereforegalvanised the Department of Education(National,Provincial,District),South
AfricanCouncil of Educators and the unions–SouthAfricanDemocraticTeachers’
Union, the NationalProfessionalTeachers’Organisation of SouthAfrica,SuidAfrikaanse
Onderwysers’Unieand the NationalTeachers’Unions of SouthAfrica–aswellas the
HumanSciencesResearchCouncil-ledconsortiumanditspartner, the MedicalResearch
Council,under the auspices of the EducationLabourRelationsCounciltotakeprogressive
actioninascertaining the prevalenceandimpact of HIV/AIDSandtuberculosison the
teacherworkforce.Thisstudywasoriginallyinitiatedseparatelyby the SouthAfrican
DemocraticTeachers’Union, the NationalDepartment of Educationandotherteacher
unionsandisaprimeexample of howkeystakeholderscanbenefitbyworkingtogether
for the commongood of theirconstituency. The management of HIV/AIDSdemands
amulti-sectoralresponse of partnershipsandcollaboration of government,organised
labour,non-governmentalorganisationsandsoforth. The EducationLabourRelations
Counciland the HumanSciencesResearchCouncilwereinstrumentalinfacilitatingthis
consensus. The HumanSciencesResearchCouncilwasabletoharness the energies of all
the partners,notably the MedicalResearchCouncilandothermembers of the Technical
TaskTeam,throughout the researchprocessandwasreceptivetoideasgeneratedby the
stakeholderswithoutcompromising the integrity of research.Consequentlyitwaspossible
toco-generateknowledgethatinformspolicy.Now the reportistabledto the Education
LabourRelationsCounciland the partnerswillberequiredtoexamine the reportand
debate the policyrecommendations. The value of thisinitiativewillbejudgedby the
extenttowhichinterventionsareimplemented.
IfSouthAfricacannotcurtail the levels of infectionandprogression of HIV/AIDSamong
itsteachers the consequenceswillbebequeathednotjustto the presentgeneration of
learnersbuttofuturelearners,addingimmeasurablyandunnecessarilytopovertyand
socialstagnationinfuturedecades.
DhayaGovender.
The health of our educators
xvi
Executivesummary
xvii
The DoEin the variousprovincesassignedco-ordinatorswhoensuredthatschoolswere
informedabout the study. The districtofficers of the DoEandlabourunionsassisted
the HSRCco-ordinators,whoconsisted of MAandPhdresearchinterns,inmaking
appointmentsatschoolsand/oraccompanyingco-ordinatorstoschoolstoaddress
educators. Officialsfromlabourunionshelpedwithadvocacyfor the studyand the nature
of the study,whichincreasedparticipation. The fieldteamsweresupportedbyanational
fieldmanager,andaseparateprojectmanagerwhotrackedprogress of the study.Visiting
timestoschoolswereadaptedtominimisepossibledisruption of teachingtime.
Findings
Demographicandsocio-economiccharacteristics of the ELRCstudysample
The demographicandsocio-economicprofileanalysis of educators in the samplerevealed
that68% of the sample of educators consisted of females. The majority of the educators
weremarried.Overthree-quarters of the samplewereAfricans(77%)whilelessthan5%
of the samplewereAsians,whichisareflection of the demographiccharacteristics of
SouthAfrica.Self-reportedsocio-economicstatusandincomedistributionsuggestthat
educators weregenerallywellqualified,withafirstdegreeorhigher,andhadmanyyears
of teachingexperience,with70% of educators teachingforatleasttenyearsorlonger.
About94% of educators reportedthat the DoEemployedthemwith the rest(6%)being
SchoolGoverningBody(SGB)appointments.
Only27% of educators in the samplesaidtheyhadahousingsubsidyand67.8% of
the educators reportedtheyweremembers of amedicalaidfund. The majority of
educators (89%)weremembers of atradeunion.Thereweredisparitiesinsome of
the demographicandsocio-economicprofiles of educators byraceandprovince. The
findingsshowedthattherewereproportionatelymorefemaleandmaleAfrican educators
in the low-incomecategorycomparedwith educators inotherracegroups.On the
otherhandtherewereproportionatelylessmalewhite educators in the medium-income
categorythanmale educators inotherracegroups.
Prevalence of HIV
The resultsshowedthat12.7% of educators whogaveaspecimenforHIVtestingwere
HIVpositive.Thispercentageincludes educators inallprovinces,and educators of all
ages,sexandracialgroups.
Inthisstudy,withoutconsideringageandracedifferences, the HIVprevalencewas
the samefor the maleandfemale educators. The resultsinthisstudyshowedthatHIV
prevalenceamong educators washighestforthoseaged25–34years(21.4%)followed
bythoseaged35–44(12.8%).Older educators (55yearsandolder)had the lowestHIV
prevalence(3.1%).However,differenceswereobservedwhen the analysiswasrestricted
towomenandmenaged25–34years,withwomenhavinghigherHIVprevalence.
WomenweregenerallymorevulnerabletoHIVinfectionbecause of theirbiological
makeupaswellastheirlowsocio-economicstatus.
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