Experiences of Educators in Managing the Implementation of School-based HIV/AIDS Policy in Limpopo Province

Experiences of Educators in Managing the Implementation of School-based HIV/AIDS Policy in Limpopo Province
Author: Solomon Nzama Rikhotso
Publisher:
Total Pages: 246
Release: 2016
Genre: AIDS (Disease)
ISBN:
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The purpose of this study was to explore the views of principals and educators regarding the impact of HIV/AIDS in their schools; to identify the aspects of the National Policy related to HIV/AIDS that are relevant to the management of school-based HIV/AIDS policy in selected schools; to determine how school-based HIV/AIDS policy is implemented in those schools, to explore how principals and educators experience the management of the implementation of school-based HIV /AIDS policy; and to identify the challenges experienced by the principals and the educators as well as the strategies they use in implementing school-based HIV/AIDS policy. The main research question was: What are the experiences of principals and educators in the management of school-based HIV/AIDS policy implementation? The study focused on four high schools in the Klein Letaba Circuit in the district of Mopani in Limpopo Province. In order to investigate the experiences of educators and their views about present-day HIV/AIDS school-based policies and their implementation, the researcher used a qualitative research approach that is phenomenological in nature. The research design was a multi-site case study involving two participants from each of the four selected schools; a total of eight participants were involved in the study. Purposive sampling was used to select a principal and one Life Orientation educator from each of the schools. Semi-structured interviews and document analysis formed part of the data collection process. The findings of the study revealed that the management of school-based HIV/AIDS implementation is a challenge in schools in the Klein Letaba Circuit. The researcher found that HIV/AIDS impacts negatively on learners' abilities to attend school; on effective teaching and learning; the performance of learners; the behaviour of orphaned learners; and the responsibilities of educators. The study further revealed that schools included factors, such as discrimination, admission, voluntary testing, the exemption of compulsory school attendance for learners with ill-health and learner safety during sporting activities in their school-based policies. In terms of the implementation of school-based HIV/AIDS policy, the study revealed that all stakeholders need to know the contents of the policy, and be involved in its formulation and implementation. Life orientation and classroom rules support for affected learners and Health Advisory Committees may be used to communicate information about HIV/AIDS. The study also revealed that awareness; respect; trust; talking openly about HIV/AIDS; the involvement of the wider community in managing HIV/AIDS; and increasing the knowledge of educators on issue related to HIV/AIDS are strategies that work well in managing the implementation of HIV/AIDS policy. The study identified ignorance; denial; lack of awareness; and educators' extra workloads as challenges which hinder the effective implementation of a school-based HIV/AIDS policy.

Workplace Policies in Public Education

Workplace Policies in Public Education
Author: Leickness Chisamu Simbayi
Publisher: HSRC Press
Total Pages: 214
Release: 2005
Genre: AIDS (Disease)
ISBN: 9780796921123
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Factors determining educator supply and demand in South African public schools.

How School Principals Understand and Implement HIV/AIDS Policy in Schools

How School Principals Understand and Implement HIV/AIDS Policy in Schools
Author: Teresa Auma Ogina
Publisher:
Total Pages:
Release: 2013
Genre:
ISBN:
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The purpose of this study was to investigate how school principals understand HIV/AIDS and how their knowledge, attitude and interpretation filter in the implementation of the HIV policy in schools. The study comprises a literature review and empirical investigation. The results of this study can be used in planning and implementing HIV policy in schools. The data were collected by administering semi-structured interviews. Ten school principals from the Dennilton circuit in Southern Region of the Limpopo Province were interviewed. The results show that the majority of the principals involved in the study confirm that HIV/AIDS is an incurable disease caused by a virus and is mainly sexually transmitted. Some principals regard their school safe from HIV infection. Their assumption is based on the absence of HIV positive learners and educators in their schools. The principals are aware of the rights of HIV positive learners and educators. Significantly, the research findings indicate that the majority of schools lack educators with HIV/AIDS training, rules on safety precautions and first aid kits. It is recommended that ongoing HIV/AIDS training programmes be provided for educators to enable them to educate the youth on HIV/AIDS. Additionally, schools should focus on strategies to implement universal safety precautions against HIV transmission and to obtain first aid kits. Lastly, school principals should involve parents and other stakeholders in creating a positive school environment for HIV positive learners and educators.

Teachers Living with AIDS

Teachers Living with AIDS
Author: Patricia Machawira
Publisher:
Total Pages:
Release: 2013
Genre:
ISBN:
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This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy. My aim was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. As a constructivist, I worked on the premise that people's experiences can best be understood by interacting with them and listening to them. I chose a narrative research design because it allowed me to explore and understand the perceptions and complexity of my research partners' experiences, and to faithfully present and represent the stories told by teachers living with AIDS. I used the data collected from the teachers' stories to write narratives that gave a first person account of the experiences of each teacher. To express my own voice in the text I created a column on the side of each page where I recorded my own experience of the process of the inquiry. I used inductive analysis in order to make sense of the field data. Rather than beginning with a theory, inductive analysis allowed me to expose the dominant and significant themes in the raw data without imposing preconceptions on the data. Three distinct themes emerged from the analysis, and formed my conceptualisation of the experiences of teachers living with AIDS: a) conflict between teacher as role model and ideal citizen, and teacher as an HIV-positive person: b) HIV illness and its impact on the body of the teacher: c) teachers as emotional actors. The main findings from the study suggest that in a context with AIDS there are limits to what education policy can achieve if it remains out of touch with a real world in which school is attended by children and teachers whose bodies are either infected or affected by the HIV virus. This is substantiated by the fact that while the HIV/AIDS policy is about bodies and about emotions, it is blind to the bodies and the emotions of those implementing it. I contend that it is this oversight that creates the wide gap between policy intentions and outcomes. Secondly the study highlights the uniqueness of HIV/AIDS education policy and its implementation which, unlike other education policies, powerfully brings to the fore the emotions of the implementers. I conclude the study by suggesting that the policy-making process be reconstructed to inscribe the real bodies and real emotions of the teachers into the policy, to shift from a purely prevention mode to one that looks at the whole prevention-to-care continuum and acknowledges that a significant majority of school pupils and teachers are infected and affected.

The Health of Our Educators

The Health of Our Educators
Author:
Publisher: HSRC Press
Total Pages: 194
Release: 2005
Genre: AIDS (Disease)
ISBN: 9780796921017
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South Africa has a severe HIV/AIDS epidemic. About 5.6 million South Africans, the majority of whom are in the economically active age group, are currently living with the virus. Studies have been conducted to examine the impact of HIV/AIDS on various sectors of the economy, including mining, manufacturing, health and education. The effectiveness and functioning of the public sector is also increasingly threatened by the HIV/AIDS epidemic. The education sector is thought to be particularly affected by HIV/ AIDS because both the demand for and supply of educators are affected. Not only do children drop out of school because of HIV/AIDS, thus reducing demand for educators, but educators, school managers and education policy-makers are said to be dying of AIDS, thus reducing supply.

Contextual Factors Influencing the Implementation of an HIV & AIDS Programme

Contextual Factors Influencing the Implementation of an HIV & AIDS Programme
Author: Dirk Nicolaas Van den Berg
Publisher:
Total Pages:
Release: 2013
Genre:
ISBN:
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The primary aim of this study was to explore the manner in which contextual factors influence the implementation of HIV & AIDS programmes in schools, by investigating the lived-experiences of teachers who were responsible for the implementation of such programmes. The findings of this study mainly add to the vast body of knowledge on the implementation of the school's curriculum. In addition to this, the study highlights the manner in which educational policy can become a workable instrument by setting parameters for the development of an HIV & AIDS school policy, and for effective implementation of an HIV & AIDS programmes in schools. Furthermore, this study will contribute to addressing the barriers that negatively influence HIV & AIDS programme delivery in schools. Another outcome of this study could be the possible improvement of the training of teachers and curriculum developers. The conceptual framework of the study dealt with the following: a description of the HIV & AIDS pandemic (as a background), the impact of the pandemic in the South African context, expectations and responsibilities of schools and teachers with regard to the implementation of HIV & AIDS programmes, and theories that underpin behaviour change, and form the basis of HIV & AIDS prevention programmes. The important role of the school as a societal agent, and its important role in the prevention of HIV & AIDS infection, emerged clearly in this study. The study was conducted according to a qualitative research approach, guided by the interpretivist and constructivist epistemologies. An instrumental case study design was utilised, during which semi-structured interviews, as the main data collection strategy, were conducted with purposively selected participants from three schools (cases). The individual semi-structured interviews were supplemented with observations, a reflective journal and visual data collection and documentation strategies. Four prominent themes emerged subsequent to an inductive data analysis that was done, namely: teachers' perceptions and experiences of the HIV & AIDS programme, managerial factors in the school, societal and community influences, and HIV & AIDS as a topic in the school subject Life Orientation. These identified and structured themes broadly categorised the empirical findings that were related to the primary and secondary questions of this study. Although the implementation of HIV & AIDS programmes in schools was made compulsory, the study indicated that schools were not adhering to this requirement, due to factors such as a lack of sound management practices in schools, insufficient training of teachers and school managers, uninvolved stakeholders, and the lived-experiences of teachers with regard to the HIV & AIDS programme. Based on the findings of this study, recommendations were made with regard to the role that the Department of Education, school management, teachers and the community can fulfil, in order to improve the implementation of HIV & AIDS programmes in schools. This study also provides a suggested framework for developing and implementing an HIV & AIDS policy for schools, in an effort to prevent HIV & AIDS infection.

Developing Effective Policies for HIV/AIDS Education practice in Sub Saharan Africa: The Case of Urban Schools of Malawi: A synergy of pupils needs, policies and practice

Developing Effective Policies for HIV/AIDS Education practice in Sub Saharan Africa: The Case of Urban Schools of Malawi: A synergy of pupils needs, policies and practice
Author: Paul Makocho
Publisher: diplom.de
Total Pages: 250
Release: 2014-11-01
Genre: Medical
ISBN: 3954897121
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HIV/AIDS has been named the Sub Saharan disease. In countries that have achieved significant declines in HIV prevalence, young people have registered the biggest behavioural changes. It means they hold the keys not only to our understanding of the epidemic, but more importantly, to the efforts required to stem the tide of infections. However, the majority of young people are ignorant of how to prevent transmission, have low compliance to condom use, which is in some cases accentuated by misconceptions about HIV/AIDS transmission and have insufficient knowledge regarding transmission and avoidance behaviours. As such, consensus on feasible preventive interventions target young people, particularly those in schools. It is on this premise that the book unlocks the key pillars in effective HIV/AIDS education policies and practices.The study has drawn upon the experiences of selected Urban Schools in Malawi to explore the needs of young people in classroom, the extent to which the classroom practices respond to the needs, and the factors influencing these using questionnaires, interviews, lesson observations, and document analysis. Malawi typically represents most Sub Saharan African countries in terms of challenges faced by education systems. Given the similar cultural settings of the people of Sub Saharan Africa, the findings and recommendations of the study generalises to the education systems of Sub Saharan Africa to a greater extent. The book shows the need for open discussion climates on HIV/AIDS issues despite a conservative cultural and religious adult world that is not open. It has also identified a need for explicit and accurate knowledge on HIV/AIDS issues, opportunities to acquire behavioural skills for HIV prevention, and involvement of external speakers in classroom HIV/AIDS education.Current classroom practice does not address the pupils‘ needs adequately. Factors influencing this can be linked to lack of policies responsive to culture and religion, ineffective and inadequate teaching policy guidelines, and lack of a policy prioritising HIV/AIDS education. The findings suggest that in future, effective HIV/AIDS Education needs to be informed by the pupils’ needs. To address these needs, support from the wider society and related policies, coupled with appropriate management and classroom practice will be required. The book is therefore an indispensable tool for education systems in Sub Saharan Africa. It provides an effective model for [...]