It seeks to determine the effectiveness of the HIV/AIDS life skills program offered in the primary schools of KwaZulu Natal, particularly in the Umbumbulu district. What is the teacher's and the scholar's perception about HIV/AIDS in Umbumbulu district of KwaZulu - Natal region. Questionnaires were answered by the educators who teach or are involved in the Life Skills Program on HIV/AIDS.
The subject of the study is the evaluation of the HIV/AIDS Life Skills programme: The case of Umbumbulu schools in KwaZulu-Natal.
LITERATURE REVIEW 1 Introduction
LESSONS FROM UGANDA
The better educated populations in industrialized countries were the first to adopt health-conscious lifestyles. In seven countries, all in the southern cone of the continent, at least one in five adults is living with the virus.
HIV/AIDS IN SOUTHERN AFRICAN COUNTRIES .1 The case of Namibia
Education is undoubtedly a unique tool for raising awareness about HIV/AIDS, and the most logical ground on which to counter the spread of the disease. In Africa, a continent ravaged by HIV/AIDS, Malawi is one of the most affected countries. Today, about 9 percent of the population of 10.6 million are believed to be infected with HIV.
28 UNICEF - The State of the World's Children, Education and HIV/AIDS in Malawi, Internet, pg 1 of 2. HIV/AIDS education is integrated into all subjects in the school curriculum and in the Guidance and Counseling Programme, with the aim to reflect the social, cultural and economic aspects of the disease. In South Africa alone, HIV/AIDS is expected to cost the country 1 percent of gross domestic product by 2005 and consume three-quarters of the country's health budget.
It states that KZN is the worst affected province in South Africa and one of the worst in the world. The antiretroviral projects established by ECI KZN are an essential part of the implementation of the HIV/AIDS treatment plan and are the first step towards ensuring comprehensive antiretroviral drug supply in the province and across the country. 54 NGOs did not expect the systematic neglect of the HIV/AIDS epidemic and the refusal to take responsible action for those who are at risk of infection.
NATIONAL YOUTH CONFERENCE ON HIV/AIDS 2004 The Valley Trust in association with the Ethekwini Municipality,
The ANC was beginning to realize that AIDS would be a feature of South Africa for the foreseeable future. Predictions of doomsday by some observers spurred action in the form of the Maputo Conference, which heralded the beginning of any serious prevention efforts in South Africa. The age limit in some popular programs, such as the Love Life initiative, has excluded many young people from participating.
The gap that exists between parents, students and teachers has made it even more difficult for interventions to seek to positively impact young people's lives. Most youth interventions are school-based, leaving out-of-school youth excluded from many interventions; and. Work tirelessly in their faith-based youth formations to combat stigma and discrimination, promote abstinence, and provide spiritual upliftment to the infected and afflicted.
Respect indigenous medical knowledge and support the promotion of proven traditional medicines in the treatment of HIV/AIDS;. Establish innovative ways to integrate HIV/AIDS programs with sports and recreation, arts and culture. Respect, love, care and support their peers and friends infected and affected by HIV/AIDS; and.
SUMMARY
The history and background literature review gave the researcher a better understanding of what needs to be added or removed so that the HIV/AIDS life skills program offered by the Umbumbulu schools does not repeat what has been tried and failed in other countries.
THE CONSTITUTION AND LAW IN RELATION TO HIV/AIDS AT SCHOOLS 1 Introduction
Under section 29 subsection 1(a) of the RSA Constitution Act 108 of 1996, everyone has the right to a basic education. Although there are no known cases of HIV transmission in schools or institutions, there are students with HIV/AIDS in schools. Consequently, a large part of students and students and educators are at risk of infection with HIV/AIDS, but still no student or student can be denied admission or continued attendance at a school or institution because of their status of him or of the perception of HIV/AIDS.
Under section 28 subsection 1 (b) of the RSA Constitution Act 108 of 1996, every child has the right to family care or parental care, or appropriate alternative care when removed from the family environment. Being licensed as a foster parent, receiving the higher rate requires the child to be eligible for federal foster care support. a) who would be entitled to financial assistance. 76 Various sections of the Employment Rights Act 1996 depending on the claim eg. unfair.
This must be sent to the employer within 21 days of the application being made or submitted before the process. The Children's Act states that a person may not relinquish or transfer parental responsibility, but some or all of the responsibility may be transferred to another person. The court again ruled that the mother cannot override any consent given by the child's father or the court.
FINDINGS AND ANALYSIS OF THE STUDY 1 INTRODUCTION
RESPONSE RATE FOR EDUCATORS OF UMBUMBULU SCHOOLS
- UNDERSTANDING OF THE TERM HIV /AIDS
- LEARNER'S RESPONSE TO THE PROGRAMME LEARNERS RESPONSE TO THE PROGRAM ME
- PARTICIPATION OF OTHER STAKEHOLDERS IN DELIVERING THE PROGRAMME
- COMMUNICATION WITH PUPILS TO GET MORE
The majority of respondents, 96%, understand the term or what does HIV/AIDS stand for as an acronym. Only 4% of respondents clearly stated that they do not understand the term HIV/AIDS because the terms involved are very complex and they focus more on a health-related area as defined by Douglas Webb (1977) on page 5 of this survey. 99% of the schools interviewed indicated that they have an HIV/AIDS Life Skills program as part of the school.
But these respondents indicated that they were concerned about the 1% of schools they knew that did not offer HIV/AIDS as a subject. 28% of respondents said that although they felt that the content of the program was good enough, they further stated that the program should be differentiated according to the needs of the students. Another 2% of teachers said that the syllabus is good enough for the age of the student, as if it goes beyond what it covers it will cause confusion for young students, which some may want.
70% of the teachers indicated that there is a 100% positive response to the program and when it is time for the program, the students stay awake and ask a lot of questions to show interest in the program. When asked about the pros and cons of the HIV/AIDS Life Skills program, 98% of respondents agreed that the program informs students about things they never know. Only 2% of the teachers indicated that the disadvantages of the program are that it teaches about sex and condoms and students will think that it is good to have sex as long as they used a condom.
SUMMARY
Films are also played for the students so they can observe what it feels like to be. This is done with the aim of scaring them and giving them control over their sexual behavior. They also role-play dramatizing how to protect themselves, considering abstinence and putting it forward as a solution.
Role play also teaches learners how to care for sick people and people living with AIDS, including AIDS orphans. Since this is a very sensitive issue, the (learners) must talk to them in a special way that will not hurt them. Only 2% of educators indicated that they did not make any efforts to make the program more accessible to learners due to time constraints.
97% of respondents indicated that they had difficulty teaching the subject because children said they were told not to talk about sex at home. The Ministry of Education has taken initiatives to fight HIV/AIDS in Umbumbulu schools. Much needs to be done to get parents to buy into the program so that the program can be more effective for the children of Umbumbulu going to school. Therefore, we can conclude that more needs to be done to make people aware that HIV/AIDS is alive and that it needs us as a community to fight it.
CONCLUSION AND RECOMMENDATION 1 Conclusion
RECOMMENDATION
Due to the sensitive nature of the learning content, the educators selected to deliver this education should be specially trained and supported by support staff responsible for life skills and HIV/AIDS education in the school and the province. Teachers should be able to impart knowledge and skills about HIV/AIDS to children from an early age. The content, methodology and strategies used to deliver the HIV/AIDS life skills program should be adapted to the age and maturity of the learners to avoid confusion.
The HIV/AIDS Life Skills program must be integrated into the school. curriculum and should be made compulsory at all levels of education, Le. a) pre-schools (b) primary schools (c) secondary schools. Directorate of HIV/AIDS and STD, Department of Health, as part of the Primary School Pilot Project in the Northern Province and Free State (1999). If no, what do you think needs to be done to make them respond positively to the RN/AIDS Life Skills Programme.
Do you think there is a need to improve this HIV/AIDS Life Skills Program? If so, what do you think needs to be done to improve the HIV/AIDS Life Skills Programme? How to communicate with students to determine their needs, wants, and desires regarding the HIV/AIDS Life Skills Program.
Umbumbulu, South Africa Page
.The K.waZulu~Natal Cabinet has ,communitytinclt1dmgheal%h.reli- approved .the establishment of' a gigantic and non-governmental society. KwaZulu~Nat3lhar the highest HIV- The council·will meet all three AidSinfection rate in 'canantryan .months and overview strategies for acx:ordiDgto Mkbize,1.1 million. pea's progress. KwaZulu.: Natal, premier Lionel social mobilization will meet 01- MtsbaJi, the 10 MECs in the province and monthly and report to COtDlcil.
