The issue of HIV/AIDS and its negative impact on the education process has been widely explored, with scholars such as Kelly and Bain (2008:8) emphasizing the need for 'serious engagement against the existence of ignorance, denial, stigma and discrimination' - the contributing factors to the spread of the disease'. HIV/AIDS is not an individual issue, but one of public interest and national interest.
Introduction
- Background to the study
- Motivation of the study
- Legislative Framework
- The Constitution of South Africa, 1996
- The South African Schools Act, 84 of 1996
- White Paper 6 on Inclusive Education of 2001
- White Paper on Transforming Service Delivery, 1997
- Research Objectives
- Key Questions of the Study
- Research Design and Methodology
- Conclusion
The main question of this study is therefore: What is the impact of HIV/AIDS policy in alleviating the effects of HIV/AIDS on teaching and learning in schools in uMkhanyakude district. What programs are in place to ensure the implementation and monitoring of HIV/AIDS policies in the schools of uMkhanyakude district?
Conceptual framework and Literature Review
Introduction
Historical background of AIDS
12 UMkhanyakude is one of the rural districts with the highest incidence of HIV and also experiences deep poverty. All this contributes to the spread of the disease as people try different and perhaps unscrupulous ways of survival.
Teenage pregnancy
As already mentioned, it is not easy to talk about HIV/AIDS without talking about the issue of teenage pregnancy. The Department of Education hopes that by reducing teenage pregnancies through the promotion of abstinence, HIV/AIDS will also be reduced.
Definition of Policy
Governments operate through the use of policies as one of the many instruments used in the day-to-day activities of running the country. The authors (2011:7) further define policy as a 'public sector purpose statement, sometimes including a more detailed program of action that gives effect to selected normative and empirical goals in order to improve or solve perceived problems and needs. in society in a specified way, achieving the desired changes in society'.
Policy processes
The content of the policy (the cause of the problem, the objectives to be achieved and the method of achieving them). They must be willing to collaborate with educators to succeed in the implementation process.
The importance of policy
The Department of Education’s HIV/AIDS policy and other initiatives
- National Policy on HIV and AIDS for Learners and Educators in Public
- Other interventions by the government
Since HIV/AIDS is an infectious disease, a large number of teachers and students are at risk of contracting the disease. HIV/AIDS testing is voluntary and may not be used for employment or admission. Pupils and students with HIV/AIDS should not be denied any opportunity based on their status, but should be allowed to enjoy their full lives as students or pupils.
All educators should be trained so that they are better positioned to provide advice on HIV/AIDS. 27 Source: Ministry of Education, (1999) National Policy on HIV/AIDS for Students and Teachers in Public Schools and Students and Teachers in Further Education and Training Institutions. A study on teachers entitled 'Health for our educators: a focus on HIV/AIDS in South African public schools'.
There is also the National Integrated Plan for Children infected and affected by HIV/AIDS.
The role of schools and education
This means that the school community itself has an important role to play in formulating and implementing HIV/AIDS policies. The survey showed that the participants did not trust the program, indicating that they considered HIV/AIDS as just another topic in life orientation as a topic. They maintained that if educators are well trained, they become confident and willing to implement HIV/AIDS.
Above all, the study found that the presence of an HIV/AIDS policy at the school was a predictor for the implementation of HIV/AIDS education. This indicates the value of the HIV/AIDS policy in the school and the importance of ensuring that the HIV/AIDS policy is available and educators are aware of its existence in the school. The way in which learners see the whole issue of HIV/AIDS education must be taken into account.
Whether viewed from the perspective of teachers or students, HIV/AIDS policy remains a very valuable tool for its implementation in schools.
Conclusion
Griessel-Roux, Ebersohn, Smit, and Eloff conducted a survey of 90 grade 11 students with the aim of obtaining students' experiences with the HIV/AIDS education programs offered to them in their schools. One of the conclusions of the study was that although HIV/AIDS programs and policies for students around the world have been extensively studied and researched, the responses of the recipients (students) are rarely recognized and given the attention they deserve.
Research Design and Methodology
- Introduction
- The study’s research paradigm
- Research Design
- Data Collection
- Research Setting
- Population and Sample
- The School Management Team Members
- Life Skills/ Life Orientation Educators
- Other Educators
- Senior Education Specialist: Life Skills
- Ethical Considerations
- Conclusion
The government employs many people who work in the district and are police officers, nurses, teachers and social workers. One senior Life Skills Education Specialist from the District Education Office was also part of the study. The members of the school management team (SMT) are teachers who are part of the school management.
They must consider these matters as part of the content taught in life skills or life orientation. Therefore, the researcher felt it necessary that these educators be part of the study. Due to their familiarity with the schools, they were also purposely selected to be part of the study.
There are two such officers in the district, but only one was part of the study.
Research Results
- Introduction
- Data Analysis
- Questionnaires
- Interviews
- Discussion of Findings
- Conclusion
Six of the 20 life orientation teachers indicated that they were not aware of any policy and had never heard of any HIV/AIDS policy in their schools. This means that out of the 60 participants from schools, 31 indicated that they implemented the policy. Out of the ten interviewed, six educators (60%) said that they have HIV/AIDS policies in their schools and that they have seen these policies.
Ten percent of the participants said that absolutely nothing happens in connection with HIV/AIDS. Ninety percent of those interviewed indicated that activities are taking place which have had a positive impact on their schools. Looking at implementation, 54 percent (38 out of 70) of participants indicated that implementation takes place in schools and mentioned the various activities they have as ways of implementing the HIV/AIDS policy in their schools.
Schools, through Life Orientation and Life Skills with other programs, are the context for the implementation of HIV/AIDS policy.
Conclusions and Recommendations
Introduction
Interpretation of Findings in Relation to the Objectives of the Study
The policy is there on paper, but no activities are planned that are specifically aimed at shaping the HIV/AIDS policy and making it operational. However, this does not apply to the HIV/AIDS policy in most uMkhanyakude schools. Much of what is being done in terms of programs and projects to combat HIV/AIDS is being undertaken by local NGOs such as Star For Life, Mpilonhle, Akehluwalutho and others, and the district through Soul Buddyz and Peer Educators.
It is expected by most schools that the Life Orientation educators will carry out the monitoring and evaluation, the reason for this being that HIV/AIDS forms part of the subject they teach in the school. The study further revealed that schools are extremely concerned about HIV/AIDS and how it negatively affects them. There is a clear indication that schools do have policies in place and they do understand the importance of policy as a way to direct actions in the prevention and treatment of HIV/AIDS and its related problems.
Cooperation from different levels of government is very important to ensure the provision of effective and efficient services.
Recommendations
58 No matter how well-articulated the policy is on paper, there will be no progress if there is little or no action by those who implement it. This study seems to confirm that the commitment of the schools, especially the school management, is lacking and they are the people in the school who are responsible for ensuring that all policies are implemented correctly. Much needs to be done to ensure the effective implementation of these policies.
This needs to be investigated, as well as alternative ways to save money, as it appears that service delivery is somehow being compromised in the quest for cost cutting. No one has been appointed to be responsible for monitoring the effectiveness of the implementation process. Educators said they have targets they are expected to achieve in different subjects and there is no time for any additional subject or activity.
If schools initiate activities, they will be more motivated and determined to make these activities a success, as they will feel ownership of their activities.
Conclusion
Section on Prevention Education (1994) The Impact of HIV/AIDS on Education: A Review of the Literature and Experience. If you were to improve the HIV/AIDS policy, what would you add or remove? What role does the School Governing Body play in relation to the HIV/AIDS Policy and its implementation.
Do you think the Ministry of Basic Education (district, provincial or national level) should do anything to help schools with the issue of HIV/AIDS? What is the role of the school governing body/parents in the implementation of the HIV/AIDS policy. If you could change anything about national HIV/AIDS, what would it be?
What is the role of life orientation educators in the implementation of HIV/AIDS policy. We invite you to participate in a research project entitled POLICY RESPONSES TO HIV/AIDS AND THEIR IMPACT ON MITIGATING THE IMPACTS OF HIV/AIDS ON TEACHING AND LEARNING. With your cooperation, I hope to understand HIV/AIDS POLICY RESPONSES AND THEIR IMPACT ON MITIGATING THE IMPACT OF HIV/AIDS ON TEACHING AND LEARNING AT THE SCHOOL LEVEL.
