Emthonjeni HIV Management Services

Emthonjeni HIV Management Services Emthonjeni™️ is a Cape Town based registered provider of public health and education related institutional support and systems strengthening services.

Emthonjeni HIV Management Services is a registered provider of HIV and public health related services in areas of policy and programming, monitoring and evaluation, social science research and other related public health systems strengthening and support services.

11/03/2026

My WordPress and Wix for business?
Report to the funders then.
CPT COCT 🇿🇦

10/03/2026

10 March 2026
You definitely have never been me and my biological child. Have I ever tried that? Cape Town 🇿🇦

15 February 2026Daily Essentials for Self-Care. CPT 🇿🇦
15/02/2026

15 February 2026
Daily Essentials for Self-Care. CPT 🇿🇦

21 January 2026One way to determine (evaluate) the effectiveness and efficiency of the education system is to look back ...
21/01/2026

21 January 2026
One way to determine (evaluate) the effectiveness and efficiency of the education system is to look back at INPUTS against what has been achieved or not (IMPACT) called OUTPUTS or Results in education.
See an example of 2 inputs below:

1. INPUTS - what the school has been provided with in order to carry out its task.
(a) The main characteristics of each cohort of learners on arrival at the school:
i. Socio-economic background.
ii. Attainment at entry.
iii. Range of languages.
iv Numbers by age and gender per school and class.
(b) Physical resources:
i. Classrooms.
ii. Common purpose rooms and areas.
iii. External premises.
iv. Teaching aids, materials and equipment.
(c) Professional and support staff:
i. Numbers by gender.
ii. Qualifications and experience.
iii. Educator development and capacity building.
Source: South African Department of Basic Education. The National Policy on Whole-school Evaluation. Government Gazette Vol. 433 of July 2001, Pretoria.:

20 January 2026 Key focus areas for South African whole schools evaluations: Areas for evaluationThe following are the k...
20/01/2026

20 January 2026
Key focus areas for South African whole schools evaluations:
Areas for evaluation
The following are the key areas of evaluation:
1. Basic functionality of the school.
2. Leadership, management and communication.
3. Governance and relationships.
4. Quality of teaching and learning, and educator development.
5. Curriculum provision and resources.
6. Learner achievement.
7. School safety, security and discipline.
8. School infrastructure.
9. Parents and community.

Performance ratings
The overall school performance will be rated using the following scale:
5 ➔ Outstanding
4 ➔ Good
3 ➔ Acceptable
2 ➔ Needs improvement
1 ➔ Needs urgent support
Where it is not possible to give a rating a 0 will be given (in most cases 0 means unrated or unrated yet depending on the circumstances- my addition)
Source: The National Policy on Whole-school Evaluation. Government Gazette Vol. 433 of July 2001, Pretoria.

19/01/2026

In 2024, Only 57% to 85% of men 15+ years were on HIV treatment. 4000 girls & young women were newly infected with HIV every week.

18/01/2026

18 January 2026
PLEASE READ THIS CAREFULLY & with understanding because it DOES NOT APPLY TO ALL OF US.

The Gates Foundation is planning operating expenditures at approximately 14% annually to ensure more funds are directed to the programs and people we serve.

Source: Gates Foundation Website.

SEATTLE (January 14, 2026) – The Gates Foundation today announced that its governing board endorsed a historic $9 billion annual payout, marking a culmination of a four-year plan to reach a steady-state budget at this level. The increase in spending is part of the foundation’s commitment to accelerate its mission ahead of its planned closure in 2045...

The acceleration of funding and timeline will help the foundation focus on three primary goals: 1) No mother, child, or baby dies of a preventable cause; 2) the next generation grows up in a world free of deadly infectious diseases; and 3) hundreds of millions of people break free from poverty, putting more countries on the path to prosperity.

Approximately 70% of the budget is currently allocated to advancing the first two goals that encompass the foundation’s global health work. The remainder of the budget largely focuses on two powerful drivers of economic opportunity: education in the U.S and agriculture in low- and middle-income countries.

“The foundation’s 2045 closure deadline gives us a once-in-a-generation opportunity to make transformative progress, but doing so requires us to focus relentlessly on the people we serve and the outcomes we want to deliver,” said Mark Suzman, CEO of the Gates Foundation. “Ensuring as much of every dollar as possible flows toward impact is critical to achieving our ambitious goals to save and improve millions more lives over the next 20 years.”

To sustain the record-high payout during this period of unprecedented investment, the board approved the foundation’s recommendation to increase the budgets of several programs, ranging from women’s health to AI in U.S. education. They also approved a decision to cap annual operating expenditures (OpEx). The cap limits OpEx, which are the costs of running the organization, to no more than $1.25 billion (approximately 14% of the foundation’s total budget) based on current projections. By controlling operating costs, the foundation will be able to direct the greatest possible share of its resources to its mission-driven work—supporting partners and programs worldwide—particularly in a challenging global development funding environment.

“While progress is possible, it remains fragile, and delivering on our mandate requires a commitment to move forward with transparency for our employees and partners and disciplined stewardship of the foundation’s finite resources,” said Suzman.

The board also approved a cap on the foundation’s operating expenditures, which consist of the people, systems, and infrastructure required to run the organization, including travel expenses, facilities, and salaries. This cap will reduce the foundation’s current headcount target of 2,375 positions by up to 500 positions by 2030, with targets and timelines to be calibrated on an annual basis. Even as overall headcount declines, the foundation will continue to hire selectively for critical skills and capabilities needed to advance its mission.

The board also approved a cap on the foundation’s operating expenditures, which consist of the people, systems, and infrastructure required to run the organization, including travel expenses, facilities, and salaries. This cap will reduce the foundation’s current headcount target of 2,375 positions by up to 500 positions by 2030, with targets and timelines to be calibrated on an annual basis. Even as overall headcount declines, the foundation will continue to hire selectively for critical skills and capabilities needed to advance its mission.

18 January 2026What problem are the South African peer education guidelines and the peer education program meant to addr...
18/01/2026

18 January 2026
What problem are the South African peer education guidelines and the peer education program meant to address?
1. The guidelines:
Despite the substantive experience of applying peer education within the education system, approaches have been fragmented and unevenly applied across the country.

The Department of Basic Education has developed these implementation guidelines to optimise the effectiveness of peer education in schools and to harmonise approaches across provinces and schools.

The document offers broad guidelines for the planning, implementation, monitoring and evaluation of peer education programmes in South African schools; and sets out a minimum set of standards to be applied.

These guidelines are meant to mark the end of disparate approaches towards peer education and the beginning of evidence-based, harmonised and standardised approaches.

The intended audience for the guidelines is necessarily broad because of the range of organisations that implement the peer education programme.

2. The peer education programme:
1. HIV and AIDS represent one of the biggest challenges to the health and wellbeing of young people in South Africa.

2. Peer education is meant to contribute to prevention and reduction of HIV new infections (incidence) as can also be measured by reduction in HIV prevalence among children aged 2–14 years, HIV prevalence rates among young people aged 15–24 years, HIV prevalence specifically among adolescents, girls and young women.
3. The other problem is early sexual activity among adolescents and youth of school going age 15 years to 24 years+ (including college and university students). This trend is also now observed among adolescents (school going children below 14 years).
This situation is responsible for propelling the increase in HIV incidence and prevalence among children, adolescents, and young people including the negative effects of other sexually transmitted infections and high rates of teen parenting if left untreated and well managed.

6. The high levels of gender based violence in South Africa and other countries calls for the need to address sexual, reproductive health, attitudes, beliefs, norms and behaviors among boy children, boys and young men. (My addition)

All this has implications for both health and education outcomes. (My addition).

Source: South African Department of Basic Education and USAID (2011). Guidelines for the implementation of peer education programmes for learners in South African Schools. Pretoria South Africa.

11 December 2025 Number of South African schools in 2023 disaggregated by province.And identified pitlatrine toilets.Sou...
11/12/2025

11 December 2025
Number of South African schools in 2023 disaggregated by province.
And identified pitlatrine toilets.
Source: 2023 Department of Basic Education School Realities
WASH & ENVIRONMENT ASSESSMENT
1. Water and Sanitation
Does your school have:
1.1 Toilets in working order?
1.2 What type of toilets does your school have? (eg flush toilets, pitlatrine toilets)
1.3. Does your school have clean and safe running water?
1.4 Where do you get your school water from (eg taps, from a water tanker)
1.5 What is the source of your school water?(eg supplied by the municipality, from a borehole).

2. Hygiene
Does your school have dirt bins?
Does your school have toilet bins?
Does your school have sanitary towels bins for girls and women's toilets?
Does your school have a poster in the women or girls' toilets explaining how to dispose of used sanitary pads?
Does your school have toilet paper?
Does your school have soap or a handwash for washing hands?
Does your school have school caretakers/ cleaning staff or not?

3. Environment
3.1 Is your school building in good or bad condition?
If in bad condition, please specify (eg needs painting, roof leaking, windows broken, doors broken, locks broken, walls cracked).
3.2 In terms of surroundings, does your school have mainly grass and a garden area or only concrete and no garden or a combination of all these things? Please specify
3.3 In terms of safety, is your school gate in good or bad working order?
3.4 Is your school fence in good and secured or bad?
3.5 Does your school have a security guard?

4. In terms of disability friendliness:
1. Does your school have parking bays that are designated for motorists wirh disabilities?
2. Does your school have ramps for ease of access with a wheelchair around the school?
3. Are your school doors wide enough for a wheelchair?
4. If your school has floors (double story building) and stairs, does your school have a lift to the other floors?
5. What accommodations are available at your school to accommodate learners and staff who are hard of hearing (deaf) or blind or have a physical disability?

5. In terms of health and safety:
1. Does your school have first aid kits?
2. Does your school have people who are trained on first aid?
3. Does your school have a poster of universal precautions explaining what to do when your are injured and bleeding or helping someone else who is injured at school.
4. Does your school have a sick bay? If yes, what is in the sick bay? (eg a room with a door and window, a bed, a basin with clean and safe running water).
5. Does you school have a written procedure that is put up in a noticeboard and visible to everyone on what procedure to follow when you fall ill or are injured while at school or in school play grounds?

6. Does your school have electricity?

7. Does your school have internet connectivity and computers?

8. Does your school have landline phones for reception and school management?

11 December 2025A summary of drivers of Infectious Diseases (HIV, TB and STIs).
11/12/2025

11 December 2025
A summary of drivers of Infectious Diseases (HIV, TB and STIs).

10/12/2025

11 December 2025
u-Ndim? 🇿🇦

09/12/2025

10 December 2025
uKholiswa akanguwe, akana-spouse. 🇿🇦

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Mfuleni

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