Although there has been increasing research on HIV/AIDS and children, albeit mostly outside the school environment, most research in the area tends to view 'children as objects' (Christensen and James, 1999) in the research process whereby the change in the child is what is being observed. This view lessens the role of the child and as such means that the results are inadequate - mostly the researcher's perspective is represented. In Zimbabwe, with an estimated 1.1 million AIDS orphans and 115,000 children under 14 living with HIV/AIDS, not much empirical research has been conducted in school settings where they spend most of their time; the complexities of infected and affected students' experiences within the school-home-community spheres are mostly inferred due to lack of empirical research. Using Bronfenbrenner's Ecological System's Theory and the Capability Approach to adopt a holistic psychosocio-cultural lens, the research aims to understand the experiences of infected and affected students from their perspectives within their school, home and community environments. Added to observations, in-depth interviews based on data collected using photography, drawings, timelines, sociograms and student diaries were conducted with 65 boys and 27 girls aged 10 -13 years from a rural primary school during the months of August to December 2011. In-depth interviews were also conducted with 161 parents and caregivers. Also interviewed were 13 stakeholders comprising of a Senior Research Officer within the Ministry of Education, District Education Officer, 5 Teachers and their Principal, a District Councilor, the Chief, a village head, a local Baptist Minister and a research staff person from, FACT, a local NGO that works with AIDS orphans. Among children, findings point to dilapidating issues of stigma, abandonment, unaddressed emotional and physical needs; children relied on each other's advice more than that of teachers and caregivers. Among the adult community, the education authorities and community leaders who are custodians of their education, ignorance about infected and affected children is astounding. An ageing population of caregivers is barely able to deal with the complexities of infected children. Religion has a powerful negative influence on addressing HIV/AIDS issues. Teachers, citing taboo issues about sex and the fact that HIV/AIDS is not an exam at the school, refused to broach the subject. Education Officials at the time clearly pointed out that there has been no research nor any plans yet to address this population and their needs. Further research will need to be conducted for educational planning that will be most effective in implementing meaningful changes for this group and other rural primary school children.

The purpose of this study was to empower educators to mobilise assets and resources within their community in order to enable the community to cope better with the daily difficulties associated with HIV/AIDS. The study was conducted to explore and describe the process of mobilising assets in a HIV/AIDS infected and affected rural community. The working assumption was that the mobilisation of community assets could support and enhance community-based coping with the HIV/AIDS pandemic. A qualitative approach was followed. Purposeful sampling was applied to select an information-rich case for in-depth study (instrumental case study design). The case was a primary school in the Nelson Mandela Metropole. Ten educators participated in the study. The study was theoretically founded on an asset-based approach, with the focus on community-based coping. An interpretavist approach was used to describe and interpret the process of asset mobilisation in coping with HIV/AIDS. A number of data selection strategies were implemented: focus groups in combination with workshops, visual data, observation and a reflective field journal. The ten educators who participated in the study were empowered to identify and mobilise assets and resources within their community and to continue with the facilitation process on their own. The educators identified three priority areas and succeeded in establishing a vegetable garden on the school premises, a support group and an information centre at school, for HIV/AIDS infected and affected members of the community. These initiatives resulted in the wider community being better equipped and empowered to cope with the daily difficulties associated with HIV/AIDS that are being experienced on emotional, spiritual, materialistic, social and knowledge levels. It is concluded that the community, the school and individuals were empowered with regard to effective coping strategies, more specifically in dealing with the challenges associated with HIV/AIDS. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

South Africa has been affected both economically and socially by HIV/AIDS. The South African government has put policies in place to support people infected and affected by HIV/AIDS and to ensure that they are not discriminated against. Many children have lost either one or both parents to this pandemic. The purpose of this research study was to explore community-based care for HIV/AIDS orphans. The research question for the study was: “What are the key components of community-based care for HIV/AIDS orphans?” The objectives for this study were as follows: -- To conceptualise community-based care for HIV/AIDS orphans. -- To determine the directions and limitations with regard to community-based care within the current policy framework for caring for children infected and affected by HIV/AIDS. -- To identify the components of Heartbeat’s model for community participation for community-based care of HIV/AIDS orphans. -- To determine the key components for effective community-based care in the care of HIV/AIDS orphans, to serve as guidelines for a sustainable community-based care model for these children. This was an exploratory study. The researcher made use of a case study, which is a type of a qualitative research strategy. Twenty HIV/AIDS orphans, six caregivers and one volunteer were interviewed and a semi-structured interview schedule was used to gather data. Some of the key findings for this study were the significance of community participation, care and support in the placement of HIV/AIDS orphans which guided the key components for sustainable community-based care for HIV/AIDS orphans. The study identified specific challenges in getting communities to participate in the care and support of HIV/AIDS orphans. The study made the following recommendations based on the research findings: -- The revision of policies and guidelines addressing children infected and affected by HIV/AIDS. -- The drafting and implementation of monitoring and evaluation mechanisms for community-based care for HIV/AIDS orphans. -- The Government’s involvement in pledging more resources for HIV/AIDS orphans. / Dissertation (MSD (Social Development and Policy))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted