A further investigation into the current challenges experienced in the implementation of peer education programmes in South African schools : an overview of provicial and district education officials' perceptions - Kwazulu-Natal Province

[摘要] ENGLISH ABSTRACT: Although peer education programmes in schools are designed to increase the knowledge, skills, values, attitudes and reducing learners' vulnerability to HIV, its implementation has yielded some challenges. This study focused on investigating the current challenges experienced in the implementation of Peer Education Programmes in South African Schools in KwaZulu-Natal. KwaZulu-Natal province was selected because of its high HIV incidence in comparison to other provinces in South Africa.A qualitative study was conducted were perceptions of district and provincial education officials managing the implementation of peer education programmes were explored. A semi-structured questionnaire which targeted 40 education officials was completed and analyzed.The main findings show that despite the successes noted in the current implementation of peer education programmes in schools e.g. the adoption of data collection tools to influence positively the implementation of programmes, it was found that challenges still exist with regards to the standardization of programmes. Peer Education programmes are still not being implemented in all schools in the province. Therefore, there is need to develop a policy that will hold all schools accountable for implementing the programme. Developing standardized peer education and peer mentor manuals (nationally) will also assist with holding schools accountable for advocating for effective implementation of peer education programmes. It was recommended that the Department of Education must increase advocacy for the implementation of the Peer Education Guidelines document as well as develop a best practice guide to strengthen poorly implemented programmes. A similar research project on a larger scale (national) was recommended.

[发布机构] Stellenbosch University