Factors that influence the implementation of life skills HIV/AIDS programmes in some selected primary schools in rural settings in Oshana Region in Namibia

[摘要] ENGLISH ABSTRACT: In order to fight the HIV/AIDS pandemic, the Ministry of Education in Namibia realized that it was better to focus on young children who are at the phase of behaviour formation. Consequently the life skills HIV/AIDS programme, Window of Hope, was introduced to cater for all children in grades 4-7 (aged ± 9-14 years). In order to realize this initiative, the Ministry started to train two teachers per school, who should implement the programme in their schools. However, it has been noted with concern that some teachers who were trained do no implement the programme. The research aims at finding out why some teachers who underwent training do not implement Window of Hope in their schools.In this research, information was sought from the three categories of people who are mainly involved in the monitoring and implementation of Window of Hope life skills programme, namely the education officer (RACE coordinator), principals and teachers. Interviews were conducted with the education officer and the principal to find out the successes and challenges they experienced in monitoring the implementation of the programme. Self-administered questionnaires were used to obtain information from the teachers.Findings indicated teachers who are supposed to implement the life skills HIV/AIDS programmes in the schools feel overburdened to work extra hours in the afternoons, and teachers who are supposed to act as facilitators of such life skills HIV/AIDS programmes also felt that they do not get sufficient time to prepare for efficient presentations of activities in the programmes. Principals as supervisors who are supposed to monitor the activities of the life skills HIV/AIDS programmes feel they were not empowered to monitor the activities of such programmes. There are insufficient financial resources available that could used to purchase the materials needed for effective programme implementation. Teacher-facilitators indicated that they did not receive adequate training that could empower them to address issues such as sexuality. However, most participants indicated that the programme has managed to equip learners who took part in it with skills such as assertiveness, and increased their knowledge on how to protect themselves from getting HIV/AIDS.

[发布机构] Stellenbosch University