HIV/AIDS Education in Butare-Ville Secondary Schools (Rwanda): An Analysis of Current Pedagogical Discourse Using Bernstein's Framework. The thesis deals with the questions "what and how school education about HIV/AIDS". The first part of the study relates to the analysis of the national policy on HIV/AIDS education in the 9th grade.
The second part of the study deals with how the National Policy on HIV/AIDS and HIV/AIDS education is transmitted in classrooms in terms of classification and framing. First, it provides methodological techniques for assessing HIV/AIDS discourse in relation to how it is constructed and disseminated in the classroom using a Bernsteinian framework. HIV/AIDS policies 61 Table 6.1: Calendar of observations 64 Table 6.2: Coded summary of classification of 6 lessons 69.
INTRODUCTION
- Introduction
- Background of the pandemic in the Republic of Rwanda
- Current world estimates of HIV/AIDS epidemic
- Rationale
- HIV/AIDS education research in Rwandan classrooms
- Personal experience
- Theoretical approach
- Key questions
- Overview of the thesis
- Conclusion
The tragedies of the 1990 war and the 1994 genocide created an environment conducive to the rapid spread of HIV/AIDS. This study aims to investigate what is happening in HIV/AIDS education in Rwanda. Neither CIDA nor VSO investigated how HIV/AIDS education was being taught in classrooms before starting their activities.
The first question is tackled by examining the Rwandan national policy of HIV/AIDS discourse. This chapter presented different causes of the spread of HIV/AIDS in that country, such as poverty, illiteracy and conflict. The purpose of this chapter was to show the context in which HIV/AIDS education takes place in Rwanda.
LITERATURE REVIEW
- Introduction
- HIV/AIDS perceptions
- HIV/AIDS and myths
- Contradictory views on the origins of the disease
- HIV/AIDS and school curriculum
- Recent studies of HIV/AIDS education in the classroom
- Conclusion
Some parents and churches oppose the HIV/AIDS education program, saying the schools promote immorality. According to Jack, there are moral questions about sex and sexuality that can confront HIV/AIDS education in the classroom. According to Burnett, Koming and Francis (1995), Uganda's HIV/AIDS program is well established.
I introduced classroom HIV/AIDS education in Chapter 1 by pointing out that there is little research in this area. Hemes (2002) is convinced that there is no single program and no single actor in the fight against HIV/AIDS. Similarly, Sileo (2005) finds that it is better to invite a person living with HIV/AIDS as a guest speaker in the classroom program.
THEORETICAL FRAMEWORK 3.1 Introduction
Bernstein and code theory
Students are given specific examples along with facts related to the generalization, concept, or rule. According to Ayot and Patel (p. 78) in "expository strategy, students are expected to receive information from teachers, in quantity and quality decided and given by them". 34; the heuristic strategy the teacher plays a minimal role in exposing new learning material and allows the student to discover, collect, receive or create new material".
Nevertheless, Ayot and Patel insert other strategies between the interpretive strategy and the heuristic strategy, such as the demonstration method, the historical method, inquiry discussion, and task-controlled study. Ayot and Patel (1992:81) present a scale of methods from teacher-centered to learner-centered methods as follows: lecture method, demonstration method, historical method, inquiry discussion and controlled study, and discovery research. With these methods, some activities are performed by the teacher or student alone, while others are performed by the teacher and student together.
Bernstein and pedagogy
- Pedagogic discourse
Similarly, in the classroom, students may or may not have autonomy over the pedagogical discourse. In the classroom situation, classification shows the degree of reference from other subjects in the particular content (inter-disciplinary relations), the degree of reference from school knowledge and everyday knowledge (Inter-discursive relations). Finally, conceptual question in the teaching knowledge and teaching density that the 1 earner can understand can also be classified (Delete his part).
It refers to "the degree of control teacher and learner possess over the selection, sequencing, pace and evaluation of knowledge transmitted and received in the educational relationship" (Bernstein 1975:88). Internal classification/framing refers to the way in which the teacher establishes the rules of selection, sequencing and pace of transfer of knowledge between her and the students in the classroom, while the external classification/framing refers to the relations between the teacher and externals. regulators such as other teachers, administrators, parents, and the curriculum (Hoadley, 2005). The present study is aimed at HIV/AIDS education participation of students in the classroom according to the grouping forms in terms of gender as mixed or single sex.
Conclusion
Each method of teacher/student association, homogeneous, integrated or specialized, represents two perspectives that the teacher can use: unified or differentiated. According to Hoadley (2005), the homogeneous mode is implemented when the teacher works with the whole class, integrated when students work with each other, and specialized when the teacher works with students in a specific context as individuals or groups. From this grouping scheme, I will also examine the form of grouping according to gender: co-education or separate education.
Teaching forms that look at differentiating between different organizational groups within the whole class or individuals in the sense of homogeneous, integrated and specialized in the class were also discussed. With the study forms, I will analyze the issue of gender from the point of view of co-education and separate education. The analysis process can be briefly summarized in the figure below.
ORF and
RESEARCH METHODOLOGY 4.1 Introduction
- General methodological orientation
- Sample
- Brief description of the sampled schools
- Description of sampled population
- Data collection
- Phase of piloting
- Calendar of data collection in Butare Province
- Observation in the classroom
- Interviews and questionnaires
- Language used in data collection
- Analysis of data
- Analysis of Curriculum of Biology of grade 9
- HIV/AIDS program of grade 9 has substantial referencing of other content from other subject areas and to previous or future themes of HIV/AIDS education
- The sentence contains statements that emphasize a higher degree of intervention of the student in the teaching -learning process (for example, realizes free
- Classroom observation
- Validity issue
- Limitations of the study
- Conclusion
This demonstrates the limitations of the study related to the sample size and study period, as described in the following paragraphs. As we saw in Chapter 1, all secondary schools were under the supervision of the missionaries. The recruitment of teachers comes from the same faith and generally from past scholars of the seminary.
From the above description of the sampled schools, it follows that they are of different status. These teachers are tutors for the subjects Religion, Education Policy and Home Economics. Reading and recording the what and how in pedagogical discourse on HIV/AIDS.
By analyzing the curricula of Rwanda, my motivation was to be sure of the existence of an HIV/AIDS program and of the methods advocated by the Ministry of Education to address the topics. The first concerned the analysis of the classification and framework of the pedagogical discourse in the classroom situation. The teacher of the Groupe Scolaire de Butare as identified as TBO, the teacher of Groupe Scolaire des Parents as TBP and the teacher of Petit Seminaire Virgo Fidelis as TBV.
I believe that internal validity is achieved because of the teachers' attitude towards me. Regarding external validity, the issue of generalizability is discussed in the study limitations section below. The sample for this research consisted of three francophone schools established in the south of the country.
Limitations of the study were presented to suggest recommendations for further research on HIV/AIDS education in the classroom.
PRESENTATION AND ANALYSIS OF DATA
- Introduction
- Analysis of Curricula integrating HP//AIDS education
- Regulative discourse and instructional discourse
- Vertical and horizontal organization of HIV/AIDS knowledge
- Conclusion
The coordinator of the Health and Sports Unit in schools at the Ministry of Education, through an interview, has shown that there is no specific curriculum for HIV/AIDS. This point is discussed in more detail in the section on HIV/AIDS throughout the curriculum. My investigation has shown that the state does not have a fixed HIV/AIDS education curriculum.
I coded the teaching discourse as C-e because the teachers have less guidance on what HIV/AIDS education is. In conclusion, the curriculum content of HIV/AIDS education included in biology in Rwanda is not detailed. The what and how of Rwanda's HIV/AIDS education by the Ministry of Education was coded C-/F-*.
In all three schools, HIV/AIDS education is taught in Biology, Education Policy, Family Economics, Religion and Geography. Avoiding adulterous behavior Maintaining family harmony Supporting HIV/AIDS widows and orphans. The table above shows us that some topics covered in HIV/AIDS education in Grade 9 Biology are also covered in other classes.
HIV/AIDS education in Grade 9 has significant reference in content from other subject areas mainly Religion, Home Economics, Geography and Education Policy. Overview of HIV/AIDS: Definitions, modes of transmission and strategies for prevention and treatment through STDs. The comparative study between the policies of Rwanda and Uganda has shown that there are different ways to integrate HIV/AIDS into Biology.
The Ugandan policy on HIV/AIDS does so vertically, while the Rwandan policy is a subject embedded in biology that is addressed in different subjects.
DIRECT OBSERVATION IN THE CLASSROOM
- Introduction
- Classification and framing relations
- Classification
- Instructional forms in the classroom situation
- Framing
- I am sure that everybody knows how HIV is transmitted. Now tell me how?
- Yes, tell us
- He was weak
- Can you explain how you saw it?
- He was sitting near his house on a mat and had a stick. He found it difficult to speak
- Who told you that he was infected?
- Everybody knows he is HIV positive
- Hierarchical rules
- D o you regularly see infected people? [...] How did the victim of HIV/AIDS appear?
- How did you know that he was HIV positive?
- My cousin who is his neighbor told me that the victim had tested HIV positive 2 years ago, (Extract from L1BP)
- Do you see some attitudes that people adopt towards the infected persons? Do non-infected people communicate easily with the infected ones?
- What signs show you that the infected people are not accepted in society?
- Any question about the STDs?
- If there is no question, it means that you have understood. Now I am going to ask you some questions (he erased what he had written on the blackboard and asked
- Instructional forms
- Data collection from interviews and questionnaires
- Conclusion
In the students' answers and questions. In the tasks given to the students. In this way, the physical environment (air, mosquitoes and water) and domestic spaces (cooking utensils and bedroom) are integrated into the content. In the GBP, the LIBP lesson was coded F++ in terms of selection and order of knowledge transfer.
For example, in the L1BV lesson, the teacher clearly defined the content of the group work for the students to discuss (F+). It is in the same way that most of the lessons I have observed are given in terms of very strong classification and framing. All teachers used question-answer as a method to address different topics, except for the L1BV lesson where the teacher used group discussions.
In the case of the L1BP lesson, an infected guest speaker who showed the external symptoms could have been invited to speak to the students about the physical, social and economic consequences of HIV/AIDS. The above discussions may explain why most of the six lessons I observed were strong in terms of classification and framing, as shown in the following table. Women's participation in all the classes I observed was very much framed in GBO and GBP.
For example, in lesson L1BP, where students were asked to share their experiences of HIV/AIDS transmission, female students silently followed the experiences of male students. The following extract from the lesson L2BP shows the attitude of women in the classroom when the teacher explained how to use a condom. This gender issue raises a better teaching method in teaching and learning about HIV/AIDS.
The questionnaire was distributed to teachers involved in HIV/AIDS teaching. Question 9, which refers to group discussion in teaching/learning about HIV/AIDS, shows divided opinions. In order to improve the quality of education about HIV/AIDS (question 11), students proposed an open discussion (85%), separate education (74%), inviting infected people as guest speakers (19%), textbooks for students (65%) or visiting infected people at home or in hospital (41%).
CONCLUSION AND RECOMMENDATIONS
- Introduction
- Overview of the thesis
- Ministry of Education's role
- Teachers' role
- Orientation to further research
- Description of L1BO
- Description of L2BO
- Description of L1BP
- Description of L2BP
- Description of L1BV
- Description of L2BV
- New lesson
- Evaluation
