The purpose of this research was to examine the various methods that incorporate HIV/AIDS education into formal academic curricula at the University of Natal. What are the main difficulties/concerns faced by the various schools in incorporating HIV/AIDS education into the curricula.
CHAPTER ONE
INTRODUCTION AND BACKGROUND
The Aim Of This Study
What do educators perceive to be the specific links between their subject and HIV/AIDS. The purpose of investigation in this research was the ways in which HIV/AIDS education takes place.
The Rational And Context For This Study
Locally, KwaZulu Natal has the unfortunate distinction of being the epicenter of the HIV/AIDS epidemic in southern Africa. This is further outlined in Part Four of the plan: Mitigating the Impact of HIVIAIDS on the University.
Overview Of The Dissertation
CHAPTER TWO METHODOLGY
Paradigms
Quantitative & Qualitative
We go on to discuss the case study method in more detail later in the text. Inductively, immersion in the details and particulars of the data to discover important categories, dimensions and.
Research Into HIV/AIDS
The Case Study Approach
He claims that the more objective a study is, the more externally valid it can be for foreigners. It also states that the theory embodied in the experiential study may be applicable in other situations, e.g.
Dilemmas Of The Case Study Approach
When comparing case studies to other research strategies, it was once thought that case studies were only suitable for the exploratory phase of a. Researchers now feel differently, and there is general agreement that case studies can also be used for description and explanation.
My Approach
- Sample Selection
- Data Collection
- Data Analysis
- Data Presentation - Reporting
- Ensuring Confidentiality - Ethical Considerations
The third method used was observation of a number of selected programs and after this observation interviewing students about HIV/AIDS education. Finally, in light of the findings, I have made recommendations for future work in this area.
Conclusion
I have endeavored to present the facts in a clear and concise manor, and to present what is happening in each department. Limits on availability should be proposed and agreements adhered to, and I have already discussed confidentiality to some extent earlier in the text (see page six).
Introduction
The University of Natal established the Health Economics and Research Division (HEARD) and the KwaZulu Natal HIV/AIDS Network Center (MIVAN) and the University of Pretoria established the Center for the Study of AIDS. The Division of Health Economics and Research at the University of Natal assisted in the compilation of a series of documents entitled 'AIDS Toolkits'.
HIV/AIDS And Education
Only when we can debate HIV/AIDS in an optimistic context will we have left the myth behind and entered reality.' These two perspectives—education as a means to reduce the incidence of HIV/AIDS and education as itself threatened by the disease—are found in much of the literature on the role of education in a world with AIDS.
HIV/AIDS And Higher Education
What steps are they taking to control and limit the further spread of the disease in their communities. Both orientations reflect the internal and external dimensions of the university's traditional mandate and mission.
Mainstreaming HIV/AIDS Education
UNESCO's HIV/AIDS prevention education strategy speaks of prevention as "the most obvious and strongest response, i.e. but it is quite clear that ministries of education have not fully addressed the issues related to mainstreaming HIV/AIDS into the education system." .
Teaching Methods For HIV/AIDS Education
It is clear that HIV/AIDS education must follow this path if it is to be successful. It has been used in institutional settings for many years to address substance abuse and other risk behaviors and therefore could easily be adapted to focus on HIV/AIDS.
Conclusions
In other words, it is both the experiences and the ongoing process of learning, feedback, reflection and analysis. In summary, the best practice process helps to identify and describe the lessons learned and the keys to success for a given project, program or policy.
CHAPTER FOUR RESEARCH FINDINGS
Introduction
FACULTIES
SCHOOLS
- Part One - Introduction To The Cases
- Part Two - Summary Of The Main Findings To Each Interview Question
- Through Community Based learning MODEL 2 - Through Research/Project Work
- Through integrating into existing/other modules MODEL 4 - Through a stand alone module
He stated that other than what is covered in student orientation week, HIV/AIDS is not really covered. In three of the cases studied, HIV/AIDS issues were not currently formally integrated into the curricula.
LINKS
PRESENTATION METHODS
PARTICIPATIVE LEARNING
- Part Three - Explanation Of Each Model
- Model One - Teaching HIV/AIDS Through Community Based Learning
- Model Two - Teaching HIV/AIDS Education Through Set Project Work and Research Work
- Model Three - Through Integrating HIV/AIDS Education Into Existing/Other Modules
- Model Four - Taught Through A 'Stand-Alone Module'
- Other HIV/AIDS Education - Taught Informally/Incidentally
- Part Four .1 Main Insights
- Questions and Surprises
The students made some suggestions about what would benefit them in the way of learning about HIV/AIDS. Although this module was entitled 'community-oriented primary care', the theme of the module was HIV/AIDS in the community. In the first part of the program, i.e. the family visits, the students met a patient and their family.
The positive features of this HIV/AIDS education model were the students' hands-on exposure to the realities of people living with HIV/AIDS. HIV/AIDS education is linked to the needs of the population in the future and the nature of these needs, i.e. how do they know if the students are prepared to work in an HIV/AIDS society.
Students are given the opportunity to reflect on their own lives, selves and experiences, ie the patralineal structure, and relate these to the issues of HIV/AIDS in South Africa. All students interviewed felt that HIV/AIDS education was important. It was interesting to note that all the students interviewed felt strongly about this.
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
- Introduction
- Answers To Research Questions
- What teaching methods are used to get students to relate HIV I AIDS to disciplinary knowledge in order to inform decision-making?
- What are the main positive features of the current HIV/AIDS programmes being undertaken?
- Conclusions
- Recommendations
- Recommendations for future research
- Final Conclusion
When asked how educators incorporated HIV/AIDS education into curricula, responses to the question tended to fall into one or more of the categories below. A number of the cases did not use one method exclusively, but a number of methods combined. In three of the cases examined, HIV/AIDS issues were not currently being formally integrated into the curricula.
It involved students in the learning and process - many of the lecturers stated that student involvement is important. It covered life skills - A number of cases felt it was important to cover 'life skills' education as part of ongoing HIV/AIDS education. A number of the models presented have costs and this will need to be budgeted for.
BIBLIOGRAPHY
2001, Challenging the challenger, understanding and scaling up the university response to HIV/AIDS in Africa. LecIerc-Madlala S & Frizelle K, 2002, University of Natal: Campus HIV/AIDS Support Unit, Strategic Plan, http://wip.hivan.org.za/campussupport/nu/unit.asp LecIerc-Madlala, S .Rugalema G and Khanye V, 2002: Mainstreaming HIV/AIDS into education systems in sub-Saharan Africa: Some preliminary findings, Perspectives in Education, July 2002.
Office of the Vice-Chancellor, University of Natal, 2001, Proposal for the establishment of the KwaZulu-Natal Center for HIV/AIDS Networking (HIVAN). The United Nations Global Crisis - Global Action", 26fu General Assembly Special Session on HIV/AIDS Review and Treatment. Zimmerman, M, et al, 1997, The HIV/AIDS Prevention Project for Mexican Gay Men: An Empowerment Approach, Health Education and Behavior, In April 1997, SOPHE.
APPENDICES
AN INVESTIGATIVE STUDY INTO WAYS OF INCORPORATING HIV/AIDS EDUCATION INTO ACADEMIC CURRICULA AT THE
APPI:NDIX I
CONTACT LIST FOR RESEARCH
APPE:NDIX 11
INTERVIEIW SCHEDULES
LECTURER INTERVIEWS
6 How do you try to get students to relate disciplinary knowledge to mY/AIDS to inform their future decision-making. 8. What have been your main difficulties and concerns in incorporating such education into your curricula? 6 Do you have any suggestions on how learning about MV/AIDS within your course could be improved?
RESEARCJH QUESTIONS
APPE:NDIX IV DOCUM:ENTATION
PSYCHOLOGY PROGRAMME
Partnership
The skills and experience of the three partners were also extremely beneficial in the design and implementation of this service-learning module. It is argued that the experience of these two partners contributed significantly to the success of the module. In addition, the academics' practical training skills and knowledge supported the partnership's work.
In the process, it is difficult to comment on the potential implications of this n10dule for higher education policy. In addition, the training provided by the V Jl!cy Trust in ~y1arch2001 played a key role in forming the partnership and conceptualizing the project. One of the presentations at the student conference is currently being prepared for submission for publication in AIDS Bulletin.
DOCUMENTATION LAW PROGRAMME
Read the decision of the Constitutional Court and prepare the answers to the questions you will find at the end of the decision. Before the tutorial, you should read the extract from the Employment Equality Act set out below, as well as section 7 of the Code of Good Practice, set out above. Evaluate your answers by reading section 7.2 of the Code of Good Practice on Key Aspects of HIV/AIDS and Employment, printed at the end of the previous chapter.
It admitted that there were a large number of people with HIV in the NDF and that there was a policy not to continuously test members of the NDF. I understand the concept of civil disobedience and measure its defining characteristics against the facts of the TAC Defiance Campaign. The judgment in Treatment Action Campaign et al. v MinisterofHealth et al. (2001) is part of the Interactive Lecture notes.
DOCUMENTATION
UNIVER~)ITY OF NATAL DURBAN
Study the attached newspaper extracts and try to identify different perspectives or representations of men and masculinity. Essay Question: Identify and critically discuss the various discourses in your school that relate to, 'interpret' or posit boys. 13 AIDS and Masculinity: How Consideration of Masculinity Will Influence the Gender Analysis of AIDS and Education.
Martin Foreman, AIDS and Men: Taking Risks or Taking Responsibility (London, Zed Press, 1998) (Reserve - EGM). R Morrell, 'Boys, men and questions of intimacy in South Africa', in L 'King (ed), Questions of Intimacy: Rethinking Population Education (Hamburg, UNESCO, 1999) (Reserve - Educ Resource Centre). Essay question: Why is AIDS a problem for men and how can schools (and your school specifically) develop gender inclusive prevention programs.
APPE:NDIX VII DOCUl\1lENTATION
AT EDGE"100D CAMPUS
34; implement national and provincial policies and strategies related to IIIV~IlD."·.gender andsexu{lli~education. Sexuality education during/cJ1Indati()n and intermediate phases in schools ./ Skills, heights and values in sexual education. Child ahuse: Legislative frmnewurk and prevention programs ./ J\!anogelJlcnt o.(Child ahuse in education .. TYJlCS of delh'cry and cstimated notional study hours pcr t)'PC Studcntactivit~'.
What educational provisions are included in the module to support students from diverse/disadvantageous CD backgrounds? The module 'I work in small groups where individual performance and progress are monitored. Students whose performance is poor are given the opportunity to rework the assignments and projects. Earning methods used in the module ./ l,ec1ure pre.'.;cntatiol1s . ,/ Seminar presentations and workshops based on SD/study students.
