Factors shaping the HIV-competence of two primary schools in rural Zimbabwe |
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| Institution: | 1. Department of Social Psychology, The London School of Economics and Political Science, United Kingdom;2. Biomedical Research and Training Institute, Zimbabwe;3. School of Applied Human Sciences, University of KwaZulu Natal, South Africa;4. Department of Public Health, University of Copenhagen, Denmark;5. Department of Infectious Disease Epidemiology, Imperial College School of Public Health, United Kingdom |
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| Abstract: | We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools. |
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| Keywords: | International education Development Educational policy HIV/AIDS Social protection Zimbabwe |
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