This course focuses on health-related issues confronting South Africa as well as their social and economic impacts. The course examines government, civil society, community and private sector efforts addressing these issues. Particular attention is paid to the demographics of HIV&AIDS, TB, chronic, non-communicable diseases and infectious diseases, as well as their prevention and treatment. The course includes exposure to a variety of healthcare environments as well as community-based research. (4 credits)
Prerequisites:
None
Learning outcomes:
By the end of the course, students will be able to:
Appreciate the goals and vision of initiatives such as Health-for-All, Comprehensive Primary Health Care and the Millennium Development Goals;
Link HIV&AIDS, TB, chronic, non-communicable and infectious diseases to related healthcare issues and how it impacts on the current healthcare system;
Understand the policy landscape framing healthcare delivery in South Africa with particular reference to the district health system;
Identify the challenges in ensuring effective health care delivery and their impact on social and economic wellbeing in South Africa.
BROAD COURSE OBJECTIVES:
To provide the student with an understanding of the historical evolution and transformation of the South African Health system from a fragmented, racist and disempowering to a developmental, participatory and inclusive system.
Examine development in South Africa using the lens of poverty, disease and lack of access
To supervise student through a short service learning placement to facilitate some exposure to community service in South Africa.
Method of presentation:
Workshops, class discussions, field work with on-site assignments and student presentations
Field study:
Visits to:
Health facilities (primary, secondary and tertiary levels)
HIV-AIDS Respite Centre
Informal settlement to meet community leaders. Students will choose 3 representatives to work with community leaders on a service project the group can undertake to do on 3 Saturdays (24 hours).
Retreat Community Health Centre -- Trauma Ward
This list may be amended in the interests of improving the student experience.
Required work and form of assessment:
Students are expected to:
Attend all lectures.
Prepare for each class by doing the necessary reading and writing.
Participate in information gathering for class discussions and debates.
Submit all written assignments before or on the due dates.
Participate in the mini-conference presentations
ASSESSMENT CRITERIA
Students will be assessed continuously in line with incremental learning and IES associated assessment criteria as outlined in the IES 2010 Abroad Faculty Handbook.
GRADING POLICY
Students are encouraged to submit all assignments as per deadline below. No negotiations will be entered into in this regard. The University of Cape Town late assignment policy will apply and is as follows:
All assignments late by one day will received a 5% penalty. For every day late thereafter 2% will be deducted and no assignments will be accepted after the first week.
The class mark comprises:
ASSIGNMENT No.
TYPE
INDIV/PAIRS
MARKS
DUE-DATE
1.
Annotated Bibliography
Individual
15%
2.
Research paper
Individual
30%
3.
Portfolio of Evidence
Individual
45%
4.
Symposium
Individual
10%
TOTAL: 100%
SPECIAL PROJECT:
In order to assist students to fulfill the 60 hours of volunteer work, all students will be required to participate in the special project. The class will choose three Saturdays where we will work with a community group or organization to assist them with structured tasks which will add value to their work. The class will choose a planning committee comprising of a two or three people who will contact the community and plan what activities will be done over the three Saturdays. All students in this course MUST fulfill this component.
ASSESSMENT
Assignment 1 and 2 are linked. In order to start assignment 1 you need to think about a topic which interests you. Consider your learning in this course and in your service learning work and formulate a question which you want to answer.
Assignment 1 – Individual Assignment – Annotated Bibliography (15% of total mark)
Font – Time New Roman (11) (1.5 line spacing)
This assignment forms part of the first step towards your research paper You are required to do library research consulting journal articles, books etc and generate an annotated bibliography which provides some interesting viewpoints on your chosen topic. For each article/book which you review, you will be required to write a short summary on how the book has illuminated your understanding of the topic. You will be marked on the technical precision of your bibliography as well as how well you summarised the article, demonstrating that you have read, understood and critically thought about issues it raises in relation to your chosen topic. You will be expected to review between 15 and 20 relevant books/articles.
See Referencing method ( HARVARD REFERENCE) at end of this paper.)
Marks: 100
Assignment 2 – Individual Paper - Research Paper (30% of total mark)
8-10 pages
Font – Time New Roman (11) (1.5 line spacing)
This research paper should be a reflection of your collective learning in this course, which will include what you have learnt in class as well as what you have seen on field trips and have experienced in your service learning work. The annotated bibliography will have assisted you to clarify your topic and learn more about what the literature states about it. Consider the literature and develop your argument within your research paper. You will use the research you have done in your annotated bibliography assignment amongst others and will proceed to answer the question you have formulated. You will get credit for using your own practice and service learning experience in your paper. See notes on outline of Research Paper)
The following must be reflected:
Cover page with all relevant information on; Content page with page numbers; Introduction; paragraphs with headings reflected in content page; integration of service learning and experiences; Concluding remarks and recommendations; photos, pictures, graphs, etc. Addendum with extra resources and a Bibliography of all the sources used.
Marks: 100
Assignment 3 – Symposium (10%)
Presentation using Power Point
The symposium presents an opportunity for all IES students to come together to learn more about the work done and material covered for the semester. Each student will get 5 minutes to do a short presentation on their work in the course. Students are encouraged to be creative in putting together the presentation. The idea is for each student to illuminate their learning experience. This means that you could choose to present any aspect of the course and YOUR work and share this with the class. You could choose to combine your service learning experience with your research paper etc. Credit will be given to students who present their experience holistically and with innovation. You will be evaluated on your slides as well as the presentation of your research.
Marks: 100
Assignment 4 – Portfolio of Evidence
This piece of work accounts for 45% of the total course mark. Once completed it represents a folder of evidence of what you have done in the course and more importantly what you learning has been. You will be required to keep a file which you will build on throughout the course. This file will contain various sections and will be your resource and evidence of work done. A word of caution: do not leave this task for the last week. You need to be working on your portfolio from the first lecture.
Your file MUST contain the following:
Cover page with details of student, lecturer, course and assignment. (1%)
Content page with all the relevant details listed with page numbers.(1%)
Overall layout of Portfolio, Filing system, etc.(3%)
An introduction – this is an overall reflection of what you did, your course expectations and your key learning. (2%)
Journaling my experience – you can choose to write in this section as often as you like but it should reflect some defining moments for you in the course.
Assignments 3 – in this section you place your marked assignments, including your symposium presentation slides.(30%)
Field Work – In this section you will be required to document an interview that you will conduct as part of your research paper. All your field experiences and site visit notes must be posted here. You may also add your photos or any work you developed in your service learning. You may be creative and decide what you would like to add to this section.(5%)
Reflection – This section contains an evaluation of your own learning, a reflection of your experiences both the positive and the negative. It also contains your impressions of the course. (3%)
NB: Your Health and Community Development experiences only.
Marks: 100
content:
This course is divided in two parts:
Part I – Academic courses, comprising the following themes:
1. Health and Health Care in South Africa
The current general healthcare status in South Africa; overview of South Africa’s healthcare systems in view to its needs and challenges, and in comparison to other healthcare systems globally; health environment and development in view of South Africa’s demographic and environmental conditions; overview of the morbidity and mortality rates for the population at large as a consequence of lifestyle, communicable and non-communicable diseases.
Required/recommended reading: Health and Health Care in South Africa, Van Rensberg, Chapters 1, 4 and 5; handouts
ASSESSMENT 1: COMPULSORY
A descriptive analysis of the current RSA Health Care system vs the new planned National Health Insurance system (10%)
2. HIV/AIDS and Tuberculosis – A Deadly ‘Cocktail’
Expansion of HIV/AIDS, MDR-TB and XDR-TB and their impact on society, government, economy, etc.
Required reading material will be issued in the preceding class
ASSESSMENT 2: Complete questionnaire on HIV& AIDS using Reading (5%) OR
ASSESSMENT 3: Critically discuss the impact TB and MDR-TB has on a person living with HIV&AIDS.(5%)
3. The Rise of Non-communicable Diseases in (South) Africa
Diabetes, hypertension, liver and kidney diseases, as well as cancer, and their social and economic impact on personal lives and national budgets.
Required reading material will be issued in the preceding class
ASSESSMENT 4: Choose one of the following NCD and write a short analysis of how it is impacting the South African population, and what impact does it have on the present health system. (5%)
(Diabetes, High blood pressure, Kidney failure, Heart disease, Asthma, disability, OR
4. Community / Township Structure and (Healthcare) Services
Includes (non-)existing access to ‘Western’ healthcare services, traditional healthcare use and place in a combined, overall effective public healthcare system
Required reading material will be issued in the preceding class
ASSESSMENT 5:
Write a 500 word essay on Community Development. Write about your experiences in Egoli. Explain the process you followed to gain information from the community, and how you have interacted with the community leaders and the community members. (5%)
NB: Students can choose between assignments from the 4 listed above and Assessment 1 is compulsory. Choose between assessments 2 and 3; and between assessments 4 and 5.
Part II – Mentoring field experiences and assignments:
Every other week, the students will meet and exchange their impressions, experiences and feelings, and create a podium for interpersonal discussions. These sessions will also be used for expanding on previous courses, if applicable.
ASSESSMENT: Make use of a journal, blog or diary to write down your impressions, experiences and feelings. Your journal must be included in the Portfolio (10%)
Other Recommended Readings / Texts:
1. Primary Health Care – Fresh Perspectives. V Zweigenthal, T Puoane, L Reynolds et al. Pearson Prentice Hall (2009).
2. Intersectoral Action for Health – A Cornerstone for Health-for-All in the 21st Century. WHO (1997).
3. Millennium Project Report to the UN Secretary-General: Investing in Development – A Practical Plan to Achieve the Millennium Development Goals – Chapter 10: Africa’s Special Needs. United Nations Development Programme (2005).
4. The Equity Gauge - Concepts, Principles, and Guidelines. The Global Equity Gauge Alliance (2003).
5. A National Health Plan for South Africa. African National Congress (1994).
6. Three-Letter Plague. J Steinberg. Jonathan Ball Publishers (2007).
Required readings:
Required reading will be posted on the VULA.
Recommended readings:
Health and Health Care in South Africa, HCJ van Rensburg
Primary Health Care – Fresh Perspectives. V Zweigenthal, T Puoane, L Reynolds et al. Pearson Prentice Hall (2009).
Intersectoral Action for Health – A Cornerstone for Health-for-All in the 21st Century. WHO (1997).
Millennium Project Report to the UN Secretary-General: Investing in Development – A Practical Plan to Achieve the Millennium Development Goals – Chapter 10: Africa’s Special Needs. United Nations Development Programme (2005).
The Equity Gauge - Concepts, Principles, and Guidelines. The Global Equity Gauge Alliance (2003).
A National Health Plan for South Africa. African National Congress (1994).
Three-Letter Plague. J Steinberg. Jonathan Ball Publishers (2007).
This course focuses on health-related issues confronting South Africa as well as their social and economic impacts. The course examines government, civil society, community and private sector efforts addressing these issues. Particular attention is paid to the demographics of HIV&AIDS, TB, chronic, non-communicable diseases and infectious diseases, as well as their prevention and treatment. The course includes exposure to a variety of healthcare environments as well as community-based research. (4 credits)
None
By the end of the course, students will be able to:
BROAD COURSE OBJECTIVES:
Workshops, class discussions, field work with on-site assignments and student presentations
Visits to:
This list may be amended in the interests of improving the student experience.
Students are expected to:
ASSESSMENT CRITERIA
Students will be assessed continuously in line with incremental learning and IES associated assessment criteria as outlined in the IES 2010 Abroad Faculty Handbook.
GRADING POLICY
Students are encouraged to submit all assignments as per deadline below. No negotiations will be entered into in this regard. The University of Cape Town late assignment policy will apply and is as follows:
All assignments late by one day will received a 5% penalty. For every day late thereafter 2% will be deducted and no assignments will be accepted after the first week.
The class mark comprises:
ASSIGNMENT No.
TYPE
INDIV/PAIRS
MARKS
DUE-DATE
1.
Annotated Bibliography
Individual
15%
2.
Research paper
Individual
30%
3.
Portfolio of Evidence
Individual
45%
4.
Symposium
Individual
10%
TOTAL: 100%
SPECIAL PROJECT:
In order to assist students to fulfill the 60 hours of volunteer work, all students will be required to participate in the special project. The class will choose three Saturdays where we will work with a community group or organization to assist them with structured tasks which will add value to their work. The class will choose a planning committee comprising of a two or three people who will contact the community and plan what activities will be done over the three Saturdays. All students in this course MUST fulfill this component.
ASSESSMENT
Assignment 1 and 2 are linked. In order to start assignment 1 you need to think about a topic which interests you. Consider your learning in this course and in your service learning work and formulate a question which you want to answer.
Assignment 1 – Individual Assignment – Annotated Bibliography (15% of total mark)
Font – Time New Roman (11) (1.5 line spacing)
This assignment forms part of the first step towards your research paper You are required to do library research consulting journal articles, books etc and generate an annotated bibliography which provides some interesting viewpoints on your chosen topic. For each article/book which you review, you will be required to write a short summary on how the book has illuminated your understanding of the topic. You will be marked on the technical precision of your bibliography as well as how well you summarised the article, demonstrating that you have read, understood and critically thought about issues it raises in relation to your chosen topic. You will be expected to review between 15 and 20 relevant books/articles.
See Referencing method ( HARVARD REFERENCE) at end of this paper.)
Marks: 100
Assignment 2 – Individual Paper - Research Paper (30% of total mark)
8-10 pages
Font – Time New Roman (11) (1.5 line spacing)
This research paper should be a reflection of your collective learning in this course, which will include what you have learnt in class as well as what you have seen on field trips and have experienced in your service learning work. The annotated bibliography will have assisted you to clarify your topic and learn more about what the literature states about it. Consider the literature and develop your argument within your research paper. You will use the research you have done in your annotated bibliography assignment amongst others and will proceed to answer the question you have formulated. You will get credit for using your own practice and service learning experience in your paper. See notes on outline of Research Paper)
The following must be reflected:
Marks: 100
Assignment 3 – Symposium (10%)
Presentation using Power Point
The symposium presents an opportunity for all IES students to come together to learn more about the work done and material covered for the semester. Each student will get 5 minutes to do a short presentation on their work in the course. Students are encouraged to be creative in putting together the presentation. The idea is for each student to illuminate their learning experience. This means that you could choose to present any aspect of the course and YOUR work and share this with the class. You could choose to combine your service learning experience with your research paper etc. Credit will be given to students who present their experience holistically and with innovation. You will be evaluated on your slides as well as the presentation of your research.
Marks: 100
Assignment 4 – Portfolio of Evidence
This piece of work accounts for 45% of the total course mark. Once completed it represents a folder of evidence of what you have done in the course and more importantly what you learning has been. You will be required to keep a file which you will build on throughout the course. This file will contain various sections and will be your resource and evidence of work done. A word of caution: do not leave this task for the last week. You need to be working on your portfolio from the first lecture.
Your file MUST contain the following:
NB: Your Health and Community Development experiences only.
Marks: 100
This course is divided in two parts:
Part I – Academic courses, comprising the following themes:
1. Health and Health Care in South Africa
The current general healthcare status in South Africa; overview of South Africa’s healthcare systems in view to its needs and challenges, and in comparison to other healthcare systems globally; health environment and development in view of South Africa’s demographic and environmental conditions; overview of the morbidity and mortality rates for the population at large as a consequence of lifestyle, communicable and non-communicable diseases.
Required/recommended reading: Health and Health Care in South Africa, Van Rensberg, Chapters 1, 4 and 5; handouts
ASSESSMENT 1: COMPULSORY
A descriptive analysis of the current RSA Health Care system vs the new planned National Health Insurance system (10%)
2. HIV/AIDS and Tuberculosis – A Deadly ‘Cocktail’
Expansion of HIV/AIDS, MDR-TB and XDR-TB and their impact on society, government, economy, etc.
Required reading material will be issued in the preceding class
ASSESSMENT 2: Complete questionnaire on HIV& AIDS using Reading (5%) OR
ASSESSMENT 3: Critically discuss the impact TB and MDR-TB has on a person living with HIV&AIDS.(5%)
3. The Rise of Non-communicable Diseases in (South) Africa
Diabetes, hypertension, liver and kidney diseases, as well as cancer, and their social and economic impact on personal lives and national budgets.
Required reading material will be issued in the preceding class
ASSESSMENT 4: Choose one of the following NCD and write a short analysis of how it is impacting the South African population, and what impact does it have on the present health system. (5%)
(Diabetes, High blood pressure, Kidney failure, Heart disease, Asthma, disability, OR
4. Community / Township Structure and (Healthcare) Services
Includes (non-)existing access to ‘Western’ healthcare services, traditional healthcare use and place in a combined, overall effective public healthcare system
Required reading material will be issued in the preceding class
ASSESSMENT 5:
Write a 500 word essay on Community Development. Write about your experiences in Egoli. Explain the process you followed to gain information from the community, and how you have interacted with the community leaders and the community members. (5%)
NB: Students can choose between assignments from the 4 listed above and
Assessment 1 is compulsory. Choose between assessments 2 and 3; and between assessments 4 and 5.
Part II – Mentoring field experiences and assignments:
Every other week, the students will meet and exchange their impressions, experiences and feelings, and create a podium for interpersonal discussions. These sessions will also be used for expanding on previous courses, if applicable.
ASSESSMENT: Make use of a journal, blog or diary to write down your impressions, experiences and feelings. Your journal must be included in the Portfolio (10%)
Other Recommended Readings / Texts:
1. Primary Health Care – Fresh Perspectives. V Zweigenthal, T Puoane, L Reynolds et al. Pearson Prentice Hall (2009).
2. Intersectoral Action for Health – A Cornerstone for Health-for-All in the 21st Century. WHO (1997).
3. Millennium Project Report to the UN Secretary-General: Investing in Development – A Practical Plan to Achieve the Millennium Development Goals – Chapter 10: Africa’s Special Needs. United Nations Development Programme (2005).
4. The Equity Gauge - Concepts, Principles, and Guidelines. The Global Equity Gauge Alliance (2003).
5. A National Health Plan for South Africa. African National Congress (1994).
6. Three-Letter Plague. J Steinberg. Jonathan Ball Publishers (2007).
Required reading will be posted on the VULA.
INTERNET/WEB RESOURCES:
International focus:
1. Universal Declaration of Human Rights: http://www.un.org/Overview/rights.html
2. People’s Health Movement: http://www.phmovement.org/cms/ and People’s Charter for Health: http://www.phmovement.org/files/phm-pch-english.pdf
3. Global Equity Gauge Alliance: http://www.gega.org.za/about.php
4. Global Health Watch: http://www.ghwatch.org/
5. Global Health Workforce Alliance: http://www.ghwa.org
6. Global Healthcare Information Network: http://www.ghi-net.org
7. Health & Development Networks: http://www.hdnet.org/v2/home/
8. Health and Human Rights – list of useful links: http://www.hhr.uct.ac.za/links/links.php
9. Healthcare Information for All by 2015 (HIFA2015): http://www.hifa2015.org
10. Make Poverty History: http://www.makepovertyhistory.org
11. OECD Health Care Quality Indicators Project: http://www.oecd.org/health/hcqi
12. Patient Views: http://www.patient-view.com/
13. WHO Statistical Information System (WHOSIS): http://www3.who.int/whosis/menu.cfm
14. Africa Regional Sexuality Resource Centre: http://www.arsrc.org/
South African focus:
15. South Africa Info – Gateway to the Nation: http://www.southafrica.info/about/
16. South African Government Information – key issues: http://www.info.gov.za/issues/index.htm
17. South African National Dept. of Health - Documents (Legislation, Policy, Reports, Guidelines, etc. NB: National Health Act of 2004): http://www.doh.gov.za/docs/index.html
18. South African National Dept. of Health - Strategic Plan 2007/08 - 2009/10: http://www.doh.gov.za/docs/index.html
19. SA Health Info – health knowledge network of South Africa: http://www.sahealthinfo.org/sahealthinfo.htm
20. South African Health Review 2008 (Health Systems Trust): http://www.healthlink.org.za/ or http://www.hst.org.za/publications/841
21. Western Cape Dept. of Health: http://www.capegateway.gov.za/eng/your_gov/305
22. List of health facilities in Western Cape: http://www.capegateway.gov.za/eng/your_gov/305/facilities
23. Centre for the Study of Aids, University of Pretoria – Siyam’kela Project: http://www.csa.za.org/filemanager/list/8/ (NB: HIV/AIDS Stigma Resource Pack
24. South African National AIDS Council (SANAC): http://www.info.gov.za/issues/hiv/sanac.htm
25. Love Life: http://www.lovelife.org.za/youth/index.php
26. Treatment Action Campaign: http://www.tac.org.za/community/
27. SA Alcohol and Drug Abuse site: http://www.sahealthinfo.org/admodule/alcdrug.htm