- Title
- Teacher's perspectives on the implementation of HIV/AIDS policy in OR Tambo Inland Education District: A case study of five selected schools
- Creator
- Tebekana, Jongiwe
- Subject
- Teaching strategies
- Date Issued
- 2022-11
- Date
- 2022-11
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/11260/10842
- Identifier
- vital:75288
- Description
- This thesis explored teachers’ perspectives in implementing HIV/AIDS policy in the O. R. Tambo Inland Education District. HIV/AIDS is one of the greatest challenges in the world and is crippling almost every aspect of society (politically, socially, financially, and educationally). In the education sector, it affects teachers, learners, their families, and the communities at large. Governments everywhere, especially Education Ministries, developed policies to combat the pandemic. In South Africa, the National Policy on HIV/AIDS for learners and teachers for public schools and students in Further Education and Training Institutions was published in 1999. The Department of Education also developed guidelines for teachers, to assist them in managing HIV/AIDS issues in Public Schools. Theoretically, this study was informed by the implementation theory of Pressman and Wildavsky (1973) who view policy implementation as a procedure of collaboration between the establishments of objectives, and Elite/Mass theory which implore that the key people in authority, who are considered as the elite group, determine policy without considering its implementation on the ground. This is a qualitative case study based on interpretivism, which strives to comprehend how individuals in everyday settings construct meaning and explain the events of their world. Purposive sampling was employed to identify twelve rich informants (teachers) from five purposively selected primary schools. Data were collected through document analysis, semi-structured interviews, and field notes. Findings reveal that teachers have insufficient knowledge about HIV/AIDS policy which they are expected to implement, they were insufficiently trained, lacked support, and encountered some barriers towards the implementation of HIV/AIDS policy. The study recommends that that professional in-service development programme should be developed by the Department of Basic Education (DBE) for all qualified Life Orientation (LO) teachers since HIV/AIDS is an aspect of the LO subject and DBE should increase school-based support visits by subject specialists to ensure that there is proper monitoring. It further recommends that policy formulators should engage the implementers in policy dissemination through meetings, newsletters, conferences, debates, circulars and networks like cluster and circuit networks to eradicate distortion of crucial policy information for implementation. It is further recommended based on the findings and informed by the two theoretical frameworks of Implementation and Elites/Mass theories, Tebekana Collaborative Policy Formulation, and Implementation model for the benefit of the schools is proposed.
- Description
- Thesis (D.Ed) -- Faculty of Education Sciences, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (237 leaves)
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Education Sciences
- Language
- English
- Rights
- Faculty of Education Sciences
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | DR JONGIWE TEBEKANA DEd Thesis 2 SEPTEMBER 2024 PDF 2 PRINT.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |