The impact of HIV/AIDS on primary education in Botswana: educating children as agents of change

HIV/AIDS can no longer be regarded solely as a public health issue as its impact extends well into all spheres of life, sectors of society and levels of the education system. This paper argues that not only is it paramount to draw on children's understanding of the impact of AIDS on their lives, but it is equally important to draw on their solutions in order to foster their agency. Using the ‘draw and write’ methods, this research explores children's perception of the impact of HIV/AIDS and their understanding of the capabilities needed in order for them to become active change agents. The findings indicate that short-term intervention programmes are insufficient in curbing the HIV trends and in mitigating its impact. The authors argue that there is now a paramount need to re-evaluate the role and goal of education to allow it to serve as a prophylaxis for HIV/AIDS.     

Survey of HIV/AIDS Clients in Botswana: Reactions to Supportive Counselling

A survey of HIV/AIDS clients in Botswana, Africa, all of whom were receiving supportive counselling, was conducted. A total of 328 volunteer clients from randomly selected sites completed the survey related to client perceptions of counselling helpfulness, outlook on life, satisfaction with goal setting in counselling, experience of social stigma, and acceptance by family and others. Overall, clients were very positive concerning the benefits received from counselling, their relationship with their counsellor, the goal setting process, their family/friends support system and their present quality of life. The majority of clients did, however, indicate some level of feeling stigmatized by being HIV-positive. Additional major findings indicated that clients with family incomes of less than 10 K pula per year (around US$1 k) were less positive about their counselling and related experiences than were those with higher levels of family income, with the exception of social stigma where lower family income was associated with less perceived social stigma. Clients reporting counselling sessions lasting more than 15 min were generally more positive in their reactions to counselling and related experiences than were clients reporting sessions typically lasting 15 min or less. A discussion of the findings, along with recommendations for areas needing further study and attention, is provided.     

The training of adult education personnel in Botswana

The article provides a case study from Africa on the issues involved in training adult education personnel. It describes the social and organisational context of adult education in Botswana as the background to a discussion of training needs. A quantification of full-time adult education posts is presented to give an indication of the scope of these needs. The provision of training is then analysed in terms of four different types — initial, middle-level, advanced and inservice. The need for more systematisation and co-ordination is identified and a central role for the University is suggested. The content and methods of training are considered and the central question of the impact of training raised. It is argued that the effectiveness of training must be assessed by a three dimensional analysis which situates the personal competence of the adult educator within an organisational and socio-economic context. Finally, research and evaluation are advocated as essential in two respects. Firstly, in order to develop the knowledge-base about the theory and practice of adult education in Botswana on which to provide the content of courses. Secondly, in order to analyse the training programmes themselves. The article concludes by suggesting a framework for the future development of training for adult educators in Botswana.     

Educational research within postcolonial Africa: a critique of HIV/AIDS research in Botswana

This paper uses the postcolonial lens to highlight that mainstream research in postcolonial societies still ignores, marginalizes and suppresses other knowledge systems and ways of knowing. The marginalization of local knowledge systems, it is argued, was established in the colonial times that relegated all things indigenous or from the colonized communities as unworthy, uncivilized, barbaric and superstitious. Systematic efforts to inscribe Western ways of cultural, economic, political and social systems were applied during the colonial times and maintained in the post‐independence era. The educational system did not escape the colonial construction of the colonized subjects and their relegation to otherness. Years after the struggle for independence the content of what is taught, methods of teaching and research remain Western in non‐Western contexts. This does not only alienate the ‘othered’ from their own knowledge systems, it can be a matter of life and death as demonstrated by the HIV/AIDS information and education campaign. Using excerpts from studies on HIV/AIDS, the paper highlights that interventions to prevent the spread of HIV/AIDS, legitimized by conventional/Western research knowledge and frameworks, have alienated the people from the struggle to prevent the spread of the virus. Findings from a number of research studies on HIV/AIDS in Botswana are analyzed within the framework of current prevention strategies, more specifically posters and cartoons used in the campaign against HIV/AIDS, to illustrate the marginalization of other knowledge systems and the intersection of the ‘otherness’ ideology with mainstream First World research methodologies.     

The provision of HIV/AIDS education in English colleges of further education

This paper focuses on the provision of HIV/AIDS education for 16–19 year olds in colleges of further education and offers both qualitative and quantitative insights into the English approach to HIV/AIDS education for this age group. It outlines the findings from two pieces of research conducted in England by the Health Education Authority 16–19 HIV/AIDS Project.     

HIV/AIDS-Anxiety among Adolescent Students in Botswana

This research investigated the incidence of HIV/AIDS anxiety among students in Botswana. The sample comprised 240 randomly selected students from six schools in three districts in Botswana, with data collected via a questionnaire. Percentages and Chi-square were used to analyze the extent to which the students were anxious about HIV/AIDS and if there was a significant gender difference in this regard. Findings showed that the students were anxious on several fronts about HIV/AIDS; specifically that they and their relations might contract the virus and that they might lose family members. There was gender difference in terms of anxiety about the possibility that relations might become infected. The role of the counsellor in reducing HIV/AIDS anxiety among students in communities living with HIV/AIDS is discussed.     

我国成人高等教育存在的问题及对策分析

本文主要论述了我国成人高等教育在提高劳动者素质、促进经济发展方面起到了重要的作用。同时，分析性地介绍了成人高教在发展过程中暴露出的一些问题，提出了相应的解决对策。     

HIV/AIDS education for health care workers: needs assessment for a model tertiary curriculum

This paper deals with the learning needs of Health Care Workers (HCWs) in the field of HIV/ AIDS. Essentially the paper covers their perceived initial education and training needs at tertiary level through to the continuing vocational professional development of HCWs who are involved in the practice of health care of people living with HIV/AIDS. The focus of the paper provides an illustration of the theme of adult education that searches for roles of social relevance in both a community and continuing professional setting, notably in the context of challenging human needs. In this illustration, the identification of the tertiary level education and training needs of HCWs by the practitioners themselves, as well as other interested stakeholders, is designed to help others who follow them practice with competence and confidence in this complex area of human need. Ultimately the continuing education of HCWs in such a challenging context is concerned with empowering people living with HIV/AIDS to come to realistic and positive terms with their condition.     

Class strategies and stealth policies in adult education

Class strategies, how individual members of class fractions tactically gain advantage in fields including education, have been used to analyse schooling and initial post‐compulsory education. In this paper, class strategies are applied to adult education in considering participation across social classes. Using empirical data from a biographical study of adult education I show how different notions of ‘positionality’ are employed in three cases. Uniquely, I consider ruling class strategies in adult education and why the consideration of a ruling class might alter our perspective on differences between working‐ and middle‐class learners. Finally, I apply these perspectives to the policy arena and discuss how pernicious class strategies might actually be enhanced by new ‘stealth’ policies in adult education.     

HIV/AIDS educators: The challenges and issues for Namibian bachelor of education students

The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education.     

地方普通高校成人高等教育面临的挑战与对策

本文从职业教育、网络教育、普通高校扩招、我国加入WTO等几方面对地方普通高校成人教育面临的挑战进行了分析，并在此基础上提出应对措施和办法。     

Financing higher education in Botswana

The paper describes the current system of university finance in Botswana, and considers alternative options, including the introduction of student loans. A student loan scheme was first recommended in Botswana in 1966, but has never been implemented. At present all students at the University of Botswana receive bursaries, and in return undertake to work in Botswana after graduation and to pay 5% of their annual gross salary for five years as a form of reimbursement. The author concludes that in effect this represents a combined grant and loan. A Presidential Commission in 1990 recommended that the present Bursary system be reorganized into a grant/loan system, and the Government of Botswana accepts this in principle although the modalities of such a scheme are yet to be finalized.     

A constructivist approach to HIV/AIDS education for women within the Maritime Provinces of Canada

The primary objective of this research was to increase understanding of how women in the Maritime Provinces of Canada learn about the HIV/AIDS epidemic. This research utilised a qualitative approach with specific methods including interviews, joint interviews and focus groups. Overall 44 women participated in this research. The data was analysed using a thematic approach. The main findings of this research are that (1) women in the Maritime Provinces of Canada may have incomplete information about HIV/AIDS and sexual health due to limited experience with the HIV/AIDS epidemic; (2) violence greatly affects the lives of women in this region; and (3) informal learning is the most important factor that determines what Maritime women know about HIV/AIDS. A primary recommendation from this research is that when working with adult women to increase their understanding of HIV/AIDS it is helpful to work within a constructivist framework in order to develop a deeper understanding of the magnitude and potential outcomes of the HIV/AIDS epidemic.     

Efficacy of learning strategies instruction in adult basic education

Results from randomized controlled trials of learning strategies instruction with 375 adult basic education (AE) participants are reported. Reading outcomes from whole group strategic instruction in one of four learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies, history, and science. Both experimental and control conditions experienced high attrition and low attendance, resulting in only 105 control and 100 experimental participants' data in outcome analyses for the trials of the four learning strategies. Reading outcomes for these completers were not significantly different between experimental and control conditions, and each group achieved minimal gains. We discuss possible reasons for the non-significant effect from the intervention, including insufficient instructional dosage.     

影响成人高等教育质量的因素分析及对策

影响成人高等教育质量的因素是多方面、多层次的,本文主要从社会制度、教育体制及“人”的视角入手,分析导致成人高等教育质量下降的主要原因,并寻求应对之策。     

Recent developments in HIV/AIDS prevention for Russian adolescents

This article reports on the educator qualities that are valued by Australian teachers involved in sexuality education in high schools. Focus groups were conducted with school sexuality education teachers in 19 high schools in five Australian states. Data indicated that teachers valued being trustworthy, being open and honest, being willing to listen, having a sense of humour, and being able to relate to the students, especially being able to relate in a trustworthy and confidential way. Also valued were being comfortable with one's own sexuality, being approachable and being flexible. These qualities are similar to those recommended in the literature in the 1970s and 1980s and correspond closely to the qualities sought by today's high school students. Australian schoolteachers currently enjoy a positive climate for teaching sexuality education, as do many European schoolteachers. This contrasts with the climate for many American teachers where Abstinence Until Marriage programme requirements place many restrictions on what can be taught and may compromise the expression of teacher qualities such as being non-judgemental, flexible, open and honest. The findings have implications for teacher professional development, pre-service teacher education training, and the selection of teachers to teach sexuality education.