Hierdie studie is toegespits op die samestelling van 'n seksopvoedingsprogram vir skole in Suid-Afrika. Snelle verandering binne sosiale strukture in die samelewing en die blootstelling van die jeug aan kultuur- en godsdiensvreemde seksopvoeding. idees noodsaak die dringendheid van Seksopvoeding word vanuit verskillende waardestelsels aangebied. Die gevolgtrekking is dat beproefde waardes 'n integrale deel van die seksopvoedingsprogram moet uitmaak. Die kind moet begelei word tot seksuele volwassenheid deur gebruik te maak van opvoedkundig-verantwoordbare beginsels en metodes sodat die kind effektief weerstand kan bied teen bederwende invloede uit die samelewing. Die ouers is die aangewese bran van seksopvoeding aan hulle kinders maar weens hulle onbetrokkenheid neem die skoal die verantwoordelikheid op hom. Dit is egter belangrik dat die skoal die ouers as vennote aanvaar. Ten slotte word riglyne verskaf vir die samestelling van 'n seksopvoedingsprogram. / This dissertation considers the composition of a sex education program for schools in South Africa. Rapidly changing social structure within society and the exposure of the youth to foreign cultural and religious ideas necessitate the urgency of sex education. Sex education is presented from different value systems. The conclusion reached is that values must be an integral part of the sex education program. The child must be accompanied to responsible sexual adulthood by means of educationally accountable principles in order that he/she may be able to withstand the demoralizing influences from society effectively. The parents are the appropriate sex educators of their children but, due to their being unconcerned the school accepted this responsibility. It is however of importance that the school accepts the parents as partners. In conclusion guidelines are presented for the compiling of a sex education program. / Psychology of Education / M. Ed. (Voorligting)

Hierdie studie is toegespits op die samestelling van 'n seksopvoedingsprogram vir skole in Suid-Afrika. Snelle verandering binne sosiale strukture in die samelewing en die blootstelling van die jeug aan kultuur- en godsdiensvreemde seksopvoeding. idees noodsaak die dringendheid van Seksopvoeding word vanuit verskillende waardestelsels aangebied. Die gevolgtrekking is dat beproefde waardes 'n integrale deel van die seksopvoedingsprogram moet uitmaak. Die kind moet begelei word tot seksuele volwassenheid deur gebruik te maak van opvoedkundig-verantwoordbare beginsels en metodes sodat die kind effektief weerstand kan bied teen bederwende invloede uit die samelewing. Die ouers is die aangewese bran van seksopvoeding aan hulle kinders maar weens hulle onbetrokkenheid neem die skoal die verantwoordelikheid op hom. Dit is egter belangrik dat die skoal die ouers as vennote aanvaar. Ten slotte word riglyne verskaf vir die samestelling van 'n seksopvoedingsprogram. / This dissertation considers the composition of a sex education program for schools in South Africa. Rapidly changing social structure within society and the exposure of the youth to foreign cultural and religious ideas necessitate the urgency of sex education. Sex education is presented from different value systems. The conclusion reached is that values must be an integral part of the sex education program. The child must be accompanied to responsible sexual adulthood by means of educationally accountable principles in order that he/she may be able to withstand the demoralizing influences from society effectively. The parents are the appropriate sex educators of their children but, due to their being unconcerned the school accepted this responsibility. It is however of importance that the school accepts the parents as partners. In conclusion guidelines are presented for the compiling of a sex education program. / Psychology of Education / M. Ed. (Voorligting)

A case study design was used to evaluate the National Adolescent-Friendly Clinic Initiative (NAFCI) programme in Greater Tzaneen Sub-District of the Limpopo Province, South Africa. An interview guide was used to collect data from adolescents who visited the health centre at Nkowankowa in Limpopo Province and from professional nurses who provided the services at the health centre. Records were also reviewed to check clinic attendance of adolescents for sexually transmitted infections (STIs), voluntary counselling and testing (VCT), teenage pregnancy and contraceptive services. According to the study, even though most adolescents made use of the NAFCI services especially those providing for contraception, pregnancy and STIs, the numbers of adolescents falling pregnant and contracting STIs did not decrease. Findings also indicated that VCT services were still not adequately used as indicated by the numbers in the registers. It is recommended that VCT, STI and pregnancy services be monitored and evaluated on a quarterly basis. / Health Studies / M.A. (Health Studies)

The purpose of the study was to explore factors that influenced safer sex practices in Malawi. A quantitative, explorative, descriptive study was conducted to determine why the prevalence of new HIV infections was still high in Malawi despite. Questionnaires were used to collect data. Sexually active men, women, boys and girls that participated in the Centre for Human Rights and Rehabilitation community awareness activities participated in this study. The study found that demographic, socio-economic and knowledge-related factors influence safer sex practices in Malawi. Various modifying factors played a role in influencing the individuals’ perception of susceptibility, severity, barriers and benefits of practising safer sex. The findings indicated that individuals generally had a broad knowledge of the spread and prevention of HIV. The Health Belief Model was used as theoretical framework for the study / Health Studies

Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2013. / In this study I demonstrate the extent to which I have achieved my original goals to ‘break the silence, address confusion and challenge denial around HIV and AIDS’. As the study progressed I could not ignore the stigma and discrimination associated with HIV and AIDS infection, and the impact of poverty and (mis)education in the time of HIV and AIDS. I also found myself confronted with the use of the traditional mnemonic oral-style of performance in the form of ‘new wine in old bottles’ where the learners at Mthusi High School used the ‘old bottles’ of gospel songs, isicathamiya and izibongo to compose and relay the ‘new wine’ of their experience and understandings around HIV and AIDS. I could see that the use of the mnemonic oral-style was a natural and powerful way for the learners’ understandings of HIV and AIDS to be shared amongst themselves, within the community, and with a larger public so breaking the silence around HIV and AIDS, and so addressing the confusion, challenging denial, stigma and discrimination around HIV and AIDS. The use of the mnemonic oral style in this way suggested to me that it could also be used effectively in education, and led to my suggesting the use of the traditional mnemonic oral-style relating to HIV and AIDS education in the Grades 10-12 Life Orientation Curriculum. / National Research Foundation

Thesis (DPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Disabled adolescents are vulnerable to HIV infection particularly in countries like South Africa which has one of the largest HIV epidemics in the world. Like able-bodied adolescents, adolescents with disabilities are at a critical stage of their psychosocial and sexual development. They may be at risk of sexual abuse as perpetrators may believe that they are incapable of defending themselves or reporting the crime to the authorities. Deaf or hard of hearing adolescents are vulnerable to HIV/AIDS due to similar risk factors to other disabled adolescents. They also face difficulties in communicating with hearing people and receiving information in sign language, and they share characteristics with minority ethnic groups, which make them hard to reach for HIV prevention campaigns. There is a paucity of research in South Africa investigating the role of schools for Deaf and hard of hearing adolescents in delivering appropriate HIV and sexuality education to their learners. This thesis is an exploratory study and investigates HIV prevention issues for Deaf or hard of hearing adolescents in South Africa. More specifically, I aim to determine the ways in which participants believe schools, health systems and other organizations contribute or fail to contribute to the HIV/AIDS prevention needs of Deaf and hard of hearing adolescents. The study includes qualitative interviews with employees of Deaf organizations, educators of Deaf and hard of hearing adolescents, parents of Deaf and hard of hearing adolescents and Deaf and hard of hearing adolescents themselves in relation to sexuality and HIV related issues. Results indicate that Deaf organizations have an interest in the HIV prevention needs of the Deaf community and in Deaf schools. However they have experienced obstacles in delivering HIV education to learners. These obstacles include communication barriers as well as the fact that religious environments in some of the schools may not always be experienced as conducive to HIV education. Although all educators of Deaf and hard of hearing adolescents interviewed in the previous phase of the study were aware that their learners are at risk of HIV/AIDS, some educators of Deaf and hard of hearing adolescents were constrained by the same issues of morality and religious conviction discussed in the first phase. Some participants had made efforts to produce appropriate HIV and sexuality materials for Deaf learners. Parents of Deaf and hard of hearing adolescents were affected by communication barriers with their children but seemed unaware of the religious ethos of many of the schools their children attended. The Deaf and hard of hearing adolescents knew they could be at risk of HIV/AIDS. Some displayed poor knowledge of HIV transmission. There are a number of issues to be addressed if schools for Deaf and hard of hearing learners are to provide adequate HIV/AIDS prevention information to their learners. / AFRIKAANSE OPSOMMING: Gestremde adolessente is kwesbaar vir MIV-infeksie veral in lande soos Suid-Afrika wat een van die grootste MIV-epidemies ter wêreld het. Soos nie-gestremde adolessente is gestremde adolessente in 'n kritieke stadium van hul psigososiale en seksuele ontwikkeling. Oortreders van seksuele misbruik mag gestermde adolessente beskou as sagte teikens aangesien daar die persepsie is dat hulle minder in staat is om hulself te verdedig of minder geneig is om `n misdaad by die owerhede te rapporteer. Dowe of hardhorende adolessente is kwesbaar vir MIV / VIGS vir redes war soortgelyk is aan die van ander gestremde adolessente. Dowe of hardhorende adolessente vind dit problematies om met horende (nie-gestremde) mense te komminikeer, inligting in gebaretaal te ontvang, en deel eienskappe met etniese minderheidsgroepe wat dit moeilik maak om hulle deur middel van MIV voorkomingsveldtogte te bereik. Daar is 'n gebrek aan navorsing in Suid-Afrika oor die rol wat skole vir dowe en hardhorende adolessente speel in die lewering van geskikte MIV en seksualiteitsopvoeding. Hierdie proefskrif verken en ondersoek kwessies met betrekking tot MIV-voorkoming onder dowe en hardhorende adolessente in Suid-Afrika. Meer spesifiek was die doel van hierdie studie om vas te stel wat deelnemers se persepsies is oor die bydrae of gebrek aan bydrae van skole, gesondheids-en ander organisasies tot die behoeftes van dowe en hardhorende adolessente wanneer dit kom by die voorkoming van MIV/ VIGS. Gedurende die studie is kwalitatiewe onderhoude met die volgende deelnemers gevoer: die werknemers van organisasies vir dowes; die onderwysers van dowes, ouers van dowe en hardhorende adolessente. Die onderhoude het hoofsaaklik gehandel oor seksualiteit en MIV-verwante kwessies onder gehoor gestremde adolessente. Die studie het bevind dat organisasies vir dowes `n belangstelling toon in die behoeftes van dowe gemeenskappe en skole vir dowes wanneer dit kom by MIV-voorkomming. Hulle het dit egter met tye problematies gevind om leerders op te voed oor MIV weens verskeie hindernisse. Hierdie hindernisse sluit in kommunikasie-hindernisse sowel as die godsdienstige etos wat wat in sommige skole teenwoordig is en wat nie altyd bevorderlik is tot MIV-onderrig nie. Alhoewel al die opvoeders van dowe en hardhorende adolessente gedurende die vorige fase van die studie aangedui het dat hul wel bewus is van leerders se risiko vir MIV/VIGS word sommige van hulle beperk deur bogenoemde kwessies van moraliteit en godsdienstige oortuiging. Sommige deelnemers het daarop gedui dat hul pogings aangewend het om geskikte materiaal te produseer wat spreek tot MIV en seksualiteit onder dowe leerders. Ouers van dowe en hardhorende adolessente was bewus van en word beïnvloed deur kommunikasie-hindernisse, maar was nie bewus van die godsdienstige etos van die skole wat hul kinders bywoon nie. Dowe en hardhorende adolessente was bewus daarvan dat hulle die risiko loop om MIV / vigs op te doen, maar dit blyk dat sommige min kennis dra oor MIV-oordrag. Daar is 'n aantal kwessies wat aangespreek moet word voordat skole vir dowes en hardhorendes instaat sal wees om geskikte MIV/VIGS voorkomingsprogramme aanbied te bied wat voldoen aan die behoeftes van leerders.

Thesis (MEdPsych)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Sexuality education forms part of the life skills learning area. Sexuality education has become a means of providing the information learners need so they can prevent or protect themselves against abuse and violence including rape. It also helps young people to develop coping strategies in their social lives. However, the approach in schools to sexuality education does not cater for the needs of individuals with an intellectual disability. This study aims, therefore to explore whether these individuals (those with intellectual disability) are provided in other ways with information relating to sexuality education. The reason for selecting this group is that research has found that individuals with intellectual disability are more vulnerable to abuse, rape and violence. Hence, equipping them with skills on how to deal and cope with those societal dangers is essential. This study does not focus on those individuals with intellectual disability who are at school but focuses on those that are out of school in the community. A questionnaire is used to determine whether these individuals are adequately provided with sexuality education. The participants of this study are the health care workers chosen because they are the people who are supposed to be interacting on a regular basis with these individuals. They are the people who provide individuals with an intellectual disability with medication and treatment. The findings of the study are that individuals with intellectual disability are not provided with information on sexuality education. It is a challenge, therefore, to all the service providers to equip and empower these individuals with information on sexuality issues so they can cope with the societal pressures. The study also explores the health workers' perceptions of and experiences with individuals with an intellectual disability. The findings of the study are that the health care workers have different perceptions of individuals with intellectual disability on issues of sexuality. Most of their decisions are based on the individual's level of intellectual disability, especially with regard to issues such as the right to have children and the desirability of sterilisation. / AFRIKAANSE OPSOMMING: Seksuele opvoeding vorm deel van die lewensvaardighede-leerarea. Seksuele opvoeding het 'n middel geword om kennis oor te dra aan leerders om hulle teen mishandeling en geweld, insluitende verkragting, te beskerm en te verhoed dat hulle daaraan blootgestel word. Dit rus jongmense ook toe om doeltreffender strategieë te ontwikkel vir hulle daaglikse verkeer met ander persone. Seksuele opvoeding op skool maak egter nie voorsiening vir persone met 'n intellektuele gestremdheid nie. Hierdie navorsingsprojek het dus ten doel om vas te stel of daar voorsiening gemaak word sodat hierdie persone (met 'n intellektuele gestremdheid) seksuele opvoeding op ander maniere kan bekom. Die rede waarom juis hierdie groep gekies word, is omdat navorsing getoon het dat persone met 'n intellektuele gestremdheid kwesbaarder is vir mishandeling, verkragting en geweld. Dit is noodsaaklik om hulle met vaardighede toe te rus om hierdie samelewingsgevare die hoof te bied. Hierdie navorsingsprojek fokus nie op persone wat op skool is nie, maar juis op dié wat in die gemeenskap is. 'n Vraelys word gebruik om vas te stel of hierdie persone voldoende seksuele opvoeding ontvang. Die deelnemers aan hierdie navorsingsprojek is gesondheidswerkers omdat hulle veronderstel is om op 'n gereelde grondslag met die betrokke individue in aanraking te kom. Húlle is die mense wat persone met intellektuele ongeskiktheid van medikasie en behandeling voorsien. Die bevindinge van hierdie projek is dat persone met intellektuele gestremdheid nie van seksuele opvoeding voorsien word nie. Dit is dus 'n uitdaging aan diensverskaffers om hierdie persone met kennis rakende kwessies oor seksualiteit toe te rus en te bemagtig sodat hulle groepsdruk beter kan hanteer. Die projek verken ook gesondheidswerkers se persepsies en ondervindinge aangaande persone met beperkte verstandelike vermoëns. Die bevindinge van hierdie navorsingsprojek toon dat gesondheidswerkers uiteenlopende persepsies het van persone met beperkte verstandelike vermoëns rakende kwessies rondom seksualiteit. Die meeste van hulle sienings is gebaseer op die persoon se vlak van intellektuele gestremdheid, veral rondom sake soos die reg om kinders te hê en die wenslikheid van sterilisasie.

The problem of this study was to determine the relationship between self-concept, expressed sexual knowledge, and attitude toward sex education of a group of experienced elementary teachers. A second dimension of the problem was to investigate the relationship of the three variables above with certain other factors that could possibly influence the effectiveness of the elementary teacher of sex education. These factors were age of the teacher, sex of the teacher ,grade level of teaching, educational level of the teacher, teaching experience, marital status of the teacher, number of siblings of the teacher, and church preference or affiliation of the teacher.

The incidence of HIV cannot be separated from social relationships. Therefore different forms of social relationships are bound to have different impacts; different identities may result in varied degrees of spread of HIV (Kirumira, 2004:158). Gender issues are increasingly being recognised as having a critical influence on the HIV epidemic in southern Africa. Gender inequalities fuel the HIV and AIDS pandemic, rendering females more vulnerable to HIV infection than males. This is shown clearly by HIV prevalence which is reported to be higher among young females than young males (Human Science Research Council, 2005:33). This thesis concerns a three-phase study that I conducted amongst a group of school-going boys and girls in Northern KwaZulu-Natal. The purpose of the study was to conduct a gender-based life building skills programme to expose and sensitise school-going youth to the complexities of gender, sexuality and cultural issues, sex education, the language of sex, rights issues, gender equality and mutual respect, sexual decision-making and HIV prevention. I conducted the first or orientation phase, using a quantitative approach, to determine baseline data prior to conducting the intervention phase of this study. Phase Two was the intervention phase, conducted to collect data during the gender-based skills building intervention programme. Action research is the qualitative research method that guided the intervention programme, involving the youth in a process of gradual change. Phase Three was undertaken using a quantitative approach, to collect data from all the leaners who participated in this study. This phase aimed to evaluate the impact of the intervention programme. The baseline study found that boys demonstrate their manhood by becoming sexually experienced. They do so at an earlier age than females, thus making them more vulnerable to sexually transmitted infections (STIs) including HIV infection. The results of this multi-phased study confirmed existing knowledge about gender, sexual risk-taking and HIV transmission and generated some surprising findings. There was an increase in condom use of more than 90% of learners who reported they were sexually active after the intervention. There was an increase in one-partner relationships. After the intervention, girls better understood their sexual rights and were better able to negotiate for condom use with their partners. Gender power imbalances remained but boys understood better that girls had rights. They continued to believe in the importance of being heterosexually active as a key constituent of their masculinity but it appears that they will be more mindful of girls' desires and rights. Recommendations for various stakeholders, collaboration programmes, curriculum issues and for further research have been highlighted. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.

This study examines how educators in a primary school view the teaching of HIV and AIDS and sexuality in the context of delivering the LO curriculum. It seeks to establish whether the educators are properly trained for and supported in their tasks and further seeks to establish their attitudes towards teaching these sensitive subjects. The study is based on semi-structured interviews with eight Life Orientation (LO) teachers who work at CJ Primary School (CJPS) in Durban. CJPS is a well established school that formerly served only a white learner community. Since the early 1990s its racial demography has changed and it is now racially mixed with Indian learners constituting a slight majority. The school offers classes from Grade 0 to Grade 7. The teachers interviewed for this study were all involved in teaching LO in the senior primary phase and all had delivered lessons on HIV/ AIDS and sexuality. The sample comprised one African, one White and six Indian teachers and was made up of three males and five females. The school timetable includes two LO periods a week (i.e. 2 hours per week is devoted to LO) and evidence suggests that teachers are serious about the teaching they do in these periods. It was found that levels of both pre and in-service training in the areas of HIV and AIDS and sexuality and gender were low. Only 2 out of the 8 teachers had been trained in HIV and AIDS and sexuality education. 5 of the 8 educators had received some form of training, (weeklong workshops, for example) but many still felt unconfident about teaching sexuality. Although national policy for teaching HIV and AIDS and sexuality does exist and the school also has its own set of policy documents relating to the LO curriculum, most of the teachers had not seen the national documents and were unaware of the school's policy. HIV and AIDS and sexuality are themes which are taught across the curriculum but rather cramped into one term's allotment of LO lessons which results in a lack of depth being achieved. Understandings of sexuality were basic and generally devoid of 'gender'. It appears as though the female teachers were more enthusiastic about teaching HIV and AIDS and sexuality than were the men and the lone African educator was the most strident in demanding that the school devote more attention to these subjects, possibly because in her own life she had already directly encountered the ravages of the pandemic. There is some competition within the curriculum about which subjects should get the most attention and priority. Generally speaking, language teaching and mathematics were considered more important than the LO. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.