Netact HIV/AIDS Committee

Zomba – July 2004

NetACT HIV/AIDS Committee Report for Annual Conference

Regarding 2003/2004 Fiscal Year Activities

NetACT HIV/AID Committee History...... 2 Brief Overview of Situation prior to 2003 Conference:...... 2 Goals received at the 2003 Conference:...... 2 NetACT HIV/AIDS Committee Activities 2003-2004 Fiscal Year Activities:...... 2 Planning Meeting Outcomes:...... 3 Looking Forward:...... 4 Future Goals:...... 5 Appendix A HIV/AIDS Curriculum Report by Ariko Akatala...... 6 Appendix B Survey Responses...... 17 Appendix C - NetACT HIV/AIDS Educational Proposal...... 24

Report submitted for 2004 NetACT Board of Directors Meeting

Respectfully Submitted by Janet Brown, DTh NetACT HIV/AIDS Committee Chairman 2002-2004

1 NetACT HIV/AID Committee History

Brief Overview of Situation prior to 2003 Conference:  At the 2002 Conference, the HIV/AIDS Committee was charged with the responsibility to develop a plan to provide an educational opportunity to each NetACT member institution.  Plans were then made to train two individuals with the CABSA program developed by Rev. Christo Greyling (presented at the 2002 NetACT Conference)  These plans resulted in the training of Rev. Amon Kasambala (JMTC) and Mrs. Grace Banda (ABC) who then presented the program to each NetACT institution (with the exception of JMTC and Murray who had been trained the proceeding year).

Goals received at the 2003 Conference:  At the time of the 2003 conference, actual funding was limited but NetACT was optimistically hopeful of significant upcoming funds becoming available (possibly by November 2003). Goals were therefore established to: o Revise and develop necessary documentation to ensure funding objectives. o Provide initial training course to any new institutions that had not previously received training.  Regarding the initial HIV/AIDS “Breaking the Silence” course: o General consensus of NetACT institutions indicated positive feedback but felt more could/should be done on enhancing the aspect of ‘pastoral care’. o Because of the tendency for the ‘flame of passion’ kindled at the initial conference to diminish, follow-up to each trained NetACT institution was recommended at 3, 6 and 12-month intervals. (Exactly what was to be included in this follow-up activity was yet to be determined).

NetACT HIV/AIDS Committee Activities 2003-2004 Fiscal Year Activities:

 Although initially each institution wanted to have a representative attend the ACTEA Curriculum development Conference in November 2003, due to budget restraints only two representatives from NetACT were selected to go. Kruger du Preez from Hefsiba and Ariko Akatala from RITT were chosen with the charge to share the information gained with the other member NetACT institutions. Nifcott also sent their own representatives at their own expense. (See Appendix A for Ariko Akatala’s report)

 Since the expected and anticipated funding did not materialize, the desired follow-up meetings as outlined above did not materialize.

 The initial training for Namibia was put on hold due to differing objectives and it was determined that it would be in the best interest for NetACT and Namibia for Amon to represent NetACT at their upcoming conference in

2 August, with the possibility of present the actual complete HIV/AIDS conference at a later date to be determined.

 A planning meeting was held in February 2004 with the following in attendance: o Janet Brown (HIV/AIDS Committee Chairman) o Amon Kasambala (NetACT Chairman, HIV/AIDS Facilitator) o Grace Banda (HIV/AIDS Facilitator) o Logy Murray (Christian AIDS Bureau of South Africa ‘CABSA’)

Planning Meeting Outcomes:  The roles and relationships between NetACT and CABSA: o An apparent misunderstanding had developed regarding the training CABSA had provided. o The training provided to Amon Kasambala and Grace Banda enabled them to provide and facilitate training to groups for HIV/AIDS awareness. This did not qualify them to run “train the trainer” workshops to equip those attending the workshop to then repeat this training to others. o In order for our people to be ‘trainers of trainers’, they would need to have experience of doing several conferences independently, and with CABSA supervision before attending a ‘train the trainer’ training. o The Training Manual given to Amon Kasambala and Grace Banda in their initial training session was not intended for reproduction and distribution as a resource during the training conferences as had been done. Only a portion of the manual is approved for copying and redistribution.  The positives and negatives of the training programs: o Although it is nice to have the two qualified trainers, NetACT was fortunate that they had the available flexibility to leave their respective employment to present the seminars. This proved to be a heavy burden on the individuals and their employers and cannot be expected in the future (CABSA was amazed that seminars were done by only one individual at a time). o It was determined that it is essential that at least two more facilitators be trained to ease this burden. It was recommended that one would be a Portuguese speaker from Hefsiba to assist with those institutions speaking only Portuguese. o Two individuals were trained: Venancio Patrique from Hefsiba and Lewis Mwanamqekha from Zomba. CABSA gave glowing affirmations regarding the abilities of each of these men. o Eventually, it would be ideal to have one person trained from each NetACT institution.  Development of the enhanced Pastoral Care component of the training. o CABSA is working on developing a deeper and broader pastoral component in their initial training workshops for future trainees. o The Pastoral component could be developed by Amon Kasambala and/or others from within NetACT to be shared with the other institutions.

3  Alternatives to initial goal of 3, 6 and 12 month follow-up training in light of the lack of additional funding. o To reduce costs, a plan involving a three-year revolving training system was suggested. The first year would include those two institutions (JMTC and Murray) that received that initial training, along with Namibia. The second year rotation would include the three Malawi institutions (ABC, Nifcott and Zomba); and the third year rotation would cover the remaining institutions (Hefsiba, Angola, RITT and Stellenbosch)  August CABSA training: o There is a planned training for all those who have received the first phase of training, to update them and provide additional training focused on how to provide a ‘train the trainer’ seminar. This would equip them to train groups in how to present a seminar (1 ½ day or so) on HIV/AIDS Awareness. o This training opportunity would be beneficial for all of NetACT’s four trained trainers to attend this workshop o Looking Forward:  From the planning meeting, it became apparent that it is important for the board of NetACT to discuss and formulate a solid vision as to what path it wants to take regarding its efforts in the war on HIV/AIDS.  The initial training of all NetACT institutions has been realized, but what is the next step? It is apparent that some type of follow-up would be appropriate, but what would be the best way to approach this in order to meet the needs of each institution?

To help answer these questions, a survey was sent to each institution. Here are the results from that. (See Appendix B for full report).

1. All participating institutions incorporated a large part of the material they received into their curriculum, most placing it into their existing framework as a required course, with compulsory examinations. Most feel that a yearly 2-3 day follow-up seminar would be beneficial to not only energize the efforts, but also to help with accountability and to generate a continued commitment from the participants.

2. The results of the survey indicate that the greatest need of the NetACT institutions is not so much in HIV/AIDS education and awareness, as much as in how to train their students to deal with the day-to-day issues involved with the lives of PLWA. More training in the area of pastoral counseling and training in the ‘hands on’ fundamentals of how to actually do orphan care and home based care (as opposed to the discussions of why they are essential) seemed to be a recurring concern.

There are several questions that should be addressed by the NetACT board members to determine policies for future activities such as:

4  How much official NetACT intervention to the individual institutions desire in their efforts at HIV/AIDS training and awareness? Is this something that the various schools would want to handle independently?  What honorariums should be paid to the facilitators for their time and efforts when conducting a conference?  Should these honorariums be awarded by NetACT, or by the institution involved?  Should honorariums be awarded when the conference is being presented to a group not directly involved with the participating institution (such as to a local women’s guild, a local secondary school teen group, etc.)?

Future Goals: From the planning meeting held in February, the following future goals were established for discussion at the Zomba 2004 NetACT Board meeting:

Once funding becomes available:  Develop programs in line with the Phase 2-4 goals set at the 2003 NetACT Conference (See Appendix C).  At least one person from each participating NetACT facility will be trained as a facilitator for the CABSA “HIV/AIDS Awareness, Breaking the Silence” program (currently there are four individuals with such training).  One full-time individual to be employed by NetACT trained and certified by CABSA as a ‘trainer of trainers’, to oversee the AIDS program, assisted by person trained from each institution. This person would be responsible for: o Overseeing the entire HIV/AIDS program in all institutions and providing the initial HIV/AIDS Awareness programs. o Coordinating with each institution’s trainer to update and plan updating training programs designed to meet the needs of each individual facility. 

Things to be discussed and determined in the 2004 General NetACT Conference: What is the direction NetACT wants to take regarding the HIV/AIDS training? How involved to the various institutions want to be in this training?

5 Appendix A HIV/AIDS Curriculum Report by Ariko Akatala

ACTEA CONFERENCE: 4TH NOV. 2003 EDUCATION FOR CHANGE /TRANSFORMATION

Rom. 12:1-2, the word of God renews our mind and then we realize the will of God. Urge in view of the God’s mercy-turning point of the Book of Romans. Offer bodies as living sacrifice-a gift to God. John 14:21 Love the commandments of God. God will reveal Himself to as when we love him. Do not conform any longer to the patterns of this word. Take care what goes into our minds. Homosexuality/sex/ceremonies. Renew our minds knowing the God better, through fellowship, counselling, prayer together Heb. 4:12. The word of God is a live and active… If the teacher has taught the student has caught. Information – Incorporation - Transformation The Problem is for bigger that no single organization to deal with alone. It needs a multi-sectional approach. Masters skill is best in the student’s lack of knowledge. Causes 1. Family Instability 2. Young people-begin sex early (ignorance and prayer) for the young girls are not able to negotiate for safer sex. Role of the church 1. Creating a form of acceptance –peace care for partners. 2. Give hope –spiritual, psychological strength. 3. CARE-as church service to God. The role of prayers groups in the healing process. 4. Orphans and widows-identity and help to identify them. 5. A place where people gather weekly. A church has an aids unit. 6. Staff- burn out –pray for them and help Elements of a course on HIV/Aids Knowledge of available resources e.g. Web sites. A sense of networking (form chartroom) Countries present at the conference.

Angola India Sierra Leone Brazil Kenya Swaziland Congo Mozambique South Africa Chad Malawi Uganda CAR Australia Zambia Ethiopia Nigeria Zimbabwe Ghana Scotland

Global summary of the Hiv/Aids epidemic December 2002

Number of people with HIV/Aids Total 42 Million Adults 38.6 Million Women 19.2 Million

6 Child/under 15 3.2 Million People newly infected with HIV in 2002 – Total 5 Million Adults 4.2 Million Women 2 Million Children under 15 800,000 Deaths Total 3.1 Million Women 2.5 Million Child under 15 610,000 HIV/Aids is the greatest killer in the world today. Need to reach the rural areas. The church has critical role to play in this.

Uganda 1. Civil society – 3000, Ngo’s 2. The church 3. Political muscle Silence The gap between Knowledge and behaviour change why. Contact Unaids /Unicef www.unaids.org Best practices, actions Aid, Salvation Army Video –Aids against the family –Doctors for life. Children –window of hope Give right information Sexuality Peer counselling (empower people with information). It should be voluntary. Avoid money but little incentives are welcome. What is and what it should be. Drama-creating awareness. “ The church is HIV/positive” -Making right decisions-Daniel Amount The tension: warnings vs. you will be all right

How did Ann’s testimony impact on your affectively?  Strong  Acceptance/hope/realistic  She is a Christian Education to all people  Opportunity to line a meaningful life.  Helping people to in order to reduce suffering.

Devotion John 8:1-11 Jesus and gender What is gender? Socially constructed differences between men and women and unequal power relationships that result. Gender is different from sex. Sex refer to biological differences between men and women, gender is social differences. Genesis, 1:26 -28. Why was the woman brought to Jesus?

7 Why do you think Jesus bent down and started to write on the ground with his fingure along?  Definitely the people couch read what he was writing?  Could it be that Jesus was writing the sins of accusers?  Was he writing down the names of women with whom some to of these accusers committed adultery?  Was possibly quoting the relevant scriptures that were address the issue.

Lev. 10:20  Who do you think carried the stores and why did they leave?  What did Jesus achieve?

Gender issues in the HIV/AIDS situations What are some of the gender issues that contribute to the spread of HIV?AIDS in Africa?  Some cultural practices  Polygamy  Widow cleansing  Wife sharing with peers. What are some of the gender issues in the church that if addressed, could help or provide models for Africa in the HIV/ AIDS situation in Africa?

Death and Memory in times of AIDS Memory boxes a way of enhancing resilience in children affected by HIV/AIDS Resilience is the ability to resume personal  Family intervention –family members are encouraged share their life stories with their children as a way of facilitating the bereavement process.  Children groups. Groups of orphans regularly meet after school under the supervision of memory box.

Assumption of memory box 1. Interrogational dialogue around sickness and death 2. Validating the children perception and feeling 3. Life story work as a way of giving meaning to the children’s disrupted lives.

Skills transfer Establish partnerships with NGO’s and CBO’s dealing with orphans and vulnerable children. www.hs.ump.ac.za/theology/sinmlando

What would you put in a memory box?

Memory box  Voice recorder  How I cared for the child  Pictures  Family tree  Family heritage  Stories of occasions, main events of the family.

8  Identify

CINDI Issues about children need to be placed firmly in the agenda of the local government.

Networking  Generous in sharing learning/resources  IMPACT OF AIDS ON CHILDREN “ Many of the things we need can we wait but children cannot”  Caring for children and also the elderly. Elderly peers to help and talk to the other elderly on HIV/ AIDS.  The basis of working with the children is the UN children’s rights.  Challenges are to pack together or be pulled apart.  Child welfare, foster parents  X for small children. ‘ Children helping’ collects sweets  Congregational committee of concerned adults (CCCA).  Right of children to school  HIV/AIDS awareness days www.cindi.org.za  Keep children with the community  Job creation  Children are not the future but also the present.

Mobilization 1. Be generous 2. Do not revolt the wheel-what others are doing 3. Get the opinion leaders together 4. co-ordination catalyst pull others together “ Nothing about us without us” Website Child in the church Child in the school Child in the community Child in the family and parents Children do not separate www.noah (healthcare, social psychology, community development Foster care

Institutional care Ratio: of infection 1:3 1. Women physiology -Transmission from men to women

2. Social factors  Dry sex – women caregivers can men be caregivers  Women do not resist – no control over getting pregnant. Immune system gets week.  Rape, rural –urban migration

9 3. Economic factors  Aids often-associated poverty-many is power.  Limited access to formal employment, they are dependant  Sex trade (commercial sex workers).  Health –care quality and of health care, especially in deep moral areas is not satisfactory. Household and the norm in rural areas. Usually would endure pain rather than go to clinics or hospitals because of long queues and unsatisfactory service. 4. Political factor  Civil unrest, wars, political instability, political conflict  Family disruptions, long distance marriages  Resistance to ABC  No role models “ Men can see better than they can think” Power differentials –legitimised through - Culture - Theology - Money - Stereotype

More people came to listen. People need to be transferred to. A way of loving i) Reflecting listening ii) Deflecting listening Summarizing the fact.  What is the most important thing that you have said  What do you need to do about it  How do you feel  Help people to be part of the solution  How is listening done in traditional way?  What are we listening for? Loss death, trauma, hope, room to tell the story. There is enrichment in the listener.

VCT 1. Prepare people to book 1hr 20 min  Pre-testing  Testing post-testing  Continuity

Pre-test  Explain over policy & follow-up procedure  Clients history  Feelings about the test  Explanation  Myths  Clients knowledge about HIV  Transmission

10  Prevention

Post-Test Counselling.  Check understanding of or about  Meaning of results  Support system at home and work  Future plans  Prevent/re-infection  Positive living  Support group  Follow-up, appointment  Date of follow-up  Counsellors are not to give advice but give options

Elisa Western Blot Rapid Test/Ora quick Abbot. White star effora PCR The church needs to be available to help counselling.

RESOURCES AVAILABLE 1. Hope at hope caring for family with AIDS – World Relief World Relief HIV/AIDS programmes P.O. Box 3,005 Karen Nairobi, Kenya e-mail:[email protected]. RI4 2. Choosing Hope HIV/AIDS Training curriculum for theological Training HIV/AIDS curriculum Development: Training of trainees MAP INTERNATIONAL – provides training for colleges Sermon outlines by map interactional 3. AIDS IS REAL ACTS –a bit Nigeranised, being edited to suit Africa in general 4. -Faith Based Awareness program for secondary school and teachers manual - Look beyond seminaries to also mainstream institutions - Mainstream abstinence to all students - Working closely with Muslims 5. Bible studies -Ethiopia WCC Bible Studies Failing AIDS (WWC) Children’s ministry

6. www.petra.co.za [email protected]

7. Preaching on AIDS –Ken Rose Church of Scotland Website 8. St. Paul’s United Theological College  Curriculum for the course on HIV/AIDS

11  Readers for courses  The course lasts for two years 9. NetAct netact 10.Unicef – for the Portuguese - SIDA - Pastors from Bloemfontein - Choose life in Portuguese by

11. Unaids Statistics for each country /Uganda experience/USAID www.synergyaids.org 12. Governments - Nutrition’s - Metropolitan life (insurance company) positive Health 021 9405772 13. Republic of Ireland governments 14. Towards a theology of HIV/AIDS BBC- Born Before Computers 15. Videos - Living hope - Aids against the family - CD on HIV/AIDS - Catholic Bookstores - Hope for Africa - Springs of life four languages English, Swahili, French, Portuguese.

What the Church can do i) Local church aids groups - Bible study - Nurture spiritual lives - Memory box - Good health practices - Pray for one another - Share gifts with the patients - Partial visits Biblical sexuality-Abstinence and faithfulness

DEVOTION LUKE 7:11-17 Main – The delightful city - Learning the city to the graveyard without HOPE - Another crowd coming into the city-with HOPE - The church can bring hope to the hopelessness Proverbs. 23:18, 24:14 a) The presence of God b) The Easter story c) The Bible The Acts of Believers The church acting on the word of God there should be no silence any more. Esther 4:12-14  Opportunity for the gospel to be shared  Opportunity to bring hope

12  Opportunity to parent a whole generation and to show them the father heart of God.  Opportunity for advocacy on ethical issues pertaining to HIV/AIDS  Opportunity to top into financial resources and prove trust worthiness of the church

Interventions 1. Pre-infection before a person is infected 2. Post-infection 3. Post HIV/AIDS

1. – Educational/awareness/information Hos. 4:6a - Life skills training - Encourage testing - Use all tools. ii) Post-HIV Test counselling Psychosocial support. WWID- what would Jesus do? ADVOCACY - Speaking on behalf of - Abraham for Sodom/Gomorrah - Jesus at the cross - Holy Spirit - Home based care - Home based are manual

Basic medication pack Infection prevention buckent Garden for food(micro enterprise) Counselling Provide linen Toilets- a chair with a hole and a bucket. Nutrition especially (soya and maize pre-cooked and vitamins) A better health A better education A better morality brought about in the church.

Youth for Christ. School Based project- phakama - Syetemba - Active youth Homeless children – Tennyson House - Klayelethe Youth Development- CiAbri wilderness - Training schools - YDC (interact ional) - AIDS project. www.youthkzn.co.za /Active youth

 Micro-enterprise  Problem solving

13  Practical education  Decision making  Take charge of lines  Sexuality  Parenting  Self-image, self worth  Relationship /family  Drama groups.

Existing curriculums  Process of integration  D of C  Identify command over human  Identify institutions and key stakeholders  Site visits  Select institutions  MOU  Letter of endorsement  Schedules dates of training

SUMMARY  Insufficient knowledge inhibits effective prevention programs  The tradition of uneasiness in discussing issues of human sexuality  Lack of appropriate skills for caring for the affected and infected.  Limited theological depth amongst church leaders and lay people  Limited material /financial resources and managerial skills  Denominational division and caregiver burnout  Lack of networking with government and other NGO’s

14 Home Based Care Advocacy Cultural practices

Networking Role of the church Life skills

Home Based Care Theology (Biblical & Impact (social dev) Gender systematic Homiletics Role of the church Children peer counselling Medical Pre-post counselling

Personnel impact The HIV/AIDS Nutrition safe water Poverty macro-enterprise Care(pastoral care) Facts and figures imprisonment Hospital visitation

Healthy family life Research The Law Ethical and legal Bereavement law Their place PLWA

Policy in Theo-school & churches (insurance) Liturgy & worship marriages

Strategic planning

Death & Dying Ethics

15 St. Paul’s UTC- knowledge for intervention This teaching this course is multi-disciplinary and requires multi-sectoral lectures. More than one lecturer will be needed  Critically reflective  Theologically informed  Professionally grounded researchers developers. A curriculum Design manual for theological education Leroy Ford, Broadman Press Nashville, Tennessee

16 Appendix B Survey Responses

NetACT: [email protected]  Hefsiba: Rev. Manie Taute / Rev. Kruger du Preez [email protected] (Responded 10 June 04)  Instituto Biblico de Kuikuni: Pastor Silva Matemba / Pastor Campos Afonso [email protected]  Justo Mwale: Rev. D.T. Banda [email protected] or [email protected]  African Bible College: Dr. Paul Chinchen [email protected] (Responded 9 June 04)  Murray Theological School: Rev. K. Muungani / Rev. Henry Murray [email protected] (Responded 28 June 04)  Nifcott: Dr. Hennie van Deventer [email protected] (Responded 7 June 04)  RITT: Rev. Ariko Akitala / Rev. Samuel Ngigii [email protected] / [email protected] (Responded 28 June 04)  Zomba: Dr. Saindi Chiphangwi / Rev Bruce Ritchie [email protected] / [email protected] (Responded 10 June 04)  University of Stellenbosch: Prof. Hendriks [email protected] (Responded 3 June 04)

About the information and materials presented at the conference:  What portion of the information received has been incorporated into the curriculum of your institution? o US: Most of the material was incorporated o Nifcott: Especially the section with information about HIV/AIDS. We have also included material from other sources in the curriculum. o ABC: Most of the material was incorporated. o Hefsiba: More the technical parts - ‘What is HIV/AIDS’; ‘how is it transported, etc.’ The book of NetACT was translated into Portuguese and serves as a reference book. o MTS: At least 50% of the information received, has been incorporated into the MTS curriculum. o RITT: The part that has been incorporated is the whole course that was presented by the facilitator.

 Was the material integrated into an existing class framework or was a new class developed to accommodate it? o US: It was integrated into the existing curriculum of the M Div course on Pastoral Care. o Nifcott: We added a separate new subject to our teaching programme, called "The Church and HIV/AIDS" o ABC: It was added as a component of the Christian Leadership class (a required class for all second year students).

17 o Hefsiba: It was integrated into an existing class on Pastoral Care. o Zomba: . Mr. Manavweka who attended the conference valued it very much and he is writing a report. . Our Pastoralia course is given over to HIV/AIDS in second year and we are using material from several sources, NetACT, ACTEA, WCC, etc. o MTS: Integrated into existing class framework. o RITT: The material was integrated into an existing class framework. o

 What materials are needed to make the program more effective? o US: Nothing that I know of. o ABC: A specific study guide designed to meet the needs of the specific class. o Hefsiba: We need a resource centre with books, videos, etc. We are in the process translating material that is more of a pastoral nature, inter alia a book (manual) that Rev. Vencencio received at the Free State Training. o MTS: Visual aids o  If it was designed into a class:

o How many hours of instruction were given? . US: 19 hours . Nifcott: About 30 hours - one period per week over three terms - and it is proving to be insufficient. . ABC: About 16 hours – one period each week for the semester (This proved to be less than desirable, as the momentum for the topic was diluted by having such a time period between sessions) . Hefsiba: 4 hours of class for 2nd years . Zomba: We give 2 hours per week for 16 weeks . MTS: 2 hours per week. . RITT: 3 hours per week.

o Is it a required class or an elective? . US: Required . Nifcott: Compulsory . ABC: It was part of a required course . Hefsiba: Required . Zomba: Required class . MTS: Required class . RITT: It is required as compulsory learning for all our students.

18 o Were any mechanisms put in place in an attempt for evaluation and accountability? . US: Certainly . Nifcott: Exams and assignments. The latter required some practical research and implementation in Nkhoma congregation . ABC: Exams and peer accountability with discussion groups during the course. . Hefsiba: The students write tests and exams on the material. . Zomba: Examinable subject. . MTS: Yes, exams and follow-up work with hospital patients. . RITT: Yes. o What procedures were used to follow-up those receiving the training? . US: They were applying their knowledge and skills in 2004 when they are doing a licentiate in ministry while working in a congregation. . Nifcott: Unfortunately we haven't yet had any feedback from last year's group, and this year's group is still in training. . ABC: No follow-up has been done at this point. . Hefsiba: The 2nd years students are going once a month on a Saturday with an action HIV/AIDS group to visit terminally ill people. . ZOMBA: It is not a TOT course . MTS: Follow-up in the form of incorporating new knowledge into their sermons, and also to join community-based AIDS groups. . RITT: Students are required to write reports o What were the results of follow-up actions? . US: This is difficult to determine at this stage. . Nifcott: N/a . ABC: n/a . Hefsiba: There are defiantly a more sensitivity and awareness of the complexity of the pandemic. In some students we notice more compassion for the needy. . MTS: Our students are incorporated in a country-wide initiative by UNESCO in formulating policy on AIDS prevention and management. At Morgenster, all 10 departments on the mission station are participating in this programme, including the MTS. Our students are incorporated in a country-wide initiative by UNESCO in formulating policy on AIDS prevention and management. At Morgenster, all 10 departments on the mission station are participating in this programme, including the MTS. . o Who is presenting or teaching this course?

19 . US: Dr Amon Kasambala and personel from the CAPSA (Logy Murray amongst others). . Nifcott: Hennie van Deventer . ABC: Janet Brown and Mrs. Grace Banda . Hefsiba: Rev Kruger du Preez with especial courses are organised by Rev. Venincio Patrique. . Zomba: Bruce Ritchie . MTS: Rev R Rutoro and invited AIDS specialists (lecturers) . RITT: A volunteer with CRWRC (Kenya)

o What materials are being used (for text and handouts)? . US: CAPSA’s material (written by Christo Greyling) and a very thick reader on AIDS. . Nifcott: 1. The material prepared by Christo Greyling Building your Ability to Deal with AIDS (NBI course prepared by Danie van Zyl and Logy Murray) 2. MAP material 3. Material from Ethiopia (acquired at the conference in Pietermaritzburg in November 2003). . ABC: Handouts from the material prepared by Christo Greyling, along with general statistical information pulled from the Internet . Hefsiba: NetACT Manual and other resources; Choose Hope Manual (Curriculum Modules for Theological Institutions). . MTS: Provided by Rev Greyling, Dr Breugem, pamphlets from various START centres, a handbook published by WARC etc. . RITT: The Bible, MAP international, Net ACT materials among others (more than one basics on HIV/AIDS.) o

Some of the goals we are exploring now have to do with increasing the ‘training of trainers’. Please provide your thoughts regarding the following ideas as to how helpful they would be to your institution:

 We now have four facilitators trained (ABC, Zomba, Hefsiba and Amon), with the possible intention of eventually having a trained facilitator at each institution. o US: Amon is an official lecturer at our Faculty and will present these courses from 2005 onwards. In the meantime the Unit for Religious- and Development Research got a R1.4 million contract to map amongst others the influence of poverty and its related manifestations (like AIDS). We are involving our students in this and working with a participatory action research methodology in the whole Cape Peninsula, covering 3.2 million people. CAPSA is in a way outsourced as our chief partner when we reach the stage of community development, - empowerment and training. Our students are very much involved in this.

20 

o If this takes place, how would you envision the use of ‘your’ facilitator? . US: Amon, YES! . Nifcott: In the first place as lecturer at Nifcott, with the additional possibility of doing in-service-training for ministers (which is also a part of Nifcott's programme.) . ABC: Mrs. Grace Banda has been trained from ABC and has used the program for our students as well as for outside community projects. . Hefsiba: 1.) Help giving classes at our institution; 2.) Courses for pastors of the church; 3.) Help giving courses at other theological institutions. . MTS: The trained facilitator at MTS to train and equip the theological students, who, in turn, on a weekly basis, reaches out to the outlying community in order to enable, train and equip targeted groups of caregivers on the grassroots level. . RITT: Our facilitator will be able to teach the students and will also work with our church program in providing training. .  Knowing that follow-up ‘refresher’ courses would be beneficial in assisting each institution to keep the fire burning, what areas of focus do you think would be most beneficial to your institution? o US: We are in the privileged position that CAPSA is doing what we need to do in this area. o Nifcott: As already suggested above, we believe that the focus should obviously be on the involvement of the Church in the areas of prevention and care. However, the biggest problem still remains the "conspiracy of silence" o ABC: Possibly a Saturday Seminar with a focal topic once or twice a year would be beneficial. o Hefsiba: 1.) Home Care (more practical); 2.) Attitudes; 3.) Empowerment of women. o MTS: Pastoral and physical care of those infected as well as those affected by AIDS. o RITT: Counseling for pre- and post testing caring for those affected the pastoral care component. o

 Some suggested a stronger emphasis on the pastoral component. In an effort to develop this, please help us by answering the following:

o What specific needs do you feel should be addressed? . US: I cannot answer this question. . Nifcott: In terms of pastoral counselling it is very essential to assist students and pastors to acquire the appropriate communication skills. In our training we give special attention

21 to this aspect, because it is quite evident that the majority of pastors see their counselling role as that of giving advice... . ABC: Many of our students go on into the pastorate, but many others go into other areas of work and ministry. It might be good to address areas of a pastoral nature in a generic format, such as “counselling”, “grief management”, etc. so that all would feel there was something they could benefit from. . Hefsiba: 1.) Christian Ethics; 2.) Preparation for death; 3.) Handling and organizing of orphans. . MTS: Pastoral care of those individuals with AIDS Confronting the reality of AIDS Support offered at different levels in the congregation by well- versed ministers Physical and material support Emotional / psychological support Spiritual / religious support Pastoral care of families within the context of their respective cultures Emphasis in sermons on teaching about AIDS . RITT: Giving care to those affected education to the youth. .

 What other areas of focus do you think would be valuable to your students? o US: na o Nifcott: Though NGO's and other organisations also stress the same, it remains important to emphasize gender, the youth, home based care and orphan care. The last mentioned is probably the area in which the Church is currently the most involved. o ABC: Due to the continuing presence of denial and the “conspiracy of silence mentioned already by Nifcott, more work might be focused on these areas; from this first area, more focus could be done in the attitudes surrounding areas such as home based care. o Hefsiba: 1.) Preaching; 2.) Practical Work; 3.) Identification of sick (terminal); 4.) Instruct students to help in practical ways: take people to hospital, help with milk, etc. o MTS: Confronting students with their own lifestyle and morality, which may be high-risk. o RITT: They should be trained on how to train others, they will be trainers of trainers. Some methodology would do on how to share information. o

Regarding the mechanics of the program:

 Although the initial one-week program is ideal, some institutions felt the need to adjust (shorten) the course to fit into their programs. o US: Our students do a Pastoral Care course in their M Div year that spans 5 weeks of intensive training where they are very much involved

22 with AIDS patients in their hospital work practical modules.

 How long do you think the follow-up program should be? o US: na o ABC: the one week program was very nice, but difficult to incorporate into an existing structure. People’s time is valuable, so a shorter program might be more practical. o Hefsiba: 2/3 days o MTS: Three full days

o What format would fit your institutions needs (week-long, weekend, 2 day, 3 day, etc.)? . US: na . Nifcott: Since the NetACT involvement will come in addition to a full course being taught at our institution, 2 or 3 days might be sufficient. And probably it would be a good idea to offer training in specific focus areas identified by the institution. It would be waste just repeating the basics. . ABC: A weekend (possibly a long holiday weekend) seminar. . Hefsiba: 2 days. Classes together/separate women . MTS: 3 days . RITT: For proper training, we propose that there be a weeklong training. Preferably in July or August.

Any other thoughts, comments or suggestions you might have as to how we can best meet the needs of your institution would be greatly appreciated. US: I think the Stellenbosch situation is a bit different to other institutions. The NetACT course is however, to my knowledge, an absolute outstanding one.

ABC: The basic training was done on a voluntary basis, and the next year, we incorporated it as part of an already mandatory class, which was less than satisfactory. Next year, we plan to use a long (holiday) weekend for refresher and update and it will be presented on a voluntary basis.

Hefsiba: At Hefsiba it will be good to have some lasses together with the women and others separate.

MTS: On-going assistance in curriculum development of the entire theological encyclopaedia, in order to accommodate the scenario of AIDS awareness and prevention.

RITT: The funds allocated for the training should be send in advance as opposed to the system where we have to ask money after use.

23 Appendix C - NetACT HIV/AIDS Educational Proposal

(Initial Idea Framework presented at 2003 NetACT Board Meeting)

Over the past two years, NetACT has tested and proven a program utilizing the components designed by Rev. Christo Greyling (a person living with AIDS) in six participating NetACT theological institutions in Southern Africa. This program has been met with overwhelming success by all (professors, students, clergy, lay leaders, etc.) that have had the opportunity to experience it. Stretching the comfort boundaries of most if not all of the participants, this program has a profound effect in breaking down the stigma and fear associated with the dreaded disease of HIV/AIDS. Everyone attending the training seminar comes away with a new determination to not only protect themselves from infection by the deadly virus, but also with a firm resolve to become proactive in the war against AIDS. Some of the mechanisms that give this program such a strong impact have to do with the “hands-on” approach it takes. Along with the dissemination of factual information, participants are given opportunities to talk with AIDS sufferers, hearing the pain of rejection, stigmatisation and alienation they have endured. They also visit VCT centres, orphanages, the homes of patients and families under the care of Home Based Care volunteers, and other types of programs dealing with various aspects of this pandemic to help them comprehend the profound effects of this devastating plague. Following is a generalized outline of the approach, which has already been taken (Phase 1), and the vision for the possibilities that could be realized if the funding opportunities are realized.

1. Phase I (Module 1 Completed 2002/2003) 1.1. The NetACT HIV/AIDS Committee was commissioned by the NetACT 2002 Annual Conference to review the possibilities and alternatives and come up with the most feasible plan to train all of the NetACT facilities utilizing the HIV/AIDS Awareness Seminar developed by Christo Greyling 1.2. Results of this training were overwhelmingly positive (see attached reports for further information)

2. Phase II 2.1. NetACT’s beginning phase II is based upon the following assumption: That grant money in the estimated amount of $25,000 USD is received for this purpose. 2.2. Facilitators to re-visit the previously trained institutions (Module 1) at approximately 3,6 and 12 month intervals following the initial training period. 2.3. This visit will be for the following purposes:  Assess the level of implementation of ideas from the initial seminar  Challenge and inspire those previous participants (as well as others who are interested, to continue working towards previous commitments  Provide additional/updated information and exhortation  Provide updated resource materials for presenters: o Laptop computer and video projection for PowerPoint and video presentations

24 o Updated written materials o Printing/photocopying equipment  Serve as a on-site resource for questions and/or problems that may have developed since the initial seminar  Evaluate the compliance of the institution with their commitments and act as a source of accountability 2.4. Continue with translation process in the following languages as determined by NetACT institutions:  Portuguese (already completed); Chichewa; Swahili; Shona 2.5. Resources necessary would include:  Maintain administrative costs for NetACT office and function  Continuing curriculum development to meet evolving program needs, including age related handouts and other materials (written, pictorial, etc.) for later reference  Transportation, compensation and misc. needs of facilitators

3. Phase III 3.1. NetACT’s beginning phase III is based upon the assumption that grant money in the estimated amount of $50,000 to 75,000 USD (additional funding) is received for this purpose. 3.2. Expanded training would be aimed initially at each theological institution in order to:  Provide training to the students and staff of all NetACT participating institutions  Implement the “Train the trainers” concept in order to provide the various institutions with the knowledge needed to continue the training of their students in these various areas 3.3. Training would be based upon the proven strengths of the initial HIV/AIDS Awareness Seminar will be developed for the following target groups: 3.3.1. Church Elders and leaders:  Geared specifically to meet the challenges they face in dealing with the needs of the congregations they deal with consideration to both the congregation as a whole as well as the family and individual needs of its membership  Resource materials needed would include: o PowerPoint /video Presentation (equipment) o Props and scripts for role-playing, creative expression, etc. o Specific training in pastoral issues such as dealing with the issues of HIV/AIDS (alienation, estrangement, prejudice, etc.) in the areas of preaching, counselling, etc. o Other items as deemed necessary 3.3.2. Women’s Guild Members  Geared specifically to meet the challenges they face in dealing with the needs of the women and family needs in their congregations (orphan/widow care, gender issues, etc.)  Resource materials needed would include: o PowerPoint / video Presentation (equipment) o Props and scripts for role-playing, creative expression, etc. o Other items as deemed necessary

25 3.3.3. Youth  Geared specifically to meet the challenges faced by today’s youth as they deal with issues confronting them in everyday life such as peer pressure, sexual development, death of friends and family members, financial pressures, education, etc.  Resource materials needed would include: o PowerPoint / video Presentation (equipment) o Props and scripts for role-playing, creative expression, etc. o Appropriate music and atmosphere o Other items as deemed necessary 3.3.4. Children  Geared specifically to meet the questions and confusion faced by today’s children as they try to interpret the events surrounding them regarding this scourge that affects their families and therefore themselves.  Resource materials needed would include: o Puppets and other visual aids o Sound equipment o Props and scripts for role-playing, creative expression, etc. o Appropriate music and atmosphere o Other items as deemed necessary 3.4. Staffing needs would include:  Develop a team of possibly two individuals who have demonstrated exceptional communication skills to work as full-time workers in this area  Maintain administrative and coordination network with main NetACT office 3.5. Resource Needs would include:  Resources listed under each target group above  Vehicle (including necessary items for maintenance, insurance, etc.)  Satellite cell phone for emergency use and communication  Continuing curriculum development to meet evolving program needs, including age related handouts and other materials (written, pictorial, etc.) for later reference  Administrative needs of NetACT office

4. Phase IV 4.1. NetACT’s beginning phase IV is based upon the assumption that grant money in the estimated amount of $500.000 to 1,000,000 USD (additional funding) is received for this purpose. 4.2. Each NetACT institution would be equipped with their own full-time personnel that are trained, equipped and ready to implement all of the parts of Phase III in their own institutions as well as their surrounding catchment areas.  The focus would go beyond the training of the students in the facilities, and would expand to training the local clergy and individual congregations in the area.  This would provide “hands-on” training for the students of the institution, as well as for the lay leaders and members with each of the faith communities.

26 This segment of the overall plan would continue as long as the need for these services exist and funding is available.