Malmö Högskola
Lärarutbildningen
Individ och samhälle
Examensarbete
10 Poäng
Combating HIV/AIDS:
Preventative Work by Iringa
Secondary School Teachers
Kristina
Setthammar
Gymnasielärarexamen 200 poäng Samhällsvetenskap och lärande VT 2006
Examinator: Lars Pålsson- Syll Handledare: Elisabeth Hårleman Jan-Anders Andersson/Lena Persson/Stefan Håkansson
Abstract
The purpose of this qualitative thesis is to understand how and what teachers in Iringa Municipality, Tanzania, educate their students concerning HIV/AIDS in secondary school. Via the semi-structured interviews, observations as participant and my experiences, the study analyses why the education is carried out in a particular way and its weaknesses. The thesis concludes that the process is a hierarchy situation where the method used is mostly one-way transmission of the theoretical content. This is caused by many factors as for low amount and quality of input factors. Some of the teachers do not have any education on HIV/AIDS. There are also contextual factors affecting. One is poorly implemented policies. Other is the cultural factor where there is a great taboo and stigma in the culture hindering the teachers to teach about HIV/AIDS. The teachers need to be able to talk openly about sexuality, condoms, life skills in the context of HIV/AIDS.
Foreword
This study would not have been carried out if I would not have received Sida´s Minor Field Study scholarship from Malmö University. I have been given the opportunity to travel to Tanzania and make this field study and I am grateful for all the support I have been given along this long journey.
I am very thankful for the support I have received from Elisabeth Hårleman at Forum Syd who have been tutored and supervised me during my stay in Tanzania. I am grateful for George Mng´ong´o, TAYODEF, help during my stay in Iringa. At Malmö University I would like to thank my three supervisors for helping me through this journey. I would also like to give a big thank you to all the teachers and principals that I have been in contact with throughout my stay in Iringa.
Lastly I would like to take this opportunity to thank my beloved Ted, my fantastic and supportive family and my friends, Ann-Sofie, Nathalie and Ulrika.
Table of Contents
Acronyms and Abbreviations 6
1. Introduction 7
1.1 Purpose and Research Question 7
1.2 Disposition 8 1.3 Background 9 2. Method 11 2.1 Sample 11 2.2 Data Collection 12 2.2.1 Analysis of Data 14
2.3 Reliability and Validity 15
2.4 Ethics 16
2.5 Literature Overview 16
3. Theory 18
3.1 Prevention through Education 18
3.1.2 Quality of Education and its Influences 19
3.2 Life Skills and Dialogue 22
3.3 The Tanzanian Educational System 25
4. Results and Analysis 27
4.1 Process 27 4.2 Input 32 4.2.1 TheTeachers Role 34 6.3 Outcome 35 4.4 Contextual Factors 36 4.5 Life Skills 38
4.6 Problems and Barriers in the Combat 38
4.6.1 Solutions to Problems 41
5. Conclusion 43
Bibliography 45
Appendices
Appendix 1 Interview guide 47
Appendix 2 UNESCO Nine goals 48
Appendix 3 Permit 49
Appendix 4 Biology Syllabus 50
Appendix 5 Teacher C 51
Appendix 6 Teacher D 56
Appendix 7 Focus group School B 61
Appendix 8Teacher F 66
Acronyms and Abbreviations
AIDS Acquired Immune Deficiency Syndrome EFA Education for All
ESRF Economic and Social Development Research Foundation HIV Human Immunodeficiency Virus
NACP National AIDS Control Program NGO Non Governmental Organisation PEDP Primary Education Development Plan SEDP Secondary Education Development Plan Sida Swedish international development agency STD Sexual Transmitted Diseases
TACAIDS Tanzania Commission for AIDS
TAYODEF Tanzanian Youth Development Foundation UN United Nation
UNAIDS Joint United Nation programme on HIV/AIDS
UNESCO United Nation Educational, Scientific and Cultural Organization
UNICEF the United Nation Children’s Fund WHO World Health Organisation
1 Introduction
The epicentre of the HIV/AIDS (Human Immunodeficiency Virus/ Acquired Immune Deficiency Syndrome) epidemic1 is in Sub Sahara, where the prevalence rate is the highest in the world. It was in 1983 the first cases of HIV/AIDS was reported in the northern part of Tanzania, Kagera Region, which came to effect the whole country2. Today Tanzania has a high prevalence of HIV infected, where according to the Tanzania Commission for AIDS (TACAIDS) 12 % of the adult population is HIV infected.3 The epidemic affects all sectors of the country. The different regions have different prevalence rates. Statistics presented in
Poverty and Human Development Report 2005 from Tanzania’s National Aids Control
Program shows that the prevalence is the highest in Iringa Region and Mbeya Region. The prevalence rate changes from 2 % to over 13 % in the before mentioned regions4. According to Iringas District Health Commissioner Dr. Salin and the Districts Aids coordinator Mr. Chinangwa, the prevalence rate in the district concerning HIV/AIDS is 14.8 %.
To be able to reduce poverty, the prime focus must be on education and health. Overall, the quality of education in many African countries today is fairly poor. This is also the case in Tanzania. In Iringa Municipality 41 % of the youth is attending secondary school, which can been seen as high compared to the 8 % representing the whole country.
1.1 Purpose and Research Questions
The purpose of this thesis is to obtain a deeper understanding of how Tanzanian teachers work to prevent the HIV/AIDS pandemic5 among secondary school students in Iringa, Tanzania. Preventative work, information and knowledge concerning HIV/AIDS are not
1
Epidemic is a disease that is temporarily of high prevalence
2
TACAIDS, National Multi-Sectoral Strategy Framework 2003-2007, 2003, p. 10.
3
TACAIDS, National Multi-Sectoral Strategy Framework 2003-2007, 2003, p. 10.
4
United Republic of Tanzania, Poverty and Human Development Report 2005, 2005 p. 31.
5
universal. In different societies this education can be held differently caused by different cultures. Only a very low percentage, right above 8 %, of the students has access to education concerning HIV prevention in secondary school6. With this in mind, I will be able to obtain an understanding of why the percentage is so low. I will also try to get a view of how the existing preventative work is carried out by the teachers. According to the Input-Process-Outcome framework one can see that teacher has a central part in the educational system. The purpose of the study is to map the different aspects and factors that influence teachers in a positive or negative way in their work to prevent HIV/AIDS.
The research questions: How and what do teachers in Iringa Municipality, Tanzania, educate
their students about HIV/AIDS in secondary school? Why is this education concerning HIV/AIDS carried out in this particular way? What are the weaknesses in this work?
The position of this study will be based on the Input-Process-Outcome framework presented in the theory chapter. From this model I have been looking at the input the teachers get. I will also be looking at what strategies and framework teachers have to respect and what input is given in their education concerning HIV/AIDS.
1.2 Disposition
This thesis begins with an introduction of the concerned problem in The United Republic of Tanzania and Iringa. By this the reader will get a brief introduction and background of what is going to be discussed. In this chapter the reader will also find the research questions. This chapter is followed by the chapter of the method. The used methods during the field study in Iringa are presented in this chapter. Several methods have been used and thay are explained and discussed in this chapter.
The method chapter is followed by a literature overview. In this part the literature and author are introduced. This will give the reader a general idea of what kind of literature that has been used in this thesis and where the writer has found the foundation for the following chapters.
6
Following the literature overview is the theory chapter. The theory concerns education and HIV/AIDS in developing countries. This chapter is followed by the result and analysis of the conducted study. This section includes a discussion concerning what has been observed during the stay in Iringa. From this the writer has been able to draw conclusions which are being presented in the last chapter of the thesis. The writer presents the reasons for why the preventative education concerning HIV/AIDS is being held the way it is and what can be made differently. Through the two latest chapters the main research question are being answered.
1.3 Background
The United republic of Tanzania is divided into 26 regions that are further divided into districts. These districts are subsequently divided into wards which in turn are divided into villages. The village is the smallest local government unit. Both the district and the region have a council. The local governments are independent and the power is decentralised. This thesis has been conducted in the Iringa Region, where the regional capital is Iringa municipality. It has about 120 000 inhabitants, most of them working with agriculture. The municipality is located in the vicinity of the highway between Dar es Salaam and Mbeya, a city in the southern part of Tanzania. Most of the inhabitants in Iringa are Christian or Muslim. The first language is Swahili or the tribe language Kihehe. The second language and the language of instructing is English.
The municipality is growing fast, partly caused by the growth of the universities located in the municipality. Iringa also has become a place with many non-governmental organisations (NGOs), which work with either wildlife or HIV/AIDS and other health related issues.
HIV/AIDS is considered a national disaster in Tanzania. In 2000, the former president of Tanzania declared the pandemic to be a national problem.
“Together we can and must win the war against HIV/AIDS. Our survival as a nation and as a
people critically depends on this victory” (B.M.Mkapa, Former President of the United Republic of Tanzania, Forward National Policy on HIV/AIDS)7
7
The fight against HIV/AIDS is seen among the top priorities in government plans. In the same year, the national AIDS Commission, TACAIDS was established to provide guidance on national efforts to fight HIV/AIDS8. The purpose of TACAIDS published Multi-Sectoral Framework is to provide strategic guidance. The policy directs the central and local government, NGOs, Community Based Organisations, Faith Based Organisations and the general public. TACAIDS and NGOs work to provide schools with information concerning HIV/AIDS9. Another national response is activities led by the National AIDS Control Program (NACP). They started their first program in 1985, and this program has been recognized as very successful10.
The pandemic has proven to affect the development of the countries economy negatively. The epidemic has become an integral part of the efforts to reduce poverty11. According to Swedish International Development Agency (Sida), economic and social development is necessary for a country to be able to reduce poverty12. The social development caused by HIV/AIDS has a negative effect on the economic development, which is taking place in the country. People are not able to work for different reasons, family members are sick and in need of care, and the morbidity among working people is high. Most affected are the ones that are in an early stage of their economic and reproductive years13. This development has a spin-of effect, which makes the whole society weaker. According to a research project by Economic and Social Development Research Foundation (ESRF) in Tanzania the economy in year 2015 decrease with 8.3 % and the Growth Development Product per capita (GDP/capita) will be 4 % lower. And this is all caused by the pandemic14.
8
UNAIDS, UNAIDS at country level progress report, 2004, p. 92.
9
UNESCO & MoEP, Kauzeni, Althanas and Kihinga, Clement. The Impact of HIV/AIDS on the educational
sector in Tanzania. 2004, p. 21.
10
http://www.tanzania.go.tz/hiv_aids.html 2006-05-12
11
TACAIDS, National Multi-Sectoral Strategy Framework 2003-2007, 2003, p. 12.
12
SIDA, Perspectives on poverty.2002, p. 29.
13
SIDA, Perspectives on poverty.2002, p 32.
14
2 Method
The field study took place in the municipality of Iringa, Iringa Region, Tanzania. It is a qualitative study, as I search for a deeper understanding about the preventative work teachers in Iringa are conducting. It is also a case study, where four secondary schools in Iringa municipal have been studied. Iringa became a natural choice since it is the second most affected region in Tanzania. It is also interesting because the enrolment rate in secondary school is higher then the average national percent.
This study is inductive in the manner that the writer matches empirical research; interviews and observations from the field, with the theory; the explained ways of preventative work on HIV/AIDS. Factors affecting teachers preventative work is being observed and analysed. From my observations, interviews and study of theory I will be able to make inferences. 15
2.1 Sample
Through my instructor in Tanzania working for the NGO Forum Syd, Elisabeth Hårleman, I have gotten in contact with the organisation, Tanzania Youth Development Foundation, TAYODEF. I have established a contact with their executive director, George Mng´ong´o. He helped me with access to secondary schools and the Iringa municipality. From here I was able to establish contact with teachers. Mr. Mng´ong´o was the one deciding which school I should visit. This made him a gatekeeper through selecting and sampling the schools for the study. I have visited a total of four schools. The schools are different in the way that one was private, one was run by a religious organisation and two were governmental. Through this I have been able to visit and explore different types of schools. The schools had to follow the same syllabus but are able to have different curriculum. The schools had overall the same curricular; it only differed with one or two curriculum. For example the religious school had
15
one extra religious curriculum that the governmental and private school not had. The schools were different in age and size. School A was a governmental school which expanded with one building while I was there. The mix between male and female teachers was equal. The teachers were in general younger and some teachers had just graduated from their teacher training. School B was a private school with a more age mixed amount of teachers. The majority of the teachers were male. This school had a long history, but had become a private school about five years back. School C was a religious school where the facilities were better compared to the previous schools. This school had teachers in various age, but also international staff. The school had both daytime students and boarding students. School D was one of the ten best schools in the country. This school was part boarding part daytime school. The school had a long history and was governmental. The school was built in the 1960´s, which can be seen as old. The school staff was mixed in both age and gender.
I have been in contact with seven teachers, where only one was female. This is because most of the female teachers did not feel comfortable to have somebody observing them in their classrooms. With the teachers I have been able to do some formal semi-structured interviews and some informal discussions. I have also made observations from their classroom.
I have also been talking to students. The method used is focus groups with a smaller amount of students that I have been having semi-structured interviews with. Through participating and teaching about HIV/AIDS in classrooms I have also had the opportunity to interact with a larger amount of students. Through this experience I have gotten some insight to the student’s knowledge concerning HIV/AIDS.
2.2 Data Collection
I have been participating as an observer in the secondary schools in Iringa. Thus, I have been able to observe the behaviour of the teachers as well as eliciting the meanings of the attribute to their behaviour. I have observed the teachers during their days in school. The role I took in the observing situation was thereby “observer as participant”. Through this method was I able to be part of the setting and get to be as a colleague to the observed teacher. I was also able to get a more informal relation with the teachers. My role was overt in a closed setting. Since I was an outsider of the setting I was observing. I had to get approval from the people I was
observing and get them to accept my presence. I always presented myself and the reason for the visit to principals, teachers and students. I also needed to get approval from the Districts office. See Appendix 3. The social setting I visited was closed since not everyone in the community has access to these particular settings. One is given access only as a teacher, staff or as a student. Everybody has a role and play a part in the context of the education. Once I had access to the field my role in the setting was well-known. In the beginning I did not have much knowledge concerning the educational context. I therefore had to plan and prepare my entry well. Through my contact Mr Mng´ong´o I was able to make an easier entrance, than if I would have been on my own. Since Mr. Mng´ong´o is living in Iringa and is a member of the society I believe coming with him made the introduction of me and the study easier. This is because I already had been accepted by someone from their own culture. Graham Hitchock and David Hughes gives guidance on how to plan your work which I had in mind entering the secondary schools16. With my study and my becoming a teacher I was able to create a reason for being there. Through this I developed a role, a persona so that the people knew who the researcher was, what the researcher was doing there, and why. I believe my steps in the introduction helped me create the contact. They got to see me as another teacher college and we could exchange experiences from each other concerning education and HIV/AIDS.
The process and development of trustiness from the observed would build a good foundation for the semi-structured interviews that I was doing. I was using an interview guide with questions to structure the interview. To see the interview guide, see Appendix 1. The fairly flexible interviews were collected with an MP3-player. Some interviews has not been recorded, instead these interviews were informal and have been written down afterwards. This was because the situation the interview took place in was not suitable to involve the MP3-player. The interview became spontaneous and by taking up the MP3-player would have destroyed the conversation. Some interviews were not recorded because of technical disturbance.
During my visits at some of the schools I got the opportunity to teach the students about HIV/AIDS. This was for me to understand how much knowledge the students had and also what they needed to know. I experienced that it was hard to teach on HIV/AIDS. Firstly there is a language barrier, secondly because the students know very little about HIV. As an outsider it was therefore hard to know what information the students were in need of. Some students were very open and participated, but most of the students were very quiet.
16
Field notes were a part of my daily work and a good way of collecting data. I have been taking these notes from the first day of the field study. Thereby these notes will only be notes lifted from the context and are only partial record. These notes will be supplemented to other data collected.
A problem I experienced with the work collecting data is that I have only one female teacher to participate in the research. The reason for this is partly the lack of female teachers at the secondary schools. The other reason can be affected with the lacking self-esteem some of the female teachers seemed to have. They do not feel comfortable talking to or having a stranger coming into their classroom. It might also be that these teachers are not teaching about HIV/AIDS. This is a factor I have respect for, but it affects the study negatively since it is only the male gender represented in this study. Another problem affecting this study negatively is the language barrier. We have been communicating in English, a language which is not mine neither their mother tongue. This has caused misunderstandings which might have resulted in some information being lost during conversations with the observed.
2.2.1 Analysis of Data
Through my collection of data I have mapped out how the teachers are working and where they get their input from. From this I have been able to draw conclusions as to why the teachers are educating the students the way they do concerning HIV/AIDS. The qualitative data collection is iterative in the way that it is repetitive interplay between the collection and analysis of data17. The analysis is an ongoing process, since the collection of data gives meaning to the analysis which then shapes the next step in the data collection. Thereby the process of data collection is influenced by the process of analysis. I have been using grounded theory to analyse my data. The grounded theory will be used as a framework where data collection and theory stand in close relationship to each other. The theories derive from the collection of data and create new theories. From my observation, interviews and study of theory I have been able to make inferences18. With these inferences I was able to modify the theory that exist concerning education and preventative work in secondary schools. This modification is conformed to the reality that has been facing me in Iringa. With my
17
Bryman, Alan, Social research method, 2004. p. 399.
18
observations I have been making modifications and creating new theory which is conformed to reality.
2.3 Reliability and Validity
From this research I will not be able to draw any wider generalized conclusions concerning a wider range of the preventative work concerning HIV/AIDS. This study is supposed to be seen as an example and guidance in preventative work of HIV/AIDS. The study can be used as a linkage and comparison to other studies in the same context. Bryman calls this a
moderatum generalization19. The case study can be seen as limited and tentative compared to a statistical generalisation. The study is seeking a detailed explanation of the preventative work in Iringa, Tanzania. This detailed research is done through participatory observations and qualitative interviews. In my research I have been close to the teachers and I have been trying to create an informal relationship. This informal relationship gave me the opportunity to get answers through the interviews which I would not have been able to receive by only using formal interviews. I have also been talking to students, which enable me to deliver a wider view concerning the education on HIV/AIDS. The study’s validity depends on the data collected being true and representing an accurate picture of what is being studied20.
Considering the chosen method of the observer being participatory as observer complemented with the interviews. The design of the study is important for the reliability and validity of a case-study. Bryman further mean that exponents of the case study design often favour qualitative methods, such as participant observation and unstructured interviews21. By my design of method I will be able to find the answer for the questions asked. To make an attempt to control the teachers information I also chose also to talk with students to see if there where any correlation between the data from the teachers and students. By going into the environment; read school, establish a contact with the school members, I have been able to go through with getting the questions asked.
19
Bryman, Alan, Social research methods, 2004, p. 285.
20
Hitchock, Graham and Hughes, David, Research and the teachers, 1989, p 45.
21
2.4 Ethics
For many people, questions concerning HIV/AIDS and sexuality are uncomfortable to talk about. Therefore I will keep high confidentiality on my data. All teachers and schools will be anonymous and not identifiable. As a participant observer it is also important to consent and approval from both principals and teachers observed. This is a way to show respect to both the integrity of the school as well as the teachers. It is therefore important to inform the involved in the study. Bryman and the ASA Codes of Ethics argue that it is important to take culturally appropriate steps to secure informed consent and thereby avoid invasion of privacy22. The cultural aspect is also a factor to keep in mind conducting this study. There are big differences of how to face the problem of HIV/AIDS, different cultures we live in. This was taken into consideration during the field study.
2.5 Literature Overview
Much of the literature used in this thesis is written by authors belonging to the United Nation. Most of the litterateur used are created by organs within the United Nation such as UNAIDS and UNESCO. The initiative-taker of Education for All (EFA) is UNESCO, who also is the publisher of Education for All, is the world on track.
The World Bank is responsible for the publication of Education and HIV/AIDS, a Window of
Hope. Carol Coombe and Michael J. Kelly is the author of Education as a Vehicle for Combating HIV/AIDS. Coombe has been Chief Program Officer at the Commonwealth
Secretariat. She has been appointed Research Associate: HIV and Education at the University of Pretoria, South Africa, Faculty of Education. The co-author, Kelly is a professor of Education at the University of Zambia. In recent years Kelly has been involved in the work relating to the interaction between HIV/AIDS and education.
Sarah Graham Brown is a writer and researcher on development issues. Education in the
developing world is written on the behalf of World University Service, an international
organisation working to improve education.
22
In this thesis literature from the Swedish International Development Agency, Sida is used. This is a Swedish governmental organisation, which work as a development partner to help create conditions for sustainable development.
There has been a problem finding relevant literature and theories concerning HIV/AIDS, education and developing countries. There seem to be little research on this topic done. This is affecting this studies theory which can be seen as general.
3 Theory
Finding a specific theory regarding education and HIV/AIDS in developing countries has been a problem. There is no specific theory pinpointing the topic and that is why this theory chapter might give a general impression. To be able to conduct qualitative education concerning HIV/AIDS there has to be quality in the overall education. This is why I have chosen to focus on the quality of education along with education concerning HIV/AIDS. To keep in mind there are several ways of preventing the HIV/AIDS. There are peer-education performed by NGO´s and mass-communication through channels like mass-media and billboards. The Tanzanian Ministry of Education and Culture explains the youth has been given information concerning HIV/AIDS through various channels as for mass media. This has not produced adequate behaviour changes. With this result the ministry has changed the approach where the education sector comes to have an important part educating the youth23. Education through secondary school has become a recent way of spreading prevention through. This is the main reason for the lack of theory in the subject.
3.1 Prevention through Education
Education has come to play a major part in the work with preventing the spread of the pandemic. It is said that through education it is possible to find a way to reach the youth with information concerning HIV/AIDS. There are evidence saying education has a big part in the protection from HIV/AIDS, where correlations have been found between the level of education and rates of infection. Education makes it possible to prevent the spread and to curb the pandemic. Researchers also has found proof of educated people given correct information
23
Ministry of Education and Culture, School Health Education for the Prevention of HIV/AIDS and STI, 2004, p. 1.
about HIV/AIDS, has changed sexual behaviour and they have been able to protect themselves against the pandemic24.
The World Bank name the youth, 15-24 years old, the second window of hope, which are today considered the group most likely to get infected. They accounts for 60 % of all new HIV infections in many countries. HIV/AIDS education of this group before they reach age of sexual activity will protect them25. Sida explains that the problems facing the young people may be that of missing appropriate education but also social support and life skills training. Adults, teachers and parents, hesitate to provide young people with information and education on sexual matters. In some cultures the open discussions about sex are being left out because of taboo. The reason for this taboo is that of HIV/AIDS being closely associated with sexuality and death, and people avoid talking openly about sex26.
3.1.2 Quality of Education and its Influences
An important part in the educational system is education quality. To have a stabile system is one factor which helps to reach quality. Quality is a hard defined word and a multi-faceted concept. UNESCO uses a framework to answer the question of quality. This input-process-outcome framework is assessing education quality. It explains the different factors that are involved to be able to reach educational quality. It is a complex system where different aspects affect the quality which the framework illustrates. The framework has further been modified to fit the criteria that are the most important for education concerning HIV/AIDS.
24
The World Bank, Education and HIV/AIDS, a window of hope, 2002, p. 5.
25
Ibid. p 5.
26
Input-process-outcome framework
Input Process Outcome
Cognitive development
Source: UNESCO, Education for All, is the world on track (2002)
The input and the context are the most visible factors to influence the quality. The process becomes the so called “black box”, and is difficult to make visible27. UNESCO explains that the process, the actual teaching situation is affected by certain inputs. In the preventative work of HIV/AIDS the quality of the process becomes important and this is also just as the overall education, affected by many variables. The teachers are a factor who is able to affect the process. Graham-Brown means that the teachers are the vital link when it comes to education and the development of it. The role of the teachers is important and most often get the blame for the failure in the system. In many developing countries teachers have an important role in the community and work as role models28.
27
UNESCO, Education for all, is the world on track, 2002, p.81.
28
The World Bank, Education and HIV/AIDS, a window of hop, 2002, p. 30. School
Curriculum content Textbook and learning material
Teacher qualification, training, morale and commitment Adequate facilities Parent/community support School climate High expectations Strong leadership Positive teacher attitudes Safe and gender-sensitive environment
Incentives for good result Flexibility/autonomy
Teaching/learning Sufficent learning time Active teaching methods Integrated system for assessment and feedback
Appropriate class size Appropriate use of language
The input is what is given to the teachers to be able to conduct their work in the classroom. The process becomes the actual education and will be creating the outcome, students. Poor input will create non qualitative education which will result in a non qualitative education and the student’s skill will be lacking. In the process of education concerning HIV/AIDS in Tanzania, the schools input are the most relevant for the outcome to be able to get the needed skills and be able to change behaviour. Relevant input for this study to look closer to is curricular content, text book and learning material. Teacher training, morale and commitment are also factors affecting the process. Lastly one needs to look at the adequate facilities and parents support. In the process both school climate and teaching situation are important factors to create qualitative education as them affect each other. The school climate consists of several factors as for a strong leadership and high expectations which creates positive teacher attitudes. The schools need to be flexible, safe and create a gender sensitive environment. These factors are further affected by and affect the teaching situation, which also is affected by the sufficient learning time and appropriate use of language and active teaching methods.
The teaching situation requires an integrated system for assessment and feedback. Graham-Brown explains the complex relations and says that quality of education is not only confined by the technical quality of inputs. It also relates to the content and capacity of education. The technical quality is influenced by wider social, economic and political factors. This is showed in the power relationship within schools and between the schools, the community and the government29. Through this one can understand the impact on the educational system from the context. Temu explains that in secondary school the Tanzanian national context with the national Educational policy is being affected by and affects the community characteristics. Temu mean the schools are not only affected by a few input factors, but by a wide range of input factors and national contextual factors. Tanzania’s national policies are translated and interpreted into curriculum by personnel in institutions under Ministry of Education and Culture. These specific educational objectives which schools are expected to implement may not reflect exactly the intended national policy30. There is a certain hierarchy between the institutions where The Ministry of Education and Culture policies are interpreted by the leadership of the school. This leadership involves a certain power relation, where this interpretation is open for the leaders at the schools implementing the policy into the curricula.
29
Graham-Brown, Sarah, Education in the developing world,1991, p. 275.
30
Coombe and Kelly write that the educational system will not be able to serve as a vehicle if it does not protect itself. The educational system needs to remain functioning so it can continue to provide and expand quality education and training. The system needs to be stabilized and mitigate the pandemic’s potential and actual impact on all educators and learners. By stabilizing the system it will be less vulnerable for the pandemic. The system has to work; meaning teachers have to be teaching and children have to be enrolling and stay in school. To make the effect from the pandemic less the sectors also needs to mitigate the impact of HIV/AIDS; it has to be ensured that the people affected and infected can work and learn in a caring environment which respects the safety and human rights of all31. The level of curriculum and pedagogy it is necessary that the system adjusts and reform to32. The system needs to integrate the question of the HIV/AIDS into education. UNESCO highlights nine policy imperatives that need to be dealt with immediately when it comes to planning for education and HIV/AIDS. Two of these points are: the importance of keeping the curriculum under constant review to ensure that it is relevant in the context of HIV/AIDS. The other policy is the importance of adopting prevention, care and support as a basic principle to guide system and institution intervention and programmes33. (For all the nine policy imperatives se Appendix 2)
3.2 Life Skills and Dialogue
UNESCO and UNAIDS argue for elaborated culturally appropriate behaviour change, communication is a crucial preventative instrument. Involving teachers and students and getting them to understand the effect of the pandemic could result in the development of a sense of responsibility and a focus of energy towards mobilizing. To be able to carry out this behavioural change it firstly requires methodological changes. The current relevant cultural education practices needs to be evaluated34. One needs to understand people’s cultural references and resources. Cultural conditions for students sensitization and mobilization needs to be identified. Specific demands and requirement of the target audience, in this case the youth also need to be highlighted. There is a need of developing proposals for a cultural
31
Coombe, Carol and Kelly, Michael, Education as a Vehicle for combating HIV/AIDS, 2001, p. 2.
32
Ibid. p. 4.
33
UNESCO, Education For All, is the world on track? 2002, p. 119.
34
approach for appropriate education material and processes for prevention and care. This should be based on a combined elaboration and the delivery of relevant messages. There are different cultures in different countries and areas and the information need to be adjusted to fit the target group. So is also the case when it comes to the pedagogy and method used. Graham-Brown questions the authoritarian teacher and speaks for other kinds of methods in learning strategies. The learning strategy need to look more to the students understanding and harness of their own knowledge35. According to UNESCO and UNAIDS the one-way transmission of purely cognitive information has to change for the preventative education to be efficient. The communication today is transmitted from the teacher to the student and lacking in feedback and dialogue. In the schools education, the material should not just be information, but instead emerge from the educational process. Integrating knowledge concerning HIV/AIDS in the curriculum might be more effective than adding a new curriculum. HIV/AIDS education may also have an impact on the students if the education is integrated in the curricula as civics, social studies and “moral education”36. UNICEF has found that the most effective way to combat HIV/AIDS is to use education to promote personal and social development. This should include skills as communication, negotiation and other interpersonal skills as information gathering, critical thinking and decision making37. The student needs more skill-based health education that will assist them to adopt and sustain a healthy lifestyle during their school-years and for the rest of their lives. The reforms need to extend further then the development of the knowledge, attitudes, values and life-skills needed for making and acting on the most appropriate health-related decisions38. Skill-based health education is based on knowledge. According to the Tanzanian Ministry of Education and Culture life skills are personal and social skills which aim to give an individual knowledge and ability to deal confidently with them selves, with other people and in everyday live. They further explain that these social skills differ from cognitive and technical skills. Cognitive and technical skills are related in that way they help in implementing social life skills. These life skills are related to behaviour changes. Furthermore the Ministry of Education and Culture explains that the most important life skills are awareness, self-esteem and coping with emotions39.
35
Graham-Brown, Sarah, Education in the developing world, 1991, p. 272-274.
36
The World Bank, Education and HIV/AIDS, a window of hope, 2002, p. 30.
37
UNESCO, Education For All, is the world on track? 2002, p. 57.
38
Coombe, Carol and Kelly, Michael, Education as a Vehicle for Combating HIV/AIDS, 2001 p. 5.
39
Ministry of Education and Culture, School Health Education for the Prevention of HIV/AIDS and STI, 2004 p. 36.
Skill based health education goes beyond the provision of information and aims to help children and youth to develop knowledge, attitudes, values and skills. This also includes interpersonal skills, critical and creative thinking, decision making, and self awareness. These skills will help the youth to make health-related decisions40. An empathic dialogue on the basis of student’s societal and cultural values, behaviour, norms and understanding capacities should be created. Preventative education should therefore be remodelled in order to adapt it to actual conditions of daily life, lifestyle, language and sexual habits. Through this approach students will accept and start to question their practices and be able to change their behaviour41.
To be able to create this kind of communication Fuglestad´s pedagogy model on teaching situation is explaining the relationship between creating meaning, interaction and theoretical contents:
Theoretical content
Interaction Meaning
- Communication - Science, topic - Delivering information - local society
- Dialogue - Context of profession - Relations - Future
- Existential topics, identity, social
The model shows factors teachers are in need of creating in the classroom to be able to change behaviour and reach students understanding among certain issues like HIV/AIDS. The model is useful as guidance along with the knowledge and information that is carried out. It is important for the teacher to be able to communicate to the students and make the theory concrete for them to be able to see it as meaningful knowledge42.
3.4 The Tanzanian Educational System
TACAIDS national policy and framework call on all sectors to formulate appropriate interventions to prevent control and mitigate the impact of HIV/AIDS. The educational sector
40
The World Bank, Education and HIV/AIDS, a window of hope, 2002, p. 31.
41
Ibid. p.38.
42
has responded and put HIV/AIDS into the curricula and the official syllabuses. This has resulted in the training manual School Health Education for the prevention of HIV/AIDS and
STI. This manual was first given out 1999, and later reprinted 2004. It is aiming to get the
education to be more qualitative43.
TACAIDS has realized and says the school is one institution where the preventative work has to be the most efficient. Secondary as well as primary school need to integrate HIV/AIDS into the curriculum. TACAIDS is advocating participatory teaching methods which can easily be applied to life-skill issues. Young people need to develop and maintain orientations, values, attitudes and activities which safeguard their sexual and reproductive health44.
The formal educational system is seven years of compulsory and free primary school. The students start school when they are seven years old. At about 14 years old students start secondary school, which is divided into four years of junior secondary education. After the first four forms, the students go for senior secondary education. After senior secondary school the students are able to go for higher education at college or university.
An initiative to expand the number of primary schools started in 2000. Primary Education Development Plan (PEDP). In 2000 the net enrolment rate was 59 % which increased to 91 % 2004. There is no remarkable gender difference45. Between 2000 and 2003 about 70 % finished Standard 7, and thereby finished primary school. The enrolment rate for 2005 was 98% in Iringa Municipality. Year 2005, about 74 % passed Standard 7 national examination and was thereby able to start Secondary School. With a lacking number of secondary schools there was also an initiative to develop the secondary education. This initiative, Secondary Education Development Plan (SEDP) from 2003/4 focuses on increasing the number of places in secondary schools46. In Iringa Municipality there are 11 secondary school, 6 governments and 5 non-governments.
For both primary and secondary education there is a concern about the quality of the education. With more students in schools there has not been an increase of the teacher which creates a bigger ratio between teacher and students47.
According to TAS, the educational sector took the hardest hit from the 1980´s economic difficulties48. There is a lack of efficiency, educated teachers, and classroom educational
43
Ministry of Education and Culture, School Health Education for the Prevention of HIV/AIDS and STI, 2004, p. V.
44
TACAIDS, National Multi-Sectoral Strategy Framework 2003-2007, 2003, p. 40.
45
United Republic of Tanzania, Poverty and Human Development Report 2005, 2005, p. 12-17.
46
United Republic of Tanzania, Poverty and Human Development Report 2005, 2005, p. 18.
47
United Republic of Tanzania, Poverty and Human Development Report 2005, 2005, p. 19.
48
material which affects the quality of education, resulting in fewer students who are able to pass.49 The secondary schools are facing several challenges. There is a high prevalence of sexually active students in school. The average age for first intercourse is 11.2 years for boys and 14 years for girls. The second problem is the high mortality of the teachers erodes the access to education and interferes with functioning capacity of key institutions50.
In 2004 the net enrolment in secondary school was 8 % in the whole country. According to The Regional Academic Officer, Mr. Mtavangu about 41 % of the youth, 14 years old and above was enrolled in secondary school in Iringa Municipality.
49
Utrikesdepartementet, Sida, Landstategi Tanzania 2000-2005, 2000, p. 9.
50
UNESCO and MoEP, Kauzeni, Althanas and Kihinga, Clement. The impact of HIV/AIDS on the educational
4 Results and Analysis
The problems concerning HIV/AIDS are nothing new to many of the teachers and students in the municipality of Iringa. Teachers as well as students are aware of the effect HIV/AIDS has on their country. The municipality offers free tests for HIV at some places. Some NGO take part in the testing and it is also possible to be tested at the hospital. Considering the presence of the NGO´s, the availability of testing and condoms, teachers ask themselves why the disease continues to increase. This simple question might show that they have not realized that they have an important part in the prevention and that they are able to make a change. The people of Tanzania and Iringa have a tendency to mainly think about today and maybe tomorrow, caused by the poverty. Society is under a lot of pressure concerning the difficult economic situation. Poverty is visible and development can sometimes feel as miles away. But at the same time people have hope and long for development. Poverty might be the biggest obstacle to why people have problem planning for a future, and instead live for the day.
During the field study there has been different findings in the education concerning HIV/AIDS the teachers provide to their students. These findings will be explained in this chapter.
4.1 Process
Teachers in Iringas secondary schools are making an attempt to educate the students about HIV/AIDS. Their attitude and will to educate their student about HIV/AIDS is positive but this is not a job being done easy for them. There are many factors affecting the education concerning HIV/AIDS. Subjects as for biology, civics, geography and general studies are where most of the education concerning HIV/AIDS is found. The issues are mostly being taught during biology and civics. All the teachers are aware that the students are in need of
prevention, but at the same time one can get the feeling the teachers are closing their eyes for the reality. It might also be that they do not know what change they create by educating the students about prevention. A common question asked from the teacher was why HIV/AIDS is not decreasing. Considering the education given it is no wonder why HIV/AIDS is increasing, the students are not given the information they need to be able to protect themselves. Most of the education concerns theoretical facts. This is something that also one of the teachers is admitting.
“…when we are talking about this HIV, we are concentrating on just the theory teaching, not the practical teaching. We are talking about condoms, but others think the class; we have the teachers and will not go with the condoms in the class. You will see, some students don’t even know No teacher will go with condoms in the class.” Teacher F School D51
The teacher is trying to explain that many teachers are educating in a theoretical manner and not connecting it with practice or the reality. He uses condoms as an example trying to explain that many teachers talk about condom, but do not show what they look like or how to use them. The topics they are addressing do not concern life skills or knowledge the students need to change their behaviour and understanding of the disease. The topics the teacher address are most often basic facts. These are examples of questions written on the blackboard for the students to answer:
“What have you understand about HIV/AIDS? Explain the symptoms of HIV/AIDS
What are the effects of HIV/AIDS in following: (a) in the family
(b) in the society (c) in the country/nation
Suggest on how people can prevent/control the spread of the HIV/AIDS” Observation Biology Form II
School D52
The overall teaching method used is through writings on the blackboard; the students might be given some questions to answer. Generally, the students have to stand up when given the word in the classroom. Majority of the students talking during class are boys. If a student gives a wrong answer on a question or ask something that might not be correct, the
51
Appendix 8
52
student will be laughed at by both the student and the teacher. The communication in the classroom is affected by the relationship of the student and the teacher. This is showing of a big gap between the student and the teacher. This gap is created by the way teachers and students are communicating. The gap is also created by the corporal punishment which still is a factor in many secondary schools. Corporal punishment is illegal, but the teachers are still using it, as they put it, to discipline the students. The students get to run the teachers errands, like get a hold of students or get the teachers bag. This is also an indicator of the lack of respect the teacher have for the students. This is affecting the school climate in the suppression of the students to put the leaders and teachers at a more authorised position. The education and communication concerning HIV/AIDS is affected by this. This is very visible in the lack of dialogue and discussion. To be able to make the theoretical content concrete and meaningful for the students the teacher needs to interact with the students. The power relationship between the parts needs to be more relaxed to be able to create a school climate. According to Fuglestad´s model on the pedagogy process, these three parts, theoretical content, communication and creation of meaning is important to be able to make a change in behaviour and reach the students understanding53. With the gap and the methods of teaching used, creation of meaning is left out. Two-way communication and dialogue is almost non-existing. Another factor affecting this communication is the language. The instructing language is English. This is a language many of the students not are able to speak or understand. One can get the impression the teachers are having a hard time controlling this language. But at the same time did the teachers mean it was important to continue to educate in English. The reason for it was that the students should be able to go for further education or because Swahili not had enough vocabulary. The teachers are educating in English, they use English books, but outside of the classroom they mostly speak Swahili. When I was teaching the students had a hard time understanding me. Some of the times when I was in the classroom talking about HIV/AIDS I had a translator. There is a language barrier which negatively affects the education overall and concerning HIV/AIDS.
One teacher integrated the topic of HIV/AIDS into mathematics. One of the questions to the students was:
53
“1/5 of a class’s timetable is given in English and 1/8 to mathematics and the rest fraction occupies for HIV studies. How much time is left for HIV studies?” Observation from School B 54
The purpose of the question is to remind the student of the existence of the disease. This is a question probably created for the observer not the student. As the teacher explained it was a way of making the students understand the numbers infected. It was also to educate the students on how big the impact on the society is.
“I put those questions just to give them awareness, first of all awareness, of the concept of HIV. Also must it be associated with the concept of mathematics. To know the percent of the people that are affected, and to know the percent of the people that are not affected. Student must think, why that percent is so large or so small. So they have to hear it. They have to find a solution if it is so small or the large number of percent that are affected in a certain village. They have to realize how to minimize. Also I put that idea of concept of HIV.” Teacher D School B55
For the students to understand the purpose of the question it needs to be discussed and put in to a context. This is also showing that the teachers not are shore how to educate the students about HIV/AIDS.
There are very little talk about sexuality, relationships and condoms. The main cause of the transmission is through sexual intercourse which the teachers seems to be aware of. But they are teaching the students to abstain and wait until they get married to engage into sexual intercourse. On the question on how the student should avoid the transmission on HIV/AIDS the answer was:
“Avoid, actually. First of all to abstain from intercourse. That the students have to make sure they avoid and stay completely free from sexual intercourse…
They are not so careful with that preventative notion of use of condoms, because they are to young. They neglect some of that so therefore normally we teach on abstain. Preventative major and that is why normally we insist on abstain.” Teacher C School A56
By talking about sexuality and condoms the teachers think they are promoting sexual intercourse. 54 Appendix 9 55 Appendix 6 56 Appendix 5
“…..sometimes you know they become in such situation as to, we call it an unavoidable situation. We advise them to use some protection, such as condoms sometimes. But we don´t mention so widely about it, because it would be as we tell them to practice how the condoms are used.” Teacher C School A57
The teachers consider that the students do not need any information on sexuality, relationships or condoms, which will keep the students to abstain. The teachers are even having problem mentioning the words concerning sex.
During observation I took these notes of what was happening in the classroom. This is a teacher that can be considered to more open minded concerning the matter of HIV/AIDS in the context of sexuality.
“One student had to go up to the blackboard to tell the other students what they have talked about. The teacher is not commenting much on what the students are saying. There is talk about condoms. But the teacher is not correcting anything that might be wrong or adding something to what the students are saying. She is just giving the word. There is not much discussion, the students report on their findings. The teacher is letting the students talk about sex and condoms, but she does not participate herself.”58 Even the teachers that can be considered more open and have realized the teachers are in need of preventative information about HIV/AIDS, are having a hard time educating their students about this matter. Some of the teachers were asking me if I would like to talk to the students about HIV/AIDS. The feeling I got from this was that they saw a chance for the students to get education about HIV/AIDS. This indicates the teacher’s positive attitudes towards the subject. But at the same time did the teachers leave the responsibility to someone else, and did not have to educate the students about HIV/AIDS.
Since there are very little or no talk about sexuality in the classroom there are not any talk concerning the Tanzanian traditions. Only one teacher thought that traditions were a serious matter and this because the traditions affect the sexual behaviour. These traditions are mainly polygamy, circumcisions and inheritance of wives. One should keep in mind that it is still legal to have as many as four wives. Circumcision and inheritances of wives are illegal, but it is still common practice.
The process of teaching is lacking in many ways which further affects the quality of the education about HIV/AIDS. This at the same time as the school climate can be seen as rather
57
Appendix 5
58
hierarchy. Sida explain the importance of adequate education and life skills training59. The education concerning HIV/AIDS is poorly performed, theoretical and there is no such thing as life skills training.
4.2 Input
According to UNESCO there are certain input factors affecting and determining the quality60. These input factors has been looked at and put in the context of the quality and education of HIV/AIDS. To understand the quality of the schools the question of why the teachers are educating the students in a certain way is also answered.
School and adequate facilities; “Old is gold” - a saying from the Tanzanian society. This older school with better facilities is also a school that is considered to be one of the ten best schools in Tanzania. The older a school is the more facilities it has to be able to create a suitable environment for education. Schools recently build are poorly decorated and did not have the same facilities the older schools had. What is and has been built during the last ten-fifteen years is poorly build. The schools poor economy do not give any wide budget for new buildings and only the most necessary is being built, brick and concrete walls with windows and a roof for shade and cover from rain. All classrooms have a blackboard, but one principal explained that even buying chalk to the teachers was hard to get money for. All students finance their own pencils and writing material. None of the schools had enough tables and chairs for the students. Because of this the students needed to share chairs and table, which made some sit uncomfortable. The classrooms are often big to fit many students. When sitting in the back it was hard hearing the teacher because of all the noise in and outside the classroom. It was hard reading the blackboard, partly because the board was old and worn out and partly because of the distance to the board.
UNESCO argues for the importance of keeping the curriculum under constant review61. This is being done, which can been seen with the changes in the syllabus. The Ministry of Education is telling their teachers to educate the students on HIV/AIDS and sexuality.
In the biology syllabus it is said that HIV/AIDS is supposed to be reached in all four forms. It is first in form three the concept of HIV/AIDS is supposed to be taught about in the context of sexuality. In this section is it integrated with knowledge concerning Sexual
59
Sida. Investing for future, 1999. p. 20-22.
60
UNESCO, Education for all, is the world on track? 2002. p. 81
61
Transmitted Diseases (STD) For example see Appendix 4. The subjects of civics and geography are also touching the subject, but it is mostly integrated into biology.
There is a great lack of material as for all subjects in all schools. The teachers are the only ones to have a textbook but sometimes it was only a copied version. In these textbooks there are very little or no information of HIV. This is how one civics book for form three writes about prevention62.
“You can prevent Aids in these ways.
(a) If possible, have sex with only one partner who has sex only with you.
(b) Practice safe sex that prevent the germs in a mans semen from getting into your vagina, anus or mouth.
(c) Avoid blood transfusion except for in emergencies. (d) Do not share razors or toothbrushes.
(e) Do not touch someone else’s blood or wound without protection.”
One can see the little amount of prevention that is being mentioned in a civics book. In this civics book nothing is mentioned on the use of condoms and some information is inaccurate. The viruses do not spread through toothbrushes for instances. There are biology books that are dealing with the prevention.
The students are mostly never given any material. The only material given the students comes from the NGO´s visits at the school. Femina, a magazine about HIV/AIDS reaching for the youth were supposed to be at every Tanzanian secondary school. But I did not hear of or see the magazines while visiting. There were one biology teacher which had one book that was about sexual behaviour, reproductive health, STI´s and HIV/AIDS. All the other 16 teachers at this school had to share this book. Another teacher collected his own material from libraries and mostly UNAIDS webpage. Coombe and Kelly are talking about the importance of mitigating the impact of HIV/AIDS into the educational system, which is being done in some extent, but there is still at lot to be done63. When it comes to mitigating, it is the input factors which impact the process, but also the initiative teachers take. The implementation of governments directives are also a factor determining the mitigation of HIV/AIDS. Even if the topic is put into the curriculum and thereby fulfills the goal of UNESCO one has to look to the process and the pedagogic situation. The quality of the input is affecting the quality of education. Just like Graham Brown says it is not the input itself determining the quality of the
62
Masatu, B Themes in Civics for Secondary School. Book 3, 2003, p. 37-38
63
education64. Since implementation of the syllabus and the training manual is not performed, this affects the result of the education. With a lacking school budget and a decentralised secondary school the government’s directives is not reaching the grassroots.
4.2.3 The Teachers Role
Most of the teachers in the municipality are educated, which means two or three years of teacher training. Diploma teachers go for two years and degree for three years. This is being done at teachers collage. According to the statistics from Iringa Municipality Council 77 % of the teacher are diploma teachers and only 9 % teachers has a degree. All school says they have the amount of teachers the budget allows. The teacher salary is from 90 000 to 150 000 Tanzanian shilling, which is considered as a low salary.
A problem when it comes to the teachers is the high morbidity. This is caused by the high prevalence rate of HIV/AIDS among teachers. This is something people do not talk about, but it is happening. The Tanzanian Teachers´ Union (TTU) confirms this information in a policy made for combating HIV/AIDS.
“Teachers are dying of the pandemic at an alarming rate in the country”65
Principals of the secondary school say that they do not face any problem of finding teachers who have training. But it is obvious that there is a problem to come. Kauzeni and Kihinga mean that the morbidity erodes the access to education66. This because it is hard to get a hold of trained teachers or that the teachers are often sick. From 2004 to 2005 the municipality has lost 64 teachers. There is no statistics on the death of the teachers so this is statistics both for the teachers who got transferred from the municipality for different reasons as well as died. But the municipality lost 30 % of their labour force, 54 of them had a degree. At the same time there is an increase of school buildings, getting more students into the educational system. There is a clear decrease in the number of teachers, and mostly more educated teachers. Some teachers has to work at two schools, because there where not enough teachers in certain subjects. Even if it is not said out loud, there is also a lack of teachers.
64
Graham-Brown, Sarah, Education in the developing world, 1991, p. 275.
65
Tanzanian Teacher Union, The Tanzanian Teacher Union (TTU)Policy for Combating HIV/AIDS, 2004, p. v
66
UNESCO and MoEP, Kauzeni, Althanas and Kihinga, Clement. The impact of HIV/AIDS on the educational
Another problem is that the teacher is not teaching all periods they are supposed to. On the question if this is common, the answer was yes. Nobody reacted, and the students just waited for the next teacher to show up. This can be caused by low commitment, but also if the teachers are sick. One principal announced this problem and wanted the teachers to change their behaviour, and take their jobs serious. After this meeting at least one of the teachers left early, skipping two periods.
The fact that some teachers have contracted the disease may also affect the education concerning HIV/AIDS. Since there is a big taboo and stigma concerning the disease, the contracted teachers might not be willing to teach about HIV. The person who has contracted HIV/AIDS does not admit it or tell. There is a great fear of telling because one would be discriminated from society, and maybe lose their job.
Teachers are among the group that are the most infected. Through informal conversation with teachers it has been said that some teachers are having sexual intercourse with students, which becomes one way of transmission. The teachers do not freely get to choose their work place. They are being placed at one school by The Ministry of Education and Culture, which makes many of the teacher work at one location and have the family at another. They are being isolated from their family which also puts pressure on the teacher in the context of sexuality. They might be away from their wife or husband for longer times and therefore go look for intimacy at other places.
With the low salary the motivation for the teachers might be negatively. This can be seen through the amount of teachers that are misbehaving at their work through not having the periods they are supposed to or engaging into relationships with their students.
4.3 Outcome
From being present and talking to students about condoms they are not neglecting the information being given. The students do not only want more education about condoms, but also of HIV/AIDS. The students are curious about the topic of HIV/AIDS, sex and condoms and eager to know more. The NGO´s come to the schools and talk about HIV/AIDS, STI´s and condoms, but they are mainly just making short visits for the day. Students are often
lacking in their knowledge when it comes to HIV/AIDS and how to protect themselves from it. During visits at schools the students has been very eager to ask questions about HIV/AIDS in the context of sex and the use of condoms.
“You, know this is very serious matter. We have to be taught at anytime. About sexual intercourse, aids, about the society. Some NGO´s they just go there for sometime, and they come to give education about this HIV/AIDS and STI. It is very, it is good to have this usual so people can be aware at anytime. So we discuss and talk about this matter, there will be fear. If you wait a long time, they forget. Education on this, there be fear. So very important to have education on AIDS and STD”B1, Focus group, School B.67 Students want and need to know more. They are given information outside of school about this from other various sorts of sources and much of this information is sometimes wrong, especially when it comes to condoms. There are a lot of rumours concerning condoms coming from some churches, local magazines and television show, and most of them are wrong. Some of these rumours are that the condom contains HIV. This is put on the condom by the western countries, mostly USA, who wants to reduce the population in Africa. Another rumour is that the condom has small holes that let through the virus. Some people think they can get healed from the virus. Others go to the local medicine doctor to get help. One advice is to have sex with a virgin and one will get healed. The younger the virgin is the greater chance the person is not transmitted.
During one of the opportunities I had to teach about HIV/AIDS I blew up a condom to show the students that it did not have any wholes and leak. The condom was passed around the classroom and many of the students looked with big eyes on the condom. It was obvious that most of the students had not seen a condom before.
4.4 Contextual Factors
In Iringa the education is affected by the input factors, but also by the context of society. The government of Tanzania has realized that they are under a big threat of the disease. The educational sector is encouraged to educate the youth of Tanzania about HIV/AIDS, and the sector has answered to this demand. In 2005 the Ministry of Education and Culture replaced all the old syllabuses from 1996/1997 with new syllabuses. This also include for subjects
67
