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presented at the

UNESCO-UNEVOC Sub-Regional Seminar for Policy-Makers and UNEVOC Professional Cadre

Dakar, Senegal, 28 November to 1 December 2005

Stefan Erber, GTZ Adviser, BOTA, BotswanaChristopher Batsalelwang, BOTA HIV/AIDS CoordinatorMareile Kroening, GTZ/BOTA Project Support Assistant

Mainstreaming the HIV/AIDS Response in the Vocational Training Sector in Botswana-

Promising Practices, Lessons Learnt and the Way Forward

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Content of Presentation Background (HIV/AIDS in Botswana)

The Botswana National Vocational Training System

The Botswana Training Authority (BOTA)

– What is BOTA?– Chronology of Events concerning HIV/AIDS at BOTA– BOTA’s Approach for Maintreaming the HIV/AIDS Response in the VT

Sector– The Role of the BOTA HIV/AIDS Division

Mainstreaming the HIV/AIDS Response in the Vocational Training Sector

Progress Update

– Promising Practices – Lessons Learnt

Challenges and Future Planning

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Background: HIV/AIDS in Botswana (I)

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Background: HIV/AIDS in Botswana (II) Total Population of Botswana: 1.7 Million

Botswana is one of countries in world most affected by HIV/AIDS

37.4 % of pregnant women aged 15 to 49 estimated HIV positive (2003 Sentinel Surveillance Report, National AIDS Coordination Agency (NACA))

17.1 % of total population estimated HIV positive (Botswana Central Statistics Office (CSO) AIDS Impact Survey 2004)

By Sept 2005: 52 000 patients enrolled in ART programmes (of which 44 800 are on free ART programmes and 7 200 paid for by private sector)

Coordination Agency: “National AIDS Coordination Agency (NACA)”

Policy Documents– “National Policy on HIV/AIDS”– “National Strategic Framework for HIV/AIDS” – “National Policy on Routine HIV Testing”

“Vision 2016” – one of Goals: “No new Infections” by 2009

Donor Support

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The Botswana National Vocational Training SystemThe Botswana National Vocational Training System““Upskilling Batswana through Structured Work-Based Learning (SWBL)”Upskilling Batswana through Structured Work-Based Learning (SWBL)”

VT System

Fuel: Funding through

Government, Companies, Learners,

(VTF)

HIV/AIDS Gender IssuesAccess and Equity

Maps, Manuals:

Regulations, VT Act, other Acts, Policies,

NDP, Vision 2016,

…

Driver,Engine: Industry

(with Government support)

Vocational and Career Guidanceand Awareness

Entry

Quality Assurance

Registration and accreditation of

Training Institutions and Assessment

Centres

Registration and accreditation of

Trainers and Assessors

Registration of Training Standards and Qualifications and management

of BNVQF

Audit, review and re-registration

Destination:

Do the job and

apply the skills in the

World of Work

Target Group:

(Passengers)Learners,

school-leavers, adults,

unemployed and employed people,(prosp.) trainees,

apprentices, people with and

without work-experience,

…

Life-long Learning

Oil: Coordinator,

MonitorLearning Process

Many Pathways (fleet of vehicles)

• On/ off job• Short/ long courses• Company/ school/ college• Apprenticeship• Job attachments• Brigades• Informal Sector• E-learning/ distance learning/ self learning• Centres of Specialisation/ Centres of Excellence• …

Advice for companies and other training institutions concerning the learning process: Development of Training Plans, Curricula and Learning Material,…

Assessment (ongoing), RPL/RCC

Coordination of the Learning Process

Exit

Quality Assurance

Moderation (audit of assessment)

Awarding/ Issuing of Certificates

Research (tracer studies,…)

250405

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What is BOTA? The Botswana Training Authority (BOTA) was established in 2000 based on the

Vocational Training (VT) Act of 1998

BOTA is governed by a Board of Directors and managed by its CEO

Coordinates an integrated VT system to meet learners’ and industry’s needs through

– Development of Standards,– Quality Assurance,– Policy Advice and– Monitoring and Evaluation.

Responsible for establishment of the Botswana National Vocational Qualifications Framework (BNVQF)

Main Activities:– Registers, accredits and monitors training institutions

for standards and quality adherence– Develops and reviews national training standards and

qualifications– Registers VT trainers and assessors– Guides development of curricula and learning materials in VT– Promotes access to training opportunities

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Chronology of Events concerning HIV/AIDS at BOTA October 2000:

– Botswana Government and GTZ decide to introduce an HIV/AIDS component into the existing bilateral project “Reform of the Vocational Training Sector” at BOTA. A baseline study is conducted.

November 2001: – Cooperation Agreement (MoU) between BOTA, the German Development Service (DED) and

the German Technical Cooperation (GTZ) is signed.– DED agrees to second & finance a development worker as Coordinator for the HIV/AIDS

Component.– GTZ agrees to finance a local HIV/AIDS Field Officer & all other project requirements.

September 2002: – Establishment of the BOTA HIV/AIDS Division

April 2004: – BOTA takes over major part of financing the HIV/AIDS Division and the salary of the HIV/AIDS

Field Officer and thereby treats this Division like any other within BOTA. October 2004:

– Evaluation Study of first two years conducted. April 2005:

– Knowledge, Attitude and Behaviour (KAB) Study conducted. September 2005:

– The contract of the DED HIV/AIDS Coordinator comes to an end. BOTA provides for a local HIV/AIDS-Coordinator to take over, paid by BOTA.

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Alignment with National HIV/AIDS

Strategic Framework

Alignment with National HIV/AIDS

Strategic Framework

2. Inclusion of HIV/AIDS into formal

learning process

2. Inclusion of HIV/AIDS into formal

learning process

1. Institutionalisation of HIV/AIDS within BOTA

1. Institutionalisation of HIV/AIDS within BOTA

• HIV/AIDS as Key Result Area• Workplace Policy developed• Establishment of HIV/AIDS Division

• Level 1, 2 and 3 unit standards

• Guidelines for preparing curricula

• Curriculum and learning materials development

• Compulsory Level 1 BNVQF credit requirement

• HIV/AIDS policy and activities registration requirement

3. Coordination and linkages with key stakeholders

3. Coordination and linkages with key stakeholders

• Representation at National AIDS Council

• Working relationship with DVET

• Convene VT National HIV/AIDS Committee

• Convene HIV/AIDS Committee for Private Training Institutions

• Networking and collaboration with other organisations incl. DMSACs

4. Support to public and private training

institutions

4. Support to public and private training

institutions

• Institutional committees and focal persons

• Model HIV/AIDS policy

• Advice on action plans

• Awareness raising• Peer educators /

counseling training

• Use of edutainment• VT specific IEC

materials• Learner driven

publications

BOTA’s Approach for Mainstreaming the HIV/AIDS Response in the VT Sector

• Impact Measurement

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The Role of the BOTA HIV/AIDS Division Housed under the Department of Planning and Research (DPR)

Headed by the HIV/AIDS Coordinator tasked with responsibility to

– drive coordination of HIV/AIDS interventions amongst public and private training institutions and key stakeholders;

– provide technical support to training institutions in initiating and implementing HIV/AIDS interventions

and is supported by the HIV/AIDS Field Officer.

Closely collaborates with other BOTA Departments to

– mainstream HIV/AIDS into the formal curriculum (Department of Structured Work-Based Learning-SWBL)

– mainstream HIV/AIDS within BOTA (Human Resource Division (HRD) in Department of the CEO)

– develop HIV/AIDS unit standards and qualifications (Department of Quality Assurance-DQA)

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Mainstreaming the HIV/AIDS Response in the Vocational Training Sector (I)

VT System

Fuel: Funding through

Government, Companies, Learners,

(VTF)

HIV/AIDS Gender IssuesAccess and Equity

Maps, Manuals:

Regulations, VT Act, other Acts, Policies,

NDP, Vision 2016,

…

Driver,Engine: Industry

(with Government support)

Vocational and Career Guidanceand Awareness

Entry

Quality Assurance

Registration and accreditation of

Training Institutions and Assessment

Centres

Registration and accreditation of

Trainers and Assessors

Registration of Training Standards and Qualifications and management

of BNVQF

Audit, review and re-registration

Destination:

Do the job and

apply the skills in the

World of Work

Target Group:

(Passengers)Learners,

school-leavers, adults,

unemployed and employed people,(prosp.) trainees,

apprentices, people with and

without work-experience,

…

Life-long Learning

Oil: Coordinator,

MonitorLearning Process

Many Pathways (fleet of vehicles)

• On/ off job• Short/ long courses• Company/ school/ college• Apprenticeship• Job attachments• Brigades• Informal Sector• E-learning/ distance learning/ self learning• Centres of Specialisation/ Centres of Excellence• …

Advice for companies and other training institutions concerning the learning process: Development of Training Plans, Curricula and Learning Material,…

Assessment (ongoing), RPL/RCC

Coordination of the Learning Process

Exit

Quality Assurance

Moderation (audit of assessment)

Awarding/ Issuing of Certificates

Research (tracer studies,…)

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Baseline-Study and Report 2001/2

Evaluation-Study and Report 2004/5

Mainstreaming the HIV/AIDS Response in the Vocational Training Sector (II)

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Progress Update - Promising Practices (I) Mainstreaming HIV/AIDS is one of the seven “Key Result Areas” in BOTA’s

Strategic Plan 2004-2008 HIV/AIDS included in the “Botswana National Qualifications Framework

(BNVQF)”: HIV/AIDS Unit Standards on Level 1 are a compulsory elements of all qualifications, and a selective subjects on Levels 2 und 3

Model Curriculum on HIV/AIDS Model HIV/AIDS Policy for VT Institutions Existence of HIV/AIDS Policy and Implementation of HIV/AIDS Activities

are required for registration of training institutions with BOTA VT National HIV/AIDS Committee & HIV/AIDS Committee for Private

Training Institutions established to support training institutions on “Mainstreaming HIV/AIDS”

Involvement of learners at all levels (especially committees, peer education and counselling training)

Edutainment for behaviour change

Coaching of drama groups and drama competitions

Newsletter (“Emang”)

IEC (Information, Education and Training) HIV/AIDS Material Networking and Collaboration with other HIV/AIDS institutions (incl. NACA

and DMSACs)

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Promising Practices (II)Example 1: HIV/AIDS Drama Competition

Annually approx. 350 learners from Technical Colleges, Brigades and private training institutions compete using drama to raise awareness amongst learners around different topics on HIV/AIDS

Topic 2004: „Drama Overcoming HIV/AIDS Stigma & Discrimination“ Topic 2005: „Passion Killings and HIV/AIDS“

Support from local press, GTZ and other private sector institutions.

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Promising Practices (III)Example 2: “Emang Newsletter”

Objective: Improvement of communication and cooperation on HIV/AIDS issues amongst institutions

Learners participate in Editorial Board

Coordinated by BOTA HIV/AIDS Division

Contributions come from learners

Published quarterly

8-10 Pages, multi-coloured, attractive layout

Contents: Articles, poems, letters

Distributed to learners through training institutions countrywide

4 issues published so far

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Promising Practices (IV)Example 3: Commemoration Days (BOTA AIDS Day and World AIDS Day)

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Lessons Learnt (I)

Importance of collaboration between individual Departments within BOTA on mainstreaming and development of unit standards

– Building on existing capacities and activities – Building on existing networks in order to develop standards

Importance of role clarification (within BOTA and the VT Sector)

Importance of integration of HIV/AIDS with other cross-sectoral topics (Gender, equal access to vocational training, …)

Importance of using methods of extra-curricular activities for delivery of formal curriculum

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Lessons Learnt (II)

Importance of development of specific interventions targeting specific populations, e.g. workplace programmes and programmes for learners

Importance of designing different strategies for different categories of training institutions – Technical Colleges and Brigades – Private training institutions – Companies (workplace training)

Impact Monitoring: – Impact is difficult to measure (difficulty to attribute changes to

certain interventions, difficulty to measure behaviour changes, time factor, etc)

– HIV/AIDS as part of BOTA Monitoring System – Lack of feedback from NACA Monitoring System

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Challenges (I)Despite progress made in increasing VT Institution’s participation inHIV/AIDS activities, and increased awareness and knowledge aroundHIV/AIDS issues amongst learners, the recent KAB study revealed:

27 % of learners reported that they do not use condoms consistently.

49 % of learners have never tested for HIV.

Access to existing health & counselling services as well as condom distribution points by youth is still a problem (in terms of geographical location, youth-friendliness, confidentiality and competency of staff).

Lack of alternative recreational facilities/activities results in increased engagement of youth in sexual activities.

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Challenges (II) A need to introduce HIV interventions at

primary schools arises as young people start sexual activity at an early age.

At least 10% of learners reported to have had sex with people they had known only for days or weeks, which could suggest frequent partner change.

There are reported cases of female learners engaging in commercial / transactional sex, often with older partners, suggesting their vulnerability to HIV infection as there is a likelihood for them not to be able to negotiate safe sex.

Unequal gender relations (e.g. up to 25% of

males in private vocational institutions will still have sex with their girlfriends even when they insisted on not having sex).

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Future Planning (I)

Implementation of new HIV / AIDS curriculum is at pilot stage presenting an opportunity to make it relevant to identified learners’ needs.

Introduce a policy that encourages condom distribution at VT Institutions.

Facilitate process whereby VT Institutions develop and align their HIV/AIDS programmes to national programmes.

Intensify information dissemination on testing and counseling to encourage learners to test for HIV.

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Future Planning (II)

Collaborate with national and district programmes such as VCT centers, public health facilities, IEC, ART to increase their outreach to VT Institutions and to build capacity.

Intensify implementation of HIV/AIDS activities in workplace training in companies.

Prepare an HIV/AIDS Promising Practices Brochure.

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