Sithole, Sinikiwe (2013-03)
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.
AFRIKAANSE OPSOMMING: MIV en Vigs portuurgroep-opleidingsprogramme word ontwikkel om onder andere die kennis, vaardighede en houdings van leerders in skole met betrekking tot die virus uit te brei, sowel as hulle kwesbaarheid ten opsigte van die virus te verlaag. Die suksesvolle implementering van hierdie programme in skole blyk egter problematies te wees. Hierdie studie ondersoek die huidige uitdagings wat in skole in Kwazulu-Natal ervaar word met betrekking tot die implementering van MIV en Vigs portuurgroep-opleidingsprogramme. Kwazulu-Natal is gekies vir die studie weens die provinsie se hoë koers van nuwe MIV infeksies.
‘n Kwalitatiewe studie is gedoen om die persepsies van distrik- en provinsiale onderwys amptenare wat portuurgroep-programme bestuur, te ondersoek. ‘n Deels-gestruktueerde vraelys is deur 40 amptenare voltooi.
Die studie het bevind dat, ten spyte van die sukses van die huidige portuurgroep-opleidingsprogramme ten opsigte van bv. die gebruik van data-versameling instrumente, daar steeds uitdagings bestaan ten opsigte van die standardisering van die programme. Portuurgroep-opleidingsprogramme word steeds nie in al die skole in die provinsie geïmplementeer nie. Daar is dus ‘n behoefte vir die ontwikkeling van ‘n beleid wat alle skole aanspreeklik sal hou vir die implementering van hierdie programme. Die ontwikkeling van gestandardiseerde portuurgroep-opleiding en portuur-mentor handleidings op nasionale vlak kan ook bydra om skole te dwing om ‘n aktiewe rol in hierdie proses te speel deur hulle aanspreeklik te hou om die effektiewe implementering van hierdie programme te dryf. Die Departement van Onderwys behoort die implementering van die bestaande Portuurgroep-Opleiding Riglyne dokument te dryf; ook om ‘n beste praktyk handleiding vir hierdie implementering te ontwikkel. ‘n Soortgelyke studie op ‘n groter skaal (nasionaal) word aanbeveel.
Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/80126