Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: South Africa is now in its eighteenth year of democracy. However, a major problem that we are
facing is the scourge of the HIV/AIDS pandemic throughout Africa, with the most seriously
affected areas being in Sub-Saharan Africa. Despite a National Strategic Plan (NSP) for
HIV/AIDS, government authorities have been unable to stem the tide of daily HIV infections
amongst all people.
Education seems to be one of the most powerful weapons to fight this pandemic; hence it is
expected of HEIs to respond to this problem in a meaningful manner in order to stem the tide of
the HIV/AIDS pandemic on all university campuses. HEAIDS took the initiative to bring all
role players in HEIs together to devise plans for how to deal with the pandemic at HEIs.
Despite the fact that 22 out of the 23 higher education institutions surveyed by HEAIDS in 2008
were engaged in peer education training programmes, none of them monitored or evaluated
these programmes. The aim of this study is to evaluate and establish the influence of a peer
education programme amongst students at a selected HEI in the Western Cape. An evaluation
research design was employed, using a mixed methods approach to collect data. A Logic Model
was developed which assisted me with the evaluation design. I used Bandura's social cognitive
theory (SCT) to assist me with the analysis and interpretation of the data. The study attempted to
understand the key issues involved in the peer education programme, challenges faced by staff
in the implementation of these programmes, how peer educators experienced the training
programmes, as well as the experiences of other students who interacted with the peer educators.
The quantitative data revealed that more work needs to be done with regard to behaviour change
amongst peer educators. However, in this study, the qualitative data showed that peer educators
need to develop more skills to empower themselves to facilitate workshops and to enhance their
communication skills. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans in sy agtiende jaar van demokrasie. Die probleem wat nog hierdie bedeling
in die gesig staar, bly nog steeds die MIV en VIGS pandemie, waarvan die grootste problem in
Sub-Sahara Afrika, is. Ten spyte van 'n omvattende nasionale plan teen MIV en VIGS kan die
owerhede nog nie hierdie aaklige pandemie stuit nie, en word mense nog op 'n daaglikse basis
daardeur geaffekteer. Opvoeding bly nog die grootste wapen waarmee hierdie pandemie beveg
kan word, daarom word dit van die opvoedkundige instansies, veral universiteite, verwag om die
voortou te neem met die bevegting van hierdie pandemie. "HEAIDS" het die inisiatief geneem
om alle rolspelers by hoër opvoedkundige instansies bymekaar te bring om sodoende planne te
beraam, hoe om te werk te gaan om die pandemie te bekamp.
Ten spyte van die feit dat 22 uit 23 hoër opvoedkundige instansies deel was van die opnames
wat in 2008 op hul kampusse, onder sekere portuurgroepe gedoen was, was geen analiese of
evaluering gedoen nie. Die doel van hierdie navorsings projek is om portuurgroep opleidings
programme te evalueer by n universiteit in die Wes-Kaap en om vas te stel wat die invloed van
hierdie programme onder sekere portuurgroepe by hierdie hoër opvoedkundige instansie, het.
Daar was van 'n evaluerings navorsing metode gebruik gemaak met gemengde maniere om die
data in te vorder. 'n Logiese model was ontwikkel wat my gehelp het met die evaluerings
ontwerp. Die Teoretiese raamwerk wat gebruik was om die data te intepreteer was Bandura se
Sosiale Kognitiewe Teorie. Die studie het gepoog om die belangrike aspekte wat betrokke is by
portuurgroep opleidings programme uit te beeld en om vas te stel watter uitdagings die
personeel ondervind het met die implimentering van die opleidings programme. Ek wou ook
vasstel hoe die portuurgroepe en die ander studente op kampus, hierdie programme ondervind
het.
Kwantitatiewe data het bewys dat meer gedoen moet word met betrekking tot die
gedragsveranderinge van portuurgroepe. Kwalitatiewe data het bewys dat daar meer opleiding nodig is vir die portuurgroepe ten opsigte
van vaardigheidsontwikkeling. Daar moet gefokus word op die ontwikkeling van kommunikasie
metodes en die fasilitering van werkswinkels.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/80382 |
| Date | 03 1900 |
| Creators | Vember, Hilda Frances |
| Contributors | Newmark, Rona, Mohammed, Ashraf, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | xiv, 189 p. : col. ill. |
| Rights | Stellenbosch University |
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