Teachers’ Understanding and Conceptualisation of the HIV and AIDS Policy: The Case of Secondary Schools in Zimbabwe

Mugweni, Rose; Hartell, Cycil George; Phatudi, Nkidi Caroline

doi:10.1177/0021909613510132

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Some religions believe that CSE defiles children. In addition, it is construed as taboo to talk about, especially to children who have not yet attained adolescence (Gudyanga et al, 2019;Mugweni et al, 2013), hence inappropriate for young children. Consequently, attempts to teach the CSE content are resisted by most Zimbabweans.…”

Section: Introductionmentioning

confidence: 99%

Teachers' perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe

Mahoso

Finestone

2023

J. educ. (Univ. KwaZulu-natal)

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This study aimed at unravelling and comprehending teachers' perceptions on the teaching of comprehensive sexuality education (CSE) in early grades. The study opted for a qualitative case study design in an interpretive paradigm, with semi-structured interviews and document analysis as data-gathering instruments. Ten primary school teachers responsible for early childhood development were selected through purposive sampling. The collected data were analysed using a thematic approach. This study revealed that early grade teachers in Zimbabwe perceived CSE as essential in empowering early grade children with skills, knowledge, and attitudes needed to protect them from sexual abuse. However, they were uncomfortable teaching it due to several cultural restrictions. The teachers felt the need to be supported in the teaching of CSE in early childhood by being provided with a curriculum, appropriate professional development strategies, and teaching materials. The study recommends the teaching of CSE at early childhood development level. Parents should be educated on the significance and objectives of CSE for their children.

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Section: Introductionmentioning

confidence: 99%

Teachers' perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe

Mahoso

Finestone

2023

J. educ. (Univ. KwaZulu-natal)

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“…Some trained teachers were not aware of how to teach the G&C subject (World Bank, 2002), while others reported that they were shy to teach some topics, for instance sexuality education. They argued that such topics clashed with their cultural values and beliefs, that sex was taboo to talk about, for instance, that the vernacular for human reproductive organs is taboo (Mugweni, Hartell, & Phatudi, 2013). All these issues compounded teachers’ failing to teach G&C and sexuality education within HIV and AIDS education.…”

Section: Introductionmentioning

confidence: 99%

“…In light of this, this scenario becomes a dilemma, and, hence, a challenge to the teacher to be sensitive to the different cultures. Clearly, culture plays a key role in teaching sexuality education (Mugweni et al., 2013) and might prohibit teaching the skills to negotiate safer sex (Mugweni et al., 2013). The Zimbabwean black girl, for example, should not initiate sex, let alone safer sex, because of her cultural upbringing (Muguwe & Gwirayi, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…It is noted that in spite of the importance of education, and HIV and AIDS education in preventing HIV infections (Bhana et al., 2006; De Lange & Stuart, 2012; Kelly, 2002; Plan-International, 2013; Wood & Hillman, 2008), Zimbabwe secondary school G&C teachers are not engaging optimally with this current G&C, HIV and AIDS and Life Skills Education curriculum, and hence, they are not serving the needs of the school children in the context of HIV and AIDS (Chifunyise et al., 1999; Mangwaya & Ndlovu, 2012; Manzira, 2014; Mufuka & Tauya, 2013; Muguwe & Gwirayi, 2011; Mugweni et al., 2013; Musengi & Shumba, 2013). The aforementioned studies have explored this phenomenon and have deepened our understanding of why the secondary school G&C teachers are not engaging with the sexuality education within the HIV and AIDS education curriculum in the Zimbabwean context.…”

Section: Introductionmentioning

confidence: 99%

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Zimbabwean secondary school Guidance and Counseling teachers teaching sexuality education in the HIV and AIDS education curriculum

Gudyanga

Lange

Khau

2019

SAHARA-J: Journal of Social Aspects of HIV/AIDS

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In spite of the importance of sexuality education and HIV and AIDS education in preventing HIV infections, Zimbabwean secondary school Guidance and Counseling teachers are not engaging optimally with the current Guidance and Counseling, HIV and AIDS & Life Skills education curriculum, and hence, they are not serving the needs of the learners in the context of the HIV and AIDS pandemic. The aim of the study, therefore, was to explore how Guidance and Counseling teachers could be enabled to teach the necessary critical content in sexuality education in the HIV and AIDS education curriculum. A qualitative research design, informed by a critical paradigm, using participatory visual methodology and methods such as drawing and focus group discussion, was used with eight purposively selected Guidance and Counseling teachers from Gweru district, Zimbabwe. The study was theoretically framed by Cultural Historical Activity Theory. Guidance and Counseling teachers found themselves in a community with diverse cultural practices and beliefs of which some seemed to contradict what was supposed to be taught in the curriculum. The participatory visual methodology, however, enabled a process in which the Guidance and Counseling teachers could reflect on themselves, the context in which they taught, their sexuality education work and learn how to navigate the contradictions and tensions, and to use such contradictions as sources of learning and sources for change. The results have several implications for policy in terms of the Guidance and Counseling curriculum and engaging with cultural issues; and for practice in terms of teacher professional development, teacher training, and for stakeholder contribution.

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“…Numerous ethical considerations were made throughout the data collecting process for this research, since data collection is always a costly undertaking. According to Mugweni (2012), ethics is a philosophy of morals concerned with forming judgments about what is bad or good, appropriate, or not appropriate, acceptable or unacceptable, wrong or right Cohen, Manion, and Morrison (2007) demonstrate that recent advances research in social science research have put a premium on ethical concerns, with investigators obligated to honour and safeguard individuals engaged or impacted by their study. The investigator considered the following: et al (1996) argue that a critical aspect of student research is ensuring that participants understand the task at hand and are informed of any possible negative implications of involvement.…”

Section: Ethicsmentioning

confidence: 99%

Rethinking social protection in Masvingo Province, Zimbabwe: towards the development of a social protection framework.

Daitai

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The biggest problem I have found during my research is that poverty and precariousness persist despite the presence of several social protection programmes the world over. The problem of insufficient social protection in addressing vulnerabilities in Masvingo Province and the rest of Zimbabwe follows from this. In this research focus on social protection, I believe and am adamantly convinced that the country must give priority to the provision of social protection to Zimbabwe's poorest populations. The purpose of this research is to develop a comprehensive social protection framework and identify strategies for improving Zimbabwe's social protection system. To effectively execute social protection efforts, the government and other pertinent parties must rethink their strategy and develop a transition winning plan. Based on the state welfare theory, this study found that there is a marked asymmetry in the distribution and use of resources in Zimbabwe (necessities like hospitals and food packages), which is concealed by the widespread belief that the government, through the responsible ministry, provides welfare to the underprivileged citizens. According to the study's results, social protection in Zimbabwe is so miserably inadequate that the government cannot meet the needs of all its citizens who need welfare assistance to have access to essentials like food, free healthcare, and good housing. I interviewed carefully chosen recipients of social protection schemes in a total of eighteen interviews. Each of the recipients who were interviewed was the primary provider for their households. Assessments and desktop research were conducted to ensure the study's richness, breadth, and depth. The topics covered in this thesis inductively evolved from the data after it was subjected to thematic analysis, which was then utilized to examine the data. For this qualitative research, semi-structured interviews and focus groups were used to interview the targeted participants in the selected neighbourhoods. This study discovered that ineffective recipient selection criteria, partisan service distribution, a lack of awareness of welfare program availability, and a lack of capacity building are impeding the efficient administration and distribution of welfare services to citizens even at the community level. I also suggested an extensive system of social protection that covers everyone without exception, from the local committee up to the central government. The main takeaways from this research politics should not lead development hence policymakers should not be politicians who are by nature biased towards their parities.

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Teachers’ Understanding and Conceptualisation of the HIV and AIDS Policy: The Case of Secondary Schools in Zimbabwe

Cited by 6 publications

References 8 publications

Teachers' perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe

Teachers' perceptions on teaching comprehensive sexuality education in early grades in Chipinge, Zimbabwe

Zimbabwean secondary school Guidance and Counseling teachers teaching sexuality education in the HIV and AIDS education curriculum

Rethinking social protection in Masvingo Province, Zimbabwe: towards the development of a social protection framework.

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