A thesis submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2016 / Implementing HIV and AIDS education in schools has for some time faced challenges in South Africa. Although much has been achieved in terms of policy, the implementation thereof has remained questionable. Monitoring and evaluation has the ability to determine the achievement of policy or program implementation, and therefore offer insights into necessary reforms. The main aim of the study was to assess the quality of the implementation of HIV and AIDS education in schools and determine the facilitators and barriers to the implementation and whether the teachers’ levels of HIV and AIDS knowledge influenced the quality of the implementation. The study utilised the elements of both the Contextual Interaction Theory (CIT) and the Monitoring and evaluation framework as the conceptual framework. Data about the implementation of HIV and AIDS education in schools were collected using both the positivism and interpretivism paradigms. Life-Skills and Life Orientation teaching teachers from both primary and secondary schools were selected using a systematic procedure of selecting every fifth school from an alphabetical list of schools in the Umhlathuze district. Teachers completed questionnaires that had been piloted with 25 Life-Orientation teaching teachers in a workshop, and the Life-Skills and Life Orientation subject advisors participated in the in-depth interviews. The quantitative data was analysed using SPSS version 22 and recorded interviews were transcribed, coded and analysed using thematic analysis. The results showed that 82.7% teachers teaching Life-Skills and Life Orientation implemented HIV and AIDS education, although not to satisfactory standards. Teacher characteristics that influenced quality implementation were time, confidence, support, capability, comfort, and knowing the contents of HIV and AIDS policy. The study further revealed that whilst teachers had an overall ‘above average’ knowledge of HIV and AIDS, they had serious knowledge gaps. The reported barriers to implementation included lack of appropriate knowledge, lack of support and resources, no provision for content, Life Orientation subject overload and lack of monitoring. Based on these findings recommendations were made on how the Department of Basic Education (DBE) may structure the HIV and AIDS education as a separate subject with succinct content for different levels and strengthen the monitoring of the implementation. The study also came up with the framework for the monitoring of the implementation of HIV and AIDS education in schools that schools and district offices could utilise.

Made available in DSpace on 2016-04-04T18:29:27Z (GMT). No. of bitstreams: 1 MOACIR WUO tese.pdf: 1984042 bytes, checksum: b260ef1f6e01df686f6fc85bb6e26c5e (MD5) Previous issue date: 2003-04-09 / This study aimed to explore the contextualizations and Social Representation of adolescents of High School about AIDS and Program of AIDS Prevention in schools. 440 High School s students of the 1st and the 3rd grades of 10 towns of S?o Paulo state participated in this study. A questionnaire with familiar and social contexts dimensions, with opened and closed questions, situation of risk and Social Representation about AIDS and Program of AIDS Prevention in Schools were used. The answers were analyzed by the Contents Analysis technique. At the results of the adolescents perceptions, male students enjoy freedom in leisure, work routine and study, relationship with friends, money availability, alcohol consumption and sexual experiences more than the female students. All of them presented less care about AIDS. They admitted having sexual intercourse with no commitments. 31% indicated that they have had sexual intercourse and female students presented more sexual activity than male students. 58% indicated that they have used condom, with more rejection among the female students. The female students of the 1st grade indicated more prematurity in the beginning of sexual life and alcohol consumption. On the Social Representations about AIDS, biological-medicalized aspects is pointed out with low references of prevention, distortions of prevention and transmission knowledge. The 3rd grade manifested more dissatisfaction and a lack of interactivity in the Prevention s Program. The adolescents reproduce the Social Representations of Teachers about AIDS via activities of prevention in the schools. / Este estudo objetivou explorar as contextualiza??es e Representa??es Sociais de adolescentes do Ensino M?dio sobre a AIDS e Programas de Preven??o ? AIDS nas Escolas. Foram sujeitos 440 alunos de 1? e 3? s?ries do Ensino M?dio de 10 Munic?pios do Estado de S?o Paulo. Utilizou-se de question?rio com quest?es abertas e fechadas com dimens?es do contexto familiar e social, situa??o de risco e Representa??es Sociais sobre a AIDS e Programas de Preven??o ? AIDS nas Escolas. As respostas foram analisadas pela t?cnica de An?lise de Conte?do. Nos resultados das percep??es dos adolescentes, alunos desfrutam maiores liberdades no lazer, rotina de trabalho e estudos, rela??es com amigos, disponibilidade de dinheiro, consumo de ?lcool e experi?ncias sexuais que alunas. Todos apresentaram poucas preocupa??es com a AIDS, admitem ter rela??es sexuais sem compromissos, 31% indicaram ter tido rela??es sexuais, alunas apresentaram mais atividade sexual que os alunos, 58% indicaram ter usado camisinha com maiores rejei??es entre as alunas. Alunas da 1? indicaram maior precocidade no in?cio da vida sexual e consumo ?lcool. Nas Representa??es Sociais sobre AIDS, destacam-se aspectos biol?gicos medicalizados com baixas refer?ncias ? preven??o, distor??es nos conhecimentos sobre transmiss?o e preven??o. A 3? s?rie manifestou maiores insatisfa??es e falta de interatividade nos Programas de Preven??o. Os adolescentes reproduzem as Representa??es Sociais de Professores sobre AIDS via atividades de preven??o nas escolas.