Evaluation of HIV/AIDS Prevention in South African Schools

Visser, Maretha; Schoeman, Johan B.; Perold, Jan J.

doi:10.1177/1359105304040893

Cited by 32 publications

(26 citation statements)

References 20 publications

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“…Ahmed et al 2006). Studies have also pointed to an incomplete implementation of HIV-prevention programmes in South African schools (Visser et al 2004;James et al 2006;Mukoma et al in press).…”

Section: Teaching Hiv/aids and Sexuality In South African Schoolsmentioning

confidence: 92%

“…The relevance of cultural and contextual factors in the development and implementation of school-based HIV/AIDS prevention programmes is increasingly being recognised. It has been suggested that positive effects of a programme are more likely if it is culturally appropriate and adapted to or developed in the context of the local cultural setting (Visser, Schoeman and Perold 2004;Haretell 2005;Mukoma et al in press). To learn more about the relevance of culture, we not only need to understand young peoples' perspectives, but we also need to contextualise the perspectives of the various groups of people who interact with the students.…”

Section: Introductionmentioning

confidence: 97%

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South African teachers' reflections on the impact of culture on their teaching of sexuality and HIV/AIDS

Helleve

Flisher

Onya

et al. 2009

Culture, Health & Sexuality

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This paper aims to explore South African Life Orientation teachers' perception and practice of teaching HIV/AIDS and sexuality in a cultural perspective. We aim to investigate how teachers respond to perceived cultural differences between the local community and the content of their teaching. Data were collected through interviews with teachers who taught students in grades 8 or 9 in public high schools. The teachers expressed differing viewpoints regarding the rationale for teaching about HIV/AIDS and sexuality. Many teachers saw teaching these topics as a response to declining moral standards, while others suggested that they were teaching issues that parents failed to address. The teachers were more concerned about young people's sexual behaviour than about preventing HIV/AIDS. They perceived that cultural contradictions between what was taught and local cultural values were an issue to which they needed to respond, although they differed in terms of how to respond. Some took an adaptive approach to try to avoid conflicts, while others claimed the moral neutrality of their teaching. Teaching about sexuality was perceived to be challenging in terms of language and communication norms. Teaching about HIV/AIDS was perceived as challenging because teachers often needed to convince students about the reality of AIDS.

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Section: Teaching Hiv/aids and Sexuality In South African Schoolsmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 97%

South African teachers' reflections on the impact of culture on their teaching of sexuality and HIV/AIDS

Helleve

Flisher

Onya

et al. 2009

Culture, Health & Sexuality

View full text Add to dashboard Cite

show abstract

“…A study was conducted evaluating the implementation of this HIV/AIDS prevention programme at secondary schools in South Africa [20]. Visser and colleagues' [20] evaluation suggested that this programme was not implemented successfully across schools. They reported that many schools were experiencing limited resources and were finding it difficult to prioritise HIV/AIDS when faced with many pressing social problems.…”

mentioning

confidence: 99%

Challenges to providing HIV prevention education to youth with disabilities in South Africa

Rohleder¹,

Swartz²,

Schneider³

et al. 2011

Disability and Rehabilitation

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“…Second, Visser, Schoeman, and Perold (2004) describe the Cascade-Training Model: 840 master teachers at provincial and district levels were trained in a series of ten-day sessions. The master teachers also trained two teachers in every South African secondary school to introduce life skills and HIV education in schools.…”

Section: South Africamentioning

confidence: 99%

The role of pre-service and in-service teacher training (PITT) programmes in preparing teachers for HIV curriculum integration

Mugimu

Nabadda

2009

Prospects

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Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race. It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers with the knowledge and skills they need to take on these new and changing roles. This article explores the role of current pre-service and in-service teacher training (PITT) programmes and offers evidence that teachers need more and better training to integrate HIV education into the mainstream curriculum in Africa. We argue that the success of HIV interventions in the sector depends on the quality and relevance of the PITT programmes being offered.

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Evaluation of HIV/AIDS Prevention in South African Schools

Cited by 32 publications

References 20 publications

South African teachers' reflections on the impact of culture on their teaching of sexuality and HIV/AIDS

South African teachers' reflections on the impact of culture on their teaching of sexuality and HIV/AIDS

Challenges to providing HIV prevention education to youth with disabilities in South Africa

The role of pre-service and in-service teacher training (PITT) programmes in preparing teachers for HIV curriculum integration

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