1. An adult learning intervention to effect transformation towards a learning organisation: A critical discussion Presented by Patricia Southwood

2. Background Masikhulisane, SAAVI Community Involvement Programme Transformation agenda to become a sustainable, learning organisating to ensure an informed and educated South African society with active community involvement in AIDS vaccine research One learning intervention to ensure this: 1.5 -3 day biannual workshop with representatives from community advisory groups To facilitate knowledge exchange, capacity development Adult participatory approach

3. Medical Research Council of South Africa South African AIDS Vaccine Initiative (SAAVI) A lead programme of the MRC

4. Integration Core support: L. Morris C. Gray HIV Diversity WG Carolyn Williamson (Chair) JeffreyMphahlele(CoChair) Clinical Trial WG G Gray (Chair): Soweto G Churchyard: KOSH LGBekker: Cape Town MNchabeleng:Medunsa KMlisana: Durban JChandia:Mthatha Clinical Trial WG G Gray (Chair): Soweto G Churchyard: KOSH LGBekker: Cape Town MNchabeleng:Medunsa KMlisana: Durban JChandia:Mthatha EVardas: Agincourt SAAVI Directorate Manufacturing / Regulatory Clinical Trials SANBI W. Hide Lab Data Correlates of Protection and Immunogen Design Vaccine Design WG AL Williamson (Chair) C. Tiemessen: Adjuvants S.SongcaAdjuvants G.Kotwal: VV D. MyersEnvPeptides Core support: L. Morris C. Gray Immunology WG V.Morafo(Chair) C. Gray (CoChair) C. Gray: Cellular L. Morris:Humoral J.Passmore: Mucosal P.Kiepiela: Cellular C.Tiemesson: Innate Social Sciences HAVEG SB group Masikhulisane Health Promotion/Research Group

6. Theoretical framework and research methods Peter Senge’s concept (1990, The Fifth Discipline) of the learning organisation Systems thinking Personal mastery Mental models Building shared vision Team learning Critiques of the learning organisation Participant observation Document analysis

7. Conclusions, recommendations, limitations A strength of the initiative is that is was conceived as a shared vision, though CAGs should be involved earlier Knowledge exchange –sharing of mental models Another strength is the participatory process that makes room for individual & team learning (a social process). Learning as a means to an end and an end in itself Further sharing of learning – how can CAGs ensure this Unequal power relations & people with own agendas. Time issues need to be addressed. Need capacity development at provincial level.

8. Degrees & spectrum of involvement Degrees of involvement Non involvement Arnstein’s ladder as adapted by Roger Hart, UNICEF, 1992. Manipulation Community initiated, shared decisions with researchers Community initiated and community directed projects Initiated by researchers, sharing decisions with the community Participation where the community is consulted and informed (run by researchers, but community understand the process and their opinions are treated seriously) Assigned but informed participation Tokenism…community are given a voice but have little choice about the subject, style of communicating it or any say in organising the occasion. Decoration… community are asked to take part in an event but are not given any explanation of the issues or the reason for their involvement

9. Theoretical framework Community participation – ladder How – through experiential learning – Kolb’s learning cycle Vygotsky’s theory on learning as a social process Piaget’s theory of learning as assimilation and accumulation