Appreciative inquiry into lifeskills-based HIV/AIDS education in South African schools

Abstract

With a steady rise in the prevalence of HIV and AIDS throughout the world it has become vital for programme implementers at all levels to ensure that all HIV intervention programmes are effectively put into practice. The present research used qualitative and quantitative data to evaluate the lifeskills-based HIV/AIDS education programme being implemented in primary and secondary schools in South Africa, with special reference to KwaZulu-Natal. A qualitative questionnaire gathered information from nine respondents at three levels: Department of Education district officials, educators and learners. Six key themes were consequently identified to guide the evaluation: communication, empowerment, resources, networking, motivation, and evaluation and feedback. A quantitative questionnaire completed by 30 educators revealed an overall positive attitude towards the programme, regardless of the educator's gender, age or level of formal education. The results are discussed with special reference to continuation and improvement of the lifeskills-based HIV/AIDS education programme.

A summative content analysis of how programmes to improve the right to sexual and reproductive health address power

“…Twenty-one papers used exclusively qualitative methods or did not report an evaluation or study but simply described a programme. Of the programmes reviewed, only two were described as a governmental effort35 36; the rest were seemingly implemented by NGOs and/or universities (n=106), although these efforts typically collaborated with public sector facilities and other public sector actors. Discussion of the agency/institution implementing the programme was generally very limited, consistent with the biomedical orientation that the programme itself is an ‘exposure’, not the entity implementing the programme.…”

“…To promote implementation of the lessons taught, many programmes aimed to enhance participants’ commitment and capacity to act differently in their interpersonal interactions by teaching strategies ranging from problem-solving techniques and more assertive communication50 51 58 60 64 73 74 to self-defence,61 62 and enacting positive masculinity through anger management and conflict resolution 53 54 56 78 79. Some of the activities were for groups convened by the project, such as groups of students in school or classes for multiple families at once, but seemingly targeted groups for reasons of efficiency, or to promote discussion about personal concerns rather than to engender any collective action or change in a community level variable 36 56 66 73 77–82…”

Gender-focused HIV and pregnancy prevention for school-going adolescents: TheMpondombilipilot intervention in KwaZulu-Natal, South Africa

“…There are few published accounts of school-based interventions targeting gender and HIV prevention (Morrell et al, 2002), despite calls for a more concerted gender focus in the government’s life skills program (Govender & Edwards, 2009). …”

Appreciative Inquiry and Looked After Children

“…For example AI has been used to develop kindergarten programmes (Bezzina, 2008) as a framework for continuing professional development and for staff retreats (Clarke, Egan, Fletcher, & Ryan, 2006;Markova & Holland, 2005) and as a tool for individual reflection regarding career progression (Luckcock, 2007). AI has also been used for evaluation purposes, for example of HIV/AIDS education programs (Govender & Edwards, 2009), of science enrichment programmes (Quintanilla & Packard, 2002), of school systems (Steyn, 2009); as a methodology for school improvement (Smith, 2005) and to ascertain core values of educational practice and develop school projects (McKenzie, 2003). AI has also been used to inform 'appreciative learning' where students are encouraged to be heard, to explore, to dream, and take actions, whilst teachers do not practice criticism, disapproval, or condemnation; children who partake in appreciative learning were found to develop a better self perception in terms of creativity in learning (Eow, Ali, Mahmud, & Baki, 2010).…”