M.A. / South African teenagers name HIV/AIDS as the top concern facing them. Despite this, a large majority of them believe that they personally are at very low, or no risk for infection (loveLife, 2001). Furthermore, the onset of sexual activity has become progressively earlier, with many teenagers becoming sexually active at around 13-14 years old (Stadler & Hlongwa, 2002). 50% of young people are sexually active by the age of 16 (Eaton, Flisher, & Aaro, 2002). However, only 30% of sexually experienced youth report using a condom every time they have sexual intercourse. Sexually experienced teenagers report that they are most likely to get condoms from clinics, but only 32% have been to a clinic in the past year for sexual health advice or care (loveLife, 2001). In the light of the alarming statistics mentioned above, youth represent an important target group for interventions, particularly those which address and effect changes in attitudes and behavior relating to sexuality. As a large number of children and teenagers attend school, information, skills, as well as values relayed in schools, can therefore have a considerable impact on their lives. Education systems should thoroughly educate children about HIV/AIDS infection, transmission and means of prevention, whilst assisting them to develop the life skills to apply their knowledge and communicate it to others. Programmes should assist in teaching children how to maintain health-enhancing behaviour and change, or avoid health-reducing behaviour (WHO, 1992).

M.A. / The purpose of this study was to determine if the PPASA Lifeskills HIV/AIDS programme is an effective sexuality programme for adolescents. The ANOVA was used to measure the effectiveness of the programme. The PPASA Lifeskill HIV/AIDS manual was used to present acceptable sexual knowledge, sexual behaviour and sexual values as well as attitudes. Some of the sources that were reviewed with regard to those variables are Greathead et al., Madima C., Taitz L., Kaplan P., Louw D. and Olivier M. The field experiment before and after control group (pretest-postest) design was used for the research. The Mathtech sexuality questionnaire is the instrument that was employed to measure the effectiveness of the PPASA Lifeskills HIV/AIDS programme with regard to sexual behaviour, knowledge, attitudes and values. The Anova was then used to compare means between different groups and to determine if the scores are statistically significant. Unanticipated results were produced, the experimental groups sexual behaviour got worse instead of improving. The experiential group’s data indicated that the group was not significantly better off on their sexual knowledge, behaviour and attitudes. The results do not necessarily mean that the PPASA Lifeskills HIV/AIDS programme is useless, the programme can be used effectively as long as issues like language of instruction, time frame for the presentation of the programme, information grading and the role of parents with regard to the sexuality of their children can be resolved. Future research should try to work on some of the above mentioned obstacles. Research should be well resourced, both in regard to time as well as the material. It is also important to look into that which makes sexuality education programmes fail and succeed. The school should be the main agent of presenting sexuality education. It should work towards breaking the African culture of regarding sexuality topics as taboo. Parents should also be encouraged to take part in educating their children and being there for their children all the time.