HIV/AIDS and science educatiohn in Namibian secondary schools
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Date
2010
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Abstract
Previous studies alluded to the impacts of HIV/AIDS on education in Namibia. While such studies implied that secondary school science education was under the threat of Human Immuno-deficiency Virus/Acquired Immuno-Deficiency Syndrome (HIV/AIDS), there was a paucity of disaggregated and empirical data that spoke to the specific linkages between HIV/AIDS and secondary school science education. Therefore, the purpose of this study was to elucidate the HIV/AIDS impacts, risk factors, and knowledge gaps among secondary school science teachers and learners in Namibia. The study also analysed the pedagogical and ecological factors related to HIV/AIDS education in Namibian secondary schools
A quantitative research approach was mainly utilised in this cross-sectional survey of science teachers and learners. Using a three-stage cluster sample design, eighteen secondary schools from six education regions were randomly selected. Life Science/Biology learners and teachers formed the tertiary sampling units. Separate questionnaires were completed by 829 learners and 61 teachers, respectively. Data were analysed using non-parametric and parametric statistics
The results revealed low putative HIV/AIDS-related losses of science teachers and learners. Coping with HIV/AIDS was significantly associated with absenteeism, stress, lack of concentration, and poor performance in class
Learners' high risks to HIV infection were evidenced by their early age of coital debut, high sexual activity, multiple sexual partners, transactional and intergenerational sex, low condom use, and pregnancies. Demographic characteristics also placed science teachers at high risk of HIV infection
Both sets of respondents demonstrated remarkable gaps in their knowledge of basic facts and new insights of HIV/AIDS. Similarly, the pedagogy of HIV/AIDS was fraught with constraints of inadequate resources, teacher training, and lack of examination of the HIV/AIDS content
Statistical analysis showed learners from all the six regions were unanimous that HIV/AIDS education should be a separate subject taught by a specially trained teacher. This evidence persuaded a pedagogical paradigm shift from the current integrative approach whereby Life Science and Biology subjects were the vectors of HIV/AIDS education in secondary schools. Ecological factors that affected the delivery of HIV/AIDS education and prevention included the lack of teaching resources, extra-curricular activities, condoms, Voluntary Counselling and Testing services, and school-community interactions
In the wake of these findings, the study argued for the reform of secondary school curricula and educational policies pertinent to HIV/AIDS education and prevention.
Description
A dissertation submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy
Keywords
AIDS disease, AIDS social aspects Namibia, Health education Namibia