HIV/AIDS education in schools is necessary in order for young adults to understand the mechanics of the disease, but also so that they do not engage in behaviors that spread HIV. Teaching HIV/AIDS knowledge alone is not adequate because it does not address local contexts and particular strategies, which are critical determinants of the behavioral choices that young adults make. The Department of Education has addressed the need to teach about HIV/AIDS by introducing life skills education. Life skills are generic skills, such as communication skills, decision-making skills, and coping and stress management skills that can be used any time a person is confronted with a difficult situation. Although this strategy is the official policy of the Department of Education, it has not been properly implemented in all schools, thus allowing for unequal HIV/AIDS education in South African schools. This thesis looks at one Grade 9 class in two schools of differing racial composition and in differing economic regions in the greater Durban area. Seventy-seven students completed a questionnaire, 17 students were interviewed, and two teachers completed a questionnaire. Although life skills were part of the curriculum at one school, the majority of students could not correctly identify life skills. At the second school, life skills were not taught to the students. Full basic knowledge of HIV/AIDS is not apparent at either school, although the students at the school that teaches life skills have much more knowledge about transmission and prevention of HIV. At both schools, girls were more educated in prevention and transmission than the boys. At the poorer of the two schools, drawing its student population from local impoverished squatter camps, life skills were not taught and there were low understandings of HIV/AIDS. Here, the students were older and had fewer educational resources. It is these students, who are less knowledgeable about how to protect themselves, and who one would expect to have more experience because they are older, that are at greater risk because of the combination of their sexual habits and low knowledge of good sexual health. At both schools, much improvement in the quality of HIV/AIDS education is necessary in order for students to have a basic understanding of the disease and for them not to engage in behaviors where the disease can be transmitted. / Thesis (M.Ed.)-University of Natal, 2002.

No abstract available. / Thesis (LL.M.)-University of KwaZulu-Natal, Durban, 2005.

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.

M.Ed. (Curriculum Studies) / The study's main focus was on the integration of the theme HIV/AIDS into Life Orientation by educators in the senior phase. The purpose of the study was to investigate to what extent HIV/AIDS is integrated into the Life Orientation Learning Area to help to curb the spread of this leprosy in farm communities. The study explored through in-depth interviews, observations and the knowledge of the educators, learners and parents. The transcripts were analysed. The key finding of this study was that the educators are able to integrate HIV/AIDS theme into Life Orientation albeit there are still uncertainties about the aims of LO and what role the educators have to play.

Thesis submitted in fulfillment of the requirements for the award of the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2005. / The impact of HIV/AIDS (human immunodeficiency virus/ acquired immune deficiency syndrome) is devastating worldwide especially among tertiary institutions whose constituencies are within the age bracket between 15-45 years. Unfortunately there is still no cure for the disease, and one way of controlling the rampant nature of the pandemic is through educational and enlightening interventions backed by appropriate information. The aim of the study was to assess the framework, nature and scope of the institutional response as well as the appropriateness of HIV/AIDS information dissemination interventions developed and employed by institutions of higher learning in South Africa for the prevention of the spread of the pandemic. The study was informed by theoretical framework grounded on the Diffusion of Innovations theory. Both qualitative and quantitative research design and methodologies were employed largely through survey, observation and document analysis. The study targeted HIV/AIDS service providers, health centers and institutional libraries within all public universities and technikons in South Africa. The respondents within institutions were identified largely through non-probability sampling techniques such as snowball and purposive sampling. The study mapped out the HIV/AIDS response of the higher education sector in relation to programmes offered and strategies and methods that are used to manage the pandemic and disseminate information. The findings reveal that the response of the higher education sector to HIV/AIDS is not uniform, but there is a positive move towards strong management of HIV/AIDS and information diffusion. Secondly, it is observed that the disease has some impact on institutional mandates such as teaching, learning, research and community service. Unexpectedly, the study confirmed widely held views that are also reported in related studies, that the response of academic institutions to the disease is still characterized by silence, denial, discrimination and stigma as most institutions do not address the disease openly. Thirdly, it was established that in those institutions where there is an AIDS Centre the response seemed to be more systematic and well guided as compared to those that relied on the services of the health centre. Fourthly, there was no distinction made in terms of the nature and strength of the institutional response between service providers that had higher academic qualifications and those that did not have. Most highly qualified respondents though had other academic responsibilities, dealt with HIV/AIDS as additional job. Fifthly, it was easy to distinguish between historically advantaged and disadvantaged institutions, as the tatter had interventions that were underdeveloped and limited in scope and depth. Similarly, universities as compared to technikons demonstrated more intense interventions and better resource provision. Sixth, in most institutions management supports the institutional HIV/AIDS management and response. This involvement was evident through observation on the nature of the response, capacity buildings and resources on the ground. However, it was sadly observed that this executive commitment to HIV/AIDS seemed to be overridden by other priorities such as the reconfiguration and reconstruction of the sector. Further, noted that all institutions have HIV/AIDS policies, but some of them have not implemented these policies. Seven, though the Higher Education HIV/AIDS Programme is coordinating the HIV/AIDS response within the whole sector, it does not seem to have all the answers for the systemic problems that are cropping up. Eight, HiV/AlDS information is disseminated by the institutional libraries, HIV/AIDS service providers and health centers. Mostly, information is disseminated in print form while other modem media seemed to be underutilized and repackaging is not extensively done due, partly, to shortage of resources and capacities. The study found strong link between the theoretical models earlier mentioned and results of the study. Specifically, these theories confirmed the importance of the content of HIV/AIDS messages and the value of horizontal and vertical communication strategies. The study recommends that the institutional response needs to be revamped and redesigned to improve the traditional information dissemination strategies that are used by most academic institutions. Information dissemination strategies should be designed in line with current trends in socio-cultural and political lifestyles of young people. However, though there are still flaws and inefficiencies, the sector is responding positively to the epidemic and efforts are being made to synchronize and coordinate the systemic response. The study recommends further research on feasibility, applicability and effectiveness of the centralized coordination of the higher education HIV/AIDS response. It also recommends that the higher education sector should be more involved in the initiative of the Higher Education HIV/AIDS Programme to make valuable contributions based on experiential encounters. Similarly, strategies should be rapidly implemented to redress past imbalances in relation to strengthening capacities and resources of previously disadvantaged institutions to enable them to deal effectively with the disease. Other issues have been unearthed and a model for effective HIV/AIDS management and information diffusion in the sector suggested.

In the light of the HIV/AIDS pandemic in South Africa, the Department of Education is promoting HIV/AIDS awareness programmes in public schooling. This dissertation focuses on the management of these programmes in secondary schools in the North West Province using a literature review and empirical investigation. The former discusses the disease and treatment, its prevalence and impact on education and the role of principal, educators and parents in prevention. A qualitative study investigated the views of a small sample of principals, teachers and learners from three secondary schools in the North West Province. Sites and participants were selected by purposeful sampling. Data gathering took place by interviewing principals and educators and by essays written by tenth grade learners. Findings illustrated the importance of community values, information, a school policy, inservice teacher training and the contribution of parents and the church. Obstacles to successful awareness programmes were identified and recommendations made. / Educational Studies / M. Ed. (Education Management)

This study investigates whether the HIV/AIDS and Life Skills Education Programme for schools was implemented in accordance with the Ministry's directives. It also seeks to establish whether the programme was effective or not by identifying and examining different implementation strategies and methodologies. Fieldwork was undertaken in the Lupane Area Development Programme where nine schools were randomly selected from sixteen primary schools. A total of nine head-teachers responded to the heads' questionnaire and fifty-eight Grade 4 to 7 teachers responded to the teachers' questionnaire. The study reveals that to a very large extent the HIV/AIDS and Life-skills Education Programme was implemented from Grades 4 to 7 in the primary schools. However, substantial improvements still need to be made in mobilising reading and financial resources. More training and the introduction of more participatory methodologies need to be stepped up for the children to realise more benefits from this life skills education programme. / Development Studies / M.A. (Development Studies)

The rapid increase in HIV-infections is changing the face of modern society. The number of HIV/AIDS orphans for sub-Saharan Africa is expected to increase to 18, 67 million in 2010. Education has a pivotal role to play in effectively dealing with the effects of the pandemic, as well as creating awareness among learners. The focus of this study is to explore educators’ perceptions of teaching learners about HIV/AIDS and of schools as care-giving centres for orphans and vulnerable children. The HIV/AIDS education curriculum has been introduced in a milieu of change and restructuring in South African education, presenting particular challenges for educators. This study set out to uncover how educators are engaging with their new roles and responsibilities when teaching HIV/AIDS education. / Sociology / MA (Social and Behaviour Studies in HIV/ Aids)

The Department of Education is promoting HIV/AIDS education programmes in the public schools of South Africa, particularly through the subject Life Orientation. Therefore, this study investigates the role of Life Orientation in addressing HIV/AIDS in KwaZulu-Natal secondary schools. Different role-players were evaluated to ascertain their attitudes and beliefs about Life Orientation and HIV/AIDS. The examination of different role-players was undertaken to establish the significance of their attitudes and beliefs on the success or failure of the Life Orientation based sex and HIV education programmes in the schools. An attempt was also made to find a relevant definition of the subject Life Orientation that contains the meaning and the purpose of the subject. Teachers were found to be uncertain about an appropriate definition that carries the meaning of Life Orientation; hence they tend to define it by its components such as Life skills, physical education, decision-making, HIV education and others. The study also sought to establish the impact of sex education embedded in Life Orientation on the fight against HIV/AIDS. Sex education was examined to determine whether it encourages or reduces youth sexual activities. In order for teachers to be able to use Life Orientation content to drive sex and HIV education programmes, it had to be ascertained if they were informed or not about HIV/AIDS. The questionnaire carried out an extensive assessment of teachers’ knowledge, attitudes and their personal stance on HIV/AIDS. This study established that training of teachers in both Life Orientation and HIV/AIDS provides them with knowledge which enables them to positively handle sex and HIV education programmes in the classroom. It was for this reason that the study made recommendations with regard to training and support programmes to ensure that teachers are adequately equipped for effective implementation of the subject Life Orientation in the National Curriculum Statement. / Educational Studies / D. Ed. (Curriculum Studies)

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)