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.

HIV/AIDS is no longer seen as an individual problem as it also affects the family as a whole. The purpose of this study is to purpose of analysing the mental health of family affected by HIV/AIDS in Rwanda. It should be noted that there were not studies conducted on the mental health of the affected families in Rwanda. A qualitative approach using case study design was used to describe the mental health of affected family in Rwanda. HIV/AIDS-related stressors, emotional reactions of family members and coping strategies they adopt to deal with those stressors and emotional reactions were studied. The effects of those reactions and strategies on the infected family member as well as the entire family were analysed. A purposive sampling was used to select two families from Mwana Ukundwa Association for the study. The findings of the study showed multiple losses, care, and socio-economic demands as the main stressors for both cases. Emotional reactions to those stressors included shock, anger, sadness, hopelessness, depression, fear and shame. Participants reported using both emotional and problem-focused coping strategies. Compassion, caring and showing concern had positive effects on the infected and affected as well as family members, whereas emotional reactions such as anger, unhappiness, and discouragement had negative effects on the entire family. Positive effects of family reactions and strategies to cope were associated with coping strategies such as; having opportunity to talk: to someone, distraction, family relationships, spiritual support, treatment, and socio-economic support. Ineffective strategies included family communication dysfunction due to withdrawal behaviour, alcohol abuse and going to nightclubs. These strategies had negative effects on both infected and affected family members. The results suggest that health professionals such as nurses, doctors and other healthcare providers should use a holistic approach in caring for infected family members. They should not only provided family care, but also include the family in planning to care for the infected family member. This will empower them to play a more effective role in home care-based. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2004.