SOUTH AFRICAN GOVERNMENTS’ RESPONSE TO HIV AND AIDS

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INTRODUCTION

South Africa is one of the countries with the highest prevalence of Human Immunodeficiency Virus (HIV) infection in the world; with the most alarming prevalence among youth between the ages of 15 and 24 (Hallett, Stover, Mishra, Ghys, Gregson & Boerma 2010; UNAIDS 2010; UNAIDS 2012). Research (UNAIDS 2010; UNAIDS 2012; Van Dyk 2008) has revealed that the number of infections among the youth in South Africa remains to be increasing. Furthermore, the HIV-infection rate among adolescent girls in South Africa is five times higher than among boys of the same age group (Van den Berg 2008).
The goal of this study was to explore and describe how community-based educational support programmes1 in Eersterust2 address the HIV and AIDS educational needs of adolescents. The research investigated the knowledge, skills, attitudes and sexual behaviour of adolescents with regard to HIV and AIDS to determine their specific and unique educational needs. A comparison was then done in order to determine to what extent the HIV and AIDS educational needs of adolescents are addressed in the programmes of Youth Development Outreach (YDO) and Circle of Life (COL).
Research (Hartell 2005; UNAIDS 2010; Van Dyk 2008) indicates that a variety of factors cause the high numbers of HIV-infection among the youth in South Africa. These include a lack of skills, misconceptions, inaccurate information with regard to HIV and AIDS, high-risk sexual behaviour, early and unprotected sexual intercourse, coercion, pressure to have a child, lack of access to user-friendly health services, negative perceptions with regard to condom use and unfavourable perceptions with regard to personal risk.

CHAPTER INTRODUCTION AND ORIENTATION
1.1 INTRODUCTION
1.2 RATIONALE OF THE RESEARCH
1.3 PROBLEM STATEMENT
1.4 AIM OF THE STUDY
1.5 ASSUMPTIONS
1.6 CLARIFICATION OF KEY CONCEPTS
1.6.1 ADOLESCENT
1.6.2 COMMUNITY
1.6.3 SUPPORT
1.6.4 STRUCTURE
1.6.5 PROGRAMME
1.6.6 COMMUNITY-BASED EDUCATIONAL SUPPORT PROGRAMMES
1.7 EPISTEMOLOGICAL COMMITMENT AND PARADIGMATIC PERSPECTIVE
1.7.1 VIEW REGARDING KNOWLEDGE
1.7.2 A POSITIVISTIC EPISTEMOLOGY (QUANTITATIVE COMPONENT)
1.7.3 AN INTERPRETIVIST EPISTEMOLOGY (QUALITATIVE COMPONENT)
1.8 THEORETICAL FRAMEWORK
1.9 RESEARCH DESIGN AND METHODOLOGY
1.10 SELECTION OF RESEARCH SITES AND PARTICIPANTS
1.10.1 QUANTITATIVE SELECTION OF RESPONDENTS
1.10.2 QUALITATIVE SELECTION OF PARTICIPANTS
1.11 DATA COLLECTION
1.11.1 QUANTITATIVE DATA COLLECTION STRATEGY
1.11.2 QUALITATIVE DATA COLLECTION STRATEGIES
1.11.2.1 Focus group interviews
1.11.2.2 Field journal
1.12 DATA ANALYSI
1.13 ETHICAL CONSIDERATIONS
1.14 QUALITY CRITERIA
1.14.1 CRITERIA FOR RELIABILITY AND VALIDITY
1.14.2 QUALITATIVE CRITERIA FOR RIGOUR
1.15 DELIMITATION OF THE STUDY
1.16 OUTLINE OF THE CHAPTERS
1.17 SUMMARY
CHAPTER 2 LITERATURE STUDY
2.1 INTRODUCTION
2.2 CONTEXTUAL BACKGROUND: HIV AND AIDS
2.2.1 SOUTH AFRICAN GOVERNMENTS’ RESPONSE TO HIV AND AIDS
2.2.2 THE EXTENT OF THE EPIDEMIC
2.2.3 EFFECTS OF POVERTY WITH REGARD TO HIV AND AIDS
2.2.4 THE IMPACT OF HIV AND AIDS
2.2.4.1 The impact of HIV and AIDS on families
2.2.4.2 The effect of HIV and AIDS on the educational sector
2.2.4.3 The impact of HIV and AIDS on learners
2.2.4.4 The impact of HIV and AIDS on the educators
2.3 VULNERABILITY OF ADOLESCENTS DUE TO HIV
2.3.1 VULNERABILITY DUE TO A LACK OF KNOWLEDGE
2.3.2 VULNERABILITY DUE TO A LACK OF SKILLS
2.3.3 VULNERABILITY DUE TO A LAISSEZ-FAIRE ATTITUDE
2.3.4 VULNERABILITY DUE TO RISK BEHAVIOUR
2.3.5 VULNERABILITY DUE TO CULTURAL PERSPECTIVES
2.3.6 VULNERABILITY DUE TO VIOLENCE AGAINST WOMEN AND CHILDREN
2.4 COMMUNITY-BASED EDUCATIONAL SUPPORT FOR VULNERABILITY
2.4.1 THE BETHANY PROJECT
2.4.2 THE SALVATION ARMY PROJECT
2.5 THE NEED FOR EDUCATIONAL PROGRAMMES
2.6 THEORETICAL FRAMEWORK
2.6.1 MICROSYSTEM
2.6.2 MESOSYSTEM
2.6.3 EXOSYSTEM
2.6.4 MACROSYSTEM
2.6.5 CHRONOSYSTEM
2.7 EXISTING COMMUNITY-BASED EDUCATIONAL SUPPORT STRUCTURES IN EERSTERU
2.7.1 WHAT IS YOUTH DEVELOPMENT OUTREACH?
2.8 SUMMARY
CHAPTER 3 DESIGNING AND CONDUCTING RESEARCH IN THE FIELD
3.1 INTRODUCTION
3.2 PARADIGMATIC PERSPECTIVE
3.3 RESEARCH METHODOLOGY
3.4 PILOT STUDY
3.5 DATA COLLECTION AND DOCUMENTATION
3.6 DATA ANALYSIS AND INTERPRETATION
3.7 STRENGTHS OF MY METHODOLOGICAL CHOICES
3.8 CHALLENGES IMPLIED BY MY METHODOLOGICAL CHOICES
3.9 MY ROLE AS A RESEARCHER
3.10 ETHICAL CONSIDERATIONS
3.11 QUALITY CRITERIA
3.13 SUMMARY
CHAPTER 4 RESULTS AND DISCUSSION
4.1 INTRODUCTION
4.2 RESULTS AND DISCUSSION OF OBJECTIVE 1: KNOWLEDGE, SKILLS, ATTITUDES AND SEXUAL BEHAVIOUR OF ADOLESCENTS WITH REGARD TO HIV AND AIDS
4.3 RESULT AND DISCUSSION OF OBJECTIVE 2: THE VIEWS OF ADOLESCENTS WITH REGARD TO THE MODE OF DELIVERY AND EFFECTIVENESS OF EDUCATIONAL SUPPORT PROGRAMMES
4.4 SUMMARY
CHAPTER 5 REVIEW, FINDINGS AND RECOMMENDATIONS
LIST OF REFERENCES
APPENDIXES