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This article addresses a particular area of research in the field of education and child protection: the protective role of schools in the contexts of HIV/AIDS and poverty. Such adverse situations may lead children not to enroll in school or to drop out of school and subsequently to be subjected to abusive child labor and, in some cases, the worst forms of child labor (WFCL). …
In my investigation I set out to break the HIV/AIDS culture of silence and emphasize the role of the teacher as a researcher and critical change agent in an HIV/AIDS challenged society. My work demonstrates how teachers could play such a role by encouraging learners' participation in sport. The sport, I focussed on in my action research project was chess. One of the main recommendations is that the role of sport in education be prioritized in the context of HIV/AIDS. …
The adoption of White Paper 6 of 2001 in South Africa on the implementation of inclusive education has become an important milestone to ensure the accommodation of the full range of learner needs in ordinary schools. This paper deals with the rights and needs of HIV-positive learners and their first line of support, namely ordinary teachers, who form the backbone of support within the inclusive classroom. At the moment, learners living with HIV miss out frequently on help and support because specialist out-of-school HIV and AIDS services are not geared towards their needs. …
This paper aims to assess whether the goals of the in-school programmes on prevention of HIV and AIDS that are taught in primary schools of 15 national ministries of education in Southern and Eastern Africa have been reached equitably between boys and girls by the end of primary education. One feature of most of these ministries is that they are in countries that are the hardest hit by a general HIV epidemic. More specifically, the paper aims to analyse schoolboys’ and schoolgirls’ general knowledge about HIV and AIDS. …
The School AIDS Education Program (SAEP) is a key intervention that aims at providing preventive education to young people in schools and is a critical component of the preventive intervention for the general community as no other institutional system reaches as many children as the school system. The main objective of the SAEP is to equip every young adult who passes out of school, with basic knowledge about HIV, so that each young person has correct knowledge and skills to protect themselves from HIV. …
The study was a descriptive survey conducted in 14 private primary schools in Gaborne city in Botswana. A structured and self-administered instrument was used to collect data from 12 head masters out of the 14 headmasters identified to participate in the study. Descriptive statistics was used to report the findings. The results showed that the private primary schools in Gaborone use a variety of HIV/AIDS prevention educational strategies to make primary school pupils aware of the HIV/AIDS pandemic in the country. …
Objective: To investigate the views of school pupils on sexual violence and on the risk of HIV infection and AIDS and their experiences of sexual violence. Design: National cross sectional study. Setting: 5162 classes in 1418 South African schools. Participants: 269 705 school pupils aged 10-19 years in grades 6-11. Main outcome measure: Answers to questions about sexual violence and about the risk of HIV infection and AIDS. Results: Misconceptions about sexual violence were common among both sexes, but more females held views that would put them at high risk of HIV infection. …
Objective: To evaluate a four-hour life-skills-based HIV/AIDS prevention curriculum among 5th grade students in rural primary schools of Hainan province. Methods: The study included two stages. Stage one (September 2006-May 2007) was a pre-post-quasi experimental design; a total of 2 413 students aged 9 to 14 years from fifth grade classes of nine primary schools completed a baseline survey (1 720 students were in the intervention group, 693 in the control group), and over 98% of them took part in a short survey. The experimental curriculum was provided to the intervention group. …
The study focuses on four key barriers to education, which are most prominent for children affected by HIV and AIDS, namely: HIV/AIDS-related illness of learners; Grief and trauma associated with illness and death of family/household members; Increased domestic responsibility (and exploitation through child labour) for children affected by AIDS; HIV- and AIDS-related stigma and discrimination.
This publication is the result of a partnership between UNESCO and the Global Network of People Living with HIV (GNP+). It builds upon the respective work of these organisations in relation to supporting the ideals of Education for All and the role of the education sector in the global response to HIV (UNESCO) and the Positive Health, Dignity and Prevention framework (GNP+). The overall purpose is to better define the role and responsibilities of the education sector in supporting young people who are living with HIV (YPLHIV) to realise their personal, social and educational potential. …
The number of people, including children, living with HIV keeps growing in the Russian Federation and other countries in Eastern Europe and Central Asia, which is the only region where HIV prevalence remains on the rise. The Practical Recommendations provide the management and the staff of educational institutions with a policy framework and practical tips for supporting and protecting from discrimination students and educators living with or affected by HIV. …
We describe how selected adolescent learners experience their current HIV/AIDS programmes in school. The rationale of the instrumental case study was that knowing, appreciating and understanding learners' preferences and experiences should inform future HIV/AIDS curriculum design. Research was conducted at three specifically selected secondary schools (cases). Focus groups and written essays were used as methods for data collection from 90 Grade 11 participants. …
The article interrogates current international development constructs of childhood, rights, vulnerability, and schooling in light of the daily experiences of two Malawian children affected by HIV/AIDS. It aims to better understand how development efforts targeted at these children function in practice, and suggests that current development discourses and frameworks may sometimes operate to make the lives of vulnerable children and communities harder and less secure. …
This study aims to measure indicators of HIV-related stigma among students of high schools in the North West of Libya. The results will be part of baseline data and evaluation of the impact of successive interventions. Understanding the behaviour of risk groups in a society, such as young people, is essential in order to draw effective prevention strategies. Behavioural surveillance surveys have been shown to make an important and useful contribution to informing the response to HIV. This study was part of a large Knowledge, Attitude, Beliefs and Practice survey. …
This paper investigates the reasons why young people in urban and rural Kilimanjaro, Tanzania do not attend school, their socio-demographic characteristics, AIDS knowledge and risk perception. A structured face-to-face interview was conducted with 1007 young people between the ages of 13 and 18. Findings suggest that non-attendance is the product of a complex interaction of economic, individual, family and school-related factors. Boys have more AIDS knowledge than girls, and those from urban areas are more knowledgeable than their rural counterparts. …
