The aim of this research was to investigate the different methods incorporating HIV/AIDS education into formal academic curricula at the University of Natal. This research aimed to flag up examples of ways of incorporating HIV/AIDS into the different curricula, and also to look at some of the obstacles the different academic departments may have encountered in trying to incorporate such education into their curricula. I had guessed that a variety of HIV/AIDS awareness programmes, initiatives and education were being undertaken at the university and that on the whole students and staff were well aware of the basic information regarding the disease. What I wanted to look at in particular was how the university was responding to HIV/AIDS within the curricula. Were academic curricula being altered in any way to allow for the impact of HIV/AIDS and how was this being undertaken? The key issues to be addressed and the main questions posed by this research were: • What are the different ways that HIV/AIDS education is incorporated into academic curricula? • What do lecturers consider to be the specific links between their subject matter and HIV/AIDS? • What is the purpose of such education? Why are lecturers choosing to incorporate HIV/AIDS education into their programmes? • What aspects of HIV/AIDS are being covered within the programmes? • How do lecturers attempt to get students to relate disciplinary knowledge to HIV/AIDS in order to inform future decision-making? • What are the main positive features of the current HIV/AIDS programmes being undertaken? • What are the main difficulties/concerns encountered by the different schools in incorporating HIV/AIDS education into the curricula? Through examining different schools within the university it was hoped to come up with a variety of different and innovative ways that HIV education can be incorporated into the curricula. This research started with a search of the HIVAN database to find lecturers with programmes that are undertaking some form of HIV/AIDS education. From this initial search I gained a number of contacts, who were then able to direct me to further contacts within the university. I ended up with an initial sample of seventeen lecturers based across fourteen schools or programmes and spanning seven faculties. The sample included lecturers from the faculties of Community & Development, Human Sciences, Law, Management Studies, Engineering, Medical Sciences, and Education. (See appendix I) For this research I used a number of methods of data collection. The first data collection method used was to carry out semi-structured interviews with the lecturers in the sample. This method was the prime method and the vast majority of the data was collected using this method. The following methods were mainly used for triangulation purposes although a number of new insights were made from these. The second method used then was to review printed material made available to me from a number of the lecturers interviewed. This was mainly course outlines but in a small number of cases also included reports on the HIV/AIDS modules. The third method used was to observe a number of the chosen programmes and following this observation to interview students about the HIV/AIDS education. (See appendix 11 Interview Questionnaires) Initially I have presented the findings of this research by documenting and summarizing the responses to each research question. In order to make for an easy overview of the findings for the reader I have drawn up a table under each research question, these tables list the responses to the research questions. I then go on to look at the different models this research has shown for teaching HIV/AIDS education. I have taken each model in turn and shown how it works in practice through giving a detailed description of the example cases. Following this I have attempted to outline the main features of these HIV/AIDS programmes and to document the main insights emerging. Looking back at the literature reviewed in this field, I have then attempted to review the responses in terms of what was said in the literature regarding HIV/AIDS education. I have also outlined the questions and surprises brought to light by this study and have attempted to draw some conclusions regarding the teaching of HIV/AIDS within academic curricula. Finally, in the light of the findings, I have made recommendations for future work in this field. It was impossible from this study to say which programmes work better than others with regards to the teaching of HIV/AIDS education. What I have merely attempted to do is to describe the methods and approaches used at present in order that others wishing to undertake similar programmes may review these. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

The school focused in this study is involved in promoting HIV/AIDS education among learners. Past attempts at HIV/AIDS education took the form of assembly talks and special assembly programmes which, unfortunately, yielded limited success. In response to this, a grade eight HIV/AIDS education programme, integrated into the mainstream curriculum, was developed and implemented. The HIV/AIDS education programme cuts across different learning areas and its impact on learners is the focus of this study. The study undertaken is located in a constructivist paradigm and draws largely upon qualitative research methods. However, the use of quantitative data has also been crucial in supporting the findings of the research. Research participants included a stratified sample of grade eight learners who were involved in the programme, educators who were engaged in the development and implementation of the programme, learners on the school's HIV/AIDS Committee, the Life Skills co-ordinator of the school and social workers who supported the programme. In view of the sensitivity surrounding various HIV/AIDS issues. this study draws special attention to ethical issues that impact on the research procedures adopted. Evidence from this research indicates that the implementation of the grade eight HIV/AIDS programme has substantially improved the acquisition of HIV/AlDS knowledge by learners who were engaged in the programme. The impact of the programme on high-risk behaviour is difficult to ascertain in the absence of longitudinal studies. However, the majority of learners have responded positively to the programme and emerging learner attitudes appear to be favourable to the promotion of behaviour patterns that are supportive of the prevention of HIV-infection. This study suggests that, in the quest to improve the effectiveness of HIV/ AIDS education, the programme in focus needs to engage more seriously with gender and cultural issues. The grade eight HIV/AlDS programme lends itself to further modification and this study recommends that the scope of stakeholder participation be broadened, particularly with regard to parental involvement. / Thesis (M.Ed.) - University of Natal, Durban, 2001.

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.

Since HIV and AIDS became a health problem in the world in the early '80s, education has been identified as one of the ways to control the spread of the virus, for the virus is mainly spread through specific risk behaviors. uMgungundlovu district ranks as one of the worst-affected areas in South Africa, with HIV prevalence figures of 40% and above over the past five years The study aimed to establish how people living with HIV acquired knowledge about the disease; to investigate how they responded to the knowledge acquired; and to identify factors that affect their implementation of the knowledge acquired in their daily lives. I hoped that this study would capture some of the realities that we live in, so that HIV education programme developers and implementers can start to grasp the factors that individual HIV positive persons experience, which can play a positive or negative role on how one uses the knowledge they acquire to improve their own health and also be able to protect the next person. The study was a micro qualitative research, with a feminist approach, drawing on both interpretive and critical paradigms. It focused on a particular group of people in a specific area. Through my personal reflections, the semi-structured in-depth interviews, focus group discussions and the review of other existing literature (published and unpublished), the study attempted to investigate perspectives of people infected with HIV on HIV and AIDS education. The study was conducted with consideration of the positions of women and men in the diverse South African cultures. The study findings showed how the intersection of gender, power and culture, the context of reception and implementation of knowledge, the individual‟s habitus and the multi-disciplinary support systems, impact on the reception, receptivity and implementation of HIV and AIDS education. The conclusion, recommendations and suggestions for future studies from the study are presented, positioning the person living with HIV at the centre of responses to slowing down the spread of HIV. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

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.

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 learner’s attitudes and perceptions of HIV/AIDS and their experiences of the programme. Tesch’s model of content analysis and Guba’s model of trustworthiness were used to analyse the data obtained from the focus groups.

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.

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.

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.

This study examines how educators in a primary school view the teaching of HIV and AIDS and sexuality in the context of delivering the LO curriculum. It seeks to establish whether the educators are properly trained for and supported in their tasks and further seeks to establish their attitudes towards teaching these sensitive subjects. The study is based on semi-structured interviews with eight Life Orientation (LO) teachers who work at CJ Primary School (CJPS) in Durban. CJPS is a well established school that formerly served only a white learner community. Since the early 1990s its racial demography has changed and it is now racially mixed with Indian learners constituting a slight majority. The school offers classes from Grade 0 to Grade 7. The teachers interviewed for this study were all involved in teaching LO in the senior primary phase and all had delivered lessons on HIV/ AIDS and sexuality. The sample comprised one African, one White and six Indian teachers and was made up of three males and five females. The school timetable includes two LO periods a week (i.e. 2 hours per week is devoted to LO) and evidence suggests that teachers are serious about the teaching they do in these periods. It was found that levels of both pre and in-service training in the areas of HIV and AIDS and sexuality and gender were low. Only 2 out of the 8 teachers had been trained in HIV and AIDS and sexuality education. 5 of the 8 educators had received some form of training, (weeklong workshops, for example) but many still felt unconfident about teaching sexuality. Although national policy for teaching HIV and AIDS and sexuality does exist and the school also has its own set of policy documents relating to the LO curriculum, most of the teachers had not seen the national documents and were unaware of the school's policy. HIV and AIDS and sexuality are themes which are taught across the curriculum but rather cramped into one term's allotment of LO lessons which results in a lack of depth being achieved. Understandings of sexuality were basic and generally devoid of 'gender'. It appears as though the female teachers were more enthusiastic about teaching HIV and AIDS and sexuality than were the men and the lone African educator was the most strident in demanding that the school devote more attention to these subjects, possibly because in her own life she had already directly encountered the ravages of the pandemic. There is some competition within the curriculum about which subjects should get the most attention and priority. Generally speaking, language teaching and mathematics were considered more important than the LO. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.