Evaluating HIV/AIDS education programmes in Ugandan secondary schools

Jacob, W. James; Mosman, Stacey S.; Hite, Steven J.; Morisky, Donald E.; Nsubuga, Yusuf K.

doi:10.1080/09614520601092691

Cited by 23 publications

(23 citation statements)

References 4 publications

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“…Clearly then, the essential element in the influencing the pupils' choices seemed to be the teacher's openness and openness among the learners themselves since young people are given the avoidance participatory methods by the teachers. The need for open discussions has been underscored in other studies [36][37][38]. Given this centrality, it seems that the indication by the young people that the classroom environment was suitable for learning primarily referred to the suitability of the physical structures (see Table 14) rather than the emotional need, given the need for a disciplined environment (Tables 15 and 16).…”

Section: Discussionmentioning

confidence: 95%

Untitled

2018

JHS

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Abstract:The needs of young people in classroom based HIV/AIDS Education in Malawi, have been explored using questionnaires, interviews and document analysis. In contrast to previously reported literature on HIV/AIDS education in Malawi, the present study has drawn pupils' needs directly from the pupils themselves, focussed on classroom practice, and triangulated the various data sets to give a comprehensive narrative of what pupils perceive to be their needs in HIV/AIDS education, and used the same to question the effectiveness of the HIV/AID curricula. Pupils identified the need for open discussion climates on HIV/AIDS issues despite a conservative cultural and religious adult world. They also identified a need for explicit and accurate knowledge on HIV/AIDS issues, opportunities to acquire behavioural skills for HIV prevention, and involvement of external speakers. The wealth of the pupils needs identified in this study suggests lack of effectiveness of the HIV/AIDS curricula. This suggestion however needs to be reinforced with data from classroom observations, teacher questionnaires, and interviews with teachers and education advisers in order to inform effective policy and practice.

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Section: Discussionmentioning

confidence: 95%

Untitled

2018

JHS

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“…Is it just a matter of information, particularly given that throughout SSA most schools have only recently put information about HIV and AIDS in classroom curricula-much too late to give these young educated adults an inschool information advantage. Furthermore, in many places, this information is only found as part of the external curriculum of after-school clubs distributed to just a minority of all students (Jacob et al 2007). And, even in those countries that do provide information about HIV and AIDS in schools, it is usually only found in some schools while others lack this information in their curricula altogether.…”

Section: Scientific Implications: a Better Education Hypothesismentioning

confidence: 97%

Risk factor or social vaccine? The historical progression of the role of education in HIV and AIDS infection in Sub-Saharan Africa

2008

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Numerous epidemiological studies from the early years of the tragic HIV and AIDS pandemic in sub-Saharan Africa identified formal education as a risk factor increasing the chance of infection. Instead of playing its usual role as a preventative factor, as has been noted in many other public health cases, until the mid-1990s educated African men and women had a higher risk of contracting HIV than their less educated peers. This led to ambivalent policy about the efficacy of education as a possible social vaccine against new infections in this region. Reported here is a cohort analysis of formal education and HIV infection in 11 African countries showing that among younger adults, who came to sexual maturity after widespread misconceptions and misinformation about the causes of the disease were reduced, more schooling is associated with a lower risk of HIV infection. The results are discussed in light of a critique of past weak hypotheses about how education works as a social vaccine, and a new hypothesis is developed. Policy implications are described for renewed efforts towards the supply of quality education as an important strategy to promote public health in sub-Saharan Africa.

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“…Moreover, many of the SSA countries lack teachers and school administrators who are qualified and trained about HIV issues and could be integral players in programmes of prevention, care, and treatment (Jacob et al 2006). In order to implement a national response at the school level, pre-and in-service teacher training (PITT) about HIV will be required for all teachers in both public and private sectors, and this training campaign will require substantial funding.…”

Section: Human Resource Shortages and Constraintsmentioning

confidence: 99%

HIV education in emergency, conflict, and post-conflict contexts

Jacob

Ouattara²

2009

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Education programmes that address HIV are increasingly necessary in emergency, conflict and post-conflict (ECPC) contexts. A wide range of social, cultural, and political factors influence the prevention and treatment of HIV in such contexts. We begin this article with a description of each context, drawing on a review of recently published literature and experience coordinating HIV education programmes and research studies in a number of countries. We then provide an overview of challenges and opportunities that pertain to each ECPC context. Several national case study examples are included, highlighting obstacles to avoid and practices that have succeeded in these complex environments. We argue that HIV education can and should play an essential role in overcoming AIDS in ECPC contexts and that it is especially important among populations with high HIV prevalence. The conclusion recommends ways to best meet the needs of nations in ECPC contexts, paying special attention to the complementary issues of capacity building, prevention, treatment, and care and support from a multisectoral perspective.

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Evaluating HIV/AIDS education programmes in Ugandan secondary schools

Cited by 23 publications

References 4 publications

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Risk factor or social vaccine? The historical progression of the role of education in HIV and AIDS infection in Sub-Saharan Africa

HIV education in emergency, conflict, and post-conflict contexts

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