MINEDUC. UNICEF ANO CARE MAY

Transcription

1 MINEDUC. UNICEF ANO CARE MAY 2O02 REPUBLIC

2 ACKNOWLEDGEMENTS This study was implemented through the joint effort of several people to whom we express our gratitude. All the people who readily accepted to provide us with their valuable information through Focus Group Discussions, interviews

3 ACRONYMS AND ABBREVIATIONS AIDS CNLS Acquired Immune Deficiency Syndrome Commission Nationale

4 This research ABSTRACT

5 TABLE

6 CHAPTER FIVE...33 INFLUENCE

7 i LIST OF TABLES AND FIGURES TABLES Table Title Page I Selected Provinces by Criteria of Selection 4 II Summary of study population 5 III Teachers by sex and by marital status 8 IV Teachers by sex and by marital status 16 V TTC Students' Expression of Self-Confidence to Teach HIV/AIDS 20 VI

8 CHAPTER ONE BACKGROUND AND JUSTIFICATION OF THE STUDY Introduction The global magnitude of HIV and AIDS has made it impossible for policy makers to ignore the pandemic. Projections made towards the end of the 1990's were verified in a 2001 UNAIDS report which indicated that 40 million people were living with HIV, of whom were under 15 years old. According to the same report, in 2001 alone, five million people were infected with HIV, while three million died

9 established in March 2001, under the auspices of the Office of the President. Its mandate was to co-ordinate

10

11 In order to involve participants from many parts of the country, this study was conducted in five provinces representing approximately

12 Table

13 FGDs were conducted among

14 1. The time scheduled at the beginning of this study was not sufficient for combining the qualitative

15 Table III: Teachers by sex and by marital status Table III above shows that the majority of teachers interviewed (63%) were married. Notably also, are widows

16 CHAPTER TWO PRESENTATION

17 It

18 analysis

19 Teachers' Knowledge ADDRESSING HIV/AIDS EDUCATION

20 The teacher knows all about HIV/AIDS, sees what is happening around him, his school children die, his brothers,

21 emerged

22 Teachers' Attitudes towards Teaching

23 Many

24

25 CHAPTER THREE EDUCATIONAL STRATEGIES FOR HIV/AIDS

26 Primary School Heads' Views on HIV/AIDS Integration in Schools

27 The majority

28 particularly

29 CHAPTER FOUR GENDER, SEXUALITY, HIV/AIDS

30 Apparently, religious convictions tended to influence the ways in which some of the teachers rationalised education

31 Head Teachers' Views Some

32 Primary School Teachers Defining Life Skills This study shows that many of the teachers were ignorant of the concept of life skills and by implication; they were also ignorant

33 A couple of the TTC teachers underscored the value of such testimonies by PLWAs recommending that: Testimonies should be given within ones' own areas among people who know them Political leaders

34 also be understood as the basis of the stigma attached to people who were infected and affected by HIV/AIDS. In terms of proportions, there were notable differences between the perverseness of negative attitudes towards PLWAs between

35 CHAPTER FIVE INFLUENCE OF CULTURE, TRADITION AND MODERNITY ON GENDER RELATIONS

36 AIDS should incorporate appropriate cultural messages that would enhance education about responsible sexual behaviour. What is important, according to these teachers, is identifying what was useful in Rwandan culture and use this as the basis to develop messages that were culturally acceptable to the communities. During a group discussion at Kongo Nil primary School in Kibuye Province, teachers expressed their views

37 'provocative' ways. They claimed that such ways of dressing were likely to attract men and boys sexually. Strikingly,

38 In a group of girls, I do not feel at ease, but my curiosity pushes me to talk to them so as to hear what they think about sexuality.

39 The teachers

40 CHAPTER SIX CONCLUSIONS AND RECOMMENDATIONS Conclusions from Study Findings This study on HIV/AIDS, in the context of gender, sexuality, and life skills education allowed the examination

41 SPECIFIC RECOMMENDATIONS FOR HIV/AIDS TRAINING MODULES Integrating HIV/AIDS Education into the Teacher Training Programme HIV/AIDS education is an opportunity for action and immediate application of what is learnt to prevent the further spread of HIV infection. For preventing the pandemic, it is important that teachers have basic information on HIV and AIDS and related issues. This implies the use of comprehensive approaches in teaching about HIV/AIDS. The following are examples of essential elements in proposed teacher training programmes: - Distinction between HIV and AIDS - Means of transmission - Prevention strategies

42 Establishing

43 The programme will have to aim at equipping children with the necessary knowledge and skills to deal with

44 AGUILAR, BIBLIOGRAPHY

45 Appendix 1: Questionnaire for Teachers APPENDICES Instructions: Circle the right answer or write it in the space provided, but do not write anything in the fourth column (Code). 44

46 45

47 21 Every qualified teacher

48 47

49 Appendix

50 18 Boys are more exposed to HIV/AIDS than girls 19 People seemingly healthy have less risk of HIV/AIDS infection 20 People suffering from STD are exposed

51 Appendix

52 You have a student with HIV/AIDS in your class What would

53 Identification

54 Appendix

55 Appendix 5 : FGD guide for TTC teachers 1. Have you got courses about HIV/AIDS on your programme? If yes, how do you teach it (methodology, teaching materials) 2. What else

56 55

57 Appendix 6 : Interview guide for school authorities Head

58 Something 57

59 Appendix

60 Appendix 8: FGD guide for school children According

61 Appendix 9: Observation guide for school children In 60

62 Appendix

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94 Appendix 12: Research Team Supervised by the Consultant: Felix MURAMUTSA 94

95 Appendix

96 96

97 Day one: Introduction, justification, assumptions APPENDIX 14: TRAINING SCHEDULE