CVE RESEARCH REPORT FINAL.docx

CHAPTER ONE 1.0 INTRODUCTION 1.1 BACKGROUND OF THE STUDY HIV/ AIDS drastically affect African youths. As there is no cure, education and prevention programmes are the primary ways of decreasing HIV/ AIDS death and infection rates. Health specialists declares that since schools are where the largest proportion of children can be reached, school based HIV/ AIDS prevention programmes are the most efficient and effective ways to fight this epidemic (UNICEF 2001). However, in most African countries government has struggled to effectively implement HIV/AIDS prevention programmes into schools. As a result, civil society particularly Non Governmental Organization (NGOs) have become legitimate players in trying to improve HIV/ AIDS education. Education for HIV/AIDS prevention should begin at an early age before children and young people are exposed to risks and should be sustained over time. It needs to encompass measures to reduce individual risks as well as to reduce contextual environmental and societal vulnerability to HIV/ AIDS. Political commitment and leadership, participatory planning and inter – sectoral partnership are essential to a successful response all of which need to be founded in the right – based approach. Some scholars assert that “initiating these programmes when children are at a young age and developing the appropriate message before they leave school will address the building blocks for healthy living.” Gahuchi D, (1999) Schools as the World Bank point out “offer an organized and efficient way to reach large numbers of school – age youth at an age when they are highly receptive to adult influence” World Bank (2002) Education and HIV/AIDS: A Window of Hope, P 10 The battle is for everyone including schools. Therefore, schools play a significant role in early childhood development. Children who go to school are provided with opportunities for social interaction, character building and enhanced learning. Schools can influence a child’s growth and ability to achieve in life. Quality education not only enhances a child’s future potential, it also provides him or her skills necessary to function as a productive member of society. Schools also provides a meeting point for parents .Those with functioning Parent Teachers Association (PTA) have active community involvement and are accountable to communities that they save. This paper is to explore the role of education sector in fighting HIV/AIDS. It further looks at programmes structured for the children in three schools namely; Kasosolo Primary School, Chikuse Primary School and Mulungushi West Primary School also known as Chankomo primary School. The paper also carried information from other writers who made research on the subject matter. It also looked at the policy implementation from the government and the response from the stakeholders. 1.2 STATEMENT OF THE PROBLEM It has generally been recognized that education remains the most effective tool to fight the HIV/AIDS scourge in the absence of cure. The Government through the Ministry of Education has put in place a number of measures in schools that are directed at fighting the HIV/AIDS pandemic among the youths in Zambia. Some of the school based programmes meant to fight HIV/AIDS include; formation of anti- AIDS clubs sensitization programmes, peer educators, drama through safe clubs and training teachers and school Head teachers in school based health Education and HIV/ AIDS policy implementation. However, most of these schools based HIV/AIDS intervention programmes seem not to have been fully articulated in schools. Thus the HIV/ AIDS still remain a big challenge among the youths. This study aimed at investigating the extent to which school based health education /HIV/AIDS – specific programmes have been implemented and also their role in the fighting HIV/AIDS. It also tried to identify problems related to the implementation of school based HIV/ AIDS programmes. 1.3 PURPOSE OF STUDY The purpose of the study is to establish how far the three schools in the area have incorporated HIV/AIDS activities into the school daily routine and also tried to analyse the school environment in terms of infrastructure, human and material resource in the context of HIV/AIDS. It further looks at the systems how they delivered education for preventing HIV/AIDS informal and in formal ways that are responsive and effective. 1.4 RESEARCH OBJECTIVES To determine if there are any HIV /AIDS eradication programmes existing in the schools. To examine to what extent schools in Kasosolo area have integrated HIV/AIDS education in the school curricular through life skills aimed at reducing risk- taking. To asses if the school administrators and teachers are being trained in HIV/AIDS eradication programmes among the youths. 1.5 RESEARCH QUESTIONS The research questions were as follows; Are there any HIV/AIDS eradication programmes in your school? Would you say HIV/AIDS education programmes in the school curricular have been fully implemented in your school? Are the administrators and teachers being trained in life skills HIV/AIDS education prevention in order to teach learners about HIV/ AIDS and also protect themselves from HIV infections? How pro- active are the pupils involved in MOE HIV/ AIDS programmes? For example clubs, drama, plays have they been successful? To what extent? 1.6 SIGNIFICANCE OF THE STUDY The findings of this study would be useful in providing necessary information and insights on HIV/ AIDS programmes in schools. It may also help to evaluate the already existing policy on HIV/AIDS in schools whether they are effective or need to be revised. The research findings may help influence other partners like Non- Governmental Organizations (NGOs) to their interest and assistance in need areas in these schools. The findings may prompt other researchers to continue from where the researcher will end bringing other issues which may not be captured in this research but vital for fighting the scourge. The findings may also awaken serious interests in the school administration on how critical the school roles are in the subject matter. 1.7 DELIMITATION/ SCOPE OF THE STUDY The study provided a fair understanding on the role education plays in fighting HIV/ AIDS. It covered policy issues concerning the HIV/ AIDS programmes in only three schools which included the curricular and the training of the Head teachers and teachers, staff found in the study area. The researcher carried out the study in these three schools and targeted the pupils, teachers and Head teachers. Three members of the community were to be interviewed as the study was more of school based activities or programmes in fighting HIV/ AIDS. The study involved both male and female teachers and Head teachers, boys and girls for pupils. The study confirmed to the age groups from ten to fifteen years mostly from Mulungushi West primary Schools. The other group from sixteen to nineteen years were from the two primary Schools Kasosolo and Chikuse. The researcher took this study from 1st to 30th March 2014. Within this period, he collected enough and accurate data which he used for analysis. It was difficult for the researcher to ask the statistics of the infected teachers or pupils as this was based on someone’s right. 1.8 LIMITATIONS OF STUDY The researcher had a challenge on some respondents who never fully understood how important the research was. For instance, most of the teachers at Chikuse primary school and Mulungushi West primary School were busy with their teaching and personal business. This was a barrier as others kept postponing the appointment of interviews. Time factor infringed on the movement and the respondents as they were busy with their routine. It was also a challenge on part of the researcher as he plays a double role of sports teacher and class teacher. Sometimes, the researcher could defer the appointment whenever there was sports activities which needed his attention at the same time he was to meet the respondents. This resulted into time loss. Financial aspect in this research was also a challenging factor as the researcher funded all the areas which needed funding. For example, the movements to these areas, the researcher made arrangements with local people with cars to help in enhancing movements. There was also a bit of a challenge in printing questionnaires. Going by the proposed time, the researcher did not finish according to the time frame due to disturbance of rains as the study was done during the time of rain season. This became an infringement as it was difficult to move in the rains and some of the respondents were not comfortable to be interviewed during certain periods when it was raining. The head teacher and some of the teachers were difficult to meet as most of them were busy with school routine. For example, the Head teacher for Kasosolo primary School deferred the appointment twice as she was busy with other meetings outside school. This was almost the same situation with the Head teacher at Chikuse primary School as he was equally busy with other school routine. 1.10 DEFINITION OF OPERATIONAL TERMS ARV: - Anti retroviral DEBS - District Education Board Secretary P.T.A: - Parents Teachers Association Anti – AIDS Club: - These are clubs found in schools which are meant to sensitize pupils on the dangers of HIV/ AIDS SAFE CLUB:- they are clubs advocating for safety to the pupils in schools CHANGES: - Community Healthy and Nutrition, Gender and Education support MOE: - Ministry of Education MOH : - Ministry of Health UNICEF: -United Nations International Children Emergency Fund UN: - United Nations NGOs :- NON Governmental Organization WHO: - World Health Organization HIV/ AIDS ;- Human Immuno Deficiency Virus/ Acquired Immune Deficiency syndrome GENDER: - The of being male or female. OVC: -Orphans and Vulnerable Children PF :- Patriotic Front RESPONDENTS :- People being Interviewed CHAZ - Churches Health Association of Zambia VCT - Voluntary Counselling and Testing TB - Tuberculosis SHN - School health nutrition TAAG - Teachers Anti-AIDS Action Group CHAPTER TWO 2.0 LITERATURE REVIEW 2.1 HIV/AIDS IMPACT In this chapter, the researcher examines literature done by other writers on the topic being researched. The writer critically looks at what has been written by other scholars on the role of education in fighting HIV/AIDS in various institutions and other areas either by the government, individuals, NGOs and other writers. The focus involves five bodies of literature: Problems focusing on teachers and pupils, school curriculum, training of the administrators and teachers in equipping them on how to handle the scourge. This has resulted into Non Governmental Organizations (NGOs) to become more active in trying to improve HIV/AIDS education for the youths in Zambia. Yet like the government, NGOs also have their limitations. The writer will also try to discuss the strengths and weaknesses of school intervention measures with respect to addressing the educational aspects of the HIV/AIDS epidemic. In Zambia, HIV/AIDS has a serious impact on the population, therefore it is imperative to devise sustainable approaches to ensure that children left behind due to death of one or both parents are able to cope. Organizations, learning institutions and others working to address the impact of HIV/AIDS in communities must therefore look at the role they must play. As HIV/AIDS continues to ravage African Societies, it leaves behind an increased number of orphans and vulnerable children. “Today there is more than eleven (11) million AIDS orphans worldwide, 80 % of which live in sub Saharan Africa” Cope for CABA (2005) Final Evaluation Report P 13 The orphan crisis is affecting every segment of society as the burden on care falls to older siblings, Grandparents and other extended family members, many of whom do not have the economic means to meet the basic needs of these children. Communities and faith - based organizations aid orphans and their caregivers as much as possible, but their resources are also over stretched as the number of orphans continues to increase at an alarming rate. Boler T, Carrol (2003) has observed that HIV/AIDS is weakening the demand for education. I agree with her that orphaned children, who were in school prior to the death of one or both parents, are dropping out at alarming rates, once their parents pass on. She further indicates that “dropout rate for orphaned children are much higher than for non orphaned children” Boler T, Carrol. K (2003) Addressing the Education needs of Orphaned Children. London Action Aid International and Save the Children Fund P 45. These children are being left to fend for themselves there by foregoing key opportunities to address trauma and grief, elements which are necessary in order for the child to cope. 2.2 SCHOOL INVOLVEMENT IN FIGHTING THE SCOURGE However, the role of schools themselves in the provision of care and support to orphans and vulnerable children has not featured prominently. Increasing enrollment and retention rates of orphans and vulnerable children, while addressing other mitigating factors including, poverty, psychosocial support, nutrition and health care remains a big challenge. “Community- based institutions such as churches, schools have an important role to play in ensuring that children are provided with key services that enable them to; cope with trauma and grief of losing one or both parents and take advantage of formal and informal education opportunities” Boler T, Carrol. K (2003) Addressing the Education needs of Orphaned Children. London Action Aid International and Save the Children Fund P 45. There is need to provide life skills training and psychosocial support to these vulnerable children. Schools should be involved and be viewed as key entry points for the provision of health care, nutritional support and peer education. UNAIDS (2004) has highlighted that, “Success is dependent on having committed schools and parent- Teacher Associations who are responsible for monitoring the use of the block grants and ensuring the children are coming to school” UNAIDS (2004) Global Summary of HIV/AIDS Epidemic P 25 Schools play a significant role in early childhood development. Children who go to school are provided with opportunities for social interaction, character building and enhanced learning. Schools can influence a child’s growth and ability to achieve in life. Quality education not only enhances a child’s future potential, it also provides him the skills necessary to function as a reproductive member of society. Schools also provide a meeting point for parents. Those with functioning Parent Teacher Associations (PTAs) have active community involvement and are accountable to the communities that they serve. Furthermore, World Bank report (2002) has shown that “schools and particularly teachers should be targeted for HIV/AIDS education and that increased access to education for girls is important in reducing their own risks to HIV/AIDS” World Bank (2002) Education and HIV/AIDS: A Window of Hope. P 15. With the increase in HIV/AIDS prevalence in many African countries, ministry of Education has been proactive including HIV/AIDS education in primary and secondary school curriculum. The ministry has encouraged all schools to incorporate HIV/AIDS activities into the school daily routine. As HIV/AIDS continues to spread, MOE is faced with the task of trying to find an effective way to incorporate HIV/AIDS education into already existing curriculum. The major adjustments are required in the process, content, role and organization of education as provided. There is a proposal to include HIV/AIDs counseling for teachers and other educational personnel and to integrate HIV/AIDS awareness into its in-service training programmes MOE (1996) Report P76 -77 On the Copperbelt, studies have indicated that it’s badly hit with the pandemic 44% of the school going age were not attending school but with proportionately more orphans 53.6% than non orphans 42.4% not attending MOH (2008) Zambia Country Report: National AIDS Council P 10 2.3 THE INTEGRATION OF SCHOOL CURRICULUM IN FIGHTING HIV/AIDS Educators are expected to teach HIV/AIDS education as an extracurricular activity either during a teacher’s free time or after school. Furthermore, schools have also tried to address this issue by incorporating HIV/AIDS education within other subjects. However, this limits the amount of HIV/AIDS education that can be taught and drastically reduces the number of hours that should be spent effectively educating these young children about HIV/AIDS. Gachuhi (1999) argues that stand – alone life skills programmes or having one lesson a week entirely separate and on its own or a special lesson within a subject like health education or biology, have a better chance of succeeding than those that are infused in the curriculum Gachuhi. D. (1999) The Impact of HIV/AIDS on Education System in Eastern and Southern Africa Region and the Responses of Education System to HIV/AIDS: Life skills Programmes. P 35. By not addressing these issues critically, schools are sending the wrong message to the children concerning the seriousness of this virus, and the hope of improving the current epidemic in Zambia continues to decline. On the other hand, I want to believe that fighting HIV/AIDS is a core business where all stakeholders should be involved, unlike leaving it to schools alone. Ministry of education has made frantic efforts to fight this scourge by incorporating it in the curriculum. For instance grade 10 to 12 have had a component of HIV/AIDS lessons in Civic Education. Chondoka et al (2010) affirms that “the inclusion of HIV/AIDS lessons in the curriculum plays an important role in fighting HIV/AIDS”. During this course, the teachers go through the curriculum and extract the syllabus that is used in different grades as early as grade four to grade twelve. They have also tried to teach the children to break the silence on the issue of HIV/AIDS. This is done through the classrooms, drama, Anti AIDS clubs and homework. There have been other sources of information and programmes prepared for various grades. For example MOE working hand in hand with other co-operating partners like USAID have been publishing books for educating and empowering children with knowledge on how to fight the HIV/AIDS. These include; changes 1 and changes 2, Peer Educator activity manual Vol.1and 2, MOE the mathematics of HIV/AIDS a teacher guide. Young people, and in particular school pupils represent a special opportunity for fighting the disease; HIV is spread primarily through sexual contacts and these people are not yet (or are just becoming) sexually active. Another serious concern which government through Ministry of Education is faced with is curriculum overload. MOE has struggled to figure out when and how best to incorporate HIV/AIDS in the curriculum. MOE has designed a behavioral change curriculum that focuses on basic life skills that help young people adopt healthy behaviours and live risk free. Because of the seriousness of the problem, the MOE has decided that everything must be done to protect school children from being infected. MOE (2001) states, “awareness and knowledge must be ingrained into the child from grade one onwards, where parents are against such education they must be respectfully advised that their children’s survival and welfare is more important than anything else. The explanation has gone further that effects of traditional practices and attitude can be explained to them in relation to reproductive health. According to the MOE (2001), it explains that education concerning reproductive health starts in grade 1 under social studies. I feel the teacher should strive to educate children to grow with a balanced view about sexuality and promote appropriate moral conduct in agreement with beliefs and norms of society. He/she should be in a position to explain the basic fact that HIV/AIDS (Human Immune Virus/ Acquired Immune Deficiency Syndrome) is contracted through direct means such as: sexual contact, blood transfusion: exchange of fluids in case one has open sores and comes in contact with another infected person with sores. 2.4 TEACHER TRAINING THEIR ROLE IN FIGHTING HIV/AIDS The teachers should help children learn life skills that enable them to develop healthy relationships with others, and reduce chances of children being taken advantage of. The teacher should highlight how HIV/AIDS affects the school children and the process of education in general. Concerning school children, the following is ever felt; rapid growth in the number of orphans, the burden placed on extended families and public health services to provide for the orphans; the pressure on children (orphans, poor children, street children and girls) heading households to engage in income - generating activities. These are common results because of the impact of the scourge. I wish to suggest here that, teaching should aim at taking the pupils through the following steps: create awareness and understanding of the issue; develop a solid knowledge; affect children’s attitude; affect children’s behavior. Further, the policy document MOE (2001) states that, “the teaching of HIV/AIDS and reproductive health is an excellent venue to develop important life skills such as : assertiveness, empathy, understanding cause of events, interpersonal relationship skills, dealing with peer pressure, ability to come terms with one’s sexuality and resist temptation, ability to make responsible choices and decisions and ability to keep promises and assume responsibility for one’s actions”. There is a suggestion that HIV/AIDS may be taught across the curriculum and could combine elements of health, nutrition and hygiene, moral and spiritual education, social studies, Zambian languages, English Language and Science. There has been a strong advocacy that education is a powerful ally in all these interventions and in the fight against the spread of HIV/ AIDS, “we know that education is a resilient social structure that can work on reducing HIV/ AIDS and alleviating its impact through teaching activities and life skills and prevention programmes with well trained and well supported teachers. Some observation made by MOE “education has made late start on intervention, mainly because HIV/AIDS was generally viewed as a health issue”. A government case study in 2009 showed that about two thirds of teachers had knowledge about HIV/AIDS education and could integrate them into their lessons but that many did not and lacked sufficient resources or the skills to use them. Furthermore, the fight against the scourge was considered to be the task for the Health Sector. The growth in knowledge that accompanies education, the orientation of educated people towards the future and the greater prosperity that frequently accompanies higher level of education all conspire to create a social climate friendlier to behaviour directed towards HIV prevention. Coombe (2000) has stressed that “Education and Schooling provide almost the only known antidote to HIV infection. Making his antidote universally available implies making education universally available”. I stand to support him as educational institutions can contribute most effectively to appropriate social and cultural transformation when their staffs, their environments and their procedures and regulations support positive social change. Improved educational programmes and materials as well as revised teacher preparation systems now becoming wider spread will undoubtedly accelerate this trend. Education itself tends to enhance the potential to make discerning use of information and to plan for the future and to accelerate favourable socio – cultural changes. Becoming literate is arguably the most basic change that education effects. A literate person can gain and internalize information from a wide variety of sources. MOE (2000) observes that, mastering basic literacy and numeracy skills requires many years of close attention to data sources and helps people develop the ability to analyse and evaluate information. In turn, the intellectual skills developed in acquiring basic literacy and numeracy help people access information related to HIV/AIDS. MOE (2002) emphasizes that, “teachers, education staff at all levels and teacher union leaders can play a crucial role within the school system to combat the spread of the disease by promoting and providing health education and education for the prevention of HIV/AIDS”. I fully agree with this statement as students in our school system can become leaders and a force for change in their own households, in the lives of their peers, and in the wider community when their efforts are supported by adults who recognise the tremendous resources they offer. Empirical knowledge about HIV/AIDS does not automatically lead to changes in behavior that will protect people against infection. Knowledge must be complemented by attitudes and values that will lead to appropriate decisions and hidden curriculum of institutional culture and organizational milieu makes a deep and lasting impression on students’ attitudes and values. The routine and procedures of school life help students develop valuable habits that will shape their behavior after they leave school. The very fact of attending school encourages students to become better disciplined. The emphasis of the role of education in fighting HIV/AIDS seem to have one direction on three principles; Pupils’ knowledge, Communication and attitudes. Pupils’ knowledge focus on increasing one’s understanding of HIV/AIDS and discussing the way forward. With respect to pupils’ communication and attitudes, the objective is to increase pupils’ abilities to speak openly about HIV/AIDS with peers, families and others. Observations have been made that infections with HIV occur in specific risk situations or environments. And certain groups of people tend to have higher personal vulnerability or predisposition to HIV/STI infection than others. MOE (2002) writes “as an individual we may develop positive responsive behavior but the culture, peer pressure and environment in which we live may not support that type of behavior. As teachers and educators, we must demonstrate responsible sexual behavior and skills that can be emulated by other people in the wider community”. In other words, there is need to act jointly to confront and overcome undesirable cultural or social practices that exacerbate the spread of HIV/AIDS and STIs. Another component is based on improving their recognition of HIV/AIDS – related negative attitudes and to understand, change their own negative attitude about people who have HIV/AIDS, pupils are taught to identify action that can be taken to benefit people who have HIV/AIDS and developing and delivering their own HIV/AIDS intervention messages to school mates, friends and family members. Some researchers have stressed that other than family members, teachers are often the only other adults with whom these young people interact on a daily basis. Kinsman, J et al (2001) writes, “in the era of HIV/AIDS, teachers are needed and expected to function as role models, advocates for healthy school environments, guides for students in need of services, resources of accurate information, mentors, and effective instruction”. But on the other hand, Finger and James (2004) say, “unfortunately, some teachers are engaging in criminal actions and consequently reducing their credibility among students and hindering any progress made in the battle against HIV/AIDS”. I feel this has a minor impact of which it may not influence the entire process of fighting the disease of course where it occurs, community around may make a sweeping statement for the teachers. Unless schools create an environment where students are protected and teachers are supported to learn about HIV/AIDS and how to conduct themselves appropriately, school - based HIV/AIDS prevention programmes will continue to serve a minimal purpose. Tools for capacity building under teacher training include; Funding, training teachers through workshops, seminars, conferences etc, life skills and psychosocial training to teachers enabling them to more ably serve their students/pupils and provide them with information on how to address their grief, trauma and how to take care of themselves. Still under teacher training, despite efforts from some quarters to equip the teachers with some training, not all have the opportunity to be trained. This to some extent hindered the implementation of HIV/AIDS prevention programmes. For example in an article published by MOE (2005: 14), only 28 000 teachers were trained out of 97 100 in service teachers and 32 000 in pre-service colleges. The document goes further explaining the importance of these members of staff in the learning institutions. It states, “teachers are a crucial link in providing valuable information about reproductive health and HIV/AIDS to youth”. But to do so effectively, they need to understand the subject, acquire good teaching techniques and understanding what is developmentally and culturally appropriate. Yet due to the lack of training, teachers are unable to master the basic information about HIV/AIDS, thus making it impossible to practice and become confident enough to effectively educate their students as a result, teachers frequently fail to teach topics in which they have been poorly trained, they feel uncomfortable with the subject. This forces them to become selective in their teaching, only teaching the children what they know, instead of the entire message. HIV/AIDS needs to be understood and taught in its entirety. Educating young children about what HIV/AIDS means, yet not being able to explain how it can be contracted and prevented, drastically reduces the effectiveness of HIV/AIDS education. I feel proper explanations and involving the children in the fight can empower the children with required knowledge on the scourge. Ragon (1995) observes that another issue which emerges from the lack of training is teacher inability to differentiate between teaching regular subjects such as Mathematics and Science and teaching HIV/AIDS and sexual education. HIV/ AIDS education should include multiple media. For example stories, role play, lectures and self tests, thus giving the students an opportunity to be actively involved in the learning process, rather than continuing with the more deductive, traditional teaching methods which are often focused on information alone. Ultimately, without the necessary training, teachers will continue to have difficulty adapting to this new hands on form of teaching. Haignere (1996) says that “teachers are faced with is the culture of silence surrounding the disease though nowadays it is slowly dying. He argues that the reluctance to discuss both sex and HIV/AIDS within schools and communities greatly devalues and reduces the effectiveness of these programmes”. The fact remains that teachers are still too skeptical to address issues such as HIV/AIDS and sex education as they are unsure whether it is their responsibility or that of the parents. On the other hand, Kinsman et al (2001) also makes similar observations. He writes that “teachers still risk chance of community disapproval if they discuss issues in the classroom that the parents or community belief is inappropriate”. Schnecker (2001) asserts that it is the responsibility of the country’s Ministry of Education (MOE) to make sure that when a curriculum is created for school based HIV/AIDS programs the MOE have “paid attention to the norms, values and traditions of the target population”. This means teachers should be trained adequately and competently to handle this issue without fear of the community. Global HIV/AIDS initiative network (2009) asserts that this is only possible if MOE work closely with the target group of children, local communities and school administration during the development, planning and implementation, evaluation and re designing of programmes. Involving all these actors in this process would give teachers a clear understanding as to what should be discussed in the classroom, and also allow for a wider distribution of the message. Irrespective of how great the school based HIV/AIDS prevention programmes are, without enough teachers training which may provide competences to handle the HIV/AIDS problems, programmes continue to struggle and children continue to suffer. MOE has been serious on addressing the issue of breaking the silence. It is a combined effort approach with other co-operating partners to equip teachers with techniques on how to break the silence. This seem to have an impact as most children and the community surrounding the areas have faced serious set backs of the pandemic. This is done through the workshops, seminars for both teachers and pupils such as peer educators as a form of capacity building in fighting the HIV/AIDS. MOE is not directly able to reduce the high death and attrition rates, by increasing awareness within schools and communities and making people realize the impact that HIV/AIDS has on education as a whole, the hope is that important numbers of society realize and acknowledge the need to change their life styles. 2.5 TRAINING THE SCHOOL ADMINISTRATORS IN FIGHTING HIV/AIDS HIV/AIDS should be understood as an inter-sectoral and developmental issue. It is not just a health problem. MOE (2009) states, Individuals and communities need self confidence to develop and HIV/AIDS undermines the development process through exacerbating poverty, promoting despair and destroying community spirit. However, there are numerous useful skills relevant to teachers and administrators to HIV/AIDS preventive behaviours. These include; self awareness, decision making, assertiveness to resist pressure to have sex, negotiation skills to ensure protected sex, and practical skills for effective use. Rapid and unexpected change brought by new policies such as decentralization and education for all, the devastating impact of HIV/AIDS declining donor resources and day to day challenges can render educational institutions in Zambia ineffective if they lack solid leadership and management capabilities. How can education managers, administrators and teachers focus their organizations on tackling complicated problems such as HIV/AIDS? Whether they supervise staff at remote schools or serve as Provincial Education Officers they need to learn how to lead in the face of such challenges. Now more than ever effective leadership with good management is critical for education institutions. The AIDS pandemic has thrust senior level responsibilities on lower level managers much earlier than expected and without, support leadership development programmes will be required to strengthen managers’ abilities to achieve results and encouraged to take responsibility, they can develop values and learn practices that empower diverse group to reach their objectives. Whilst not everyone will become a world leader, all people can improve their leadership abilities. The need for leadership and for developing leaders is universal. Though cultures expressed leadership differently, all leaders must have technical competences, conceptual abilities and interpersonal skills. Leadership at all levels of society-not just those in education but also others have a clear responsibility to create a more open society that is free from stigma, silence or denial about the AIDS scourge. For teachers and education managers, modeling honest and open discussion about HIV/AIDS is one way of strongly encouraging supportive attitudes and responses to all those living with and affected by the epidemic. In particular, they should acknowledge that they, personally, as well as professionally are living with and affected by the epidemic as anyone else in society experiences from around the world shows that by discussing HIV/AIDS openly and sensitively and then taking action, leaders can make a difference. Good management and leadership are critical for our educational institutions and systems to function and thrive when institutions are well managed, they operate efficiently and effectively. They have clear plans, organized structures, systems and processes. Staff is able to carry out activities efficiently and monitor and evaluate results. When organizations are well led, they adapt to changes in environment and develop cultures that inspire commitment and innovation. Both good management and good leadership are necessary to sustain organizational performance. When an organization or work group is managed well, managers effectively perform four essential management functions. Planning, implementing, monitoring and evaluating. They work with their staff to: Plan how to achieve a set of intentional results in a work group or organization. Organize resources, structures and processes over time to facilitate operations and actions. Implement plans by carrying out activities and expediting efforts so that everyone can contribute towards results. Monitor and evaluate action and plans, structures and processes for future results. Good leaders/managers are committed to continually learning and encouraging others to do the same. To be alert for new opportunities and possible obstacles, you need to constantly seek new knowledge and information. A commitment to learning new things can help one stay prepared for whatever may come. 2.6 BEHAVIOUR CHANGE There are several studies that have been done about HIV in the education sector. This is all aimed at reducing the impact of the disease. Behaviour practices continue to drive the probability curve that a worker, employer or pupil may acquire the infection upwards. These include unprotected sexual relationships with partners, whose HIV status is not known, lack of adherence to infection-control warnings and cultural norms and values. Behaviour change has taken its root in most of the responses emphasizing education about the epidemic and the application of such knowledge. MOE (2004) developed an HIV/AIDS in the workplace policy and programme. These are some of the measures put in place to fight the scourge. The programme is aimed at among other things, bringing the reality of HIV /AIDS to all employees, preventing further HIV infection amongst the workforce and to maintain a stable workforce and minimize the costs of the epidemic on Education sector. The workplace programme comprises four major components; behaviour change communication, condom supply and distribution, promotion of voluntary counseling and testing, information and referral for STIs. These are some of the measures aimed at equipping teachers with knowledge on how to handle issues of HIV/AIDS at workplaces. On the other hand, I wish to observe that the strategy doesn’t seem to be yielding its intended purpose. Behaviour change has proved more complex than portrayed in the choice driven strategy. This does not mean that people cannot change their sexual behaviour, but the problem may be the notion behind the strategy. An example, the strategy of behaviour change is said to target risk groups like prostitutes - implying for instance that if one uses a condom, then that person is labeled to be a prostitute. In line with this campaign, people have three options in changing behaviour. They can either abstain, or being faithful or use a condom. They call it the principle of ABC. This speaks as it were to the high risk groups informing them that life is about making choices and that one can change behaviour by choosing one of these three preventive methods. Behaviour change strategy is itself connected with the application of knowledge about HIV and since Zambia has seen hope in using the Education sector to address HIV/AIDS, teachers being disseminators of knowledge are required to take the lead in not only educating others about HIV/AIDS, but also by acting positively. One such positive behaviour is to change the perception on the scourge and sensitize the pupils but before then, they must change their sexual behaviour. 2.7 THE ROLE OF MINISTRY OF EDUCATION IN FIGHTING THE HIV/AIDS Sensitization and formation of HIV/AIDS campaign awareness and support group are important. The activities aim at sensitizing pupils and teachers and communities around on the HIV/AIDS pandemic. These involve the stakeholders to facilitate the sensitization activities like encouraging the New Start and Church Health Association of Zambia (CHAZ) and many more to visit various schools to carry out sensitization programmes among the teachers and pupils. They have also motivated a lot of schools and have spearheaded the formation of Anti-AIDS clubs and peer group educators. The other one is monitoring the performance of HIV/AIDS activities in the Districts. As they monitor, they also provide guidance on the operations of Anti AIDS clubs, peer educators groups and care giver groups on matters like finances and projects. The same Ministry of Education through the District Education Board Secretaries (DEBS) offices also monitors in order to provide feedback and strengthen the operations of the AIDS activities. Another means is through training and lobbying for funds in order to mitigate the HIV/AIDS pandemic. When the funds are available, the Ministry of Education is able to train the teachers, communities and care givers group. This is in line with trying to scale down the impact of the HIV/AIDS among pupils, teachers and the community. On the other hand, the MOE through the co-operating partners has been trying to intensify the prevention of HIV/AIDS and other sexually transmitted diseases through printing of materials such as brochures, posters and books. The MOE through the DEBS office facilitates the distribution of materials and condoms to the end users who are teachers and other available materials that might be helpful to pupils and teachers. There has been training of teachers too in providing HIV behaviour change services. This has been done through information provision on HIV/AIDS to all teachers through the workplace programmes. The Ministry of Education has trained, retrains and provides care and support to people living with HIV/AIDS and palliative care to teachers with TB/HIV. It has also encouraged teachers to enroll in support groups. Not only that, but also provision of support for orphans and vulnerable pupils through various schools. 2.8 FORMATION OF ASSOCIATIONS The teachers living with HIV/AIDS have formed a National Association in the name of Teachers Anti-AIDS Action Group (TAAG), an advocacy organization aimed at increasing HIV/AIDS awareness, access to other services, disclosure and encouraging positive living, linking teachers to HIV/AIDS care and support services. Teachers are not only recipients of HIV/AIDS information through various channels as already pointed out earlier, but they are also involved in dissemination of the same information to pupils/students in schools. MOE has set deliberate programmes to train primary school teachers to implement HIV/AIDS control and prevention activities in primary schools. In addition, teachers should talk about HIV/AIDS and its consequences among themselves. CHAPTER THREE 3.0 METHODOLOGY In this chapter, the researcher will discuss how information was collected using different means. The researcher used the interview guide which also served as a questionnaire. The researcher will also explain each method used in the research. 3.1 RESEARCH DESIGN The researcher used qualitative and quantitative or descriptive analysis. Qualitative determines the relationship between one thing and another in a population. Quantitative research designs are descriptive (subject will be measured once) and experimental (subject will be measured before and after a treatment). The researcher used quantitative technique analysis to measure, rather find out how many pupils and teachers think or act in a particular way. The survey included some samples of interviews. This was done because, there are advantages which allowed the researcher to measure and analyze data. This also gave the researcher an advantage to be more objective about the findings of this research. The researcher also used qualitative methods. This was necessary as it was exploratory and non experimental study which was conducted in uncontrolled environment for him to get the actual information on three schools. 3.2 SAMPLE SIZE The sample size constituted a reasonable number of pupils and teachers. The researcher had a total target of sixty (60). This acted as a representative sample as it was not possible to interview everyone in three (3) schools where the research was carried out. Kasosolo primary School, the sample of 15 pupils from different grades, four (4) teachers and one (1) Administrator, the Head teacher was engaged. At Chikuse primary School and Mulungushi West primary School, the same pattern was followed. 3.3 SAMPLING TECHNIQUES The research used accidental or opportunistic sampling whereby anyone was interviewed at random. The researcher did not plan to select individuals to be interviewed, but carried out using random method. Simple random sampling was used because the researcher sampled different grades from grade 5 to grade 9. This also included the School Managers and teachers. Not all of the population were needed for sampling that is the reason why the researcher chose three schools to avoid biasness. 3.4 DATA COLLECTION INSTRUMENTS The researcher used both the questionnaire and interview guide. The interview was a direct method which was used to obtain information in a face to face situation with the respondents these were structured interviews. The same document was designed in a way that it served as a questionnaire where I took time to distribute to three schools and gave time for the respondents to fill them. The questionnaires were in open and closed form. This was so to allow the respondents to give brief response were possible and simple answers were closed. Of course this was so because I targeted at certain information taking into consideration the respondents’ level of information on the topic which was being investigated. 3.5 DATA ANALYSIS This is the process of analyzing data which involves transcribing interviews, reading and re-reading through data in order to identify those things which emerge, it also involves giving meaning to different units of data that emerge by generating matrices and creating codes, using symbols, letters and colours. Data from the questionnaires were analyzed using quantitative and qualitative methods. By quantitative, the researcher used tables of frequencies bar graphs, graphs, percentages (actual figures). By qualitative, the researcher described the data by coding them into different themes as shown in the analysis. The information collected from three schools was analyzed as shown in the preceding chapter. CHAPTER FOUR 4.0 FINDINGS AND DISCUSSIONS 4.1 INTRODUCTION This chapter focuses on the presentation and analysis of corroborated data. Consequently, through the analysis of data, findings will be established. The information collected is primarily based on interviews and questionnaires. A total number of 45 pupils, 12 teachers and 3 Head teachers were interviewed. Perceptions of HIV/AIDS as a problem, symptoms and prevalence. All the respondents admitted that they were aware of HIV/AIDS and had personal knowledge of some who are infected. The pandemic poses a great challenge to government, health planners, Educators and other stakeholders who have been working hard to find adequate and possible ways of containing the spread of the pandemic and the last decade has seen a multiplicity of different approaches and some have since been abandoned. The survey also revealed that respondents had access to information about HIV/AIDS through Radio, Newspapers and magazines, TV sets, Brochures and posters, teachers in the case of pupils. It was further established that despite accessing this information, negative attitudes towards HIV programmes by pupils and teachers were common. This is so because the disease is attached to matters of sexuality, as a result there was a lot of silence and apprehension. At Kasosolo and Chikuse primary schools, pupils were closed up as they were shy and exhibited a lot of shyness to talk about the disease. It was also noted that in all the three schools, there was a lot of self stigma in the sense that any discussion concerning the disease was a clear taboo, the fear of the unknown and wishing to detach them from the discussion. It was also clearly noted by nearly all the respondents that MOE was making frantic efforts in fighting the scourge. This was noted through the programmes from the MOE which were sent to these schools. The research indicated too, that Anti-AIDS clubs were the most popular activities aimed at sensitizing pupils of these three schools. Though some of the pupils interviewed had shunned joining the club. This was as a result of the alluded reason of HIV/AIDS attachment to sexuality matters. However, there was an effort by the peer educators to encourage such pupils to learn and learn more about the pandemic through role play, sketches, drama and other related activities that can stimulate and arouse interest. At Kasosolo primary School, it was noted that the school administration working hand in hand with teachers had seriously embraced the fight against HIV/AIDS through various programmes like Drama clubs, Anti-AIDS club where they even formed the school choir and usually have HIV/AIDS talks during assemblies every week. It was also noted that teachers have been exposed to training to equip them on how to handle issues related to HIV/AIDS, both to fellow teachers and the pupils. On the other hand, some respondents in these schools felt that there hasn’t been adequate life skills and peer programmes. This response seems to dominate all three schools. The findings of this study further pointed out that despite the support from MOE through these schools, the resources were not adequate to cover all the intended programmes concerning the fight of the pandemic. This posed a great challenge on part of the school administrators to fully implement the scheduled programmes concerning the fight of the scourge. It was also observed that Mulungushi West primary School which is a community School depended very much on teachers and brochures and posters in terms of accessing information unlike Chikuse and Kasosolo primary schools. The latter two schools have a bit wider source of information which includes Drama and care international, peer educators. The survey generally also indicated that the three schools were also involved in supporting the OVCs through school requisites and finance to them though not consistent, but efforts were vivid. These were confirmed for instance at Chikuse primary school, through a list of fifteen pupils (OVCs) which was availed to the researcher upon request. The oral interview to some of the respondents on voluntary counseling and testing (VCT) indicated that few pupils and teachers were willing to go for the programme. According to the findings, they said being tested was like a death sentence being pronounced on them. To avoid being stressed and self stigmatized, they opted to remain untested. The survey further indicated that there have been cases of pregnancies among the pupils. It was also noted that the number of pupils who were being impregnated was increasing for the three schools. Concerning the work policy, it was discovered that some teachers had very little knowledge about the document (HIV/AIDS work policy). Most of them never knew that there was such a document as an HIV/AIDS work policy. Of the three schools visited, two confirmed to have no documents though others confirmed they had heard about it. It was reported that teachers would participate in fighting the pandemic if proper implementation of the work place policy document was done. This will reduce stigma and discrimination and access to other HIV/AIDS services. It was also generally noted that the three schools had most of the teaching staff exposed to training of some kind concerning handling of HIV/AIDS issues through seminars, workshops or meetings. This included the administrators as well (Head teachers). The survey conducted also indicated that a supportive environment in the context of HIV/AIDS existed. These included school buildings and basic infrastructure such as water, toilets, area for guidance and counseling and sports play fields. It was further discovered that these schools also organized social games in these sports fields which bring these different pupils and teachers together. It was also discovered that the community members also organize their games in these sports fields. According to the explanation given by one of the respondents charged with responsibilities to organize activities concerning sports, he said pupils got to know each other and shared happy moments instead of going out to do wrong activities like beer drinking, smoking, drug abuse which may prompt them to get involved or indulge in illicit sex which may promote infection among themselves. Some respondents confirmed that it was a huge responsibility to fight the HIV/AIDS if left to the MOE alone. They admitted having received help from the Ministry of Health too. This ranged from published brochures, seminars and workshops and sponsored quiz competitions to pupils. Further discovery was that MOE had made some effort to include the HIV/AIDS activities in the curriculum. All three schools to some extent though not everyone in each school, was aware of the inclusion of the subject matter, confirmed that they had been teaching the subject to the pupils. Grades ranged from grade three (3) to grade nine (9). Other respondents went further by suggesting certain topics to be included so that teachers would efficiently handle the subject. This was an indication that the curriculum from MOE captured HIV/AIDS issues. 4.2 DATA ANALYSIS AND INTERPRETATION The first thing the researcher did was to find out the background information of the respondents from the three schools. TABLE 4.2.1 BACKGROUND INFORMATION NAME OF SCHOOL AGE (YEARS) GENDER MARITAL STATUS POSITION IN SCHOOL 10 to 13 14 to 18 26 to 35 36 and above MALE FEMALE SINGLE MARRIED DIVORCED WIDOWED PUPIL TEACHER HEAD TEACHER KASOSOLO PRIMARY 01 09 06 04 13 17 15 03 00 02 15 04 01 CHIKUSE PRIMARY 11 02 02 05 09 11 15 05 00 00 15 04 01 MULUNGUSHI WEST PRIMARY 15 00 01 04 08 12 15 05 00 00 15 04 01 Source: field work 2014 Though this does not suggest much about fighting HIV/AIDS, it is important to know the background information concerning the respondents involved in the research. This will give better understanding of the composition of the respondents. 4.3 KNOWLEDGE OF THE RESPONDENTS ABOUT HIV/AIDS TABLE 4.3.1 Question: HAVE YOU EVER VISITED THE VCT CENTRE FOR TESTING? NAME OF SCHOOL YES NO 1. KASOSOLO PRIMARY SCHOOL 14 6 2. CHIKUSE PRIMARY SCHOOL 9 11 3. MULUNGUSHI WEST PRIMARY SCHOOL 6 14 Source: field work 2014 As shown above, one would understand that, more sensitization for pupils to go for VCT probably has been going on for Kasosolo primary School. This represents 70% of the pupils who have visited the VCT centres. Without sensitization, such a number could not have been achieved. On the other hand, Chikuse primary School had 45% of the respondents who visited the VCT centre. This is less than half, meaning there may be other factors which had attributed to a low turnout. Mulungushi West primary School however had 30% of the respondents who visited VCT centres. The information translates that pupils may not have been fully exposed to the sensitization messages to understand the importance of visiting VCT centres and the age of pupils also matters here as the school just goes up to grade seven where as the other two go up to grade nine. Below is a summary of the above discussion in form of a bar graph. FIGURE 4.3.2 pupils who visited V.C.T centres Respondents (%) TABLE 4.3.3: How is HIV/AIDS caused? Do you agree with the responses? In the questionnaire? NAME OF SCHOOL YES NO KASOSOLO PRIMARY SCHOOL 18 02 CHIKUSE PRIMARY SCHOOL 19 01 MULUNGUSHI WEST PRIMARY SCHOOL 17 03 Source: filed work 2014 The study established that only a few respondents (10%) did not know fully how the HIV virus is transmitted. About 90% were knowledgeable on how one can contract the virus. The study established that since 90% of the respondents had knowledge on how HIV virus can be spread, then most of the pupils and teachers in the three schools had a good link to the issues of HIV/AIDS. TABLE 4.3.4 Question: Have you ever heard of HIV/AIDS? SCHOOLS YES NO NO ANSWER KASOSOLO PRIMARY SCHOOL 20 0 0 CHIKUSE PRIMARY SCHOOL 20 0 0 MULUNGUSHI WEST PRIMARY SCHOOL 20 0 0 Source: field work 2014 The study indicated that in the three (3) schools, 100% was achieved on whether the respondent had heard about the HIV/AIDS. This indicates that there have been messages or experiences of the scourge to the respondents who are the representative sample of the general population in the three schools. TABLE 4.3.5 Question: Do you feel you are well informed on HIV/AIDS? SCHOOL YES NO KASOSOLO PRIMARY SCHOOL 16 04 CHIKUSE PRIMARY SCHOOL 16 04 MULUNGUSHI WEST PRIMARY SCHOOL 18 02 Source: field work 2014 A good number of respondents indicated that they were well informed about HIV/AIDS. At Kasosolo primary School, 80% was achieved which was the same case with Chikuse primary School (also 80%). Mulungushi Primary School seemed to have been leading in terms of information on HIV/AIDS as it had 90% of the respondents admitting of having been well informed on the subject matter. FIGURE 4.3.6 How well are people informed about HIV/AIDS Respondents (%) Source: field work 2014 TABLE 4.3.7 Question: Do you feel other stakeholders in your school are well informed about the dangers of HIV/AIDS? SCHOOL YES NO KASOSOLO PRIMARY SCHOOL 12 08 CHIKUSE PRIMARY SCHOOL 17 03 MULUNGUSI WEST PRIMARY SCHOOL 19 01 Source: field work 2014 The study indicated that Kasosolo primary School had 60% of the respondents who felt that other stakeholders were well informed whilst Chikuse primary School had 85% of the respondents having the same feeling. Mulungishi West had 95% of respondents who felt that other stake holders where well informed. It could be said that Kasosolo primary School, 40% respondents were sure that other stakeholders needed more information on HIV/AIDS. FIGURE 4.3.8 FINAL SUMMARY ON THE KNOWLEDGE OF RESPONDENTS ON HIV/AIDS Respondents (%) 100 80 60 40 20 0 (SCHOOLS) KASOSOLO CHIKUSE MULUNGUSHI WEST PRIMARY PRIMAR PRIMARY SCHOOL SCHOOL SCHOOL Source: field work 2014 The summary of the survey conducted on the knowledge of HIV/AIDS from figure 4.3.1 to 4.3.7 involving the named three schools reveals that; Kasosolo primary School 80% Chikuse primary School 81% Mulungushi west primary School 80% This is summarized in the chart below which entails that the respondents in the three (3) schools are well informed about the HIV/AIDS pandemic. This gives the researcher a general picture that pupils and teachers of the named schools had sufficient knowledge on HIV/AIDS. The same information on knowledge of HIV/AIDS is reflected in form of a bar graph above (Figure 4.3.8). Source: field work 2014 4.4 SOURCES OF INFORMATION AND KNOWLEDGE OF HIV/AIDS TABLE 4.4.1 Question: What are the main sources of information concerning HIV/AIDS? NAME OF SCHOOL NEWSPAPERS & MAGAZINES BROCHURES & POSTERS BILL BOARDS RADIO TEACHERS TV INTERNET OTHERS KASOSOLO PRIMARY SCHOOL 16 05 05 13 10 16 05 00 CHIKUSE PRIMARY SCHOOL 14 10 09 14 12 15 02 00 MULUNGUSHI WEST PRIMARY BASIC SCHOOL 05 06 01 11 17 09 02 00 Source: field work 2014 Generally, the three schools had a lot of sources for the information concerning HIV/AIDS. The most common sources were the radio, teachers, TV sets and magazines. Kasosolo Primary School respondents showed that they were exposed to a lot of sources and most of these noted sources had sufficient information to educate those exposed to them in different ways. Mulungushi West (Chankomo) primary School being in a community school had challenges to access information through internet and Billboards. Studies indicated that it was the least school among the three schools in terms of accessing information through billboards, internet and newspapers. However, the respondents relied very much on teachers and radios as the main source of information. TABLE 4.4.2 QUESTION: RATE YOUR SCHOOL INVOLVEMENT IN SOURCING INFORMATION ON HIV/AIDS. SCHOOLS RESPONSES FROM RESPONDENTS Very Active Active Inactive Very Inactive KASOSOLO PRIMARY SCHOOL 00 13 05 02 CHIKUSE PRIMARY SCHOOL 02 14 03 01 MULUNGUSHI WEST PRIMARY SCHOOL 07 10 02 01 Source: field work 2014 From the study conducted concerning the three schools involvement in sourcing information on HIV/AIDS, the following were discovered: KASOSOLO PRIMARY SCHOOL 10% of the respondents confirmed that the school was very inactive in terms of sourcing information on HIV/AIDS. Another 25% of the total respondents agreed that the school was inactive on the subject matter. 65% agreed that the school was active in sourcing for information. It was also noted that there was no respondent who agreed that the school was very inactive in sourcing information. The general survey indicated that at Kasosolo Primary school, was not very active in sourcing information probably the assumption the researcher may advance is that, the school is in the central place and took it for granted that the pupils and teachers will source for the information from TV, Radio, internet sources as they were available within the school locality. CHIKUSE PRIMARY SCHOOL 05% of the respondents for Chikuse Primary School indicated that the school was very inactive, 15% inactive, 70% active and 10% confirmed the school was very active. The results indicated that Chikuse Primary School was slightly better than Kasosolo Primary School in terms of involvement in sourcing the information. This was so as Kasosolo Primary School recorded 0% whilst Chikuse Primary School recorded 10% on being very active. MULUNGUSHI WEST PRIMARY SCHOOL The survey indicated 05% for those respondents who felt the school was very inactive, 10% for those who felt the school was inactive, 50% for the respondents who felt the school was active and 35% for those respondents who felt the school was very active in terms of sourcing for information. The general outcome of the survey indicated that Mulungushi Primary School was far much better than the other two schools in sourcing for information. The school seems to have been doing fine as most respondents (85%) indicated that the school was either active or very active. This could have been attributed to the status of the school as a community School. The school through different means had tried to produce information to pupils showing involvement in fighting the scourge. FIGURE 4.4.3 SCHOOL INVOLVEMENT IN SOURCING INFORMATION Respondents (%) Source: field work 2014 4.5 SCHOOL BASED HIV/AIDS PROGRAMMES/ACTIVITIES TABLE 4.5.1 Question: Are there any school based programmes on HIV/AIDS from the Ministry of Education? NAME OF SCHOOL YES NO KASOSOLO PRIMARY SCHOOL 13 07 CHIKUSE PRIMARY SCHOOL 17 03 MULUNGUSHI WEST PRIMARY SCHOOL 18 02 Source: field work 2014 FIGURE 4.5.2 Question: Are there any school based programmes on HIV/AIDS from the Ministry of Education? Respondents (%) The study indicated the following results; on school based programmes on HIV/AIDS from the Ministry of Education; KASOSOLO PRIMARY SCHOOL 65% of the respondents from Kasosolo Primary School acknowledged the involvement of the MOE in providing information, programmes as well as activities for both teachers and pupils CHIKUSE PRIMARY SCHOOL 85% of the interviewed respondents indicated the positive response from MOE that it was providing the school with the relevant support in terms of programmes and sponsored activities on HIV/AIDS issues. MULUNGUSHI WEST PRIMARY SCHOOL 90% of the respondents from Mulungushi Primary School admitted that MOE was providing programmes and activities which were directed at combating the scourge. Source: field work 2014 The overall scenario from the survey indicated that MOE was involved in providing school based HIV/AIDS programmes and activities despite that few respondents indicated that the Ministry was not involved, but the majority acknowledged the efforts made by the MOE. This is summarized in figure 4.5.2. Mulungushi West Primary coming first (1st) with 90% and Kasosolo Primary 85%, while Chikuse Primary coming last with 65% The general scenario of the MOE involvement in fighting HIV/AIDS is that there have been vivid efforts from MOE acknowledged by the three schools such that Kasosolo Primary School School, 80% of the respondents admitted, whereas Chikuse Primary School, 81% of the interviewed respondents appreciated the efforts from MOE and 80% from Mulungushi West Primary School. The study also indicated that most respondents from Mulungushi were closely following the MOE involvement in fighting HIV/AIDS through provision of relevant information and programmes at school for both pupils and teachers. TABLE 4.5.4 Question: Does the Anti-AIDS club exist in your school? NAME OF SCHOOL YES NO KASOSOLO PRIMARY SCHOOL 11 09 CHIKUSE PRIMARY SCHOOL 18 02 MULUNGUSHI WEST PRIMARY SCHOOL 19 01 Source: field work 2014 The study indicated that all the three schools had respondents accepting that Anti-AIDS clubs existed. At Kasosolo Primary school, 55% of the respondents agreed that the school had the club which was active. For Chikuse Primary school, 90% of the interviewed respondents admitted and confirmed that the Anti-AIDS club was active. A high percentage (95%) came from Mulungushi Primary School. Nearly all the respondents except for one (01) admitted that pupils and teachers were working hand in hand to see that the Anti-AIDS club was active and articulated the desired and educative programmes. The survey further indicated that among the three schools, Kasosolo Primary School seemed not to be on top in terms of HIV/AIDS issues. The two Primary schools seemed to be doing very fine as most of the interviewed respondents seemed to have been giving positive responses. Further, the survey conducted aimed at finding out who were actively involved in the programme, indicated the following results: TABLE 4.5.5 those actively involved in anti-AIDS programmes NAME OF SCHOOL SCHOOL ADMIN TEACHERS PUPILS NON OF THE ABOVE MULUNGUSHI WEST PRIMARY SCHOOL 13 15 14 00 CHIKUSE PRIMARY SCHOOL 08 16 16 00 KASOSOLO PRIMARY SCHOOL 10 14 15 00 Source: field work 2014 The survey above as explained aimed at finding out which groups of people in the three schools were actively involved in running Anti-AIDS clubs. Mulungushi west primary School 65% of the respondents indicated that the school administration was actively involved in the running of the club, whereas 75% of the respondents indicated that the clubs were actively run by teachers. Those that indicated that pupils were the ones that were actively involved in the running of the club were 70%. According to these findings above, it can be easily said that teachers at this school took a leading role to run the Anti-AIDS club with the serious backup from the Head teacher and the Deputy Head teacher. Pupils seemed to have been greatly motivated by the responses from their teachers who took the leading role. Chikuse primary School 40% of the total interviewed respondents indicated that the Administrators took the leading role in running the Anti-AIDS club at Chikuse Primary School. 80% of the respondents indicated that teachers were actively involved in the running of the club and this was not different from those that indicated that pupils were actively involved (80%). Kasosolo primary school 50% of the respondents indicated that Administrators were actively involved in the running of the Anti-AIDS club whilst 70% showed that teachers were the ones that were actively involved in the running of the programme for the club. However, the survey further indicated that 75% of the respondents indicated that pupils at Kasosolo Primary School were the ones who were actively involved in the running of the Anti-AIDS club. FIGURE 4.5.6, SHOWING WHO ARE ACTIVELY INVOLVED IN RUNNING ANTI-AIDS CLUBS IN THE THREE SCHOOLS Source: field work 2014 The survey generally indicated that there was an involvement of each category of the personalities found in the school in running the Anti-AIDS clubs. This indicates that from the Head teachers through to the teaching staff up to the pupils, they have a role to play in supporting programmes aimed at fighting HIV/AIDS through Anti-AIDS clubs. TABLE 4.5.7 Question: State the involvement of the Administrators and teachers in HIV/AIDS Education programmes. NAME OF SCHOOL ALWAYS SOMETIMES RARELY VERY RARELY KASOSOLO PRIMARY SCHOOL 04 13 01 03 CHIKUSE PRIMARY SCHOOL 12 05 03 00 MULUNGUSHI WEST PRIMARY SCHOOL 13 03 01 02 Source: field work 2014 The researcher wanted to find oult how often the administrators and teachers involve themselves in HIV/AIDS Education programmes. The above table indicated the under captioned results: Kasosolo primary school 20% of the respondents at Chikuse primary School indicated that the administrators and teachers were always involving themselves in the HIV/AIDS education programmes. 65% of the total respondents interviewed confirmed that it was only sometimes that the administrators and teachers involve themselves in the programme. 5% of the respondents said it was rare for the administrators and teachers to involve themselves in issues of HIV/AIDS Education programmes. Another 15% confirmed that it was very rare for these people to attach themselves to HIV/AIDS Education programmes. Chikuse primary School 60% of the total respondents confirmed that Administrators and teachers involved themselves in the issues and programmes concerning HIV/AIDS. On the other hand, the survey indicated 25% of the total respondents interviewed saying administrators and teachers involved themselves sometimes when chance allowed. 15% of the respondents indicated that it was rare for these people to involve themselves in the HIV/AIDS Education programmes. Mulungushi west primary School 65% of the total respondents confirmed that the Administrators and teachers always involved themselves in issues to do with HIV/AIDS programmes. The survey also revealed that only 15% of the respondents felt that it was sometimes when people involved themselves in the programmes. 5% indicated that it was rarely and 10% indicated that it was very rare. GENERAL COMMENTS Generally, the research indicated that both teachers and administrators in the three (03) schools where the research was conducted, committed themselves to the HIV/AIDS education programme. The survey further confirmed high participation of school administrators and teachers at Mulungushi west primary School at 65% compared to the other two schools. Chikuse primary school at 60% and 20% for Kasosolo primary school. This analysis is based on whether the school administrators were always involving themselves in HIV/AIDS education programmes. These findings can be summarized in form of the pie chart below. FIGURE 4.5.8 HIV/AIDS Education Source: field work 2014 TABLE 4.5.9 Question: Do you feel and think that you are adequately trained to handle HIV/AIDS activities in your school. NAME OF THE SCHOOL YES NO MULUNGUSHI WEST PRIMARY SCHOOL 17 03 CHIKUSE PRIMARY SCHOOL 10 10 KASOSOLO PRIMARY SCHOOL 11 09 Source: field work 2014 Concerning the training, the study reported the following results: Mulungushi West Primary School 85% of the respondents interviewed felt they were adequately trained to handle HIV/AIDS activities in the school. This indicates that only 15% of the respondents felt they didn’t have adequate training on the subject matter. Chikuse Primary School The survey revealed that 50% confirmed of having received adequate training and 50% not adequately trained. Kasosolo primary School 55% of the interviewed respondents admitted having received adequate training on how to handle HIV/AIDS issues whereby 45% did not have adequate training on the subject matter being investigated. GENERAL COMMENTS This survey gives a picture that Mulungushi West Primary School has had adequate Training for teachers, pupils and the administrators as compared to the other two Schools. Chikuse primary School had 50% of the respondents admitting having adequate training and 50% of the respondents confirming that they didn’t have adequate training. At Kasosolo Primary School, 55% agreed that they had adequate training. Coming to the general survey conducted for the three schools, it is worth to analyse the findings in the following manner; TABLE 4.5.10 Have you received adequate training? CATEGORY YES NO TEACHERS 10 02 PUPILS 35 10 HEAD TEACHERS 03 00 Source: field work 2014 The results indicated that of the teacher respondents interviewed, 83.3% admitted having received adequate training on issues of HIV/AIDS. The report also indicated 100% of the administrators accepting that they had been adequately trained in issues of HIV/AIDS. Finally, of all pupils in all the three schools interviewed, 77.8% admitted having received adequate training. FIGURE 4.5.11, showing responses of different categories of respondents. i.e. pupils, teachers & administrators Source: filed work 2014 The survey further indicated that there was need for other stakeholders and nearly all the teachers to be exposed to workshops and seminars as these were some of the means on capacity building. TABLE 4.5.12 Question: Are there components in the school curriculum adequate to address HIV/AIDS issues among the pupils in your school? NAME OF SCHOOL YES NO MULUNGUSHI WEST PRIMARY SCHOOL 16 04 CHIKUSE PRIMARY SCHOOL 15 05 KASOSOLO PRIMARY SCHOOL 10 10 Source: field work 2014 The study indicated the following results: Mulungushi West Primary School 80% confirmed the school curriculum had components which included HIV/AIDS issues which were tackled from grade 5 to grade seven (7). Chikuse Primary School 75% of the interviewed respondents admitted that the curriculum had issues addressing HIV/AIDS for the pupils. Kasosolo Primary School 50% of the interviewed respondents admitted that the curriculum had included topics rather areas which were essential in addressing the HIV/AIDS issues. The summary of the findings above in table 4.5.12 can be analyzed as follows: Out of all the interviewed respondents in all the three schools, 68% indicated that schools had components in the curriculum which were addressing HIV/AIDS issues. These are some of the evidences to confirm that MOE is working hand in hand with schools, colleges and Universities in fighting the HIV/AIDS pandemic. TABLE 4.5.13 Question: At your school, do you have life skills and peer educators’ programmes? NAME OF THE SCHOOL RESPONSES YES NO KASOSOLO PRIMARY SCHOOL 11 09 MULUNGUSHI WEST PRIMARY SCHOOL 16 04 CHIKUSE PRIMARY SCHOOL 16 04 Source: field work 2014 One of the tasks for the research was to find out if the three schools had programmes like life skills training and peer education which contributes to fight the HIV/AIDS scourge. The report revealed that; Chikuse Primary School 80% of the interviewed respondents admitted that such life skills and peer education programmes existed. The 20% did not agree that such skills and peer education programmes were available. Mulungushi West Primary School 80% of the total interviewed respondents indicated that such programmes were in place. This finding did not differ from what I got from Chikuse Primary school. Kasosolo Primary School, At this school, the report indicated 55% of the total interviewed respondents admitting that life skills and peer education programmes existed at the School. GENERAL COMMENTS ON LIFE SKILLS AND PEER EDUCATION PROGRAMMES The study revealed that the overall results from the three schools gave 72% of the total interviewed respondents who indicated that these programmes existed. It further discovered that at the two Primary schools, (Chikuse and Mulungushi West) the schools seemed to have taken keen interest to see to it that these programmes were sustainable. However, the study did not reveal the reasons why Kasosolo school had recorded a low percentage. Below is a chart summarizing the discussed findings. Source: field work 2014 4.6.0 SCHOOL ADMINISTRATION TABLE 4.6.1: Do you feel as an administrator you have acquired good skills and knowledge on issues of HIV/AIDS? SCHOOLS ADEQUATE FAIR NOT REALLY MULUNGUSHI WEST PRIMARY SCHOOL 01 CHIKUSE PRIMARY SCHOOL 01 KASOSOLO PRIMARY SCHOOL 01 Source: field work 2014 The report reveals the following: At Mulungushi West Primary school, the Head teacher indicated that he had acquired adequate skills and knowledge to handle issues of HIV/AIDS. The response from Kasosolo Primary School was also the same apart from Chikuse Primary School, where the Head teacher felt he had fairly acquired skills and knowledge on the same subject matter. The overall response could be rated at 68% which is good enough to state that the three head teachers were playing an important role in fighting HIV/AIDS. They also indicated during the interview that teachers (most of them) were exposed to training to equip them with the skills to fight rather handle any HIV/AIDS related issues TABLE 4.6.2 Question: Does the MOE support the fighting of HIV/AIDS at your school? Name of School YES NO Mulungushi West Primary school 01 Chikuse Primary school 01 Kasosolo Primary School 01 Source: field work 2014 The survey conducted in these three (03) schools indicated that the Ministry of Education does support the fighting of HIV/AIDS in three schools. The results indicated 100% support from the three Administrators. 4.6.3. Are you providing a supportive environment in the context of HIV/AIDS, for example; School buildings, Basic infrastructure provision like water, toilets, area for guidance and counseling, etc? Responses Mulungushi West Primary School, fair Chikuse Primary School, fair Kasosolo Primary School, fair The findings of the report revealed that all the three schools had fair supportive environments in the context of HIV/AIDS basic infrastructure provision. No school Head teacher admitted full support. Some of the challenges advanced were the monetary issues. The schools lacked adequate funds to develop the existing structures to the desired standards. They cited examples of erratic funding and not adequate to cater for the demands of the schools. Despite the funds being inadequate, the Head teachers also complained of delays as they never received the funds on time. Mrs. Kabandama mentioned that some of the important programmes which were meant to support the fight against HIV/AIDS were capital projects which needed a lot of funds. She cited projects like ablution blocks and Home Economics equipments for School Health and Nutrition programmes. These contributed a lot to the well being of the school and those pupils who were affected with the scourge. 4.6.4 Do you have deliberate measures put in place to support OVCs and pupils and teachers affected by HIV/AIDS? TABLE 4.6.4 RESPONSES NAME OF SCHOOL YES NO MULUNGUSHI WEST PRIMARY SCHOOL 01 CHIKUSE PRIMARY SCHOOL 01 KASOSOLO PRIMARY SCHOOL 01 Source: field work 2014 The survey indicated the total support of the OVCs, pupils and teachers affected by HIV/AIDS. The interview also indicated that the three administrators were committed to assisting teachers also with such challenges emanating from HIV/AIDS. Though the survey did not indicate what form of assistance was rendered to the teachers, it was possible to find out what form of assistance was given to the OVCs. The report also revealed that at the three schools, work place policy document was not availed. Though the Head teacher at Chikuse Primary school admitted having the document, it was difficult to prove to the researcher that the document was effective. TABLE 4.6.5 What kind of support do you provide to OVCs? NAME OF SCHOOL SCHOOL REQUISTES FINANCES FOOD OTHERS MULUNGUSHI WEST PRIMARY SCHOOL Guidance & Counseling services CHIKUSE PRIMARY SCHOOL KASOSOLO PRIMARY SCHOOL Psychosocial support, guidance& counseling Source: field work 2014 The report indicated the following results: Mulungushi West Primary School The Head teacher confirmed that the OVCs were assisted with; School requisites Finances Food Guidance and Counseling Chikuse Primary School The Head teacher indicated the following: School requisites Finances Food Kasosolo primary school The Head teacher indicated the following: School requisites Finances Psychosocial support and Guidance and Counseling. The general comment is that the survey indicated that there were efforts from the three (03) Head teachers of the three (03) schools in terms of supporting the OVCs. Mulungushi West Primary school was rated on top, then Chikuse Primary School second and the third being Kasosolo Primary School. Further investigations revealed that Guidance and Counseling services were offered at Kasosolo Primary School and Mulungushi West Primary School. TABLE 4.6.6 Question: How many cases of pregnancies have you recorded during the following years: 2009, 2010, 2011, and 2012? YEARS NAME OF SCHOOL 2009 2010 2011 2012 MULUNGUSHI WEST PRIMARY SCHOOL 03 05 07 02 CHIKUSE PRIMARY SCHOOL 01 02 00 00 KASOSOLO PRIMARY SCHOOL 04 03 04 05 Source: field work 2014 The study revealed the following figures: Mulungushi West Primary School 2009 - 03 2010 - 05 2011 - 07 2012 - 05 Chikuse Primary School 2009 - 01 2010 - 02 2011 - 00 2012 - 00 Kasosolo Primary School 2009 - 04 2010 - 03 2011 - 04 2012 - 05 The reason why the researcher was prompted to carry out the survey on the numbers of pregnancies in these three (03) schools was to find out if the messages of HIV/AIDS were received with caution. The report also indicates how effective these messages were to the three schools on the dangers of the pandemic. As indicated in figures above, it is vivid that Chikuse Primary School recorded a low pregnancy rate for the captioned period under study. The period is from 2009 to 2012. According to the record, Chikuse Primary School had only 03 pregnancies from 2009 to 2012. These were the known cases reported to the school Administration. Kasosolo primary School reported 16 cases of pregnancies from 2009 to 2012. The survey indicated that the numbers of pregnancies seem to be going up. This entails that the pupils are indulging in illicit sex, rather unprotected sex which puts them at risk of contracting the HIV virus. Mulungushi West Primary School had the highest number. 17 cases of pregnancies were recorded during the period of 2009 to 2012. Even though sensitization seem to have been effective at Mulungushi West Primary School, but the indicators show that pupils are having unprotected sex. Sensitization should bear the positive results but the increase of pregnancies defeat the objective. Below is the summary of pregnancies surveyed in the three schools. FIGURE 4.6.7 Source: field work 2014 CHAPTER FIVE 5.0 CONCLUSION AND RECOMMENDATIONS 5.1 CONCLUSION The chapter aims at concluding the findings of the study. It will discuss in summary form what was established during the whole process of research. The study was prompted by the desire to investigate the role of education in fighting the HIV/AIDS scourge in Kasosolo area. The research was conducted in three (03) schools, namely Kasosolo Primary School, Chikuse Primary School and Mulungushi West Primary School in Chisamba District within the same targeted area. The study findings revealed that both teachers and pupils are highly knowledgeable about HIV/AIDS. It has also been noted that there are a lot of commitments by both teachers and pupils to fight the scourge, as a lot of activities concerning HIV/AIDS are embraced in the three schools. These include ANTI AIDS clubs, drama clubs, sports, skills training, though not in all schools, quiz competitions, sensitization talks and many more. The study further established enough evidence to confirm the MOE’s participation in fighting the HIV/AIDS pandemic. This was revealed through the support the MOE is rendering to the three schools found in Kasosolo area. The support ranges from financial support through funding certain programmes concerning HIV/AIDS, the distribution of materials, conducting workshops and seminars for capacity building among teachers and administrators. The study further confirmed good participation of teachers and administrators in HIV/AIDS programmes in the three schools (Mulungushi Primary School, Kasosolo primary School and Chikuse Primary School). Sources of information included Radio, TV, Newspapers for Kasosolo Primary School, and teachers. Mr. Chisonta a senior teacher at Kasosolo Primary School was pointed out to be buying news papers almost every day to enhance the information sources. It was also noted that the administrators were playing a vital role in supporting the OVCs through school requisites, finances in form of excluding them from paying user fees, food through SHN and psychological support, guidance and counseling. The study also indicated that HIV/AIDS work policy was not popular in the three schools. This came to light when the survey on whether the work policy on HIV/AIDS existed in the three schools. The response showed that though it existed, it lacked implementation. Most of the teachers were not aware about it. Although teachers were positive that the policy would benefit them in various ways as a form of suppressing the HIV/AIDS pandemic, its non implementation impeded the teachers from benefiting from it. The survey also indicated that the MOE had included HIV/AIDS components in the curriculum and the schools in the area articulated the contents accordingly. This involved co-curricular and classroom activities from grade three (3) to grade nine (9). The major challenge was on pregnancies. Despite the involvement of all stakeholders on fighting HIV/AIDS, the study indicated that pregnancies were common in two schools. The study however did not indicate the reason as to why this problem was on the increase. Finally, it would be concluded that the objectives of the research were achieved. I also wish to confirm that evidences corroborated indicated commitment of the education sector in fighting HIV/AIDS. 5.2 RECOMMENDATIONS In order to tackle the findings established in the study, the following are the recommendations: There is need to provide social amenities and recreation facilities in the three schools such as recreation halls, good sports fields and other infrastructure. These will help the pupils in refraining from illicit activities like smoking, drug abuse, sex and others. These structures and infrastructure mentioned should be established at National, Provincial, District and grassroots (village) levels. Programmes for capacity building for both administrators and teachers should be enhanced. This can be done through proper funding from the government to the MOE who may distribute these funds to various DEBS to reach the grassroots who are Head teachers and teachers. There must be concerted efforts in fighting the pandemic not only from the MOE, but also from NGOs and the communities around. The school administrators working hand in hand with teachers should continue with sensitization messages to the pupils and train the peer educators among the pupils to continue the fight against the scourge. Pupils should also be sensitized that abstinence is a better solution for them at the moment, since they are still at school and are not yet ready for marriage. The study also recommends that teachers should promote openness to the pupils’ issues of tradition and HIV/AIDS should not be misconceived as it hinges on life. In short, the issue of talking about sex should not be avoided both in class and outside class. There is need to encourage teachers, pupils and administrators to go for VCT. The misconception of death sentence should be done away with, pupils and teachers should be encouraged to visit VCT centres as they will be in a better position to live positively afterwards. The HIV/AIDS work place policy should be operational in order to help the school administration support teachers living with HIV/AIDS. There is need to disseminate the policy widely and build capacity in terms of training, funding and provision of materials to facilitate District and School administrators to be able to implement the policy effectively and efficiently as one way of fighting the HIV/AIDS pandemic. The Education system may need to establish programmes and activities that run a continuum from prevention to care focus, to be able to provide effective care and support for those pupils and teachers that are already affected by the scourge. An additional amount should be allocated in every year’s budget for care and support of the pupils and teachers. Government should embark on training teachers specifically on matters of HIV/AIDS and on how to handle the OVCs. This will give teachers the confidence and responsibility of handling HIV/AIDS issues and the care needed by OVCs. This should be made probably a priority in the curriculum. Teachers should be given sufficient knowledge on these issues to be able to cope with the pandemic as they handle them. There is need to put in key ingredients that need to be effective and address the vertices of an integrated education approach to combating HIV/AIDS. The government through MOE should strategize deliberate plans to continue addressing the need to focus on HIV/AIDS and support for school Head teachers and the teachers in pre and in-service training as well as in school. More research of HIV/AIDS is also important in the area of information/education and communication on sexual and productive health between parents and children. More literature on HIV/AIDS in these three schools should be availed, especially at Mulungushi West Primary School which is a community School. Education should be given to all in order to reduce vulnerability to HIV/AIDS pandemic. Enhance interaction between parents, teachers and pupils who have been trained as peer educators on HIV/AIDS issues to reduce on mirth and misconceptions. Also encourage churches to speak openly about the dangers of the disease as earlier alluded to. Many efforts should be placed on the implementation of HIV/AIDS programmes among teachers. There is an implicit assumption that once teachers are given the right training and support (curriculum and material), they will become vehicles for contributing to promote the envisioned change in the fight against the scourge. 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