A dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2001. / This study investigated the attitudes of teachers towards sexuality "and HIV/AIDS education in Mthatha schools. The objectives were threefold. First, the study intended to determine the attitudes of educators towards the inclusion of sexuality education. Second, it investigated whether the attitude of educators has an impact on their teaching of sexuality education. Third, it wanted to determine if there are gender-related differences in the attitudes of educators towards the inclusion of sexuality education in the curriculum. A purposive sampling method was used and 56 (27 female and 29 male) Mthatha teachers were selected. Permission to conduct the research was requested and obtained from the District Director of the Department of Education in Mthatha. A questionnaire was used to collect data. It was delivered to the targeted respondents together with a request and short briefing about the study. The researcher also provided them with information to ensure that ethical guidelines were followed. The questionnaires were collected after a week for some and two weeks for others. With the help of a statistician the analysis was made. The cases showed mixed feelings and inconsistencies on certain issues, but were generally supportive of the idea of teaching sexuality and related aspects in schools. That is, teachers held positive attitudes. However, while females seemed to have assumed that good courses would be delivered when introduced, men provided a critique based on past experience. The males were concerned that past development programmes did not live up to expectations, they were ineffective but expensive, and did not contain the relevant topics. They suggested that any HIV and AIDS and sexuality education programmes developed should be conducted with more purpose and should be effective.

A dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2005. / The aim of the study was to conduct a formative investigation into the effectiveness of "Wildfire" as a preventative intervention for HIV/AIDS. "Wildfire" is an experiential activity-based psycho-educational workshop/game that guides participants through the process of 'exposure' to HIV/AIDS, voluntary counseling and testing (VCT). It stimulates discussions and active reflections while imparting knowledge and information that goes beyond preventative awareness campaigns. The target population was Grade 9 learners. A representative sample of rural and township school contexts in the East London area of the Eastern Cape constituted the sites for intervention. The schools selected constituted a convenience sample and learner participation was voluntary, depending on parental permission. A total of 104 learners participated, 95 in the "Wildfire" intervention and 9 in the control group. The methodology applied included a pre- and post-test questionnaire, behavioural observations and verbal responses during the intervention, as well as focus-group notes arising from the debriefing after "Wildfire". The findings indicated that "Wildfire" was an effective and powerful psycho-educational tool for mediating an in-depth understanding of issues around HIV/AIDS and personal vulnerability for adolescents. The triangulation of methods provided evidence that the intended learnings of "Wildfire" were internalized to both group and individual levels. Furthermore, these points of planned learning were sustained over time. "Wildfire" provided psycho-social, emotional and cognitive 'maps' for individuals about how quickly HIV/AIDS can be spread, how to manage 'exposure* and how to treat those infected with the virus. The study was situated within practices of primary health care and prevention of HIV/AIDS. Its relevance to answering research needs and corroborating current research findings has been discussed. The utility of the study for practical purposes, was that it informed the current and future practices of an NGO and provided information for the Education Department which could enrich the effectiveness of its current HIV/AIDS education in a cost-effective way.

Submitted in partial fullfillment of the requirements of a Masters degree in Clinical Psychology University of Zululand, 2003. / Research shows that prevention campaigns have been successful in raising awareness about AIDS and even in teaching people how to protect themselves, i.e. "Abstain, Be Faithful, Condomise" where they have failed dismally is in convincing people especially the youth of today as to how to apply it. The aim of the study was to investigate qualitatively the sexual practices of adolescents in relation to sexually transmitted diseases and acquired immuno-deficiency syndrome. The study investigated the determinants of condom using behaviour amongst school going adolescents, in the Durban and Verulam metropolitan region of Kwa-Zulu Natal. The motivation for the study was contexualised within the preventative health model which views the consistent and correct use of condoms as a primary strategy in preventing the spread of STD's and HIV/AIDS. In South Africa the health promotion campaigns focusing on safe sex practices and condom use have met with limited success as evidenced in this study. The sexual behaviour of adolescents is a key factor in influencing HIV transmission and sexually transmitted diseases. The reason for this behaviour is that most youths are inconsistent condom users and those who become sexually active at an early stage, run a greater risk to being exposed to HIV and STD's, both because of multiple partners and increased episodes of unprotected sex. The results indicate that on a very superficial level, South African adolescents possess good knowledge about transmission and prevention. The reason for this is that in order to produce behavioural changes, education programmes on sex and AIDS should include cognitive and behavioural skills training, addressing interpersonal problem solving, planning and assertive communication. Furthermore the under-resourced health sector, inaccessible health facilities, poor education and preventative measures do not empower the youth to make health choices responsibly It is envisaged that the recommendations from the research would ensure that existing health facilities are accessible to the youth today. Family planning clinics which are decentralised and offer a youth day programme in respect of sexuality education and proper use of contraceptives and condoms, ensuring full confidentiality. It is further hoped that this research would show that prevention and education messages are more effectively conveyed to the youth in South Africa, emphasising cognitive and behavioural skills training, with the co-operation and co-ordinated efforts of all departments and non governmental organisation, as well as by those infected themselves.

Thesis (MDram)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: HIV/AIDS has escalated into a global health pandemic. Africa has emerged as the most severely affected continent with more than half of the world’s HIV infected population residing in Sub-Saharan Africa. Consequently various awareness campaigns have been launched in attempts to stifle the rapid spread of the pandemic. Much emphasis has been placed on communication as effective strategy specifically when it has a participatory and community-based approach which offers education through alternative ways of responding to HIV/AIDS in order to reach and involve the individual target audience. The value of entertainment as an effective intervention tool through which to inform and educate is of major importance. Theatre is widely implemented as a tool when attempting problem solving and group and/or individual behaviour-change. Lucky, the Hero! an HIV/AIDS Educational Theatre intervention initiative was launched by The Africa Centre for HIV/AIDS Management after research established that alarmingly low levels of HIV/AIDS knowledge existed amongst the predominantly Afrikaans speaking farm workers communities of the Western Cape region as media campaigns had not successfully reached them due to geographical isolation and illiteracy. Theoretical guidelines for the development process and implementation of Lucky, the Hero! are provided: how it came about; its content and messages; and the intricacies of how the show was rolled out to audiences. The specific results and findings of such an Educational Theatre intervention campaign in the Breede River Valley during September 2007 are discussed, as well as how successful the practical implementation of the intervention has been in terms of its theoretical base and initial purpose. Lucky, the Hero! was found to be overall successful in achieving its aims and proved to be entertaining and educational. It improved general knowledge of HIV infection amongst participants and motivated intentions towards positive behaviour change. Over 2000 participants were also tested during the 14-day intervention. Theatre as intervention tool proved to be effective in this specific instance as most participants agreed that educational theatre was an appropriate method to positively influence HIV/AIDS related behaviour in the community. They also expressed the wish to see the performance again and said they would encourage others to see it. Although the evaluation methods served their purpose in proving that theatre was an effective tool in HIV/AIDS education and provided basic information and results about HIV/AIDS and the intervention strategy method and campaign, a multi-integrated approach needs to be considered. The latter should include follow up interventions focusing on ongoing HIV/AIDS education and training in order to achieve feasible and sustainable long term results. / AFRIKAANSE OPSOMMING: MIV/VIGS het in ’n globale pandemie ontwikkel met Afrika die kontinent wat die ergste geraak word. Meer as die helfte van die wêreld se bevolking wat die MIV-virus het, bevind hulle in sub-Sahara Afrika. Gevolglik is verskeie bewusmakingsveldtogte van stapel laat loop in ’n poging om die snelle verspreiding van die pandemie te probeer stuit. Kommunikasie as doeltreffende strategie geniet veral aansien, spesifiek wanneer ’n interaktiewe, gemeenskapsgebaseerde aanslag gevolg word om so individuele teikengroepe op te voed en deur middel van alternatiewe MIV/VIGS aksie te betrek. Heelwat klem word geplaas op die waarde van vermaaklikheid as doeltreffende intervensiemeganisme met die doel om in te lig en op te voed. Die teater word wyd as meganisme geïmplementeer ten opsigte van probleemoplossing en die verandering van groeps- en/of individuele gedrag. Lucky, the Hero!, ’n MIV/VIGS Opvoedkundige Teaterintervensie-inisiatief, is deur die Afrika Instituut vir MIV/VIGS Bestuur van stapel laat loop nadat navorsing daarop gedui het dat die kennisvlakke van plaaswerkersgemeenskappe in Wes-Kaapland oor dié pandemie ontstellend laag is. Weens geografiese isolasie en ongeletterdheid het veldtogte in die media oor MIV/VIGS bitter min impak op dié gemeenskappe gemaak. In die hoofstukke wat volg, word teoretiese riglyne vir die ontwikkelingsproses en toepassing van Lucky, the Hero! bespreek – hoe dit gebeur het; die inhoudelikheid daarvan tesame met boodskappe, asook die ingewikkeldhede rondom die wyse waarop dié opvoering aan gehore gebring is. Die spesifieke resultate en bevindinge van so ’n Opvoedkundige Teaterintervensieveldtog in die Breederiviervallei gedurende September 2007 word gemeld, asook die sukses van die praktiese implementering van dié intervensie in terme van sy teoretiese grondslag en aanvanklike doelwitte. In die geheel is bevind dat Lucky, the Hero! suksesvol was in die bereiking van sy doelwitte en dat dit vermaaklik en opvoedkundig van aard was. Dit het algemene kennis rondom MIV-infeksie onder deelnemers verbeter en voornemens teenoor positiewe gedragsverandering gestu. Meer as 2000 deelnemers is ook tydens die intervensie van twee weke getoets. Teater as intervensiemeganisme het in dié spesifieke instansie geblyk doeltreffend te wees aangesien die meerderheid deelnemers saamgestem het dat opvoedkundige teater ’n gepaste metode is om MIV/Vigs-verwante gedrag in die gemeenskap positief te beïnvloed. Ook wou hulle die opvoering graag weer kyk en sou ander mense aanraai om dit te gaan kyk. Hoewel die evalueringsmetodes hulle doel gedien en bewys het dat teater ’n doeltreffende meganisme ten opsigte van MIV/VIGS-opvoeding is en basiese inligting en resultate omtrent MIV/VIGS en die intervensiestrategiemetode en -veldtog opgelewer het, behoort ’n multi-geïntegreerde benadering egter oorweeg te word – een wat opvolgintervensies insluit wat gefokus is op voortgesette MIV/VIGSopvoeding en opleiding met die oog op haalbare en volhoubare langtermyn resultate.

Thesis (M.A.(Social Work)) --University of Limpopo, 2006 / The problem of alcohol and other drugs abuse as well as HIV/AIDS exists globally. This problem does not, spare any institution. It occurs even in primary schools. It cuts across the colour, creed, age and ethnicity lines. The high rate of infection and death of youth in South Africa has devastating consequences, which in turn has led to a destruction of individuals, families and communities. In other words, HIV/AIDS poses a serious threat to the health and welfare of South Africans. Heightened concern about the damage brought by alcohol and other drugs as well as HIV/AIDS has led researchers, educators, social service providers and health service providers to develop an array of diversified programmes to discourage the youth from engaging in unprotected sex and abusing drugs and alcohol. However the problems persist despite measures suggested in a plethora of research studies, reports and inquiries that have been mounted towards alleviating them. An investigation of knowledge on HIV/AIDS and substance abuse was conducted among Grade 6 & 7 learners from three different primary schools in Sefateng Village, Motsepe, Bogalatladi; and Mafise. The ages of respondents ranged from 12 to 16 years of age. The findings in the study shows that primary school learners indulge in sexual activities and use of substances from as early as 12 years of age.

<p>The aim of the study was to investigate secondary school students´ preferences and experiences towards HIV/AIDS- education. A cross- sectional study was carried out in Dodoma region on five different secondary schools. Data was collected by a self-administered questionnaire, which was completed by 380 informants. The sample was made from the independent variables; gender, school location and school ownership. The result showed that 93 % of the students thought they need more information about HIV/AIDS. Only 51 % of the students felt that they had enough knowledge about HIV/AIDS to protect themselves from being infected by the virus. Half of all the students felt that there is a lack of support from the school to students living with HIV/AIDS. The students selected teachers, parents and doctor or health worker as the key persons in the HIV/AIDS- education. The conclusion is that there is a need of more information about HIV/AIDS among secondary school students. To reach out with the message to the students, the key persons have to interact and struggle towards the same goal. Further research should have a qualitative approach to examine secondary school students´ preferences and experiences towards HIV/AIDS- education.</p>

The aim of the study was to investigate secondary school students´ preferences and experiences towards HIV/AIDS- education. A cross- sectional study was carried out in Dodoma region on five different secondary schools. Data was collected by a self-administered questionnaire, which was completed by 380 informants. The sample was made from the independent variables; gender, school location and school ownership. The result showed that 93 % of the students thought they need more information about HIV/AIDS. Only 51 % of the students felt that they had enough knowledge about HIV/AIDS to protect themselves from being infected by the virus. Half of all the students felt that there is a lack of support from the school to students living with HIV/AIDS. The students selected teachers, parents and doctor or health worker as the key persons in the HIV/AIDS- education. The conclusion is that there is a need of more information about HIV/AIDS among secondary school students. To reach out with the message to the students, the key persons have to interact and struggle towards the same goal. Further research should have a qualitative approach to examine secondary school students´ preferences and experiences towards HIV/AIDS- education.

Master of Public Health - MPH / The Family Life and HIV/AIDS Education (FLHE) curriculum was introduced into Junior Secondary Schools (JSS) in Nigeria to provide young people with life skills and knowledge essential for protecting themselves from HIV/AIDS. However, coverage of schools with the FLHE curriculum implementation is low. The purpose of this study was to determine the factors that affect the implementation of the FLHE curriculum in JSS in Abuja, Nigeria. This study was a quantitative descriptive cross-sectional survey. The study populations were teachers from public JSS implementing the FLHE curriculum in Abuja, among whom 300 teachers selected using systematic random sampling constituted the sample size. A close-ended anonymous questionnaire was administered to the research respondents as a self-administered questionnaire in English Language in their schools. A total of 300 questionnaires were administered of which 251 completed questionnaires were returned and analysed. Data analysis was undertaken using SPSS version 17 and included frequency distribution, mean score and standard deviation (univariate analysis), and cross tabulations of dependent variable (teaching of FLHE curriculum) and independent variables (awareness of HIV/AIDS policy and government directive; level of knowledge of the FLHE curriculum; level of comfort to teach FLHE curriculum; religious belief and affiliation; and cultural values of respondents). Chi-square tests and p-values were calculated to determine relationship between variables. Throughout this study, the autonomy of the respondents and dignity were respected; and their participation was voluntary. There was full disclosure of the purpose of the study. The respondents were assured of the confidentiality and anonymity of the information collected; and their written consent were secured prior to participation in the study. The majority (72%) of teachers in this study were aware of the National HIV/AIDS Policy and the government directive to mainstream topics in the FLHE curriculum into existing subjects (78%). Just above one-third (36%) of the teachers had ever seen a copy of the HIV/AIDS policy and knew all the content of the policy. The study revealed that only 5% of the teachers in schools implementing the FLHE curriculum had sufficient level of knowledge of the FLHE curriculum. Majority of the teachers (71%) knew the content of only one (HIV infection) out of the five themes in the curriculum, and 4 out of 5 of the teachers were comfortable in teaching the curriculum to students. The lack of sufficient level of knowledge of the FLHE curriculum and the content of the HIV/AIDS policy and government directive among majority of the teachers were major factors that affected the implementation of the curriculum. Awareness of the government directive (P= 0.000) as opposed to the HIV/AIDS policy (P= 0.772) among the teachers was found to be an important factor to harmonize implementation modalities of the curriculum. The study also noted that personal perception (P = 0.000), cultural values (P = 0.000) and religious belief (P = 0.000) of the teachers as opposed to their religious affiliation (P= 0.218) were important factors in the teaching of FLHE curriculum to students. This study has established that several factors among teachers that included awareness of the government directive to mainstream topics in the FLHE curriculum into subjects, knowledge of the content of the FLHE curriculum and personal perception to the teaching of the curriculum, as well as religious belief and cultural values affected the implementation of FLHE curriculum in JSS in Abuja, Nigeria.

<p>This research proceeds via a mixed methods paradigm using both qualitative and quantitative methods in a case study research design. A conceptual framework of mutually interacting variables influencing each other and impacting on and defining the roles teachers have to execute to deal effectively with HIV and AIDS challenges, is provided to facilitate the research process. This conceptual framework in conjunction with a theoretical framework which includes critical constructivist theory and the pedagogical models of Delors and Bronfenbrenner, guide the course of this study. The main recommendation of this study was that formal focused training should be given to teachers. This formal training should emphasise the role of the teacher as counselor, the teacher as an anti-stigma, anti-discrimination and anti-prejudice agent, a HIV-aware, HIV-competent and HIV-safe teacher and pastoral carer having the competence to deal with the practical issues around HIV and AIDS.</p>

<p>This research proceeds via a mixed methods paradigm using both qualitative and quantitative methods in a case study research design. A conceptual framework of mutually interacting variables influencing each other and impacting on and defining the roles teachers have to execute to deal effectively with HIV and AIDS challenges, is provided to facilitate the research process. This conceptual framework in conjunction with a theoretical framework which includes critical constructivist theory and the pedagogical models of Delors and Bronfenbrenner, guide the course of this study. The main recommendation of this study was that formal focused training should be given to teachers. This formal training should emphasise the role of the teacher as counselor, the teacher as an anti-stigma, anti-discrimination and anti-prejudice agent, a HIV-aware, HIV-competent and HIV-safe teacher and pastoral carer having the competence to deal with the practical issues around HIV and AIDS.</p>