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Guidelines in the implementation of workplace policy and education program on HIV and AIDS.
The aim of this research is to establish the factors influencing the implementation of the Ministry of Education HIV/AIDS workplace programme in Zambia in order to provide guidelines to make it sustainable. This study is important to identify why the implementation of the workplace Programme has been difficult. This research was based on document analysis, direct observations and the use of semi structured interviews with key staff involved with the implementation of the workplace programme. …
The battle against HIV and AIDS is an urgent one, especially in the Mekong region where millions of lives are at risk. Asia holds 60 percent of the world's population, so even low levels of HIV prevalence mean large number of people infected. In the fight against the disease, our protagonists begin to unite and form community based theatre groups. These groups gain the attention of development organizations and are transformed into arts and cultural development initiatives in the region. …
This document contains the presentations from the Workshop on "Education Sector Response to HIV, Drugs and Sexuality, Jakarta, Indonesia, 3-4 December 2009.
This book, which was originally written as a dissertation, broadens the approach to gender equality in primary education by exploring the magnitude of complex interactions between schools and rural livelihood household processes in the context of HIV/AIDS. The arguments are based on recent ethnographic research using dimensions of rural pupils', parents', and teachers' responses to the socio-economic impact of HIV/AIDS on their livelihoods. It gives insight into some of the current debates that have been generated in the field of education, HIV/AIDS and rural livelihoods.
This study aimed to evaluate the effectiveness of health education initiatives to increase knowledge and improve attitudes and behaviors in response to rising HIV incidence. In this study, 223 students who received comprehensive health education were compared to 217 control group students who did not receive this education. …
This study aimed to evaluate a one-year, comprehensive, school-based HIV and AIDS education program in rural, southwestern Uganda. Twenty intervention schools (1274 students) and 11 control schools (803 students) completed baseline and follow-up questionnaires. Twelve focus groups were conducted among five of the intervention schools (93 students). Very few effects of the intervention were observed. Focus group data indicates that programmes were not implemented comprehensively and certain activities (how to use condoms, role playing) were only superficially used. …
Aims: This article reports on the development and psychometric properties of an instrument to evaluate school-based HIV/ AIDS interventions aimed at adolescents in three African sites. Methods: The instrument was developed in a series of steps that involved a review of existing instruments; use of empirical data and secondary literature supporting an association between the variables of interest and sexual intercourse or condom use; operationalizing the constructs of the theoretical model employed; and using the objectives of the intervention. …
Effective sexuality and HIV/AIDS education programmes are needed to protect young people against HIV/AIDS and teenage pregnancy in Tanzania and other Sub-Saharan African countries. Using a theory- and evidence-based approach and adapting the programmes to local contexts, increases the effectiveness of these programmes. This paper describes and discusses the challenges and opportunities concerning the application of Intervention Mapping (IM) in the development and implementation of a sexuality and HIV/AIDS education programme targeting young people aged 12-14 in Tanzania. …
Young people in South Africa are susceptible to HIV infection. They are vulnerable to peer pressure to have sex, but little is known about how peer pressure operates. The aim of the study was to understand how negative peer pressure increases high risk sexual behaviour among young adolescents in Cape Town, South Africa. Qualitative research methods were used. Eight focus groups were conducted with young people between the ages of 13 and 14 years. …
This paper presents a process evaluation that assessed the fidelity and quality of implementation, as well as the acceptability and subjective evaluations of a HIV/AIDS intervention among students and teachers. Methods: The process evaluation was conducted as part of a cluster randomized controlled trial of a theory- and evidence-based school HIV/AIDS intervention in Cape Town. The intervention was designed for grade 8 high school students and delivered by teachers over a six-month period. Twenty-six schools participated in the trial, 13 in the intervention group and 13 in the control group. …
These guidelines are developed to provide coordinated, integrated and harmonized direction and approach in providing SRH/HIV/LS education by different actors, with special focus on preventive education, counselling, care and support for children and youths in learning institutions and employees at work places in order to have a common understanding in mitigating and control of HIV/STI infections, teenage and unwanted pregnancies, counselling and support of vulnerable population groups in education sector in Zanzibar. …
In this paper, we use data from Uganda to examine disclosure of HIV sero-status in the school context by adolescents perinatally infected with HIV. We begin by presenting evidence of the existence of stigma and discrimination in schools from the perspectives of school officials, in-school young people perinatally infected with HIV, and other students. We then examine the level of disclosure of sero-status to school officials and friends by adolescents perinatally infected with HIV. …
HIV/AIDS poses grave risk to human development in sub-Saharan Africa. Evidence-based interventions that are rooted in local culture could help efforts to prevent threats to human development from HIV/ AIDS. We used concept mapping (Concept System, 2006) to construct the components and content of a locally developed HIV/AIDS curriculum for use by secondary schools in Lusaka, Zambia. …
Ce plan stratégique pour le sous-secteur de l'éducation de base pour la période 2009-2011 se veut conforme aux objectifs globaux identifiés par le Plan Stratégique National et comprend 6 principales parties ou sections : Section 1 : Caractéristiques du Sous-Secteur Education de Base ; Section II : Analyse de la réponse actuelle du Sous-Secteur Education de Base ; Section III : Cadre stratégique de lutte contre le VIH et sida du Sous-Secteur Education de Base ; Section IV : Programme de lutte contre le sida (2009-2011) ; Section V : Plan opérationnel. …
