Download or read book Secondary School Teachers Conceptualisation and Implementation of the AIDS Action Programme in Zimbabwe written by Rose Mugweni and published by . This book was released on 2012 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Zimbabwe s AIDS Action Programme for Schools written by Joan O'Donoghue and published by . This book was released on 1996 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report on an Evaluation of the Implementation of the Grade 7 AIDS Action Programme Book Let s Talk in Schools in Zimbabwe written by and published by . This book was released on 1996 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Think about It Form 3 written by and published by . This book was released on 1994 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Zimbabwe s AIDS Action Programme for School Flashback and Hindsight written by Joan O'Donoghue and published by . This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Performative Praxis written by Jean Baxen and published by Peter Lang. This book was released on 2010 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is widely recognized that the South African government's exemplary HIV/AIDS education policy is not making the behaviour-changing impact that it ought. Why is this? What is actually happening in the school classroom? In this book, Jean Baxen makes an important contribution towards understanding the complex interface between the HIV/AIDS education curriculum and what and how teachers are teaching in the classroom. Bringing Judith Butler's theory of performativity to bear in an analysis of the pedagogic practice of a number of teachers in the Western Cape and Mpumalanga, the author shows how teachers' personal conception of their role and identity as educators plays a vitally important role in filtering and shaping the classroom transmission of key information and attitudes.
Download or read book Teachers Living with AIDS written by Patricia Machawira and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy. My aim was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. As a constructivist, I worked on the premise that people's experiences can best be understood by interacting with them and listening to them. I chose a narrative research design because it allowed me to explore and understand the perceptions and complexity of my research partners' experiences, and to faithfully present and represent the stories told by teachers living with AIDS. I used the data collected from the teachers' stories to write narratives that gave a first person account of the experiences of each teacher. To express my own voice in the text I created a column on the side of each page where I recorded my own experience of the process of the inquiry. I used inductive analysis in order to make sense of the field data. Rather than beginning with a theory, inductive analysis allowed me to expose the dominant and significant themes in the raw data without imposing preconceptions on the data. Three distinct themes emerged from the analysis, and formed my conceptualisation of the experiences of teachers living with AIDS: a) conflict between teacher as role model and ideal citizen, and teacher as an HIV-positive person: b) HIV illness and its impact on the body of the teacher: c) teachers as emotional actors. The main findings from the study suggest that in a context with AIDS there are limits to what education policy can achieve if it remains out of touch with a real world in which school is attended by children and teachers whose bodies are either infected or affected by the HIV virus. This is substantiated by the fact that while the HIV/AIDS policy is about bodies and about emotions, it is blind to the bodies and the emotions of those implementing it. I contend that it is this oversight that creates the wide gap between policy intentions and outcomes. Secondly the study highlights the uniqueness of HIV/AIDS education policy and its implementation which, unlike other education policies, powerfully brings to the fore the emotions of the implementers. I conclude the study by suggesting that the policy-making process be reconstructed to inscribe the real bodies and real emotions of the teachers into the policy, to shift from a purely prevention mode to one that looks at the whole prevention-to-care continuum and acknowledges that a significant majority of school pupils and teachers are infected and affected.
Download or read book The Hiv Aids and Life Skills Education Programme for Schools in Zimbabwe written by Method Walter Ndlovu and published by LAP Lambert Academic Publishing. This book was released on 2010-12 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates whether the HIV/AIDS and Life Skills Education Programme for schools was implemented in accordance with the Ministry's directives. It also seeks to establish whether the programme was effective or not by identifying and examining different implementation strategies and methodologies. Fieldwork was undertaken in the Lupane Area Development Programme where nine schools were randomly selected from sixteen primary schools. A total of nine head-teachers responded to the heads' questionnaire and fifty-eight Grade 4 to 7 teachers responded to the teachers' questionnaire. The study reveals that to a very large extent the HIV/AIDS and Life-skills Education Programme was implemented from Grades 4 to 7 in the primary schools. However, substantial improvements still need to be made in mobilising reading and financial resources. More training and the introduction of more participatory methodologies need to be stepped up for the children to realise more benefits from this life skills education programme.
Download or read book Understanding Current Teacher Implementation of Zimbabwe s Primary School Aids Curriculum written by and published by . This book was released on 2013 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Teachers Knowledge and Practice of HIV AIDS Education in Secondary Schools in Zimbabwe written by Gedion Tadhuvana and published by . This book was released on 2005 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Let s Talk written by and published by . This book was released on 1995 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Africa University s Approach to Zimbabwe s HIV AIDS Epidemic written by Moses Brighton Rumano and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the causes of the HIV/AIDS epidemic in Zimbabwe as perceived by students and faculty at Africa University, a pan African international private institution situated in Mutare, the third-largest city in Zimbabwe. The main purpose of the study was three-fold; 1) to investigate the perceived causes of the high prevalence of HIV/AIDS in Zimbabwe, the worst affected country in Southern Africa; 2) to examine the role of teacher preparation programs in dealing with the HIV/AIDS in Zimbabwe; and 3) to explore the role of sex education in combating the HIV/AIDS epidemic in Zimbabwe. A phenomenological theoretical framework provided the scope and dimension of a qualitative research approach formulated to collect data on the perceived causes of the HIV/AIDS in Zimbabwe among students and faculty at Africa University. The case study design chosen used detailed semi-structured interviews, observations and documentary evidence and employed questioning strategies of a "how" and "why" nature. It did not require control over behavioral events and is a commonly used approach among studies focusing on present-day events in their real-life context. The case study design was chosen as a particularly good means of educational investigation because of its ability to explain the causal links in real-life interventions that are too complex for survey or experimental strategies. I observed a total of eight two-hour lessons in a range of classes made up of senior students preparing to be either high school teachers or health educators. All the classes that I observed were large and ranged from forty students to one hundred. In none of the classes that I observed were there HIV/AIDS materials displayed in the classrooms or lecture halls. However, well-illustrated billboards about HIV/AIDS were erected on all the entrances to the university campus. I interviewed eight senior students and eight faculty members. Initial data analysis took place through analyzing responses on observation notes that I compiled in the eight lessons that I observed. Different colors of markings were used to identify common themes. The themes that emerged from the observations were basically similar to those that came from the analysis of the semi-structured interviews.
Download or read book Curriculum and Learning for Climate Action written by Radhika Iyengar and published by Ibe on Curriculum, Learning, a. This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum and Learning for Climate Action offers researchers, practitioners, donors, and decisionmakers insights into entry points for education systems change needed to reorient human society's relationship with our planetary systems.
Download or read book Resources in Education written by and published by . This book was released on 1990 with total page 812 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book International technical guidance on sexuality education written by UNESCO and published by UNESCO Publishing. This book was released on 2018-01-15 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education and Development in Zimbabwe written by Edward Shizha and published by Springer Science & Business Media. This book was released on 2012-01-01 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book represents a contribution to policy formulation and design in an increasingly knowledge economy in Zimbabwe. It challenges scholars to think about the role of education, its funding and the egalitarian approach to widening access to education. The nexus between education, democracy and policy change is a complex one. The book provides an illuminating account of the constantly evolving notions of national identity, language and citizenship from the Zimbabwean experience. The book discusses educational successes and challenges by examining the ideological effects of social, political and economic considerations on Zimbabwe’s colonial and postcolonial education. Currently, literature on current educational challenges in Zimbabwe is lacking and there is very little published material on these ideological effects on educational development in Zimbabwe. This book is likely to be one of the first on the impact of social, political and economic meltdown on education. The book is targeted at local and international academics and scholars of history of education and comparative education, scholars of international education and development, undergraduate and graduate students, and professors who are interested in educational development in Africa, particularly Zimbabwe. Notwithstanding, the book is a valuable resource to policy makers, educational administrators and researchers and the wider community. Shizha and Kariwo’s book is an important and illuminating addition on the effects of social, political and economic trajectories on education and development in Zimbabwe. It critically analyses the crucial specifics of the Zimbabwean situation by providing an in depth discourse on education at this historical juncture. The book offers new insights that may be useful for an understanding of not only the Zimbabwean case, but also education in other African countries. Rosemary Gordon, Senior Lecturer in Educational Foundations, University of Zimbabwe Ranging in temporal scope from the colonial era and its elitist legacy through the golden era of populist, universal elementary education to the disarray of contemporary socioeconomic crisis; covering elementary through higher education and touching thematically on everything from the pernicious effects of social adjustment programmes through the local deprofessionalization of teaching, this text provides a comprehensive, wide ranging and yet carefully detailed account of education in Zimbabwe. This engagingly written portrayal will prove illuminating not only to readers interested in Zimbabwe’s education specifically but more widely to all who are interested in how the sociopolitical shapes education- how ideology, policy, international pressures, economic factors and shifts in values collectively forge the historical and contemporary character of a country’s education. Handel Kashope Wright, Professor of Education, University of British Columbia
Download or read book Change in Schools written by Gene Hall and published by State University of New York Press. This book was released on 1987-03-06 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book summarizes nearly fifteen years of research in schools—research geared toward understanding and describing the change process as experienced by its participants. It addresses the question: "What can educators and educational administrators don on a day-to-day basis to become more effective in facilitating beneficial change?" The book provides research-based tools, techniques, and approaches that can help change facilitators to attain this goal. The authors contend that, in order to be more effective, educators must be concerns-based in their approach to leadership. Early chapters deal with teachers' evolving attitudes, concerns, and perceptions of change, as well as their gradually developing skills in implementing promising educational innovations. The authors next turn to examine the role of the school principal and other leaders as change facilitators, and present ways that they can become better informed about the developmental state of teachers as well as how to use these diagnostic survey and data as the basis for facilitating the change process. The emphasis is on practical day-to-day skills and techniques, showing administrators how to design and implement interventions that are supportive of teachers and others. Each chapter presents not only the concepts and research of the authors but also translates the concepts in concrete applications which illustrate the ways they can be applied to obtain genuine and lasting improvements. The book also contains an important discussion and description of the change process, focusing on teachers, innovations, and the schools.
