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Ms Akani Baloyi is from the Disaster Management Training and Education Centre for Africa (DiMTEC) at the University of the Free State. | Dr Olivia Kunguma is from the Disaster Management Training and Education Centre for Africa (DiMTEC) at the University of the Free State. | Dr Arishka Kalicharan, Department of Basic Medical Sciences, UFS

 


Opinion article by Ms Akani Baloyi; Dr Olivia Kunguma, Disaster Management Training and Education Centre for Africa (DiMTEC) at the University of the Free State; and Dr Arishka Kalicharan, Department of Basic Medical Sciences, Faculty of Health Sciences, University of the Free State.

Since the 1800s, many countries globally have had a long history of cholera outbreaks, with several countries experiencing periodic outbreaks and the disease remaining a public health concern. In Africa, countries like Senegal, Malawi, Zimbabwe, the Democratic Republic of Congo, Tanzania and many more have suffered greatly from this water-borne plague.

South Africa is among these countries – one of its major outbreaks, in 2008, killed more than 65 people, with more than 12 000 cases reported. The outbreak spread from Musina in Limpopo to the other provinces. The spread of cholera from Musina was attributed to a 2008/2009 outbreak in Zimbabwe, which affected more than 98 000 people; this was a case of disease contagion.

The 2008/2009 Zimbabwe outbreak was rated the country and the world’s largest ever recorded. Due to its political and economic crises, thousands of Zimbabweans migrated to South Africa. The movement of people from Zimbabwe helped spread the disease, as it is highly contagious. Because South Africa also had its own political and economic issues, cholera started spreading like wildfire. Similarly to Zimbabwe, South Africa is struggling with service delivery by local authorities due to poor governance and corruption.

In an effort to improve Zimbabwe’s health  system after that outbreak, the United Nations donated almost $5 million. Despite such a big cash injection, the country’s health system is still not of a standard that can help mitigate and prevent cholera. The country still finds itself losing people due to cholera outbreaks.

The challenge in Africa is that decision-makers suffer from ‘reactive syndrome’, i.e. they wait for an outbreak before intiating activities like surveillance, health promotion, encouraging of laboratory testing, assessing and maintaining boreholes/ municipal water plants, and providing temporary emergency water, sanitation and hygiene. Only when an outbreak is already under way do they remember the existence of emergency and response plans, and then start updating them.

A recent cholera outbreak in Hammanskraal, north of Tshwane in Gauteng, South Africa, had claimed 23 lives by 28 May after residents were diagnosed with diarrhoeal disease due to cholera. In the neighbouring Free State, two deaths had been reported by 9 June.

It has become common knowledge that the main source of cholera infection is poor sanitation, lack of clean water, and contaminated food. But it is important to also know that most people exposed to the cholera bacterium do not get sick. They are unaware they have been infected, unless they start displaying symptoms such as diarrhoea, vomiting, and muscle cramps. Excessive diarrhoea can lead to dehydration, making it difficult for the body to perform basic functions. If left untreated, diarrhoea can be fatal.

The root causes are exacerbated by poor investment in public health and an unsettled political environment, in particular governance of municipalities and neglect of water treatment plants. The prevalence of this preventable infectious disease demands immediate attention from policymakers, health organisations, and society in general. Addressing the root causes, boosting preventative measures, and ensuring access to clean water and adequate healthcare services to eradicate cholera in South Africa is crucial.

How can we mitigate and prevent the spread of cholera?

While we lobby for policymakers or people who hold political power to be called to account and advocate for large-scale investment in establishing and maintaining water and sanitation facilities and the strengthening of public health community engagement, we need to consider some methods the public can explore.

Most infected people will have few to mild symptoms, which can be successfully treated with an oral rehydration solution. This solution replenishes the body’s fluid levels and can treat mild dehydration caused by diarrhoea, vomiting, or other medical conditions. Oral rehydration solutions can be made at home with the following ingredients:

  • 1 litre of preboiled water (an effective way to disinfect the water)
  • 6 level teaspoons of sugar (improves the absorption of electrolytes and water)
  • ½ teaspoon of salt (promotes water absorption, since there is significant fluid loss due to diarrhoea)
  • 1 tablespoon (or a palatable amount) of white vinegar (contains antimicrobial properties for preventing and treating infections)

This solution should be consumed after every loose stool, or as often as possible. If a child has been infected with the disease, in addition to the oral solution, give the child 20 mg (over 6 months of age) or 10 mg (under 6 months of age) zinc per day (tablet or syrup).

We should also always adhere to cost-effective habits such as routinely washing our hands and consuming preboiled water.

There are also three World Health Organisation (WHO) pre-approved oral cholera vaccines, namely Dukoral, Shanchol, and Euvichol-Plus. They all require two doses for full protection. These vaccines are available at the nearest clinic or hospital, and are relatively cost-effective.

Cholera and several other public health crises should not exist in the modern economy we are living in. Africa has the resources needed, including several medical interventions. Africa must address its issue regarding political leadership, which is its biggest challenge. There is an urgent need for proactiveness among our political leaders and government authorities which should see them take the lead in continuous multi-sectoral collaboration. They should invest in preparedness programmes that include training health workers and surveillance. And lastly, there is an urgent need for an accountability system for all the funds donated and invested towards improving a country’s healthcare system.

News Archive

SA universities are becoming the battlegrounds for political gain
2010-11-02

Prof. Kalie Strydom.

No worthwhile contribution can be made to higher education excellence if you do not understand and acknowledge the devastating, but unfortunately unavoidable role of party politics in the system and universities of higher education and training (HET).

This statement was made by Prof. Kalie Strydom during his valedictory lecture made on the Main Campus of the University of the Free State (UFS) in Bloemfontein recently.

Prof. Strydom, who was awarded an Honorary Doctorate by the UFS in 2010, presented a lecture on the theme: The Long Walk to Higher Education and Training Excellence: The Struggle of Comrades and Racists. He provided perspectives on politics in higher education and training (HET) and shared different examples explaining the meaning of excellence in HET in relation to politics.

“At the HET systems level I was fortunate to participate in the deliberations in the early nineties to prepare policy perspectives that could be used by the ANC in HET policy making after the 1994 elections.  At these deliberations one of the important issues discussed was the typical educational and training pyramid recognised in many countries, to establish and maintain successful education and training. The educational pyramid in successful countries was compared to the SA “inverted” pyramid that had already originated during apartheid for all races, but unfortunately exploded during the 16 years of democracy to a dangerous situation of 3 million out-of school and post-school youth with very few education and training opportunities,” he said.

In his lecture, Prof. Strydom answered questions like: Why could we as higher educationists not persuade the new democratically elected government to create a successful education and training pyramid with a strong intermediate college sector in the nineties?  What was the politics like in the early and late nineties about disallowing the acceptance of the successful pyramid of education and training?  Why do we only now in the latest DHET strategic planning 2010–2015 have this successful pyramid as a basis for policymaking and planning?

At an institutional level he explained the role of politics by referring to the Reitz incident at the UFS and the infamous Soudien report on racism in higher education in South Africa highlighting explosive racial situations in our universities and the country.  “To understand this situation we need to acknowledge that we are battling with complex biases influencing the racial situation,” he said.

“White and black, staff and students at our universities are constantly battling with the legacy of the past which is being used, abused and conveniently forgotten, as well as critical events that white and black experience every day of their lives, feeding polarisation of extreme views while eroding common ground.  Examples vary from the indoctrination and prejudice that is continued within most homes, churches and schools; mass media full of murder, rape, corruption; political parties skewing difficult issues for indiscrete political gain; to frustrating non-delivery in almost all spheres of life which frustrates and irritates everyone, all feeding racial stereo typing and prejudice,” said Prof. Strydom.

A South African philosopher, Prof. Willie Esterhuyse, recently used the metaphor of an “Elephant in our lounge” to describe the syndrome of racism that is part of the lives of white and black South Africans in very different ways. He indicated that all of us are aware of the elephant, but we choose not to talk about it, an attitude described by Ruth Frankenberg as ‘colour evasiveness’, which denies the nature and scope of the problem.

Constructs related to race are so contentious that most stakeholders and role-players are unwilling to confront the meanings that they assign to very prominent dimensions of their experience; neither does management at the institutions have enough staff (higher educationists?) with the competencies to interrogate these meanings, or generate shared meanings amongst staff and students (common ground).  A good example that could be compared with “the elephant in our lounge” remark is the recent paper of Prof. Jonathan Jansen, Rector and Vice-Chancellor of the UFS on race categorisation in education and training.

According to Prof. Strydom, universities in South Africa are increasingly becoming the battlegrounds for political gain which creates a polarised atmosphere on campuses and crowds out the moderate middle ground, thereby subverting the role and function of the university as an institution within a specific context, interpreted globally and locally. 

Striving for excellence, mostly free from the negative influences of politics, in HET, from the point of view of the higher educationist, is that we should, through comparative literature review and research, re-conceptualise the university as an institution in a specific context.  This entails carefully considering environment and the positioning of the university leading to a specific institutional culture and recognising the fact that institutional cultures are complicated by many subcultures in academe (faculties) and student life (residences/new generations of commuter students).

Another way forward in striving for excellence, mostly free from politics, is to ensure that we understand the complexities of governing a university better.  D.W. Leslie (2003) mentions formidable tasks related to governance influenced by politics:

  • Balancing legitimacy and effectiveness.
  • Leading along two dimensions: getting work done and engaging people.
  • Differentiating between formal university structures and the functions of universities as they adapt and evolve.
  • Bridging the divergence between cultural and operational imperatives of the bureaucratic and professional sides of the university.

Prof. Strydom concluded by stating that it is possible to continue with an almost never ending list of important themes in HE studies adding perspectives on why it is so easy to misuse universities for politics instead of recognising our responsibility to carefully consider contributions to transformation in such an immensely complicated institution as the university within a higher education and training system. 

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acting)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za
29 October 2010

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