PREFACE
4. CHAPTER FOUR - FINDINGS
4.4 PRIMARY SCHOOL EDUCATORS' UNDERSTANDING OF HIV AND AIDS AND SEXUALITY EDUCATION
called OBE Plus (which is supported by educator and learner workbooks which do not emanate from the state) and this is what the educators were using. They were presenting HN and AIDS lessons from this programme, which might or might not be in line with the National policies. The researcher did not review the workbooks to compare them. If the educators were using this programme then it must be in line because all public schools are obliged to follow government's documents which outline the learning outcomes and assessment standards for all learners. Because there has been no firm guidance from the DOE, the management and educators have felt that this programme was sufficient, and the educators were grateful to have something to work from.
In conclusion, it is clear that most of dle educators had not seen the key national or provincial policy documents, nor had they seen or taken cognisance of the school policy yet they are committed to teachingHNand AIDS and sexuality to the best of their ability at CJPS. The school teachesHN and AIDS and sexuality education, it devotes resources to this (8 teachers) and it has an HN and AIDS policy. These suggest that HIV and
national policy, which states clearly that HIV and AIDS education must be taught continuously at school and must be integrated into all learning areas. It is clear that the CJPS educators are experiencing difficulties in trying to teach HIV and AIDS in just one term because the topic is too vast. Had they read the DOE policy documents and abided by them, they might not be attempting the burdensome task of finishing the programme in one term.
Respondent 7's understanding of HIV and AIDS education focused on how "Children become sexually active at a very young age because they are exposed to it [sex], even in their own homes. You have to tell them how they can contract it IHIV] and some of their parents probably have it [AIDS]. They need to know how to cope and deal with it and sometimes without proper education and proper knowledge you can't cope and handle things. As educators we need to make it clear to the children and give them some helpful guidelines on how they should help and deal with AIDS". This respondent had a fairly good idea of what HIV and AIDS education should involve and focused on what should be taught to the learners and how they would be able to protect themselves, but this is only one aspect of HIV and AIDS and sexuality education.
Respondent 3 was adamant that educators must "teach those Uearners] in moderation and according to their ages. Knowledge has to be age specific. AIDS is now a global problem and therefore there is an important need to teach learners about HIV and AIDS as it affects all people". She also emphasized the importance of starting HIV and AIDS education from a very young age and ensuring that information and lessons on HIV and AIDS were age-appropriate. She touched on the need to teach youngsters how to live healthy lives and the importance of appropriate behaviour. She felt that this would help lessen the risks of learners being infected with HIV and AIDS. This motivation doesn't come from an understanding of what is going on at the school but from a distant understanding of the pandemic.
Respondent 4 said that "in a grade 4 class basically I introduce and explain what HIV and AIDS is generally". All of the educators interviewed had a core understanding of HIV and AIDS education but focused only on one or two aspects. They ensured that the learners knew what HIV and AIDS was all about and thought that the information needed to be age-appropriate.
4.4.2 What do you understand by the tenn "sexuality education"?
The most "advanced" view now is that we should call it sexualities (plural) education to indicate that there are many forms of sexuality. Each educator interviewed had a different understanding of sexuality education and it seemed to the researcher that their understandings were shallow when compared with the National policy on HIV and AIDS and sexuality education. Reference is made to this policy in Chapter 2. Sexuality is an integral factor in the development of gender identities, and relates to how boys and girls understand themselves and are understood by others. (SIECUS 1991) cited in Life Skills and HIV / AIDS Education Programme (1998: 69) emphasis that "Sexuality Education is a lifelong process of acquiring information and forming attitudes, beliefs, and values about identity, relationships and intimacy. It encompasses sexual development, reproductive health, interpersonal relationships, and affection, intimacy, body image, and gender roles".
From this meaning it is clear that sexuality education involves much more than just teaching about sex. Sexuality education is on-going and is taught so that learners can make responsible, wise and informed choices about their bodies, feelings, beliefs, values, fantasies, behaviours, relationships ete. Itshould start at home and continue throughout a child's schooling (Vergnani & Frank, 1998).
Sexuality education should be taught if we want any success with HIV and AIDS education. One cannot be taught without the other. This section will discuss the
qps
educators' understanding of sexuality education, which was unimpressive. Each of them highlighted only one aspect of sexuality. For instance Respondent 8 equated the content of sexuality education with "how boys see themselves as boys and girls see themselves as girls and how boys view girls and how girls view boys as being boys in terms of their
sexuality. Italso includes relationships and if you have a partner then you need to see yourself in relation to that partner, so your sexuality plays a role in your behaviour. It plays an important role in HIV and AIDS education". His understanding was exclusively heterosexual and very basic.
Respondent 1 also had a single idea - "This sort of education expands throughout one's life with no scope and boundaries" - but did not want to expand on her answer.
Respondent 4 focused on the fact that sexuality education was "Teaching children about sex, we have to teach children about sex at schools too", Respondent 6 felt that sexuality education "goes handinhand with HIV and AIDS education. Wewillhave to be as open as possible with the children". None of them touched on gender in sexuality. It is this partial understanding of sexuality thatwillbe passed down to the learners, rather than the fullness of the truth.
Respondent 2 did not have a clear understanding of sexuality education: "I think that sexuality education is to help the children. They must not have sex while they are young.
Yeah, it is on how the girls behave, don't start things before time". She merely spoke about sex and how important it was for our children not to contract the HIV and AIDS
VlrUS.
The findings at CjPS give us a glimpse of how educators Vlew HIV and AIDS and sexuality education. The educators had a fairly good idea of the official reasons for teaching about HIV and AIDS and sexuality although they had not been trained or exposed to the policy documents. All of them are presently teaching this learning area without much guidance and without resistance. My hypothesis is that if these LO educators were given proper training, had the necessary documents, and combined this with their own experience, they would have a clearer understanding of what HIV and AIDS, and especially sexuality education, involve within the gender regime.
4.5 ATTITUDES OF EDUCATORS TOWARDS THE TEACHING OF HIV