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1.
Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race.
It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized
and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support
that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers
with the knowledge and skills they need to take on these new and changing roles. This article explores the role of current
pre-service and in-service teacher training (PITT) programmes and offers evidence that teachers need more and better training
to integrate HIV education into the mainstream curriculum in Africa. We argue that the success of HIV interventions in the
sector depends on the quality and relevance of the PITT programmes being offered. 相似文献
2.
Starlin Musingarabwi 《课程研究杂志》2013,45(1):122-140
A growing need for utilizing school-based HIV/AIDS interventions the world over has been acknowledged as the most cost-effective means for arresting the spread of the HIV/AIDS pandemic among the vulnerable youth. However, the question on how teachers as educational change agents and cognitive sense-makers of HIV/AIDS curricula situated in a complex web of systemic social interactions are faring in mediating these interventions has not received much attention in curriculum theorization. There seems to be an underrepresentation in the literature, of post-modernistic approaches to the problematizing and explanation of teacher enactment of such complicated yet important curricula. This article sought to highlight the Adaptation Approach to education and Honig’s model and teacher cognition as an example of a post-modernistic approach to analysing teachers’ enactment of school HIV/AIDS curricula. It sought to enhance our understanding of the interplay of a myriad of factors endogenous and exogenous to teachers in shaping and framing teachers’ individual responses to the HIV/AIDS curriculum policy. We thus contend that one of the major reasons why teachers’ efforts to effectuate purposive mediations are so elusive is the failure by theoreticians and policy-makers alike, to consider the myriad of human-generated antecedents in different venues and how these impact teachers’ adaptation of HIV/AIDS interventions. 相似文献
3.
The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable
solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system
plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective,
governments must work in collaboration with parents, religious leaders, and community members. This article describes eight
key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best
practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma
and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages
about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in
respect of religious perspectives; the most successful ones will include religious leaders in the process. Fourth, the language
and content used in designing education materials for schools must be culturally sensitive, as local traditions can influence
the transmission of HIV; those developing curricula should explore the best ways to incorporate positive traditions into formal
education initiatives. Fifth, governments are responsible for providing comprehensive and adapted messages about the disease
to children and youth in school settings; they must develop a national strategic policy on it and establish specific measures
established to protect PLHIV. Sixth, the family plays the primary role in providing information to children on sexuality and
HIV-related issues, even if parents and children sometimes find it hard to talk about. Parents must be informed so they can
play a more active role in educating their children in this area. Seventh, teachers and administrators are central to effective
HIV education; as they often complement parents’ roles, they need to be trained at pre- and in-service levels on these issues,
including sexuality. Finally, children and young adults should learn about sexuality and HIV and AIDS at various stages throughout
their development. It is crucial to adapt the content to the age and knowledge level of the target group. 相似文献
4.
Research was undertaken to assess the role of primary school teachers with regard to the prevention and control of HIV/AIDS in Nigeria. Structured and semi‐structured questionnaires were responded to by 210 teachers drawn from primary schools in Eastern Nigeria (with pupils aged 6–15 years). These were supplemented by focus group discussions and key informant interviews. The findings show that the teachers have a reasonably high knowledge of the modes of HIV transmission, the behavioural risk factors and modes of prevention. The teachers, however, are reluctant to teach this because of socio‐cultural and religious factors, lack of teacher training in delivery of sex education as well as poor motivation. The motivation and participation of primary school teachers in the prevention of HIV in Nigeria are very low. This calls for serious and urgent policy intervention to remedy the situation and increase the role of primary school teachers in combating the spread of HIV/AIDS in Nigeria. 相似文献
5.
This paper deals with the learning needs of Health Care Workers (HCWs) in the field of HIV/ AIDS. Essentially the paper covers their perceived initial education and training needs at tertiary level through to the continuing vocational professional development of HCWs who are involved in the practice of health care of people living with HIV/AIDS. The focus of the paper provides an illustration of the theme of adult education that searches for roles of social relevance in both a community and continuing professional setting, notably in the context of challenging human needs. In this illustration, the identification of the tertiary level education and training needs of HCWs by the practitioners themselves, as well as other interested stakeholders, is designed to help others who follow them practice with competence and confidence in this complex area of human need. Ultimately the continuing education of HCWs in such a challenging context is concerned with empowering people living with HIV/AIDS to come to realistic and positive terms with their condition. 相似文献
6.
Chidimma B. Aham-Chiabuotu Godwin N. Aja 《American journal of sexuality education》2017,12(3):315-336
There is limited data on the implementation of Comprehensive Sexuality Education in Nigerian schools. This study explored In-School adolescents' perspectives on the implementation and utility of the Family Life and HIV/AIDS Education Curriculum, using questionnaires and focus group discussions. Findings reveal that sexuality education in schools is mostly moralistic and cognitive in emphasis, with limited adaptation of interactive methodologies. Inadequate teacher training, teachers' sexual double standards, and limiting curriculum to junior classes were identified as major setbacks. Curriculum expansion, Comprehensive School health programming, continuous teacher training and ensuring that teachers are held accountable for their behaviors are recommended. 相似文献
7.
AbstractThe benefits of positive, active relationships between families, schools, and the community (not only in the academic outcomes of the children, but also in the family’s and school’s wellbeing) have, up to now, had plenty of supportive evidence. Nevertheless, experience shows that there are many difficulties involved in making participation a reality. Education regulation acknowledges the importance of family participation at school, but neither implementation methods nor the concept of participation are clearly defined. Spanish initial teacher education curriculum programmes include, only in a marginal form, competences and skills that would prepare teachers to become involved in a collaborative relationship with families and the community. This article addresses the training of professionals in education from the perspective of the competences, skills, and knowledge demanded to engage in collaborative work with families and the community. It was conducted through a comparative analysis of the curriculum programmes of Spanish Universities, with a special focus on curriculum content and competences, and on the formal organisation of the initial training of pre-service teachers. 相似文献
8.
我国教师教育课程突出问题是理论与实践割裂。流于形式的‘实践取向’教师教育课程不能将实践与理论联系起来。整合的教师教育课程强调教师的理论知识和实践性知识要在互动过程中,通过主题、问题来组织课程内容、创建"探究式"教学模式、"行动研究"教师培养模式等来实现。 相似文献
9.
Despite recent progress in meeting the goals of the Education for All agenda, certain groups of young people are particularly
vulnerable to exclusion and underachievement, including children with HIV/AIDS, children living in poverty, and children with
disabilities. HIV/AIDS has reduced many young people’s rights to access education, to live a full and healthy life, and to
have a life as a child. This article focuses on attempts to continue to empower young people to protect themselves from HIV
by exploring the dynamics around HIV-related education in schools, in particular by examining the role that young people’s
knowledge can play in improving curricula and thus reducing HIV/AIDS rates. The authors draw on qualitative research in a
total of eight schools in Kenya, Tanzania, and South Africa. Preliminary findings suggest that pupil consultation and dialogue
can be used to inform thinking on the curriculum for HIV education. 相似文献
10.
AIDS and Democratic Education in Uganda 总被引：1，自引：0，他引：1
Robina Mirembe 《比较教育学》2002,38(3):291-302
Education remains the effective way of preventing the spread of HIV/AIDS. Drawing on a study of AIDS education in Uganda, data showed an exclusive curriculum characterised by denial of knowledge, marginalisation of young people (especially girls), lack of straight means for questioning the subject content, and the failure to inform. Possible pedagogies emerge to address the problem of the spread of AIDS in young people. This article discusses the AIDS pedagogy and democratic education in Ugandan schools by examining possibilities using three illustrations derived from action research: pupil participation in curriculum formulation, pupils setting the agenda for AIDS education delivery and individual choice of AIDS education. The realities of teenage sexuality were being addressed with positive responses to the AIDS curriculum. Action research offered the opportunity for a democratic pedagogy and learning--fundamental to young people's response to the AIDS curriculum and adoption of safer sexual practices. 相似文献
11.
SUSAN WANJIRU KIRAGU 《Pastoral Care in Education》2007,25(3):5-15
Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them.
In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required. 相似文献
In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required. 相似文献
12.
Isabel Ruiz‐Mallen Laura Barraza Barbara Bodenhorn Maria de la Paz Ceja‐Adame Victoria Reyes‐García 《International Journal of Science Education》2013,35(13):1755-1770
Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan. 相似文献
13.
课程是社区教育的核心领域,是社区教育内涵发展的一个核心问题.课程学习与开发的主体是社区居民,课程评价也要从社区和社区居民两个层面考虑.社区教育课程开发要在公平性、地域性、差异性、实用性原则的基础上,营造良好的社会环境;提高社区教育机构的课程开发能力;整合社区内各种适用资源;加强社区教育课程开发者的专业培训;课程的开设还要与职业技能考证挂钩,并根据社区实际情况打造精品课程和草根课程. 相似文献
14.
Nancy Lesko 《Prospects》2007,37(3):333-344
In the context of ongoing social divisions, lack of coherent leadership by government, and even divisiveness over medical advances and public health mandates, how might universities respond? What university actions can support social cohesion in a society splintered by class, race, gender, colonial legacies, the history of apartheid, and HIV/AIDS? More specifically, what approaches to university teaching of HIV/AIDS might foster social cohesion? During 2006, I interviewed 22 instructors at the University of KwaZulu-Natal (UKZN) at three campuses. The interviewees were faculty members in education, sociology, history, psychology, theology, gender studies, and theater. I observed numerous classes that focused on HIV/AIDS and interviewed approximately 40 undergraduate, honours (4th year), and graduate students. I found that the curriculum and teaching went beyond the technical, individualistic, rational, self-interested assumptions and approaches (such as how to distribute information and condoms) typical of much safe-sex education. The courses explicitly critiqued assumptions, beliefs, and stereotypes that contribute to social divisions and stigma. The teaching efforts consciously included cultural understandings, specifically Zulu cultural understandings of health, community responses, and individuals within communal relationships. The approaches explicitly connected HIV/AIDS with social divisions and inequities of power. The teaching promoted an awareness that public health initiatives (and church or counseling responses) are fraught and controversial. Thus, the teaching tried to place its own ideas within history and society, offering a post-colonial/critical understanding of knowledge, theories, and social “solutions.” In foregrounding social divisions in relation to AIDS, these programmes promoted a critical-edged social cohesion. 相似文献
15.
陈菊 《广西师范大学学报(哲学社会科学版)》2011,47(5)
知识管理是现代社会个人和组织提升素质与竞争力,应对知识经济挑战,实现组织可持续发展的重要管理形式。知识管理理论对教师教育具有重要的启示。在骨干教师培训中建立学习共同体、搭建知识增值平台、创设学习场域,可促进骨干教师知识的共享与创生,进而促进其专业发展。 相似文献
16.
在教学过程中,教师对引导学生的发展发挥着重要的作用。如果教师负责为多元文化学生创造高效的文化回应式教育体验,那么在教师教育课程中就应该培养教师与多元文化学生和谐共处的能力。随着全球化视域下多元文化教育的凸显,以及美国中小学生种族、族群、文化和语言结构的多元化日益增强,美国中小学教育更需要擅长多元文化教育的教师。针对现实中孤立的多元文化教师教育课程的设置及其低效问题,美国提倡设置基于全球观培养教师跨文化能力的多元文化教师教育课程,使教师具有广泛的多元文化知识基础、态度,形成持续的跨文化教学能力。 相似文献
17.
Carla Vreys Gilles Ndanjo Ndungbogun Tessa Kieboom Kathleen Venderickx 《High Ability Studies》2018,29(1):3-22
Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom. 相似文献
18.
《Early education and development》2013,24(4):363-378
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献
19.
《Pastoral Care in Education》2013,31(3):5-15
Abstract Twenty-five years since the onset of HIV/AIDS, young people aged 15–24 now make up half of new HIV infections. This paper advocates for comprehensive sexuality education as an effective panacea to reverse this, with teachers stepping up and embracing their role as sexuality educators. The exploration of this challenge is informed by a small-scale participatory study of teacher responses in a rural primary school in Nakuru district, Kenya. Dialogue was held with 18 teachers (11 females, seven males) on the challenges they faced in teaching sexuality education and teachers emerged as disorientated and embarrassed in conversations about sexuality issues with the pupils. Because sexuality education lacks a curriculum, teachers have found it challenging to integrate it into regular subjects; they also observed that parents seem resistant to addressing this at home, and thus this task falls to them. In the study, a process of self-awareness of the need for them to step up and teach sexuality education emerges among the participants. A key finding is that participatory and dialectical interventions that can prepare teachers and develop their confidence in teaching sexuality education are required. 相似文献
20.
The HIV/AIDS pandemic in South Africa has prompted a need for extensive efforts to educate citizens of all ages about the disease and ways of coping with its impact. This paper describes the process of developing an HIV/AIDS education curriculum for Takalani Sesame, an educational media project for young South African children. The process began with formative research with adults and children, and extensive discussions with HIV/AIDS health specialists. Guided by the research and advice from specialists, a team of educators developed a comprehensive curriculum that the Takalani Sesame production team will use to create HIV/AIDS education messages for television, radio and outreach materials for children ages 3-7 and the adults who care for them. 相似文献