This paper is an evaluation of the South African eKasi comics series. This is a 24-comic series which covers topics around HIV/AIDS, sexually transmitted infections, sexual violence, pregnancy, peer pressure, family violence, gender issues, coping with school, alcoholism, and Antiretroviral Treatment (ART) rollout. Research findings showed that readers actively engage with comics, identify strongly with characters and that the social context in the comics mirrors the world of their readers.

Research was carried out on 89 respondents, using focus group discussions with both educators and learners. The objectives of the evaluation were to ascertain how effective eKasi was as a component of a wider communication strategy and to assess the outcomes of the eKasi intervention, and determine the national/regional relevance of comics. Research findings show that readers actively engaged with comics, identified strongly with characters and that the social context in the comics mirrored the world of their readers.

According to the research participants‘ attitudes and perceptions reflected that:

• There is stigma attached to being HIV positive within learner communities.
• Responsibility for high risk behaviour must be shared.
• The balance of male/female role models in eKasi is perceived as positive as it challenges stereotypical notions of roles.
• There is insufficient information within communities.
• Judgmental attitudes are a reality.

Teachers interviewed reported that:

• They use eKasi in teaching Life Orientation, Arts and Culture and Languages with grades 8-12.
• They have an abundance of material on HIV/AIDS but it is difficult to adapt material for different grades and learning areas.
• eKasi is used to facilitate learning.
• Learners have positive attitudes to eKasi and it is easy to organise lessons using the comic as a vehicle.
• Learners enjoy entering competitions, predicting and debating on various issues raised in the comics.
• eKasi provides a springboard for different activities like posters, letter writing, information dissemination, role playing, dramas, speeches.
• The character, Thandi, is viewed as a ‘life-advisor’.
• eKasi part of curriculum activities and supported by other advocacy initiatives run by non-governmental organisations and community-based organisations.
• Educators have conflicts with their own belief systems, perceptions and attitudes.
• Adequate support systems are needed as learners require access to these and educators are required to assist (e.g. with social grants, requiring appropriate documentation).

The report discusses how e-Kasi is based on the Behaviour Change Communication Model in that it increases knowledge, stimulates community dialogue, promotes essential attitude change, reduces stigma and discrimination, creates a demand for information and services, promotes services for prevention, care and support and improves skills and a sense of self-efficacy.

In the context of these results, the document mentions some of the potential limitations of the research: that there may be simplistic leaps of cause and effect, that extrapolation of local findings may be reported as ‘verifiable truths’, that there are difficulties in measuring real behaviour change, and that attitudes and perceptions are recorded in the absence of preintervention data. Additionally, there are limitations in the communication/marketing theories and models.

In conclusion the report states that eKasi increases knowledge of HIV/AIDS and other lifestyle issues, but that further structures need to be put in place, to support these messages. The report shows a need for follow-through campaigns and maintenance of messages in order to maximise impact.

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