EDUCATORS' OPINIONS ON HIV AND AIDS AND SEXUALITY EDUCATION IN SECONDARY PRIMARY SCHOOL V. This study examines how primary school teachers view the teaching of HIV and AIDS and sexuality in the context of LO curriculum implementation. Levels of pre- and post-service training in the areas of HIV and AIDS and sexuality and gender were found to be low.
HIV and AIDS and sexuality are topics that are taught across the curriculum, but rather crammed into a semester's worth of LO lessons resulting in a lack of depth being achieved. HIV and AIDS and Sexuality Education 2.2.1 HIV and AIDS Education in Primary Schools 2.2.2 Sexuality Education in Primary Schools.
CHAPTER FIVE - CONCLUSION AND RECOMMENDATIONS 72
ANNEXURE B - LETIER TO THE EDUCATOR 87
PREFACE
CHAPTER ONE - BACKGROUND AND PURPOSE OF STUDY
- INTRODUCTION
- HUMAN IMMUNODEFICIENCY VIRUS (HIV)
- ACQUIRED IMMUNODEFICIENCY SYNDROME (AIDS)
- SEXUALITY
- NATIONAL POLICY ON HIV /AIDS EDUCATION
- GENDER IDENTITIES AND RISK BEHAVIOURS
- HIV /AIDS EDUCATION AND SEXUALITY IN PRIMARY SCHOOLS My impression as a primary school educator is that many educators appear to view HIV
- LIFE ORIENTATION PROGRAMMES IN PRIMARY SCHOOLS
- HIV /AIDS AND SEXUALITY EDUCATION
- EDUCATORS AND HIV IAIDS AND SEXUALITY EDUCATION
- RATIONALE OF THE STUDY
- THE STRUCTURE OF THE THESIS
According to the legislation, educators have a responsibility to educate themselves about HIV and AIDS and sexuality. It is important to grapple with constructions of masculinity in the context of HIV and AIDS and sexuality education (Seidler, 2006). In the PE curriculum there is a specific section dedicated to HIV and AIDS and sexuality.
Educators play a key role in educating students about HIV and AIDS and sexuality. Currently, students from grades 4 to 7 are educated in the areas of HIV and AIDS and sexuality education.
CHAPTER TWO - LITERATURE REVIEW
- INTRODUCTION
- HIV AND AIDS AND SEXUALITY EDUCATION
- HIV AND AIDS EDUCATION IN PRIMARY SCHOOLS
- SEXUALITY EDUCATION IN PRIMARY SCHOOLS
- EDUCATORS' ATTITUDES TOWARDS HIV!AIDS AND SEXUALITY EDUCATION
- SEXUALITY AND GENDER IN SCHOOLS
- THE GENDERED NATURE OF HIV AND AIDS
- PRIMARY SCHOOL EDUCATORS IN THE NEW ERA OF HIV AND AIDS AND SEXUALITY EDUCATION
- EDUCATORS' TRAINING IN HIV AND AIDS AND SEXUALITY EDUCATION
- EDUCATORS' KNOWLEDGE OF HIV AND AIDS AND SEXUALITY EDUCATION
- EDUCATORS' ROLE IN HIV AND AIDS AND SEXUALITY EDUCATION
- THE INTERVENTION PROGRAMMES IN PRIMARY SCHOOLS
- LIFE ORIENTATION AND EDUCATORS' UNDERSTANDING OF HIV AND AIDS AND SEXUALITY EDUCATION IN PRIMARY SCHOOLS
- CONCLUSION
In section 2.5.3 the literature will highlight the roles of educators in HIV and AIDS and sexuality education. Educators are key contributors to transforming HIV and AIDS and social education in primary schools. For HIV and AIDS and sexuality education to be successful, it must begin in primary school and focus on much younger students.
These findings demonstrate the importance and urgency of HIV and AIDS and sexuality education in South African schools, particularly in primary schools. Teachers' attitudes and history do influence HIV and AIDS and sexuality education in primary schools. Teacher education programs are needed in the training of educators in the areas of gender equality, HIV and AIDS, and sexuality education.
Therefore, race and class must be addressed when dealing with issues of HIV and AIDS. They play a vital role in ensuring that HIV and AIDS and sexuality are included in their teachings. As a result, there is an imbalance in the way primary schools teach HIV and AIDS and sexuality education.
Although training is very important, there are many teachers who are not trained but still teach HIV and AIDS and sexuality education in primary schools. Little information is available on teachers' comfort level in teaching about HIV, AIDS and sexuality. Educators (male and female) play a key role in the implementation of HIV and AIDS programs and gender interventions in primary schools.
2.6' FACTORS INFLUENCING EDUCATORS' ATTITUDES TOWARDS HIV AND AIDS AND SEXUALITY EDUCATION IN SOUTH AFRICAN SCHOOLS. Teachers could adopt these with or without the training for teaching HIV and AIDS and sexuality education.
CHAPTER THREE - RESEARCH METHODOLOGY
- INTRODUCTION
- TYPE OF STUDY
- THE RESEARCH SITE
- THE SAMPLE POPULATION
- THE RESEARCH INSTRUMENT
- COLLECTION OF DATA
- LIMITATIONS
- ETHICAL ISSUES
- CONCLUSION
CJPS has a multiracial staff of 32 educators and is a well-run school that represents the demographics of the current learner population. Third, I have a good knowledge of the school because I did the necessary background 'research' before placing my own children at this school. In my research study, educators who teach Life Orientation in the senior primary phase were selected as key informants to study educators' perceptions of the teaching of HIV and AIDS education by means of semi-structured interviews.
They were informed about the nature of the study and the use of the data provided before data was collected from them. She is an educator with no form class and is assigned to teach HIV and AIDS education to 7 out of the 14 senior primary classes and teaches Zulu as a second language to some of the grades in the senior phase. For others, it is formed in the process." The process of 'face-to-face' interviewing is undoubtedly the most common method by which qualitative data is collected in educational research, (McKay, Messner and Sabo believed that "the semi-structured interview sets the agenda, but does not presuppose the nature of the response."
According to Huysamen the latter includes a list of topics and aspects of these topics (not specific questions) which have an impact on the given topic and which the interviewer should bring up during the interview". Although in my research all respondents were asked the same question, I adapted the wording, including terminology, to suit the background and educational level of the Open-ended questions provided flexibility and allowed me to probe the responses of the educators interviewed.
Participants were informed about the purpose of the study and the process of data collection. I approached the sensitive and controversial issue of my research plan carefully and ensured the confidentiality of the lecturers. No criticism was made of the school's policy towards and implementation of LO as it related to HIV and sexuality education, so I was not required to exercise ethical discretion as to whether or not to share the result with the school authorities.
CHAPTER FOUR - FINDINGS
- INTRODUCTION
- TRAINING TO TEACH HIV AND AIDS AND SEXUALITY EDUCATION
- What training have educators had for teaching RN and AIDS and sexuality education?
- How has the Department of Education's training programmes impacted on your teaching of HIV and AIDS and sexuality education in the primary school?
- POLICY TOWARDS HIV AND AIDS AND SEXUALITY EDUCATION
- School policy on HIV AND AIDS and sexuality education
- Educators' attitudes towards the school's HIV and AIDS and sexuality policy
- Provincial and National policy and documents on RN and AIDS and sexuality education
- The educators' attitudes towards the National and provincial policy and documents
- PRIMARY SCHOOL EDUCATORS' UNDERSTANDING OF HIV AND AIDS AND SEXUALITY EDUCATION
- How do you teach HIV and AIDS?
- ATTITUDES OF EDUCATORS TOWARDS THE TEACHING OF HIV AND AIDS AND SEXUALITY EDUCATION IN A PRIMARY SCHOOL
- What values do educators place on HIV and AIDS and sexuality education?
- FACTORS THAT INFLUENCE THE EDUCATORS' ATTITUDES
- How have your own experiences influenced your attitudes towards the teaching of HIV and AIDS and sexuality education?
- Has your approach to teaching HIV and AIDS and sexuality education been influenced by your fellow educators?
- What is the position or approach of the School Management Team towards HIV and AIDS and sexuality education?
- CONCLUSION
There are eight vocational education teachers who teach HIV and AIDS education in the senior primary phase at qPS. Only two of the eight LO pedagogues had received training from the DOE in HIV and AIDS education. At qps, all classes receive one hour of HIV and AIDS education per week in the third semester.
Due to changes in the curriculum, HIV and AIDS and sexuality are expected to be taught. Unlike subject specializations, the CjPS did not consider the suitability of teachers to teach life skills, HIV and AIDS, and sexuality education. Teachers who have not been trained are still expected to teach HIV and AIDS and sexuality.
He did not appear comfortable teaching HIV and AIDS and sexuality education. Only a handful of educators across South Africa have been trained in the field of HIV and AIDS and sexuality education. Only two educators (Respondents 1 and 2) had documents from the DOE on HIV and AIDS education.
Sexuality education must be taught if we are to have any success with HIV and AIDS education. The findings at CjPS give us a glimpse of how educators approach HIV and AIDS and sexuality education. This information has an impact on how the educators teach HIV and AIDS and sexuality education at this school.
HIV and AIDS were seen as the main point of intervention, not gender equality. She also found that primary school teachers are not very prepared to teach some aspects of HIV and AIDS and sexuality education.
CHAPTER 5 - CONCLUSION AND RECOMMENDATIONS
- RECOMMENDATIONS FOR EDUCATORS
- RECOMMENDATIONS FOR FURTHER STUDIES
- CONCLUSION
The interviews show that these teachers have very basic knowledge about HIV, AIDS and sexuality. However, it is heartening to note that the principal and members of his management have embraced the teaching of HIV and AIDS and sexuality education at CJPS. The school did have an impressive HIV, AIDS and sexuality policy that appeared to be in line with DOE policy.
From the analysis it is evident that the respondents perceived HIV and AIDS as an important part of the primary school curriculum. Although many educators were not trained in this area, they were willing to teach about HIV and AIDS and sexuality education. It is education that equips and shapes students for tomorrow, therefore schools must play a prominent role in educating students about HIV and AIDS and sexuality.
Schools should include HIV and AIDS and sexuality education as a visible component of school curricula and policies. Management teams should conduct periodic analysis and data on the implementation of LO and curricula on HIV and AIDS and sexuality. While it was not evident in my study, many schools do not teach HIV and AIDS and sexuality education in their LO lessons.
It is recommended that larger studies on Educators' Views on HIV and AIDS and Sexuality Education be undertaken across many different schools in order to achieve generalizability. Educators need to break the silence about HIV and AIDS and sexuality by talking and teaching about it in schools. It is hoped that the positive responses given to educators in this research will ultimately lead to the successful implementation of HIV and AIDS and sexuality education and LO, especially in primary schools.
Maintaining a Healthy Education System: Managing the Impact of HIV/AIDS on Education in South Africa. HIVjAIDS and Education Temher: Consultation on HIVjAIDS and Teacher Education in East and Southern Africa. National policy on HIV/AIDS for students and teachers in public schools and students and teachers in further education and training institutions.
The impact of HIV/AIDS on the education sector in Malawz: [Country report commissioned by the United Nations Economic Commission for Africa]. 34; HIV/AIDS education in South Africa: Teachers' knowledge of HIV/AIDS: Teachers' attitudes and control over HIV/AIDS education. "Sodal Behavior and Personaliry, 31 (4). 34; AIDS Discourses and the South African State: Government Denialism and Post-Apartheid Policy Making on AIDS".
Available at: http://portal.unesco.org/education/en/ev.php- URL ID=3583&URL DO=DO SUBJECT&UR. 26th Special Session of the General Assembly to review and address the problem of HIV/AIDS.
ANNEXURE A - CONSENT BY PRINCIPAL
ANNEXURE B - CONSENT BY EDUCATOR
ANNEXURE C - SEMI-STRUCTURED INTERVIEWS
RESEARCH QUESTION 2 - What training did teachers at CJPrimary School have in teaching HIV/AIDS and sexuality education. RESEARCH QUESTION 3 - What is the attitude of educators at CJ Elementary School towards HIV/AIDS lessons and sex education lessons. Is there anything else you would like to say about teaching HIV/AIDS and sexuality education in primary schools?
ANNEXURE D - CJPS'S HIV AND AIDS POLICY
