HIV/AIDS and science educatiohn in Namibian secondary schools

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dc.contributor.authorChinsembu, Kazhila C.en_US
dc.date.accessioned2014-02-07T14:08:18Z
dc.date.available2014-02-07T14:08:18Z
dc.date.issued2010en_US
dc.descriptionA dissertation submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophyen_US
dc.description.abstracten_US
dc.description.abstractPrevious 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 schoolsen_US
dc.description.abstractA 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 statisticsen_US
dc.description.abstractThe 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 classen_US
dc.description.abstractLearners' 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 infectionen_US
dc.description.abstractBoth 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 contenten_US
dc.description.abstractStatistical 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 interactionsen_US
dc.description.abstractIn 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.en_US
dc.description.degreeWindhoeken_US
dc.description.degreeNamibiaen_US
dc.description.degreeUniversity of Namibiaen_US
dc.description.degreeDoctor of Philosophyen_US
dc.description.statusen_US
dc.format.extent594 pen_US
dc.identifier.isisF004-199299999999999en_US
dc.identifier.urihttp://hdl.handle.net/11070/528
dc.language.isoengen_US
dc.masterFileNumber3781en_US
dc.source.urien_US
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dc.subjectAIDS diseaseen_US
dc.subjectAIDS social aspects Namibiaen_US
dc.subjectHealth education Namibiaen_US
dc.titleHIV/AIDS and science educatiohn in Namibian secondary schoolsen_US
dc.typeThesisen_US
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