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The study situates the policy within national strategic plans and sector challenges affecting students, staffing, and campus conditions. 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Bruce  \nIntroduction  \nThis analysis examines South Africa’s Policy and Strategic Framework on HIV and AIDS for Higher Education. According to the Foreword by the Minister of Higher Education and Training, it is addressed towards “all” at higher education institutions, including students, university management, and other role players, for implementation and as a“guide” for institutions to develop their own policies (p. 2) . Analysis of this policy is important, not only because it is to influence policy-making at individual institutions. This version, in alignment with the National Strategic Plan on HIV, STIs and TB 2012-2016, drew from 2008’s Policy Framework on HIV and AIDS for Higher Education as well as research findings (Higher Education HIV/AIDS Programme [HEAIDS], 2012) . It is expected future versions will be arrived at similarly. As such, it is imperative to examine what is, and isnot, a part of the policy to subsequently improve the next version so as to further combat HIV.  \nIn 2011, the Republic of South Africa and the South African National AIDS Council (SANAC) released the National Strategic Plan on HIV, STIs and TB 2012-2016, giving national sectors strategies to reduce and end effects of HIV and tuberculosis (TB) that occur through infection, transmission, discrimination, and death (Republic of South Africa & South African National AIDS Council [SANAC], 2011). Still in 2016, according to UNAIDS (n.d.), South Africa had approximately 270,000 new HIV infections and approximately 110,000 AIDS-related deaths. Of those infected, individuals between 15 and 24 have been especially vulnerable to exposure and transmission (Republic of South Africa & SANAC, 2011) with females of this age group experiencing infection rates four times that of men (Shisana et al., 2014) .  \nThis 15- to 24-year-old age group aligns with many served by higher education. This sector faces challenges and inequalities which reflect the history and present situation of South Africa overall: a legacy of colonialism and apartheid with ongoing inequalities, not limited to race, gender, socioeconomic situations, and geography (Department of Education, 1997; Universities South Africa, 2015) . Adding to higher education’s challenges, risky behaviors like multiple sex partners, transactional sex, and alcohol and drug use by those at its institutions create an environment conducive to HIV exposure (HEAIDS, 2010) . This makes higher education an important ally in the fight against HIV and its policies important to consider.  \nPublished through cooperation among Higher Education South Africa (HESA), the HEAIDS secretariat, universities, and South Africa’s Department of Higher Education and Training (DHET), the Policy and Strategic Framework on HIV and AIDS for Higher Education dedicates itself to action against HIV and AIDS, citing reasons for the sector’s importance  \n© 2019, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 21(1), 20-34.  \nProactive, Reactive, Sustainable?  \ncombatting HIV. Among these are its role in the workforce development pipeline (HEAIDS, 2012). The Preamble describes higher education as a main driver of economic development, with its students representing “the future skills and knowledge base of the economy, academics, and service and administrative staff”(HEAIDS, 2012, p. 10) .  \nWith these contributions framing the need for response to challenges arising from the HIV epidemic, this analysis of the Policy and Strategic Framework on HIV and AIDS for Higher Education is guided by the Statement of Intent’s wording to “respond” and “mitigate”HIV impacts (HEAIDS, 2012, p. 9) . Research questions guiding the analysis ask:  \n1. Does this p","cbCaijHrq2vwSHk7","https://ap.wps.com/l/cbCaijHrq2vwSHk7","pdf",226997,15,"English","# Introduction\n## Literature Review\n## Policy Analysis Focus\n## Research Questions","[{\"question\":\"What policy does the analysis examine, and why is it important for higher education?\",\"answer\":\"The analysis examines South Africa’s Policy and Strategic Framework on HIV and AIDS for Higher Education. It is considered important because improving and refining the policy can strengthen efforts to combat HIV beyond individual institutional decision-making.\"},{\"question\":\"How does the study define “proactive,” “reactive,” and “sustainable” guidance?\",\"answer\":\"Proactive guidance mitigates and stops the spread and effects of HIV, while reactive guidance responds to infection. Sustainable guidance is designed to be maintained long-term, assessed through specified criteria later in the analysis.\"},{\"question\":\"What research questions guide whether the policy meets the study’s criteria?\",\"answer\":\"The questions ask whether the policy’s guidance is proactive and reactive enough to support economic development, and whether that guidance is sustainable to further drive economic development for South Africa.\"}]","Current Issues in Comparative Education (CICE) - Volume 21 - Issue 1 - Proactive, Reactive, Sustainable? | PDF",1792089765,38]