The implementation of HIV and AIDS prevention programmes in three Universities in Zimbabwe
- Authors: Muzenda, Denias https://orcid.org/0000-0002-6552-7319
- Date: 2012-12
- Subjects: Universities and colleges -- Health promotion services , AIDS (Disease) -- Prevention
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/25022 , vital:63891
- Description: Given the nature and devastating effects of HIV and AIDS and its impact on society, the universities in Zimbabwe have affirmed the need to define their institutional policy aimed at managing and mitigating the effects of HIV and AIDS. In this regard they have also put in place programmes to address the epidemic. Among the programmes are HIV and AIDS prevention programmes which are being implemented. However, there have been concerns that despite the fact that the programmes are being implemented as planned they have not met their objectives as HIV and AIDS infections have not decreased as expected. Hence this study assesses the implementation of HIV and AIDS prevention programmes in three universities in Zimbabwe. To achieve these objectives, the researcher opted for the mixed method methodology which is embedded in the post-positivist research paradigm. Post-positivist research paradigm attempts to increase our understanding of the way things are and that objectivity is an ideal that can never be achieved, and research is conducted with greater awareness of subjectivity. The researcher had to opt for questionnaires, interviews, document analysis and observations as data collecting instruments. From the Data presented the study found that universities lack adequately professionally qualified HIV and AIDS lecturers. Results on capacity of implementers in the study revealed that an insignificant number of lecturers have the capacity while the majority significant number lacked the capacity to implement the programmes. HIV and AIDS prevention is being implemented by unqualified lecturers who lack training and prerequisite skills for the programme. Furthermore, the study found that Lecturers do not get the necessary professional and institutional support to implement successfully HIV and AIDS programmes in universities. HIV and AIDS Coordinators and NGOs expressed concern over the inadequacy of learning and teaching support material. Funding and lack of resources such as specialist rooms and learning materials are a major impediment to successful implementation of HIV and AIDS. Implementation of HIV and AIDS programmes suffers from inadequate supervision by the relevant stakeholders due to unavailability of transport and financial cost. It also emerged that Human resource is also a major problem since there is a great staff turnover as specialist lecturers leave the system for better paid opportunities in the private sector. Most university lecturer respondents cited staff turnover as long-established and skilled lecturers look for greener pastures within and outside the country. The dominant methods used to implement HIV and AIDS programmes do not give enough room for group work discussions to effect behaviour change in students. Rather, more emphasis is on factual knowledge for assignments and examination purposes. On monitoring and evaluation of HIV and AIDS programmes, the study found that lecturers and students are unaware of their programmes progress bench marks. Universities have not been carrying out internal audits over the past years. This implies that the universities are divorced from Ministry of Higher Education Policy on monitoring and evaluation. Also, less people are involved in the monitoring process of HIV and AIDS programmes. The study found from the universities records that an HIV and AIDS Policy document exists at each university. However, the implementation of HIV and AIDS prevention programmes seemed to have a number of controversies and challenges. The study made the following recommendations against each major finding: Within the organisation, university works continually to equip staff with the knowledge, skills and tools required to analyse programme, implement and monitor interventions for HIV prevention. Capacity to support innovations includes aspects which hinder or support the implementation of new practices and ideas in the new curriculum. Universities should have trained HIV and AIDS Peer educators. For a lecturer to be considered as professionally qualified personnel in universities, the Ministry of Higher and Tertiary Education should stipulate possession of a Master‟s degree or a Doctorate. The researcher provided a section on contribution of the study to new knowledge whereby the researcher proposed an alternative model for HIV and AIDS implementation for universities in Zimbabwe. This model was derived after a thorough analysis of the findings from the study as well as an extensive literature review on the subject. Areas for further research have been suggested in this study. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
The development, implementation and evaluation of a locus of control-based training programme for HIV and AIDS risk reduction among university students
- Authors: Gwandure, Calvin
- Date: 2009
- Subjects: AIDS (Disease) -- Prevention , HIV infections , Universities and colleges -- Health promotion services , Risk communication -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9838 , http://hdl.handle.net/10948/1242 , AIDS (Disease) -- Prevention , HIV infections , Universities and colleges -- Health promotion services , Risk communication -- South Africa
- Description: There is an escalation of HIV and AIDS among the youth in South Africa and other developing countries. Research on HIV and AIDS risk factors has tended to focus more on poverty, gender, race, illiteracy, and violence than personality factors that could influence an individual` s health-protective behaviour. Previous studies have also shown that wealth, education, race, and gender may not make an individual more or less vulnerable to HIV infection. This study argued that locus of control could influence an individual` s health-protective behaviour and that external locus of control could be a risk factor in HIV and AIDS risk reduction. The aim of this study was to investigate the efficacy of a locus of control-based training programme in reducing HIV and AIDS risk among university students. The locus of control-based variables that formed the training programme for HIV and AIDS risk reduction among university students were: social systems control, self-control, fatalism, achievement-oriented behaviour, deferment of gratification, personal values and expectancies, and social alienation. These locus of control-based variables were regarded as contexts in which individuals could exhibit health risk behaviours. A sample of 257 first-year university students participated in the study. There were (N = 170) female participants and (N = 87) male participants drawn from the University of the Witwatersrand. The study was a pretest-posttest repeated measures design. Data were analysed using t tests, correlations, multiple regression, structural equation modelling, and repeated measures tests. The results of this study showed significant differences in health risks between participants with an external locus of control and participants with an internal locus of control. There was a significant relationship between locus of control-based variables and HIV and AIDS risk. The locus of control-based training programme significantly modified personality and significantly reduced locus of control-based health risks and HIV and AIDS risk. Directions for future research on locus of control, health risks, and HIV and AIDS risk could focus on the development and implementation of various locus of control-based training programmes in South Africa. Locus of control should be targeted as a health risk factor in HIV and AIDS risk reduction training programmes.
- Full Text:
- Date Issued: 2009