HIVAIDS Portal/LearnShare HIVAIDS Africa/Objectives
Given the diversity of participants, the key challenge for the facilitators was to use the 1 day efficiently and effectively to build consensus among cmty media programmers' of the the principles of effective learning programmes, that, in particular, address health and HIV and TB treatment literacy.Rather than over-load the participants with too much factual knowledge about treatment litracy, we recommend to divide them into 4 working groups (WGs), such that each group can deepen their inquiry and learning of the theme,with the support of the resource persons from HIV community present. and over time, become experts in this theme. We also make it a priority to focus on collaboration through the WGs, which enable knowledge sharing and peer learning. We regard this as a vital aspect of a programme for community media practitioners, to empower them to own the process by taking on leadership roles for the programme development. The workshop thus provides an opportunity to gain experience in working collaboratively, which is an important precursor to the WikiEducator community of practice, that will guide implementation of their action plans. Our feeling is that such a structured approach will facilitate developing an agenda for media programming that is rich and stimulating, because it emerged through a guided, participatory and experiential learning approach. The model for the workshop thus sets a precedent that we want to propose CoL/other agencies adopt as a framework for sustained professional and organizational development, so as to achieve the outcomes of free and open education, as well as universal access to HIV treatment, care and support. Combining these 2 goals by leveraging the power of technology will enable us to get to the desired future faster and stronger through the global collaborative community process we initiate and facilitate.
- To set up working groups around HIV treatment literacy programmes
- To kick-off dialogue and networking between HIV community and community media groups
- To develop a better understanding of the principles of effective learning programmes
|Goal||Sub-goals||Target Audiences||Resource Persons|
|Increase treatment literacy (knowledge and understanding) of people living with HIV/AIDS||
||People living with HIV/AIDS, their families and communities, the community-at-large||HIV+ community groups, public health professionals and researchers, health agencies, health funders and implementers|
We plan for the programme to go through 5 stages as follows:
|1||[]Introduction & Agenda Setting||1/2 hour|
|2||Exploring Issues and Questions on Treatment Literacy||2 hours|
|3||Principles of Effective Learning Programmes||2 hours|
|4||Developing an action plan for the WG follow-up work on Wikis||2 hours|
|5||Closing: crafting a statement to feedback to AMARC||1 hour|
The plan above excludes the official opening and closing. A timed agenda can be provided.
The account that follows is structured around the main stages above. Because the programme is process-oriented, participants need to know what the main stages will be. We will communicate this to them in Stage 1. It is also essential that all facilitators know what direction a programme will take, for which we provide the facilitators notes to Stages 2, 3, 4 and 5 below.
The lead facilitators should identify co-facilitators for the working groups.
The facilitators of Stages 2-5 should bear in mind that the guide we provide is not set in stone. It is up to each WG facilitator to ‘read’ the group energy and guide them through Stages 2-5 to achieve the desired outcomes over the day. Each WG is likely to be different, so each facilitator has the flexibility to adapt and work with his WG according to the working style you develop together. Use thinking questions to generate discussions, and make sure you stipulate an outcome of each working session, to avoid frustration of a ‘talking shop’. The outcome can be what is reported back at the plenary. Guide the participants to find their own voice and take over the WGs gradually.
- using posters, videos, booklets, brochures, or pamphlets and t-shirts;
- curricula for health care providers, for people on treatment, and for peer educators;
- support groups and networks of people living with HIV;
- teaching aids, such as health diaries and calendars, and treatment side effects charts;
- broadcast media programmes - radio or TV programmes;
- instructional or participatory materials to guide discussions, role plays, and interactive exercises; and
- marches and new community branches of TAC.
The Challenge of Treatment Literacy
The report says that the challenge for many local organisations providing effective treatment literacy services is that people must have a basic understanding of HIV before they can understand ART; and, with the expansion of access to ART, information changes fast. The paper argues that, at a community level, the introduction of ART means more than ensuring individuals and families are able to support and care for people taking anti-retroviral drugs. Entire communities with diverse members, some of whom are marginalised or minority groups, should be able to understand HIV and AIDS and what it means to start and adhere to ART. Close work is also required to ensure that environments are not hostile and the different needs of community members are taken into account." - from [Treatment Literacy: Empowering Communities]