Dissertations / Theses: 'AIDS (Disease) – Study and teaching – Ghana'

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Oduro, Georgina Yaa. "Gender relations, sexuality and HIV/AIDS education : a study of Ghanaian youth cultures." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609013.

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Gripper, Antoinette Bernadette. "The impact of an HIV/AIDS module on the self-efficacy of teachers." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/737.

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In response to the crisis created by the HIV and AIDS pandemic in this country, South African education departments are demanding that educators play a significant role in creating awareness amongst children and adults alike. This task is challenging for teachers who are already working under the pressure of demanding workloads. In order to achieve the intended outcome of AIDS awareness, training of highly efficacious teachers is required. The education module, PSED201, Issues in School and Society, offered as part of a BEd degree for in-service mathematics and science teachers at the Nelson Mandela Metropolitan University, provides one such training opportunity. This study investigates the impact of this module on the self-efficacy of 128 teachers with respect to their role as HIV and AIDS educators. Both quantitative and qualitative methods were used and data were collected by means of questionnaires and interviews. The results suggest that there has been an improvement in all four areas of teacher self-efficacy examined in this research. As such, it may be concluded that an important outcome of this intervention has been achieved. As highly efficacious teachers are more likely to influence the behaviour of their learners, the findings of this research should make a meaningful contribution to the debate around AIDS education in South African schools.

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May, Melissa. "Exploring the use of interactive teaching and learning strategies in HIV and AIDS education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1510.

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Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.

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Grove, Teresa. "Nurses' attitudes toward patients with AIDS examined by hours of AIDS education." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4071.

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This study was designed to describe the attitudes of staff nurses toward patients who have Acquired Immunodeficiency Syndrome (AIDS), and to determine if the 1989 Washington State licensing requirement for seven hours of AIDS education was effective in changing the attitudes of these nurses toward AIDS patients. Health care providers' attitudes toward patients with AIDS have been documented as differing from their attitudes toward patients with other debilitating conditions (cancer, diabetes, heart disease) in that they place more blame for getting the disease on those with AIDS, they tend to have some degree of homophobia, and they are sometimes overly cautions in using protective procedures around these patients. The consequence of these attitudes can be seen in the nursing care received by some of these patients: insensitive comments and avoidance behavior by staff.

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Robinson, Margaret. "An investigation into pupils' knowledge of and attitudes towards AIDS : a survey of four private schools." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1001414.

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Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education

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Lambert, Tania. "The perceptions of grade eight and nine learners of a life skills programme on HIV/AIDS, sexually transmitted infections, rape and child abuse." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/390.

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Worldwide millions of children are victims of neglect and physical and mental harm, including sexual abuse and exploitation. South Africa, however, is widely believed to have not only one of the highest incidences of rape in the world, but also one of the highest levels of Human Immunodeficiency Virus (HIV)/Acquired Immune Deficiency Syndrome (AIDS) transmission. With research findings showing that HIV and other Sexually Transmitted Infections (STIs) are rapidly increasing globally, young people are, and continue to be, at the forefront of the AIDS pandemic. Therefore, it is suggested that prevention programmes should be aimed particularly at the young. Schools have specifically been recognized as the setting for preventative Life Skills Programmes, having the potential to reach billions of children worldwide. The aim of this study is to explore and describe the perceptions of grade eight and nine learners with regard to the Life Skills Programme that focuses on HIV/AIDS and STI's, rape and child abuse education in the Port Elizabeth region. In order to fulfil the above aim, a qualitative study was undertaken within an exploratory descriptive approach. A non-probability sample of four schools was selected. Focus groups, utilising an unstructured interview, were used to gather qualitative data on the learners' perceptions of the Life Skills Programme. The focus groups consisted of 10 - 12 grade eight and nine learners who were selected using simple random sampling. The data was thematically analysed using Tesch's approach. The major findings of the present study, based on the six general themes, include the following: 1. Most of the learners perceived the educators, as well as the teaching methods utilised by the educators, positively. 2. Although the learners perceived the presenters of the Life Skills Programme positively, it was suggested that teachers, health care professionals, family members and peers should be involved in presenting the Life Skills Programme. 3. Learners reported various levels of comfort discussing different topics presented in the Life Skills Programme. 4. Learners of all the schools perceived the Life Skills Programme to be very relevant. 5. Learners recommended that more children, especially children from deprived communities, should be included in the programme. In addition, learners felt that counselling services should be available in conjunction with the Life Skills Programme. 6. Differences were noted in completing the first and the second questionnaire. Learners reported that they felt more comfortable completing the second questionnaire. They perceived the interviewing process positively.

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Julies, Zainuneesa. "Grade six and seven learners' perceptions of the HIV/AIDS life skills education programme." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/315.

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At present there is no cure or vaccine for Human Immuno-deficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS) therefore prevention programmes are seen as the only means of reducing the spread of the disease. HIV/AIDS education programmes in schools have been identified as the most effective intervention because billions of children can be reached worldwide and because schools are the one social institution with which most children come into contact. Young people in particular have been identified as the age group most in need of a preventative programme. The aim of this study is to explore the perceptions of grade six and seven learners with regard to the Life Skills programme focusing on HIV/AIDS education in the Port Elizabeth region. In order to fulfill the above aim a qualitative study was undertaken within an exploratory descriptive approach. A non-probability, convenient sample of six schools were selected. Focus groups, utilising an unstructured interview, were used to gather qualitative data about the perceptions of grade six and seven learners. The focus groups consisted of 10-12 participants. The data was thematically analysed using Tesch’s approach. The major findings of the present study included the following: 1. Learners’ perceptions of completing the questionnaire were generally positive in nature. Negative perceptions related to practical issues such as the length of the questionnaire and the time of administration. 2. Learner’s perceptions of the programme were generally positive. 3. Learners’ felt more comfortable discussing HIV/AIDS with parents and teachers. xi 4. Learners’ appeared to be well informed about high-risk behaviour related to HIV/AIDS and existing myths. 5. Contact with HIV+ people is non-existent. However, learner’s felt that the programme had fostered positive attitudes towards HIV+ people. 6. Learner’s felt that schools had an important role to play in sharing information about HIV/AIDS. These findings seem to indicate positive outcomes for the programme as a whole, in that is was successful in terms of conveying information regarding HIV/AIDS; it led to positive changes in attitudes, especially towards HIV+ people; and it confirmed the school as the best setting for implementing HIV/AIDS Life Skills programmes.

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Mphana, Mateboho Patricia. "HIV/AIDS prevention and care for learners in a higher education institution in Lesotho." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5307.

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Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: HIV/AIDS is considered as a global problem with the number of people living with HIV infection continuing to increase. At the end of 2007 HIV/AIDS had already claimed 25 million lives. Of all new HIV infections 71% were diagnosed in the Sub-Saharan region in 2008, remaining the worst affected region globally. UNAIDS (2008:43) indicated that heterosexual intercourse remained the main origin for HIV infection in the Sub-Saharan region. Therefore the researcher is of the opinion that prevention strategies should focus mainly on sexual transmission of the disease. HIV/AIDS affects mainly people between the ages 15-24 years, notably the age group of most of the learners in Higher Education Institutions (HEIs). Lesotho, a country in the Sub- Saharan region, presents with the third highest HIV adult prevalence (23.2%) in the world and in the region. In an attempt to address the prevailing situation, Lesotho has a number of programmes geared towards addressing HIV/AIDS in the country. However, all these attempts exclude the learners in HEIs, yet the majority of learners are found within the most affected age group. It is also to be noted that Higher Education provides the bedrock for socio-economic and political development in Africa. Some studies have identified insufficient knowledge as being at the root of the increasing HIV infections among youth. However, other studies have shown that there is adequate knowledge among the young people, but still a challenge remains and that is to facilitate changes in behavioural patterns as a component to be linked to the knowledge. Studies conducted in other African countries have shown that there are anti-AIDS programmes and clubs for learners in HEIs where learners are involved in the fight against HIV/AIDS. No publication indicating the same for Lesotho’s HEIs could be found, except for the National University of Lesotho (NUL) that only launched its HIV/AIDS policy for learners in 2009. The researcher is of the opinion that HEIs in Lesotho are not doing enough to combat HIV/AIDS and hence intends to focus on HEIs in Lesotho. This study had two objectives namely:  To determine the knowledge of learners in a specific HEI in Lesotho regarding HIV/AIDS prevention and care.  To explore the needs of learners in a specific HEI in Lesotho regarding HIV/AIDS prevention and care. This mixed method study was conducted, comprising of both quantitative and qualitative designs. Quantitative phase used a questionnaire for determining the knowledge of learners. The questionnaire was adopted from a study that was performed to determine knowledge of South African educators in public schools with some modifications. The qualitative phase was used to explore the needs of the learners through the focus group discussions with the leaders of the learners. Sample was drawn from the entire population using stratified random sampling for the quantitative phase. The qualitative phase used the purposive sampling to obtain in-depth information concerning learners’ needs. Quantitative data was analysed through the use of statistical package for social sciences (SPSS) and qualitative data was analysed using the thematic analysis and open-coding. All ethical principles were adhered to especially the principle of respect for persons. The findings from the quantitative phase of the study showed that learners had adequate knowledge regarding HIV/AIDS prevention and care and the findings from the qualitative phase showed the various needs of the learners with regards to prevention and care of HIV/AIDS in a specific HEI in Lesotho. Recommendations have been proposed based on the findings from the two phases of the study. Limitations observed by the researcher have also been identified. In conclusion the objectives of the study were met and the research questions had been answered.
AFRIKAANSE OPSOMMING: MIV/Vigs word as ‘n internasionale probleem erken, siende dat daar ‘n verhoging in die toename van MIVgeïnfekteerde indiwidue tans is . Einde 2007 het MIV/Vigs het reeds 25 miljoen lewens ge-eis . In 2008 is 71% van al die nuwe MIV-infeksies in die Sub-Sahara streek gediagnoseer, wat aandui dat die streek die mees geaffekteerde streek tans is. UNAIDS (2008:43) het aangedui dat heteroseksuele omgang die hoofoorsaak van MIV-oordrag in die Sub-Sahara-streek is. Laasgenoemde het daartoe gelei dat die navorser van mening is dat voorkomende strategieë meestal op seksuele oordrag van die siekte moet fokus. MIV/Vigs affekteer meestal mense in die ouderdomsgroep 15-24, opmerklik is dit die ouderdomsgroep waarby meesste leerders in Hoëronderwysinstellings (HOI) is. Lesotho, ‘n land in die Sub-Sahara-streek, het tans die derde-hoogste MIV-voorkoms (23.2%) in die wêreld en in die streek. Lesotho het verskeie programme ontlont om MIV/Vigs te bekamp in ‘n poging om die huidige situasie te beredder . Nieteenstaande sluit al die programme leerders in HOI uit, alhoewel die leerders in die ouderdomsgroep van die mees-geaffekteerde groep val. Dit is ook duidelik dat Hoëronderwys die fondasie vir sosio-ekonomiese- en politieke ontwikkeling in Afrika verskaf. Sommige studies het onvoldoende kennis as die wortel van die verhoging van MIV-infeksies onder die jeug geïdentifiseer. Ander studies, daarenteen, wys dat kennis voldoende is onder jeug, alhoewel veranderinge in gedragspatrone om by die kennis aan te sluit ‘n uitdaging bly. Studies uit ander Afrikalande dui daarop dat daar anti-Vigs programme en klubs is waarby HO leerders betrokke is om teen die verspreiding van MIV/Vigs te veg. Geen publikasies in hierdie verband word in Lesotho aangetref nie, behalwe ‘n MIV/Vigs-beleid wat in 2009 deur “National University of Lesotho’ (NUL) gepubliseer is. Dus is die navorser van mening dat HOI nie genoeg doen om MIV/Vigs te beveg nie, daarom fokus sy op HOI in Lesotho. Hierdie studie het twee doelstellings ten doel gehad, naamlik om die leerders in ‘n sekere HOI in Lesotho se kennis aangaande MIV/Vigs voorkoming en sorg te bepaal en die behoeftes van die leerders aangaande MIV/Vigs voorkoming en sorg te verken. ‘n Studie met beide kwantitatiewe- en kwalitatiewe metodes is gebruik om die doelstellings te verwesenlik. In die kwantitatiewe fase is ‘n vraelys gebruik om leerders se kennis te bepaal. Die vraelys is verkry uit ‘n vorige studie wat in RSA gedoen is, maar aangepas om in die Lesotho-konteks te gebruik. Gedurende die kwalitatiewe fase is fokusgroep besprekings met die leiers van die leerders gehou om die behoeftes indiepte te verken. Die steekproef was uit die totale populasie getrek deur van gestratifiseerde streekproefneming gebruik te maak in die kwantitatiewe fase en ‘n doelgerigte steekproefneming is in die kwalitatiewe fase te gebruik. Die navorser het ‘n kwantitatiewe data-analise sagteware (SPSS)gebruik om kwantitatiewe data te ontleed en tematiese- oopkodering is gedurende die kwalitatiewe fase gebruik. Etiese kode is ten volle gerespekteer, veral die respek vir mense gedurende navorsing. Bevindinge van die kwantitatiewe fase het bewys dat leerders voldoende kennis aangaande die voorkoming en sorg van MIV/Vigs besit en die kwalitatiewe bevindinge het die behoeftes van leerders met betrekking tot die voorkoming en sorg van MIV/Vigs in ‘n spesifieke HOI in Lesotho geopenbaar. Die aanbevelings is gemaak, gebaseer op die bevindinge uit die twee fases. Beperkinge in die studie is uitgelig. Ter afsluiting is die doelstellings in die studie bereik en die navorsingsvrae beantwoord.

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Fountain, Renee-Marie. "A study of grade six student images, concerns, questions and knowledge about Acquired Immune Deficiency Syndrome." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29713.

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This research examines rural, pre-adolescent student images, concerns, questions and knowledge about the disease Acquired Immune Deficiency Syndrome (AIDS). A secondary objective is to determine if responses are influenced by gender. A qualitative survey was administered to six classes of Grade 6 students (n = 131), within two public education districts in the province of British Columbia. Student participants had no previous formal AIDS education instruction. Pupil images, concerns, questions and knowledge concerning AIDS are investigated by means of open-ended, survey questions requiring both pictorial and written responses. The study is designed, conducted and analyzed from a generative learning theory perspective. By ascertaining specific student concerns surrounding AIDS it is hoped that educators will be able to design AIDS curriculum that is both developmentally appropriate for and conceptually befitting to early adolescent needs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Weston, Robyn. "An exploratory study of Rhodes students' attitudes and perceptions towards HIV/Aids." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003294.

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The present study explores Rhodes students' perceptions and attitudes towards HIV/Aids issues. This study focuses on risk behaviour, stigmatisation, social perceptions and voluntary counselling and HIV testing (VCT). There is a lack of research on student attitudes, knowledge and behaviour at Rhodes University. It was therefore deemed pertinent to research this topic in that context. It was envisaged that the study would provide insights to be used in the formulation of improved strategies for HIV/Aids programs and education, ultimately impacting on the exponential increase of the pandemic in the Southern African region. A sample of six hundred and seventy five Rhodes University undergraduates completed a survey and its findings were interpreted in terms of relevant literature. A mixed methods approach using qualitative and quantitative methods was used. A focus group consisting of seven post-graduate students informed the development of the survey along with relevant literature. Four departments from the faculties of Commerce, Humanities, Science and Law were randomly sampled for the survey phase. Statistica was used to calculate descriptive statistics while the chi-square statistic was applied to examine the relationships between the variables. The findings show that the majority of students have high intention levels in planning to use preventative behaviour. However, in practise, this may not be the case. Many students feel that they belong to high or medium risk groups, as opposed to the low-risk groups. In terms of motivation levels, only sixty three percent of students are highly motivated to protect themselves from HIV/Aids and one third of respondents felt that they could not ask their partner to accompany them for an HIV/Aids test. In addition, students who had received VCT were more likely to be positive about the counselling process.

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Alma, Erica. "The effect of a HIV/AIDS life skills programme on the knowledge, attitudes and perceptions of grade nine learners." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/739.

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The first cases of Acquired Immune Deficiency Syndrome (AIDS) were reported in 1981 and in 1983 the Human Immunodeficiency Virus (HIV) was identified. Today, over 40 million individuals globally are living with HIV/AIDS. As there is currently no cure for the disease, it is projected to reach pandemic proportions in the 21st century. In South Africa at the end of 2006, over 5.3 million individuals were living with HIV/AIDS, with affluent and educated South Africans showing the highest HIVprevalence growth rate. The HIV prevalence amongst 15 to 24 year old South Africans is 10.4 percent. It has become vital that youth receive education about HIV/AIDS as early as possible, to ensure that they do not contract the virus. Psycho-education seeks to teach psychological knowledge and skills to individuals. This is also known as life skills teaching. The National Departments of Health and Education have developed a life skills programme for schools. This programme aims to, amongst others; educate young people about HIV/AIDS. The effectiveness of this programme will be assessed in two schools in the Port Elizabeth area. In this exploratory descriptive, triangulation research study, a quasiexperimental, one group pre- and post-test design was used to assess the effectiveness of the life skills programme amongst 211 Grade nine middle to upper socio-economic group learners. Four focus groups were conducted after the programme to explore the learners attitudes and perceptions of HIV/AIDS and their experiences of the programme. Teschs model of content analysis and Gubas model of trustworthiness were used to analyse the data obtained from the focus groups.

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Mouton, Yolanda Vivian. "Perceptions of a culturally sensitive HIV/AIDS curriculum." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.

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The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.

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Kaija, Barbara Night Mbabazi. "An investigation of how Kampala teenagers who read Straight talk negotiate HIV/AIDS messages." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002894.

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This study is a qualitative ethnographic investigation of how teenagers in Kampala, Uganda, who read the HIV/AIDS publication aimed at adolescents, Straight Talk, negotiate HIV/AIDS messages. It seeks to establish to what extent these secondary school teenagers accept the key messages (known as ABC; Abstain, Be faithful or use a Condom) and understand the factual aspects of the messages about HIV/AIDS, its process of transmission and prevention. It also seeks to probe how the lived realities of the teenagers affect their particular negotiations of the HIV/AIDS messages. It includes a focus on how proximity to HIV/AIDS, gender and family economic disposition might affect teenagers, negotiation of the HIV/AIDS meanings. To investigate the respondents’ reception of HIV/AIDS messages, the study employed focus groups that consisted of two stages, namely the ‘news game’ and group discussions. In the ‘news game’ stage (Philo, 1990; Kitzinger, 1993) the teenage participants were required to produce a version of a one-page copy of an HIV/AIDS newspaper targeting teenagers. In the second stage of the focus group a structured discussion probed the teenagers’ negotiation of the HIV/AIDS media messages. In the news game, the teenagers on the whole reproduced the key Straight Talk HIV/AIDS messages ‘Abstain, Be faithful or use a Condom’ and also images showing the effects of HIV/AIDS but featured fewer images depicting the factual aspects of HIV/AIDS process of transmission and risky behaviour. In the structured discussion that followed the news game, it was evident that not all the teenagers necessarily believed the messages they produced. In spite of producing the ABC Straight Talk messages, some of them were uncertain and confused about the absolute safety of the condom because of fears that they were either porous, expired or would interfere with sexual pleasure. Secondly, though many of the teenagers in the study reproduced images that showed that they consider marriage as desirable and talked about their desire to abstain from sex till marriage, a considerable number think abstinence is not achievable due to competing values. Thirdly, the participant teenagers could differentiate between HIV and AIDS but many did not realise that with the advent of anti-retroviral drugs even people who have AIDS can look normal. In spite of repeating the Straight Talk message that “no one was safe” and being aware of the risky behaviour that their fellow teenagers get involved in, the teenagers seemed to think that their age cohort is safe from HIV and it is the adults who are likely to infect them. The study findings further indicate that the teenagers’ lived experience at times influence their negotiation of HIV/AIDS media messages. This was probed in terms of economic standing, gender and proximity to HIV/AIDS. In relation to gender one surprising discovery was that certain girls in the study feared getting pregnant more than getting HIV/AIDS. The study finally suggests that these findings are of significance for designing future media initiatives in relation to HIV/AIDS.

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Yego, Lily Jerotich, Violet Opata, and Heloise Sathorar. "Exploring the use of participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13414.

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The HIV and AIDS prevalence in Kenya is still high and remains a major health concern despite the Kenyan government’s initiatives to create awareness about the epidemic through inclusion of the HIV and AIDS programme in schools. This is because the provision of sexuality, HIV and AIDS education in schools is not effective. Teachers face various challenges in the effective delivery of the subject due to their discomfort related to these sensitive topics. Therefore, learners are left inadequately supported by the teachers. With an immense variety of conflicting information about sexuality availed to young people through the social media and also through their peers, young people are left at risk of exploring their sexualities with inadequate and wrong information, thus exposing them to HIV infections. Since schools have been identified as ideal sites for the effective delivery of sexuality, HIV and AIDS education, teachers are expected to teach the learners using a variety of pedagogical strategies in order to achieve efficacy in the delivery of this subject, hence the need to explore teaching styles that could provide a safe space for the effective delivery of sexuality, HIV and AIDS education. This study sought to explore teachers’ experiences of using participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools, in order to understand how such methods could affect the teaching of Sexuality education. This study employed a phenomenological research design, interpretivist paradigm and a participatory methodology. Memory accounts, reflective journals and focus group discussions were used for data generation with nine secondary school teachers, from three purposively selected schools in Kenya. Vygotsky’s socio-cultural theory underpinned the study. The findings revealed that teachers are uncomfortable teaching sexuality education because of fear of leading learners astray, fear of victimization and sexualization, and fear of misleading and hurting learners because of lack of knowledge. This resulted in teachers feeling guilty due to ineffective delivery of Sexuality education. The findings also revealed that participatory visual methods were effective for use by the teachers and the learners in the classroom to navigate issues around sexuality, HIV and AIDS. This was because they are learner-centred, thus making learners producers of knowledge while at the same time encouraging optimism in teaching and learning. This study thus recommends pre-service teacher training on participatory methods of teaching. Educational institutions should also arrange for workshops to train in-service teachers on comprehensive sexuality, HIV and AIDS education and how to tackle it in their classrooms. Moreover, curriculum developers should make sexuality, HIV and AIDS education a compulsory subject to give it equal status with other examinable subjects, for it to be taken seriously. It is only through concerted efforts from everyone that Kenya can reach its target of Zero new HIV infections.

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Mahabeer, Pryah. "School principals' perceptions and responses to the HIV and AIDS pandemic in schools in the Eastern Cape." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/738.

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HIV and AIDS are casting a dark shadow over the future of many developing countries in the world. Since the first diagnosis of AIDS cases, South Africa has become one of the countries most infected with the HIV and AIDS pandemic, with about five million people living with HIV and AIDS. HIV prevalence is high in the age group 15 to 49 years, attacking people in the most productive years of their lives, Africans are the most significant racial group, affected and the Eastern Cape rates sixth in terms of HIV prevalence in the country. Demographically, HIV and AIDS affects the structure of the population, including learner and educator populations, as HIV and AIDS impact on the demand and supply of education. Schools are negatively and diversely impacted by the new challenges of the pandemic, preventing schools from achieving their goals. South Africa is struggling with a shortage of educators in the school system, especially the key areas of science and mathematics. The number of potential learners is expected to decline as AIDS orphans and other vulnerable children drop out of school, relocate, do not enrol, or are forced to withdraw from the school system. These factors lead to a poor morale and unproductivity among educators and learners, causing management problems in education for school principals and a decline in the quality and efficiency of education. While there is still no known cure for HIV and AIDS, the only solution in curbing the spread of the pandemic is through education and changing the social behaviours and mindset of people. However, HIV and AIDS prevention interventions have clearly been ineffective, as infection rates are soaring. As HIV and AIDS infection rates escalates, a more urgent response by school principals is needed to address the unique demands of the pandemic and establish where HIV and AIDS interventions will be most successful. The current study had three major aims. The aims were to explore how school principals in the Eastern Cape perceive the HIV and AIDS pandemic; describe in detail how school principals in the Eastern Cape respond to the HIV and AIDS pandemic; and to formulate recommendations based on the findings of the research that will assist school principals in effectively managing the pandemic at school level. The sample consisted of twelve school principals from different schools in the urban areas of Nelson Mandela Bay and the rural Keiskammahoek area. A qualitative method was selected to capture the unique experiences of school principals. In-depth, unstructured interviews were conducted to gather information. Thereafter, the interviews were transcribed verbatim, analysed and interpreted to gain a deeper understanding of the research phenomenon. The findings of the study revealed that the majority of school principals had limited knowledge only of the HIV and AIDS pandemic, and perceived the pandemic in a non-constructive manner, as an imminent future problem. In fact, many school principals were ambiguous, contradictory and discriminatory in their discussion in their responses to the pandemic, first denying the presence of AIDS cases in their schools, then shifting the blame for the spread of HIV and AIDS in their schools to others. These school principals were clearly unaware that they were being discriminatory and secretive about the pandemic through denial and blaming others and that their attitudes were fuelling stigmatization and discrimination. The school principals acknowledged that much more still needed to be done in terms of management and leadership to effectively mitigate the effects of the pandemic in their schools. While school principals did their best in dealing with HIV and AIDS related problems at their schools, they clearly lacked the necessary skills, training and knowledge to devise long-term strategies to deal effectively and pro-actively with the problems related to the pandemic. Therefore a more transformational leadership and management approach is required by school principals in dealing with the pandemic in their schools, in order to render them effective leaders.

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Hakaala, Beatha Ndinelao. "An exploration of the structural, cultural and agential conditions that shape life skills teachers' responses and experiences in teaching sexuality and HIV and AIDS." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017340.

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This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.

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Onyango, Moses Orwe. "A collaborative action for tutors' development : case study of teaching about HIV and AIDS at a teacher training college in Kenya." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610734.

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Tjiveze, Wakaa. "An investigation of socio-ecological issues and risks and capabilities in the 'my future is my choice' HIV and AIDS programme : a case in northern Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017769.

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The HIV and AIDS crisis can be presented as a socio-ecological issue, with an ever-increasing impact on both human beings and the environment. Teaching about socio-ecological issues and the consideration of individual capabilities has become crucial within HIV and AIDS education programmes. Issues of deforestation, land degradation and other environmental problems have worsened since the advent of HIV and AIDS, especially in developing countries. The My Future is My Choice (MFMC) programme has been identified as an important HIV and AIDS education initiative that caters for young people in Namibian secondary schools (Grades 8-12). One of the themes within the programme (Facing HIV and AIDS) is highlighted in this study. This study was constituted as a case study of one school in rural Omuthiya, in the Oshikoto region. The study investigated the opportunities for the integration of a focus on socio-ecological issues and risks, within the MFMC education programme. The study also investigated the way in which the program develops learners‟ capabilities to respond to HIV and AIDS related socio-ecological issues and risks/vulnerabilities. The study also presents the constraints and enabling factors influencing the implementation of the programme. This study used a qualitative, interpretive case study methodology. The research methods included the analysis of eight documents and nineteen semi-structured interviews, with the Programme Coordinator, the Programme Facilitator, the School Principal and with the programme participants. The analysis also included two focus group discussions with a group of learners; and two classroom observations; and the learners' submissions (reflection sheets). Convenience sampling was used, and ethical issues were taken into consideration throughout the study. The study revealed the following as key findings:  The aims and objectives of the HIV and AIDS education programme can enhance and constrain the development of capabilities, as well as opportunities and challenges for the integration of a focus on socio-environmental issues and risks as additional learning content.  Teaching and learning methods that are participatory and rooted within the learner centered approach can make the integration of HIV and AIDS inherent socio-environmental issues and risks into the MFMC education programme possible.  The values and beliefs inherent within the MFMC education programme stand as opportunities for the successful development of capabilities in the education programme. The study concluded by recommending that capabilities within the MFMC programme be developed through teaching learners about their rights, respect for human dignity, and the right to health and to living the life free from discriminatory practices, as a moral entitlement of each and every individual. While teaching learners about their right to health and the importance of healthy diets, this study found that the programme could include learning about food production and handling practices for the benefit of those living with HIV and AIDS, while caring for the environment. Another recommendation was that future research should consider actively involving young people in decision-making with regard to the programme, as this will allow them to choose and decide on what knowledge and skills they need and want to acquire. The study further explained that this will promote the programme participants‟ sense of agency, and their freedom to choose what they value being and doing as an important element in enhancing learner capabilities. Ultimately, this will also enable the learners to acquire the necessary skills and knowledge they need in order to respond to the socio-ecological problems they face in their communities.

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Gunzo, Fortunate Takawira. "Informing an ICT intervention for HIV and AIDS education at Rhodes University." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003459.

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This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.

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Johnson, Sharon Mary. "Transpersonal practices as prevention intervention for burnout amongst HIV/AIDS coordinator teachers." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/2632.

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Thesis (MA (Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The impact of transpersonal psychology techniques presented in Capacitar workshops as a prevention intervention for burnout amongst HIV/Aids coordinator teachers has not been studied to date in South Africa. This research project utilised a mixed-method approach in a pre-test and post-test quasi-experimental design. Educators from South Metro, who were HIV/Aids co-ordinators in their schools, were invited to attend six days in total of Capacitar workshops. Measures of their levels of stress and burnout were taken before and after the intervention. Thirty teachers volunteered to take part in the workshops and 27 completed the training. A control group (n=27) was chosen from a group of teachers in the Central and South Metros of the Western Cape, South Africa. The Capacitar workshops were presented by facilitators who had been trained and accredited by Dr Pat Cane, founder of Capacitar International, California, USA. The overall theoretical perspective adopted in the transformative approach was transpersonal psychology. While equal priority was given to both the quantitative and qualitative legs of the study, the quantitative data were gathered first. The Beck Anxiety Inventory (BAI) was used to measure anxiety and the Copenhagen Burnout Inventory (CBI) was used to measure three dimensions of burnout: personal, work and client burnout. The means of the intervention and control groups of teachers were found to be similar on the BAI and CBI prior to the intervention. After the workshops, there were significant reductions in anxiety, personal and work burnout in the post-test measures of the intervention group. There were also significant differences in personal and work burnout of teachers between the intervention and control groups. Although reduction in the levels of anxiety and client burnout (working with children) was evident in the intervention group, this was not significant. The control group showed no significant improvement on any measures and in some cases, levels of burnout increased. Qualitative data in the form of global analysis of focus group interviews provided insights into the experience of workshop delegates, and their teaching contexts. To cope with work and personal stressors, teachers turned to physical (n=29), mental (n=17) and spiritual activities (n=15), with many (n=19) using negative coping tools. Individual line sketches, a collage of outliers and mind maps, together with portraits of delegates, highlighted the context and experiences in the Capacitar workshops. As a result of exposure to transpersonal practices, HIV/Aids coordinator teachers were first able to start the process of healing themselves, and then turn to their families, learners and the community at large to share the tools offered. The qualitative data also yielded sixteen themes: Increased consciousness; personal empowerment; role empowerment as carers; emotional intelligence; mindfulness; heart coherence; processing traumatic pain; multiculturalism; self-acceptance; light heartedness; interconnectedness, sharing; forgiveness; holistic, right brain healing; changing brain patterns; mind-body-spirit integration and a return to wholeness. The results of this study showed both quantitatively and qualitatively that transpersonal psychological techniques mediated burnout amongst HIV/Aids coordinator teachers in Metro South, Western Cape Education Department, Mitchells Plain, Cape Town. Recommendations are made in the light of the findings and the limitations of the study.
AFRIKAANSE OPSOMMING: Die impak van transpersoonlike sielkundige tegnieke wat aangebied is in Capacitar werkswinkels, as „n voorkomings-intervensie rakende uitbranding op onderwysers wat as MIV/Vigs ko-ordineerders funksioneer, is nog nie voorheen in Suid-Afrika ondersoek nie. Hierdie navorsingsprojek het „n kwantitatiewe-kwalitatiewe benadering gebruik met ‟n vooren natoets kwasi-eksperimentele ontwerp. Opvoeders van die suidelike metropool/grootstad wat werk as MIV/Vigs ko-ordineerders in hulle skool, is uitgenooi om altesaam ses dae van die Capacitar werkswinkels by te woon. Die deelnemers se vlakke van stres en ooreising is voor en na die intervensie gemeet. Dertig onderwysers was gewillig om deel te neem aan die werkwinkels en sewe-en-twintig het die opleiding voltooi. „n Kontrole groep (n=27) is gekies vanuit „n groep onderwysers in die sentrale en suidelike metropool van die Wes-Kaap, Suid- Afrika. Die Capacitar werkswinkels is aangebied deur geakkrediteerde fasiliteerders wat opgelei is deur dr. Pat Cane, die stigter van Capacitar Internasionaal, California, VSA. Transpersoonlike sielkunde is die oorhoofse teoretiese perspektief wat gehandhaaf is in die transformatiewe benadering. Alhoewel gelyke prioriteit verleen is aan beide die kwantitatiewe en die kwalitatiewe komponente van die studie, is die kwantitatiewe data eerste ingesamel. Die “Beck Anxiety Inventory” (BAI) en die “Copenhagen Burnout Inventory” (CBI) is gebruik om die drie dimensies van uitbranding te bepaal: Persoonlike-, werk- en kliëntooreising. Daar is vasgestel dat die gemiddeldes van die intervensie en die kontrole groepe dieselfde is vir die BAI en die CBI meet-instrumente voordat die intervensie aangebied is. Betekenisvolle verskille is gevind met die na-toets vir die intervensie-groep, naamlik die vermindering van angs, persoonlike- en werks-ooreising. Daar is ook betekenisvolle verskille getoon in persoonlike en werksuitbranding tussen die intervensie en die kontrole groepe. Alhoewel nie betekenisvol nie, het daar „n duidelike vermindering in die vlakke van angs en kliënt-ooreising (werk met kinders), voorgekom in die intervensie-groep. Die kontrole groep het geen betekenisvolle verbetering getoon met betrekking tot enige van die meet-instrumente nie, en in sommige gevalle het die vlakke van uitbranding toegeneem. Kwalitatiewe data in die vorm van die globale analise van fokusgroep-onderhoude het insigte verskaf rakende die ervaring van die deelnemers, en hul kontekste van onderrig. Onderwysers het fisiese (n=29), intellektuele (“mental”) (n=17) en spirituele aktiwiteite (n=15) gebruik, om werk-en persoonlike stressors te hanteer en vele opvoeders het (n=19) negatiewe hanteringmeganismes gebruik. Individuele lyn-sketse, „n collage/plakskildery van uitlopers en geheue-kaarte, tesame met foto-weergawes van die deelnemers het die konteks en belewings van die Capacitar werkwinkels gekenmerk. As gevolg van die blootstelling aan die transpersoonlike gebruike was dit in die eerste plek vir die MIV/Vigs onderwysers moontlik om self innerlike genesing te ervaar, en ook om hul familie, die leerders en die gemeenskap te bemagtig met die aangebode toerusting. Sestien tema‟s is geïdentifiseer met die kwalitatiewe studie: Verhoogde bewustheid; persoonlike bemagtiging; rol-bemagtiging as deernisvolle persoon; emosionele intelligensie; gefokusde belewing (“mindfulness”); sin vir koherensie; die verwerking van traumatiese pyn; multi-kulturalisme; lighartigheid; onderlinge verbondenheid; mededeelsaamheid; vergewing; holistiese, regterbrein-genesing; veranderde breinpatrone; liggaam-siel-gees integrasie en die herstel van heelheid. Die resultate van beide die kwantitatiewe en kwalitatiewe benadering het getoon dat transpersoonlike sielkundige tegnieke uitbranding bekamp onder onderwysers wat as MIV/Vigs ko-ordineerders werk in die suidelike metropool, Wes-Kaap departement van onderwys, Mitchells Plain, Kaapstad. Aanbevelings word aangebied in die lig van die bevindings, asook die beperkings van die studie.

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Kuret, Teresa. "A pre- and post-test study on the knowledge of grade 6 to 9 learners on HIV/AIDS and sexually transmitted infections." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/389.

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In 1981, a number of reports of death from immune system failure began to cause alarm in medical circles. The Human Immunodeficiency Virus (HIV) was identified as the cause of a condition known as Acquired Immune Deficiency Syndrome (AIDS). To date, there is no cure for AIDS, and as a result it is perceived as the deadliest medical condition of the century. While intensive research remains focused on development of a vaccine, there has been a strong move toward a more preventative approach that is holistic in nature, and encompasses behavioural and social components as being of equal importance. Going hand in hand with HIV/AIDS are Sexually Transmitted Infections (STIs). STIs are increasing around the world and in South Africa at a remarkable rate. Like HIV/AIDS, STIs are also transmitted during sex, more specifically through body contact during sex. Research has identified adolescents as a group that is particularly vulnerable to HIV and STI infection. Life-skills programmes use experiential learning to engage learners and are particularly popular because they empower individuals to make responsible, well thought out decisions based on well developed values and beliefs. There are however, various variables and agents that impact upon the success of HIV/AIDS and STI education. It is therefore suitable to adopt a biopsychosocial approach to underlie a HIV/AIDS and STI life-skills programme. Health models, such as the AIDS Risk Reduction Model, based on this approach should take into consideration important psychological variables to cope with changes in behaviour, as well as prepatory behaviours inclined towards preventing risky behaviour. The Ubuntu Education Fund is a non-government, international organisation that offered a life skills programme in HIV/AIDS, STIs, Rape and Child Abuse to learners in Grades 6 - 9. This study focused on HIV/AIDS and STIs. The sample size was 260 learners from the Nelson Mandela Metropolitan Region. A quasiexperimental one group pre-and post-test design was used to determine if there was a difference between the knowledge of these learners pre- and post- the life skills programme. The results of the study indicate that there was a small increase in knowledge after the life-skills programme intervention. In some schools there was even a decrease in knowledge. This study suggests that the life-skills programme was flawed and that it needs to be reviewed. The implications of these findings are discussed with suggestions for future interventions.

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Salom, Nespect Butty. "An implementation evaluation study of the "My future is my choice" HIV and AIDS education programme in the Directorate of Education, Oshana Region, Northern Namibia." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18018.

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Thesis (MPA)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: “My Future is My Choice” (MFMC) is an extra-curricular life skills programme in Na-mibia aimed at minimising the impact of HIV and AIDS among young people. The pro-gramme was introduced fourteen years ago and is believed to have had a significant im-pact on young people who were enrolled in and graduated from it. The programme tar-gets young people from grades 8 to 12. The purpose of this study was to assess how the “My Future is My Choice” Programme imparts knowledge and skills to young people in the Ompundja Circuit of the Oshana Directorate of Education, in Northern Namibia. This was an implementation evaluation study, following a qualitative approach to collect in-depth information. Data was collect-ed by two means: focus group interviews with an interview guide as an instrument, and analysis of documents. Purposeful sampling was used to select twenty young people from the population of young people who graduated from the programme. Young people from three secondary schools and one combined school were interviewed. The outcome of the study indicated that young people who graduated from the pro-gramme were better equipped with knowledge and skills that enable them to protect themselves from HIV infection. The study also indicated that the strategies used to im-plement the programme are crucial to the successful transfer of information to young people enrolled in the programme. However, some challenges which need immediate attention for improvement concern the number of participants, the content, a review of topics and the time allocated to the implementation of the programme. It is therefore recommended that recipients be consulted for input on what their needs are with regard to HIV and AIDS prevention. As the programme began fourteen years ago, its strategies now require updating and revision of the programme has become necessary. The revision of the programme will enable its facilitators to incorporate new ideas and methods of HIV prevention gained from over a decade of experience. It would also allow for the identification of young people’s needs and incorporate relevant topics that are not currently covered in the manual. Hence, collaboration between facilitators, learners, teachers, parents, communities and programme designers is a key element in ensuring the continued success of the “My Future is My Choice” Programme.
AFRIKAANSE OPSOMMING: “My Future is My Choice” (MFMC) is ŉ bykomende lewensvaardigheidsprogram in Namibië wat die impak van MIV en VIGs onder jongmense wil verminder. Die program is 14 jaar gelede ingestel en het na bewering ŉ beduidende uitwerking gehad op jongmense wat daarvoor ingeskryf het en dit voltooi het. Die program is afgestem op jongmense in graad 8 tot 12. Die doel van die studie was om te bepaal in watter mate die MFMC-program die jongmense in die Ompundja-distrik in die Onderwysdirektoraat van Oshana in Noord-Namibië met kennis en vaardighede toerus. Die studie het ŉ implementeringsevaluering behels, en het diepte-inligting met behulp van ŉ kwalitatiewe benadering ingesamel. Data is met behulp van fokusgroeponderhoude aan die hand van ŉ onderhoudsgids sowel as deur middel van dokumentontleding bekom. Twintig jongmense uit die groep wat die program suksesvol voltooi het, is met behulp van doelgerigte steekproewe gekies en onderhoude is met jeugdiges van drie hoërskole en een gekombineerde skool gevoer. Die uitkoms van die studie dui daarop dat jongmense wat die program voltooi het oor beter kennis en vaardighede beskik waarmee hulle hulle teen MIV-besmetting kan beskerm. Die studie het ook getoon dat die strategieë wat gebruik word om die program in werking te stel deurslaggewend is vir die suksesvolle oordrag van inligting aan diegene wat vir die program ingeskryf is. Tog is daar bepaalde uitdagings wat onmiddellike aandag verg, soos die aantal deelnemers, die inhoud, die onderwerpe, en die tyd wat vir die inwerkingstelling van die program beskikbaar gestel word. Daarom word aanbeveel dat, ten einde die MFMC-program te verbeter, diegene wat die program volg oor hulle behoeftes met betrekking tot MIV/vigs-voorkoming geraadpleeg word. Nou, 14 jaar nadat die program die eerste keer in werking gestel is, is dit duidelik dat die strategieë wat gebruik word verouderd is en dat die program dringend hersien moet word. Sodanige hersiening sal die programaanbieders in staat stel om nuwe idees en metodes vir MIV-voorkoming wat nie 14 jaar gelede bekend was nie, by die program in te sluit. Dit sal ook ŉ geleentheid bied om jongmense se werklike behoeftes te bepaal en ander onderwerpe aan te roer wat nie tans in die handleiding verskyn nie dog tersaaklik is. Daarom is samewerking tussen fasiliteerders, leerders, onderwysers, ouers, gemeenskappe en programsamestellers ŉ sleutelelement om die voortgesette sukses van die MFMC-program te verseker.

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Jordaan, Carmen Denise. "The perceptions of teachers at Kylemore High School regarding the teaching of HIV/AIDS education to learners." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79943.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The national Department of Education prioritised their HIV/AIDS response; implementing HIV/AIDS education within the subject Life Orientation for all phases. The study focuses on establishing how teachers perceive HIV/AIDS education since their perceptions affect effective implementation of related content. A qualitative research approach was use for data collection from a sample of 16 teachers at Kylemore High School; convenience sampling technique was used. The data collection method was semi-structured individual interviews together with qualitative content analysis. Discussions of the findings was based on the following themes: The research environment, demographic profile of the participants, career and education background of participants, the school environment and HIV/AIDS, the HIV/AIDS knowledge of participants and the concept of HIV/AIDS education. Findings indicate the different perceptions of teachers, which are impacted by various factors. Teachers were unanimous regarding the importance and needfulness of HIV/AIDS education. Recommendations were subsequently made that will influence how teachers perceive this content.
AFRIKAANSE OPSOMMING: Die nasionale Departement van Onderwys het hul MIV/VIGS reaksie geprioritiseer; implimentering van MIV/VIGS onderwys binne die vak Lewensorientering vir alle fases. Die studie is gefokus daarop om vas te stel hoe onderwysers MIV/VIGS onderwys bespeur, siende dat hul persepsies effektiewe implimentering van verwante inhoud affekteer. `n Kwalitatiewe navorsingsbenadering was gebruik vir data invordering van `n steekproef van 16 onderwysers by Kylemore Hoërskool, gerieflikheidsteekproefneming tegniek was gebruik. Die data invorderingsmetode was semi-gestruktureerde individuele onderhoude tesame met kwalitatiewe inhoud analise. Besprekings van die bevindinge sal gebaseer wees op die volgende temas: die navorsingsomgewing, demografiese profiel van die deelnemers, loopbaan en opvoeding agtergrond van deelnemers, die skoolomgwewing en MIV/VIGS, die MIV/VIGS kennis van deelnemers en die konsep MIV/VIGS onderwys. Bevindinge dui aan die verskillende persepsies van onderwysers, wat geimpakteer word deur verskeie faktore. Onderwysers was eenparig rakende die belangrikheid en nodigheid van MIV/VIGS onderwys. Aanbevelings was gevolglik gemaak wat `n invloed sal hê hoe onderwysers die inhoud bespeur.

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Kalunga, Moto Jean Bosco. "The effect of a peer education programme on peer educators of the HIV/AIDS unit of the Cape Peninsula University of Technology (CPUT)." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2337.

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Thesis (MTech (Environmental Health and Occupational Studies))--Cape Peninsula University of Technology, 2016
Currently, the world faces many challenges such as a food shortages, fossil fuel depletion, floods, earthquakes, recession, wars, and climate change. It also faces diseases such as Human Immune Deficiency Virus /Acquired Immune Deficiency Syndrome /Sexually Transmitted Infections and Tuberculosis (HIV/AIDS /STI and TB). This study focused on HIV/AIDS/STI and TB, and the impact of changes in sexual behaviours of student peer educators as a result of peer education programmes offered by the HIV/AIDS Unit at the Cape Peninsula University of Technology (CPUT). Although young people today have a better understanding of risky sexual behaviours, HIV remains a health problem among the youth in South Africa. HIV/AIDS is a disease that affects all sectors of the population- rich and poor, young and adult, educated and uneducated. Tertiary institutions are places where many young female and male students live independently, unsupervised by their parents or guardians, in either private accommodation or student residences. Under these circumstances it may be expected that some students will explore and experience intimacy in their relationships. Hence, universities could play a vital role in shaping students’ attitudes and behaviours towards relationships, safer practices, and respect for others. Given the current absence of a cure or vaccine for HIV/AIDS, peer education should appear as an important tool in HIV prevention strategy. It draws on several well-known behavioural theories and many researchers view peer education as an effective behavioural change strategy. A formal structured Peer Education Programme was initiated and implemented at the HIV/AIDS Unit at Cape Peninsula University of Technology (CPUT) since 2004. This initiative was in line with one of the twelve strategic objectives of the HIV/AIDS Unit at the CPUT. This study therefore, aimed to assess the reflexive effect that the Peer Education Programme had on student peer educators who volunteer their services at the HIV/AIDS Unit at CPUT. It further attempted to assess the effect of the Peer Education Programme on changes in sexual behaviours that could occur amongst student peer educators. The purpose of this programme was to explore peer educators who were based in the HIV/AIDS Unit applying their acquired knowledge and skills; so that they may become role models for their peers by practising what they taught, and not taught what they proposed to practice. The study furthermore, forms on how effective the Peer Education Programme of CPUT’s HIV/AIDS Unit is in changing sexual behaviours of the student peer educators.

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Shifotoka, Simsolia Namene. "An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004336.

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HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.

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Jennings, Marianne Angelique. "Integration of life skills and HIV/AIDS into the South African schools' life orientation curriculum creating a model for NGO's /." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2685.

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Thesis (MPhil (Industrial Psychology))--University of Stellenbosch, 2006.
This research was conducted with a group of 24 Health Care workers/trainers working for an NGO, teaching Life Skills and HIV/AIDS in 24 different township schools. These trainers have been trained in an Aligned programme including SAQA Unit Standards on facilitating learning, Life Skills issues as well as HIV/AIDS. The training was based on the fact that they facilitate learning during the Life Orientation lessons, hence the integration of Life Skills and HIV/AIDS into the Life Orientation Curriculum. This programme is not a loose standing programme, but forms part of the LO Curriculum. Not only were they trained, but the result of the training was a formulated product which led to the producing of lesson plans, learning activities and worksheets for Grade R to Grade 10 in their teaching. Through this there is now a training manual for each trainer, consisting of 320 different lessons. This will form the basis of their involvement and training in each respective school, but will also create consistency and uniformity in the actual presentation of the lessons. The learners will have specific work sheets for each lesson. Any time a new trainer has to start with a different group of learners, he/she can refer to the training manual and in doing so, not lose momentum in the process of actualisation of the learning. In training the NGO Health workers, the aim is to develop their teaching strategies, adding confidence to their lesson planning and presentation. With the formalisation of this programme the Life Orientation educator is aided in his/her assessment of the learners in his/her class. This training process and self-development of the trainers aims to become a model to other NGO’s involved in similar endeavours.

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Barford, Kirsty-Lee. "Illustrated medicines information for HIV/AIDS patients: influence on adherence,self-efficacy and health outcomes." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1015678.

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South Africa has an estimated 920 000 patients on antiretrovirals (ARVs), the largest number of patients in any country. ARV therapy demands adherence levels in excess of 95% to avoid development of drug resistance, but adherence to ARV therapy is estimated to be only between 50% and 70%. Poor medication adherence is acknowledged as a major public health problem, reducing the effectiveness of therapy and promoting resistance to ARVs. More than two thirds of the South African population have marginal reading skills and this significantly influences a patient’s ability to read and understand health-related information. Patient education materials tailored for the South African population could be a useful aid in facilitating communication with patients and perhaps impact positively on their medicine-taking behaviour. This behaviour is influenced by patient knowledge, beliefs, attitudes and expectations and includes self-management, self-efficacy and adherence. Self-efficacy, which refers to patient confidence in the ability to self-manage medicine taking, is a key factor influencing adherence. This study aimed to develop illustrated patient information leaflets (PILs) and medicine labels for all first-line ARV regimens used in the public health sector in South Africa and, using a randomised control study design, to investigate the impact of these illustrated information materials on knowledge, medication-taking behaviours and health outcomes in HIV/AIDS patients taking ARVs. To achieve this aim, the objectives were to assess HIV/AIDS and ARV-related knowledge, as well as self-efficacy and adherence to ARV therapy; to assess the influence of demographic variables on knowledge, adherence and self-efficacy; to assess the influence of the information materials on knowledge, self-efficacy and adherence and to assess the association of knowledge with health outcomes. Medicine labels and PILs, both English and isiXhosa, were developed for ARV regimens 1a, 1b, 1c and 1d. The 8-item Morisky Medication Adherence Scale (MMAS-8) and HIV Treatment Adherence Self Efficacy Scale (HIV-ASES) instruments for measuring respectively adherence and self-efficacy, were modified to optimize clarity, simplicity and cultural acceptability and were translated into isiXhosa using a multi-stage translation-back translation. The questions and the rating scales, for both the MMAS and HIV-ASES, underwent preliminary qualitative evaluation in focus group discussions. Patients were recruited from local Grahamstown clinics. A pilot study to evaluate applicability of the instruments was conducted in 16 isiXhosa AIDS patients on ARVs and the results from this study informed further modifications to the instruments. One hundred and seventeen patients were recruited for the randomised control trial and were randomly allocated to either control group (who received standard care) or experimental group (who received standard care as well as pictogram medicine labels and the illustrated PIL). Interviews were conducted at baseline and at one, three and six months. Data were analysed statistically using the t-test, chi-squared test and ANOVA (Analysis of Variance) at a 5% level of significance. Correlations were determined using Pearson and Spearman rho correlations. Approval was obtained from Rhodes University Ethical Standards Committee, Settlers Hospital Ethics Committee and the Eastern Cape Department of Health. The results of this research showed that illustrated PILs and medicine labels enhanced understanding of HIV/AIDS and ARV information, resulting in a mean overall knowledge score in the experimental group of 96%, which was significantly higher than the 75% measured in the control group. Variable knowledge scores were measured in three areas: baseline knowledge of general HIV/AIDS-related information was good at 87%, whereas knowledge scores relating to ARV-related information (60%) and side-effects (52%) were lower. These scores improved significantly in the experimental group over the 4 interviews during the 6 month trial duration, whereas in the control group, they fluctuated only slightly around the original baseline score. There was no significant influence of gender on knowledge score, whereas health literacy, education level and age tested (at one and three months) had a significant influence on knowledge. Self-efficacy and adherence results were high, indicating that the patients have confidence in their ability to adhere to the ARV therapy and to practice optimal self-care. Age, gender and education, in most cases, significantly influenced self-efficacy, but were found to have no effect on adherence. The CD4 count improved over the trial duration which may have been influenced by a number of factors, including better knowledge of ARVs and improved adherence. No significant parametric correlation was found between knowledge score and change in CD4 count, however, Spearman's rho showed significance (rs=0.498; p=0.022). Both patients and healthcare providers were highly enthusiastic about the illustrated labels and PILs, and indicated their desire for such materials to be routinely available to public sector HIV/AIDS patients. The isiXhosa version of the PIL was preferred by all the patients. These simple, easy-to-read leaflets and illustrated medication labels were shown to increase understanding and knowledge of ARVs and HIV/AIDS in low-literate patients, and their availability in the first-language of the patients was central to making them a highly useful information source.

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Mminele, Monanana Margaret. "HIV/AIDS education and lifeskills training : a need in the corporate world/workplace in the WCP study project." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50610.

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Thesis (MPhil)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: HIV/AIDS has been seen as a thorn in the Corporate World's flesh. It is destroying the workforce like a swarm of locust on a wheat field. The Government Departmental Sectors are no exceptions. This paper has been written after a through project that was undertaken at the Department of Transport and Public Works in Cape Town. It was found that there is a great need for HIV/AIDS Education and Life skills Training amongst all Government Departments. The objectives of the researcher were also based on the ILO's document and our South African Labour Law. The employees at 7 (Seven) District Offices were educated and workshoped on HIV/AIDS Education. It was impossible to have all three Employee Assistant Programmes conducted within 7 (Seven) months of the project. The programmes for HIV/AIDS Education and Training entailed Pre-Awareness, Awareness and Post-Awareness. Only the Pre- Awareness programme was completed with a bit of Awareness was covered. In the workplace situation, time means money and it seems as if less time is allocated to the health part of the employees. Common and better methods in facilitating for HIV/AIDS Education and Trainings were by "Cascade Model, On-Job-Training (OJT) or Front Line Training (FLT) and Workshop Sessions" seem to be more appropriate, yielding better communication skills between the employees and employers. A simple questionnaire was constructed on the basis that the sample group was workshopped. The response was great and constructive comments were received from the employees, for example a question was "Do you find it good to celebrate the 09th - 15th February: Condom Week; 16th May: International AIDS Candle Memorial Day and 01st December: World AIDS Day"? Answer: YES - It creates awareness and unites people for the same course. It became interesting to the researcher in noticing how HIV/AIDS Education and Life Skills Training(HAELST) is very much needed in both Corporate/Private Sectors and Government Departments. In conclusion, recommendations are suggested to all Government Departmental and Private Sectors in HIV/AIDS Education and Training. The ball remains in the Corporate World to apply them as a tool to avoid loosing well qualified and skilful employees because of HIV/AIDS.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die noodsaaklikheid van opleiding aan regeringsinstansies in MIV/Vigs en lewensvaardighede te beklemtoon. Die studie het op die Departement van Vervoer en Openbare Sake gefokus. Werknemers van 7 distrikskantore het werkswinkels in die verband bygewoon. Die werkswinkels het hoofsaaklik op voor-bewustheid, bewustheid en na-bewustheid van MIV/Vigs gefokus. Die data is deur middel van ‘n vraelys ingesamel wat die proefpersone na afloop van die werkswinkel voltooi het. Dit is bevind dat daar ‘n geweldige behoefte vir MIV/Vigs en lewensvaardigheid opleiding by privaat- sowel as regeringsinstansies is. Die aanbeveling is dat die instansies hul werknemers in die verband moet oplei op te verhoed dat hul gekwalifiseerde en vaardige werknemers as gevolg van MIV/Vigs verloor.

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Ramela, Thato. "An illustrated information leaflet for low-literate HIV/AIDS patients on antiretroviral therapy : design, development and evaluation." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007563.

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South Africa's HIV prevalence rate is estimated to be 5.7 million and at the end of2007 a total of 45845 HIV/AIDS adult patients were taking antiretroviral therapy (ART). The global incidence of HIV/AIDS has been slowly decreasing over the years but is still widespread. This disease is still more prevalent in sub-Saharan Africa than in other parts of the world, with more than 60% people living with HIV/AIDS. Highly active antiretroviral therapy (HAART), the treatment of choice, slows the progression of the human immunovirus but demands a high adherence rate in excess of 95%. Patients who are poorly informed about antiretrovirals (ARVs) and misunderstand medicine-taking instructions or experience unexpected side effects may interrupt therapy, predisposing them to the development of resistance. Such patients need information but, given the poor literacy skills prevalent in South Africa, written information is often not fully comprehended and is often written at too high a reading level. The objectives of this research project were to design, modify and evaluate HIV / AIDS patient education materials for low-literate isiXhosa speaking adults residing in Grahamstown and to examine their impact on the understanding of various aspects of the disease and its treatment. Pictograms illustrating common side effects of ARVs (e.g. stavudine, efavirenz, lamivudine), as well as various sources 'for purchasing nonprescription medicines, storage and medicine-taking instructions were designed and evaluated both qualitatively, using group discussions, and quantitatively through individual interviews where interpretation of the pictograms was assessed. These pictograms were incorporated in a patient information leaflet (PIL) which had been specifically designed for people with limited reading skills and was a simple document containing the minimum of essential text. A previously developed PIL was modified in collaboration with the target population and two versions were produced, one incorporating pictograms illustrating side effects, the other with none. Pictograms were used in both to illustrate other medicine-taking instructions. The PILs were tested objectively to assess the readability, format, content, and general design. They were translated into isiXhosa prior to being qualitatively and quantitatively evaluated in a low-literate isiXhosa speaking population. Understanding of the PILs was assessed by asking a series of questions about the PIL content. Participant opinion of the readability and appearance of the PIL was recorded. The relationship between PIL understanding and selected demographic variables was investigated. Findings from this study illustrated that well designed pictograms assist in the location of information in written leaflets and they may enhance understanding of the information. It was further demonstrated that education influences total understanding of PIL content thus emphasizing the need for tailor-written information in accordance with the education level of the target population. A desire to receive PILs incorporating pictograms was expressed by the majority of participants. Collaboration with the intended target population is essential to design culturally acceptable, easily interpreted pictograms and to produce user-friendly, easy-to-read, comprehensible patient education materials. The rigorous, iterative design, modification and testing process described in this study is one that should be adopted in producing all health-related education materials.

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Koza, Rebecca. "Teacher's views on the implementation of HIV/AIDS policies in schools: a case study of four high schools in Fort Beaufort Education District." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2105.

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Ferreira, Pieter. "HIV/AIDS education and the professional development of teachers : investigating the potential of an e-learning programme." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16515.

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Thesis (DPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The focus of my study was to investigate an existing professional development programme for HIV/AIDS education in schools using e-learning as a delivery method. I investigated aspects of pedagogy that provide efficient workplace training for educators, such as constructivist approaches to adult teaching and learning, assessment strategies, creating opportunities for communication and a focus on learners’ voices as crucial elements of in-service training. I reviewed the advantages and disadvantages of e-learning as a delivery method and discussed the trade-off between richness and reach in education. I focused on interpreting and making meaning from the experiences of the educators who participated in the e-learning pilot study. I scrutinised the participants’ electronically submitted journals in which they documented their experiences of the HIV/AIDS and Education module. My aim was to interpret their descriptions of how they experienced their growth as educators and to analyse their views on how the module enabled them to implement courses on HIV/AIDS across the curriculum. My research methodology was a combination of interpretative and critical research, focusing on interpreting and making meaning from the experiences of the individuals who took part in the study. To produce data I used a cyclical process where the participants performed key roles, giving regular feedback, recording their experiences and contributing to the upgrading of the programme. HIV/AIDS and its possible impact on education have changed the rules of many aspects of classroom learning programme development, including sex and sexuality education. The Department of Education alone can therefore not sustain quality HIV/AIDS education, and it is imperative that departmental efforts should be augmented by tapping into existing professional development programmes offered by higher education institutions. I also support the international tendency that integrates aspects of HIV/AIDS education into all the Learning Areas because HIV/AIDS affects all aspects of life.
AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was om ’n bestaande professionele ontwikkelingsprogram, vir MIV/vigs-onderrig in skole te ondersoek. E-leer as ’n geskikte onderrigmetode het deel van hierdie ondersoek gevorm. Ek het verskeie pedagogiese aspekte ondersoek wat geskikte indiensopleiding vir opvoeders bied, onder andere konstruktivistiese benaderings tot volwasse onderrig-en-leer, assesseringstrategieë, die skep van kommunikasiegeleenthede asook ’n besinning oor die belangrikheid van deelnemers se opinies. Die voordele en nadele van e-leer as ’n geskikte onderrigmetode en die balans wat tussen reikwydte (“reach”) en volheid (“richness”) gehandhaaf moet word, is krities bespreek. Ek het die elektronies ingehandigde joernale, waarin deelnemers hulle ervarings van die HIV/AIDS and Education-module gedokumenteer het, bestudeer om hulle ervarings te ontleed en te vertolk. My doel was om hulle sienings oor hulle persoonlike groei as opvoeders en hoe die module hulle bemagtig het om MIV/vigs-onderrig in alle leerareas oor die kurrikulum heen te kan implimenteer, te dokumenteer. My navorsingsmetodologie was ’n kombinasie van interpretatiewe en kritiese metodologie en ek het gefokus op die interpretasie en meningvorming van die deelnemers na aanleiding van hulle ervarings. Om data te genereer (produce) het ek ’n sikliese proses gebruik waarin deelnemers sleutelrolle vervul het, soos om gereelde terugvoer te lewer, ervarings aan te teken en bydraes te lewer om die program te verbeter. MIV/vigs en die moontlike impak wat dit op onderwys en onderrig kan hê, het die reëls van leerprogramontwikkelling verander, met inbegrip van onderrig oor seks en seksualiteit. Die Nationale Departement van Onderwys (NDvO) kan nie alleen MIV/vigs-onderrig van gehalte verseker nie, dit is dus noodsaaklik dat die NDvO se pogings ondersteun moet word. Die NDvO behoort gebruik te maak van bestaande hoër opvoedkundige instansies se professionele ontwikkelingsprogramme. Ek ondersteun ook die internasionale tendens waar MIV/vigs-onderrig in alle leerareas geïnkorporeer word, aangesien MIV/vigs ’n impak op alle aspekte van die lewe het.

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Sixaba, Nqabisa Lucia. "An exploration of undergraduate nursing students experiences of an HIV/AIDS support group and its activities." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96089.

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Thesis (MCurr)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The Human Immunodeficiency Virus infection (HIV) and Acquired Immunodeficiency Syndrome (AIDS) are critical concerns worldwide; this is particularly true of South Africa. The consequences of HIV infection and complications of AIDS are a challenge that extends into the nursing profession and into the community of student nurses. Support groups can form an important part in educating nursing students about HIV and AIDS, as well as in supporting nursing students through the processes of counselling, testing and managing the physical, as well as other impacts of this syndrome. When considering the current situation at an Eastern Cape nursing college and the literature reviewed on this topic, the research question posed for this study was: ‘Why is the support offered by the HIV support group to the nursing students having such a limited effect on the students’ motivation to participate in HIV counselling and testing (HCT) and support activities to de-stigmatise HIV/AIDS?’ The aim of this study was to explore and describe the nursing students’ experiences and perceptions of the support group activities in order to improve the relevance of this initiative for students. The objectives of this study were to - Explore and describe the student’s experiences and perceptions of the support group activities - Identify and describe the student’s expectations of the support group. A qualitative approach with an exploratory and descriptive design was used to elicit data to answer the research question. Ethical approval was obtained from the Health Research Ethics Committee and access to the college campus was obtained through the appropriate authorities. The accessible population for this study were 1st, 2nd, 3rd, and 4th year students at one campus of the provincial nursing college in the Eastern Cape. In-depth individual interviews were conducted with eight participants who met the study inclusion criteria of having had experience of the support group and its activities. Interviews were recorded and transcribed by the researcher. Content analysis was used to analyse the interview data through applying Tesch’s eight steps of analysis. Data analysis revealed that participants did not experience the support group as helpful; although they had joined the support group they remained fearful of receiving test results and what their future may hold should they be diagnosed as being HIV positive. The participants experienced rejection and discrimination by the support group committee members; they also identified that the committee displayed hypocritical behaviours and a lack of respect for confidentiality of information which further undermined the functioning and influence of the group. Results revealed that joining the support group means one is automatically stigmatised as being HIV positive. The support group committee members were seen to be inaccessible having only limited communication with participants. Recommendations from the study were to hold personal and group development sessions for the committee and interested students to assist them in learning how to manage ethical issues related to counselling and testing, how to conduct effective campaigns to de-stigmatize HIV/AIDS, and to determine clearly what the purpose of this particular group is that it may better meet the needs of the student group. Limitations of this study were that the qualitative research approach that was applied limited the generalisation of the findings. The study focused only on experiences and perceptions of the undergraduate nursing students on one campus of the nursing college about the support group and its activities. Thus, the study offered an initial insight into the current negative perceptions of students towards the support group and offered a foundation for further investigation. In conclusion, experiences and perceptions of the support group were explored and elaborated on. Currently, the support group does not offer the support the students would like to be available as the fundamental functioning of the group is compromised by a lack of trust between students and the committee members.
AFRIKAANSE OPSOMMING: Die menslike immuungebreksvirus (MIV) en verworwe immuniteitsgebreksindroom (VIGS) is wêreldwyd kommerwekkende aangeleenthede, veral met betrekking tot Suid-Afrika. Die gevolge van MIV-infeksie en komplikasies van VIGS is uitdagings wat die verpleegberoep en die verpleegstudente-gemeenskap met verreikende gevolge raak. Ondersteuningsgroepe kan ’n belangrike rol speel om verpleegstudente in verband met MIV en VIGS op te lei, asook om ondersteuning te bied deur middel van die prosesse van berading, toetsing en die bestuur van die fisiese en ander gevolge van die sindroom. Toe die huidige situasie by ’n Oos-Kaapse verpleegkollege, asook die literatuuroorsig oor die onderwerp in oënskou geneem is, is die navorsingsvraag vir die studie gestel: “Waarom het die ondersteuning wat deur die ondersteuningsgroep aan die studentverpleegsters aangebied word so ’n beperkte effek op die studente se motivering om deel te neem aan MIV-berading en toetsing, asook ondersteuningsaktiwiteite om MIV/VIGS te destigmatiseer?” Die doel van hierdie studie was om die verpleegstudente se ervaringe en persepsies van die ondersteuningsgroep se aktiwiteite te ondersoek en te beskryf, ten einde die relevansie van hierdie inisiatief vir die studente te verbeter. Die doelwitte van hierdie studie was om die student se: - ervaringe en persepsies van die ondersteuningsgroep se aktiwiteite te ondersoek en te beskryf - verwagtinge van die ondersteuningsgroep te identifiseer en te beskryf. ’n Kwalitatiewe benadering met ’n ondersoekende en beskrywende ontwerp is gebruik om die data aan die lig te bring om sodoende die navorsingsvraag te beantwoord. Etiese goedkeuring is van die Universiteit van Stellenbosch se Gesondheidsnavorsingsetiekkomitee verkry en toegang tot die kollege-kampus is deur die betrokke owerhede verleen. Die toeganklike bevolking vir die studie was eerste-, tweede-, derde- en vierdejaarstudente by een kampus van die provinsiale verpleegkollege in die Oos-Kaap. Deurtastende individuele onderhoude is met agt deelnemers gevoer wat aan die studie se inklusiewe kriteria voldoen het en wat ondervinding het van die ondersteuningsgroep en hul aktiwiteite. Data is deur die navorser opgeneem en getranskribeer. Inhoudelike analise is gebruik om die data van die onderhoud te analiseer deur Tesch se ag stappe van analise toe te pas. Analise van die data het aan die lig gebring dat deelnemers nie die ondersteuningsgroep as behulpsaam ervaar nie. Ten spyte van aansluiting by die ondersteuningsgroep bly hulle angstig vir wanneer toetsresultate ontvang moet word en wat dit vir hul toekoms mag inhou indien hulle MIV-positief gediagnoseer word. Die deelnemers het verwerping en diskriminasie deur die ondersteuningsgroep se komitee-lede ervaar; hulle het ook skynheilige optredes en ’n gebrek aan respek vir vertroulikheid van inligting wat die funksionering en invloed van die groep verder ondermyn, geïdentifiseer. Resultate het aan die lig gebring dat aansluiting by die ondersteuningsgroep beteken dat hulle outomaties gestigmatiseer word as MIVpositief. Die komitee van die ondersteuningsgroep word gesien as ontoeganklik met beperkte kommunikasie met die deelnemers. Aanbevelings vanuit die studie sluit in die opvoeding en die ontwikkeling van ’n komitee en belangstellende studente om etiese kwessies te bestuur wat verband hou met berading en toetsing, veldtogte om MIV/VIGS te destigmatiseer en om duidelik te bepaal watter tipe ondersteuningsgroep hierdie betrokke groep moet nastreef om te wees. Beperkinge van hierdie studie is dat ’n kwalitatiewe navorsingsbenadering toegepas is wat die veralgemening van die bevindings beperk het. Die studie het slegs gefokus op ervaringe en persepsies van die voorgraadse verpleegstudente op een kampus van die verpleegkollege aangaande die ondersteuningsgroep en hul aktiwiteite. Sodoende, gee die studie ’n aanvanklike insig in die huidige negatiewe persepsies van studente oor die ondersteuningsgroep en bied ook ’n grondslag vir verdere ondersoeke. Ten slotte, ervaringe en persepsies van die ondersteuningsgroep is ondersoek en daarop uitgebrei. Tans bied die ondersteuningsgroep nie die ondersteuning wat die studente benodig nie, vanweë die fundamentele funksionering van die groep se gebrek aan vertroue deur studente in die komitee-lede.

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Mandla, Veliswa Maureen. "Intercultural communication in three Eastern Cape HIV/AIDS clinics." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1610/.

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Ndhlovu, Ketiwe. "An investigation of strategies used by Ndebele translators in Zimbabwe in translating HIV/AIDS texts: a corpus-based approach." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/524.

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In Zimbabwe, translation studies is yet to be recognized as a discipline worthy of study in its own right, hence, not much research has been carried out into the theory and practice of translation. Furthermore, there is no tertiary institution that offers professional translation courses. In light of this information most translations are carried out by untrained/partially trained translators with only a few translators who have gained experience over time. The aim of this study was to investigate strategies used by Ndebele translators in the translation of specialized terms and cultural taboos in selected HIV/AIDS texts, as well as factors that can be used to improve the translation situation of Zimbabwe. Three main theoretical approaches were used in a complementary fashion, namely Descriptive Translation Studies (DTS), Cultural Studies and Corpus-based Translation Studies (CTS). DTS provided the researcher with a theory to understand the Ndebele translations in their wider environment; Cultural Studies provided the researcher with the means by which to understand Ndebele culture and taboos; Corpus-based Translation Studies (CTS) provided the researcher with the methodological tools and analytical techniques to analyse the corpus of texts. An English-Ndebele Parallel Corpus (ENPC) was created using fourteen English source texts and their corresponding Ndebele translations. The ENPC was interrogated by means of ParaConc, a parallel concordancing program. The study found that when translating specialised terms, Ndebele translators used strategies such as a general or neutral word, cultural substitution, paraphrasing and omission. The strategy of omission was misused in most cases because Ndebele translators omitted valuable information which did not reach the target readers. With regards to translation strategies that contributed to term creation, it was found that Ndebele translators relied on external as well as internal resources. The translators used strategies such as pure loan words; pure loan words preceeded by an explanation and indigenised loan words. From the Ndebele language itself, the translators resorted to semantic shift, compounding, coinage and paraphrasing, among others. From the ENPC it is clear that Ndebele translators did manage to transfer the message from English to Ndebele to an extent. However, the ENPC has to be used with caution by other researchers since the translations included in the corpus are full of errors such as misinterpretations of the source texts, mistranslations, incorrect terms and incorrect orthography. This factor points to a dire need to establish translation as an academic discipline and profession in Zimbabwe so as to elevate the quality of translations and offer better translation services to all users.

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Mwingira, Betty. "Development and assessment of medicines information for antiretroviral therapy in Sub-Saharan Africa." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003257.

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Somfongo, King Xhantilomzi. "Integration of HIV/AIDS studies into the comprehensive university undergraduate curriculum : a strategy to eliminate infection among students." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79990.

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Modise, Motalenyane Alfred. "An investigation of the use of life skills as an intervention strategy in the fight against HIV/AIDS at Senakangwedi senior secondary school in Botshabelo." Thesis, Bloemfontein : Central University of Technology, Free State, 2012. http://hdl.handle.net/11462/148.

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Thesis (M. Ed. Educational management) -- Central University of technology, Free State, 2012
The purpose of the study was to investigate Life Skills as an intervention strategy in the fight against HIV/AIDS among the teenagers at Senakangwedi Senior Secondary School in Botshabelo, Free State. Life Skills as an intervention strategy were implemented in one secondary school in Free State Province in Motheo District. A cohort of 30 learners and 10 educators from secondary schools in Botshabelo, Free State Province participated in the study. The respondents comprised of 10 learners from Grade 10, 10 from grade 11 and 10 learners from Grade 12 as well as ten educators. Learners were between the ages of 15 and 20 years. Between these ages their cognitive development allows them to be more aware of Life Skills as an intervention strategy to combat HIV/AIDS at school. Thus, it was easy for them to verbalise Life Skills as an intervention strategy to fight HIV/AIDS. Due to their ages, their operational thinking allowed them to develop hypotheses about the possible outcomes of problems and to evaluate these outcomes comparatively. Educators were controlled by the level of their education, being respondents with a diploma or university degree. Comparatively learners who are 18 years of age were themselves concerned as they were heads of households. To arrive at the reported findings the study used the qualitative research approach methodology. This qualitative approach enabled the researcher to access information relating to the learners’ and educators' perceptions about HIV/AIDS. A life history approach was adopted in conducting the interviews to obtain a holistic understanding of participants’ life events in relation to their home environment. The interview guide covered such dimensions as family background and schooling. In the interviewing process, the researcher used the techniques of crystallisation and confrontation to enhance the clarity and trustworthiness of the narratives. In cases of ambiguity, the researcher asked the respondents for detailed and concrete examples and, in case of inconsistence, for further clarification and re-interpretation. The interview data were later transcribed for data analysis. The grounded theory approach was adopted to analyse the interview data, through which the categories of learner’s perceived motivations emerged naturally from their narratives. The evolving process comprised the following steps: (1) careful and repeated reading of transcriptions; (2) open content coding to signify any units of meaningful narratives in the passages. Ethical approval to conduct the study was sought and obtained from participating respondents and institutions. The results showed that most learners in the sample are orphans as result of AIDS and that many households are now headed by teenagers who have had to take on parental responsibilities. The results showed that Life Skills reduce teenage pregnancy and absenteeism at school. According to the results, life skills changed the behaviour of the learners and their attitude towards HIV/AIDS and therefore, learners should be educated about HIV/AIDS, teenage pregnancy and its prevention, as a strategy to reduce HIV/AIDS in schools. Life Skills is fundamental in empowering learners to live meaningful lives in a society that demands rapid transformation that enhances the community. The pandemic undermines the efforts of poverty reduction, part of the manifesto of the African National Congress (ANC) led Government; which aims at improving economic growth. In addition, the study revealed that learners feel free to talk to one another and that coaching by a Life Skills educator, assists in ensuring that HIV/AIDS-related topics are discussed with ease. The results showed that most learners agree that Life skills empower them with a sound and helpful background to prevent HIV/AIDS. Furthermore, learners admitted that the Life Skills programme effectively empowered them with the necessary knowledge to make informed decisions regarding sexuality. From the study a few valuable lessons were learned by the learners’ as an awareness of the pandemic and its consequences for their lives.

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Sweitzer, Marilyn Jean. "Positive prevention: The relationship between teacher self-efficacy, program implementation, and student outcomes." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2698.

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In the San Bernardino City Unified School District, Positive Prevention: HIV/STD Prevention Education for California Schools Grades 7-12, Second Edition (Positive Prevention) by Clark & Ridley (2000) is used as the curriculum for ninth grade. In evaluating the curriculum, it is of key importance to first determine if this curriculum is being taught as it was designed, or with fidelity. Fidelity is affected by the comfort, confidence, competence and commitment of the personnel presenting the curriculum.

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Knispel, Susanne 1971. "Christliche AIDS pravention unter ghanaischen Jugendlichen : eine praktisch-theologische Studie uber Chancen und Grenzen christlicher Curricula." Thesis, 2011. http://hdl.handle.net/10500/5883.

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The global AIDS pandemic with more than 30 million people being infected, with the greatest impact in sub-Saharan Africa, remains an enormous challenge to all societies including the churches. Especially young Africans, aged 15 to 24, face a high risk of getting infected with HIV. However, multifaceted and contextual preventive measures for this age group have good chances of curbing the epidemic. This dissertation in Practical Theology attempts to explore the potential contribution of Christian curriculum-based AIDS prevention in the Ghanaian context. It does this by relating practical-theological insights to the lifeworld of young people in Ghana. Thus the specific opportunities and limitations of Christian prevention programmes are identified. Their relevance for religious education in Ghana is finally examined in three exemplary curricula with Christian and secular approaches. The findings result in practical recommendations for the design of Christian AIDS prevention programmes within the Ghanaian context.
Practical theology
D. Th. (Practical Theology)

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Sarfo, Martinson. "Spatial analysis of HIV / AIDS : a case study of Ghana /." 2007. http://www.consuls.org/record=b2909802.

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Thesis (M.S.) -- Central Connecticut State University, 2007.
Thesis advisor: Cynthia Pope. "... in partial fulfillment of the requirements for the degree of Master of Science in Geography." Includes bibliographical references (leaves 67-74). Also available via the World Wide Web.

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Ndebele, Dinky Nomvula Mashele. "Schools and HIV/AIDS: perceptions of learners, educators and district officials in informal settlements." Thesis, 2009. http://hdl.handle.net/10210/2409.

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D.Ed.
HIV/AIDS presents a major challenge in South Africa. HIV/AIDS was officially diagnosed as a disease in South Africa since the early 1980’s. Initially people did not want to acknowledge the existence of HIV/AIDS. In South Africa there are many people living with HIV and some are already dying of AIDS-related diseases. This study investigated the perceptions of learners, educators, and Department of Education officials on the influence of HIV/AIDS in schools in informal settlements. The aim of this study was firstly, to establish what the perceptions were of learners, educators and Departmental officials about the influence that HIV/AIDS has on the education sector; secondly, to describe how the research would be undertaken; thirdly, to establish ways how to integrate HIV/AIDS issues in the curriculum that will provide specific skills and information to help avoid risky and immoral sexual behaviour and to reduce the spread of HIV and other STI’s; and ultimately, to strive towards achieving a tendency to promote abstinence. The naturalistic research design was used to establish what these perceptions were of the influence HIV/AIDS have on learners, educators, and Department of Education officials. Focus group interviews and discussions, observations and field notes were the data sources. The focus group discussions were tape-recorded for transcriptions. Transcriptions were studied and analysed; different colours were used for decoding and clustering of the findings, in order to identify themes and categories. The findings of this study confirm that the respondents from the education sector, more specifically the learners, the educators, and the officials in service of the Department of Education, are aware of the enormous influence that HIV/AIDS have on education in general and schools more specifically. The findings also represent the daunting challenge that South Africa as a society has. The influence stemmed from different dimensions as represented in the categories and themes that were identified, but they are all interrelated. The most serious challenge that South Africa faces in this era of HIV/AIDS however, is still poverty. South Africa is a country of widespread and persistent poverty and therefore deep inequalities exist. Poverty and HIV/AIDS are interrelated. Poverty provides the context for AIDS and AIDS exacerbates poverty. Poor households are more likely to feel the impact of AIDS resulting in an increase in the extent of poverty. Poverty and the HIV/AIDS epidemic are two of the most devastating diseases ever to hit South Africa. The influence thereof is now beginning to sink in among most communities. Already the influence of living with HIV/AIDS in the midst of poverty is being felt in hundred of thousands of house¬holds across the country. Education is a sector central to human development. Increasing evidence of HIV/AIDS will reduce the capacity of learners to attend school and to learn. Expansion of enrolments and improvement of teaching will be eroded by staff losses and reduced institutional efficiency. All this is experienced at the time when the Department of Education has rationalised teacher-training colleges and very few students register for a teaching degree at higher institutions of learning. Current shortages of educators in the schools as a result of HIV/AIDS compromise the quality of education in our country and undermine the fundamental objectives of ensuring that there are sufficient numbers of skilled people in the economy. The significance of this study is situated in breaking the silence, making participants talk about the subject of HIV/AIDS openly. This in itself is a major breakthrough in any research that has thus far been undertaken, and the facts that were uncovered and discussed in the interviews contribute hugely to the body of scientific knowledge on this monstrous disease. The further contribution of this thesis is to be found in the written up findings, conclusions, recommendations and the suggestions provided in Chapter 5 that will inculcate abstinence and ultimately enforce disclosure of one’s status. It is the researchers’ belief that this study will further help to mitigate the influence of HIV/AIDS within the education sector and throughout the Republic of South Africa.

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Aitken, Jayde. "Exploring students' experiences of an HIV/AIDS service learning module at the University of KwaZulu-Natal." Thesis, 2009. http://hdl.handle.net/10413/452.

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Marjoribanks, Bruce. "AIDS, the "other plague": a history of AIDS prevention education in Vancouver, 1983-1994." Thesis, 1996. http://hdl.handle.net/2429/4112.

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This study describes how AIDS prevention education programs were constructed, delivered, and implemented in Vancouver between 1983 and 1994. Biodeterministic models of disease are examined through a historical analysis of documents that include newsletters, minutes of board meetings, policy reviews, annual reports, and personal journals. This study assumes that AIDS is as much a sociocultural phenomenon as it is biological. The findings suggest that present educational guidelines for AIDS prevention are unable to identify what messages should be communicated and fail to identify to whom they should be conveyed. This study does not recommend the use of biodeterministic models of AIDS prevention education which reflect plague metaphors. Instead, culturally relevant strategies need to be developed throughout all aspects of AIDS prevention curricula.

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Randela, Rudzani Justice. "Teaching of HIV and AIDS in Secondary Schools." Diss., 2010. http://hdl.handle.net/11602/1022.

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Pelser, Hendrik Johannes Martin. "Die waarde en betekenis van VIGS-voorligting vir standerd vyf-leerlinge." Thesis, 2014. http://hdl.handle.net/10210/12732.

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M.Ed. (Psychology of Education)
This study was conducted with standard five children on the East Rand. The aim with this project was to evaluate the knowledge of the children on AIDS and to see whether the information they received was in fact correct. The following questions were asked: what do children really know about AIDS? is the information they receive, correct? where do children get their information from? what more do they want to know about AIDS? The aim of this study was to give reliable answers to these questions. The respondents were five hundred standard five children from five schools. The respondents were asked to complete a questionnaire consisting of fifteen questions. The results of the empirical research show that children have a lot of questions regarding AIDS and they need good guidance. Based on this fact one can recommend that the inclusion of more guidance regarding AIDS in the school curriculum should seriously be considered. The following specific findings have been made: No significant relationships has been found between sex and their knowledge of AIDS. Children know that AIDS is a deadly virus disease. There is much confusion of how one can contract AIDS. It could be that the children did not get the right information. Many of the respondents were of the opinion that AIDS could soon be cured and that it is not as serious as it is made out to be. Children are not sure whether one could get AIDS from having sex with different people...

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Macule, Salvador Armando. "Transforming masculinities into an asset for HIV prevention : a case study of how Mabutho's (The UCCSA men's organization) teachings on masculinities can mediate HIV prevention in the UCCSA-Mozambique." Thesis, 2012. http://hdl.handle.net/10413/8850.

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This study explores whether and how Mabutho’s (The UCCSA men’s organization) teachings on masculinities can mediate HIV prevention in the Mozambique Synod of the United Congregational Church of Southern Africa (UCCSA). It begins by showing the importance of Mabutho in church and society in order to establish whether this male-dominated Christian organization can play a role in HIV prevention. The study is premised on the growing literature which suggests that organized religion (especially Christianity and Islam)*[¹], which are the main religious institutions in the world, and in Africa in particular, have been the birth place for the patriarchal ideologies which are critical in the promotion of the HIV pandemic. Through a close analysis of Mabutho’s teachings, the study will show that though most of Mabutho’s teachings are sustained by a patriarchal ethos, Mabutho have agency, and can be an asset in the prevention of the HIV pandemic. It further argues that Mabutho, just like other men’s organizations which play a pivotal role in the life of many churches, can be used as a space for the liberation of harmful notions of masculinities in the era of the HIV pandemic. The study concludes by recommending that the UCCSA in Mozambique improve in the pre- and post-marital teachings on marriage and sexuality. *[¹] See Manda, D. (2009). “Religion and the Responsibility of Men in Relation to HIV and Gender Based Violence: An Ethical Call”. In Journal of Constructive Theology: Gender, Religion, and Theology in Africa, 15 (2). 23-40; and Camody, D. (1994). Response to 101 Questions about Feminism. Great Britain, 95.
Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

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Naicker, Silochana. "HIV/AIDS as a barrier to learning : exploring the lives of affected children in the Richmond district." Thesis, 2006. http://hdl.handle.net/10413/7295.

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Currently in South Africa much emphasis is being placed on minimizing barriers to learning and maximizing participation to learning. Education White Paper 6 of 2001 draws attention to the barriers to learning in South Africa and highlights HIV/AIDS as one of the barriers to learning. This study, therefore, seeks to ascertain what barriers to learning impact on the lives of children affected by HIV/AIDS and what support exists for children affected by HIV/AIDS. Further, this study is part of a larger project commissioned by the NRF on the impact of the HIV/AIDS pandemic on learning in the Richmond District. A participatory research framework was employed in this study using qualitative methods of gathering data. A structured participant interview schedule was devised using projective and drawing exercises to get participants to volunteer information. Six children from a Day Care and Support Centre in Richmond were selected purposefully as research participants. Three focus group sessions were held to gather the data from the participants. The data that was gathered was subjected to stringent content analysis from which topics and categories emerged which were used to report on the data. The data was analysed using critical theory in general and Young's theory of oppression in particular. The findings of this study confirm that poverty, issues pertaining to family responsibility, the emotional trauma of losing loved ones and the crime, violence and abuse that affected children are exposed to, all serve as barriers to learning. Further, the findings indicate that children are aware of the agencies from which assistance could be accessed. However, the financial assistance in terms of child support grants is not being fully exploited by those who qualify for it.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

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Jack, Margaret. "Educating adolescents about AIDS : a policy analysis of AIDS education programmes in KwaZulu-Natal high schools." Thesis, 1996. http://hdl.handle.net/10413/6051.

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This thesis is concerned with an evaluation of AIDS education in KwaZulu-Natal schools. Although HIV and AIDS affect all segments of the population and all age groups, prevention efforts aimed at the youth may be the most effective. HIV/AIDS is a disease most prevalent in the fifteen to thirty-five age group, and if we can decrease rates of transmission in people under twenty, we will save much money, pain and suffering in the next ten years. It is often seen as prudent to save young generations, rather than older ones, and this may be especially true in the case of HIV/AIDS, where HIV/AIDS in the younger, reproductive age groups leads to the very youngest group, that it, babies, being born HIV-positive. In addition, the younger generation may be more easy to save: they have not yet formed unsafe sexual practices, and educating them before they develop habits is easier than changing habits of the older generation. I assessed various education departments' AIDS education programmes, based on the criteria of how well pupils are assisted in changing their unsafe sexual practices, or, if they are not yet sexually active, their attitudes towards sex, and on what type of message and ideal is presented about sexuality and sexual activity. Judged by my framework, I found the existent programmes to be lacking. But this act of assessment allowed for a more thorough evaluation of AIDS education in the region to emerge, and from this, recommendations for AIDS prevention programmes to be developed: AIDS education must occur in the context of more general skills development, skills in negotiating sexuality and sexual relationships, and skills for the negotiation of life in the late twentieth century. Innovative developments in the region, regarding AIDS and sexuality education teacher training, and the development of minimum criteria by which to set up and judge programmes, could be used as the basis for a sound AIDS education programme.
Thesis (M.A.)-University of Natal, Pietermaritzburg, 1996.

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"Risky sexual behaviour amongst South African teenagers and the role of HIV/AIDS educational programs: a critical literature survey." Thesis, 2008. http://hdl.handle.net/10210/1590.

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M.A.
South African teenagers name HIV/AIDS as the top concern facing them. Despite this, a large majority of them believe that they personally are at very low, or no risk for infection (loveLife, 2001). Furthermore, the onset of sexual activity has become progressively earlier, with many teenagers becoming sexually active at around 13-14 years old (Stadler & Hlongwa, 2002). 50% of young people are sexually active by the age of 16 (Eaton, Flisher, & Aaro, 2002). However, only 30% of sexually experienced youth report using a condom every time they have sexual intercourse. Sexually experienced teenagers report that they are most likely to get condoms from clinics, but only 32% have been to a clinic in the past year for sexual health advice or care (loveLife, 2001). In the light of the alarming statistics mentioned above, youth represent an important target group for interventions, particularly those which address and effect changes in attitudes and behavior relating to sexuality. As a large number of children and teenagers attend school, information, skills, as well as values relayed in schools, can therefore have a considerable impact on their lives. Education systems should thoroughly educate children about HIV/AIDS infection, transmission and means of prevention, whilst assisting them to develop the life skills to apply their knowledge and communicate it to others. Programmes should assist in teaching children how to maintain health-enhancing behaviour and change, or avoid health-reducing behaviour (WHO, 1992).

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Vedaste, Nyilimana. "HIV/AIDS education in Butare-Ville secondary schools (Rwanda) : analyzing current pedagogic discourse using a Bernsteinian framework." Thesis, 2005. http://hdl.handle.net/10413/1942.

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HIV/AIDS Education in Butare- Ville Secondary Schools (Rwanda): Analyzing current Pedagogic Discourse using a Bernsteinian framework. This thesis is concerned with the questions of "the what and how of HIV/AIDS school education". This study is located in three secondary schools in Butare-Ville, Rwanda, which were selected to show the picture of current pedagogic practices of fighting the pandemic in various schools. The first part of the study is concerned with the analysis of National policy of HIV/AIDS education of grade 9. This analysis examines how HIV/AIDS education is planned and integrated in various school subjects and what the Ministry of Education's policy is on how it should be implemented. I examined the instructional and regulative discourses within the national policy. Through curricula of other subjects which integrate into HIV/ AIDS education, I also examined how the knowledge of instruction is organized in terms of vertical and horizontal organization. The second part of the study is concerned with how the National HIV/AIDS Policy of HIV/AIDS education is transmitted in the classrooms in terms of classification and framing. In consideration of how students are educated about the disease, I explored students' grouping in terms of gender for getting knowledge and life skills to protect themselves from the pandemic. The theoretical resources for the analysis are drawn from Bernstein. The contribution of this thesis is two-fold. Firstly, it offers methodological techniques for evaluating of HIV/AIDS discourse with regard to how it is constructed and distributed in the classroom using a Bernsteinian framework. Secondly, the thesis points forward to further research in HIV/AIDS education for change in curriculum and pedagogic practices.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

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Dissertations / Theses on the topic 'AIDS (Disease) – Study and teaching – Ghana'

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