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HIV / AIDS and Education
Author: Sarita
HIV / AIDS is the issue of the new era of science and technology should know that the AIDS problem is very common challenge for human survival. Children and youth need to be equipped with the knowledge, attitudes, values and skills that will help to address these challenges and to help make health lifestyle as they grow. The education provided by schools is a means through which children can help you deal with these challenges and make choices.
Provide information on HIV (transmission, risk factors, how to avoid infection) is necessary but not sufficient to lead to a change in behavior healthy. Programs that provide accurate information to counter myths and misinformation, often report improvements in knowledge and attitudes, but is not correlated with changes in behavior related to risk-taking behavior and the desirable results. Education can be effective in the most difficult task of achieving and maintain a behavior change on HIV / AIDS. Schools can be a place that practices discrimination, prejudice and undue fear or a society that demonstrates the commitment of equity.School policies to ensure that every child or adolescent has the right to education for life, especially when that education is necessary for survival and prevention of HIV infection.
HIV infection is one of the main problems faced by school today. They face the fear that if they are ignorant, discrimination or if a relative or friend is infected and the suffering and death if they do or AIDS, at least one third of them are young people aged 15-24. In 1998, more than 3 million young people have been infected worldwide, including 590,000 children under 15. More than 8,500 children and young people are infected with HIV each day. In many countries, over 50% of all HIV infections among 15-24 years, likely to develop AIDS at a time several months to more than 10 years.
Studies have shown the enormous impact of HIV and AIDS in the education sector and the quality of education provided, particularly in some regions of the world such as sub-Saharan Africa. Consequences of the AIDS epidemic is a likely reduction in demand for education, with absenteeism and an increase in the number of orphans and abandoned school, especially among girls. Girls are more socially and economically vulnerable to conditions force people to accept the risk of HIV infection in order to survive. A decline in girls' education will have serious negative effects on progress during the last decade, to provide a good education for girls and women. Reduce the number of classes or schools, the lack of teachers and other staff, and shrinking resources for educational systems all impair the prospects for education.
Effective HIV / AIDS and prevention are required in all schools for all children so that no one is ignorant. However, many schools are places of detention on sex education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. The Women often lack the skills to communicate their concerns with their sexual behaviors and practices that reduce your risk of infection, such as condom use, which is often controlled by men.
The school can be a place that practices discrimination, prejudice and undue fear or a company that demonstrates a commitment to equity. School Policies should ensure that all children have the right to education to HIV / AIDS, particularly when such education is necessary for survival and prevention of HIV infection.
A review of UNAIDS (1997) of 53 studies that evaluated the effectiveness of prevention of infection by HIV and health problems among young people concluded that sex education programs do not lead to time or increased sexual activity among young people, in fact, seems certain. 22 reported that HIV and / or sex education or delayed onset of sexual activity, fewer sexual partners or reduce pregnancies unwanted and sexually transmitted diseases. 27 Studies have indicated that HIV / AIDS and sexual health, or the increase or decrease in sexual activity, pregnancy or disease sexually transmitted.
Review concluded that school-based interventions are effective in reducing risk behaviors associated with HIV / AIDS and sexually transmitted diseases among children and adolescents.
There are three main objectives of this work to integrate education effectively to the HIV / AIDS and other health issues in relation to it.
They are:
Objectives:
1) Education to health focusing on HIV / AIDS.
2) Create awareness on HIV / AIDS among teachers and students.
3) Encourage peer support and HIV / AIDS in school counseling.
The main purpose of the document is given to the HIV / AIDS preventive education on health awareness among all students and their teachers and also create the enabling environment for HIV / AIDS for all.
Need for education on HIV / AIDS:
In the area such as HIV / AIDS, behavior and social and peer pressure, cultural norms and relations of violence in May, all contribute to problems health and lifestyle of children and adolescents. Now it is increasingly clear that addressing these issues and health problems, a good approach for HIV / AIDS and sex education, and more effective than teaching knowledge alone. T
Here there are many studies indicate that information on topics such as sex, STDs (sexually transmitted diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary but not sufficient lead to behavioral changes in health (Hubley, 2000). Programs that provide accurate information to counter myths and misinformation, often report improvements in knowledge and attitudes, but is not correlated with changes in behavior related to risk taking behavior and desirable outcomes (Gatawa of 1995, UNAIDS, 1997a). HIV / AIDS, health education can be effective in the most difficult task to achieve and maintain behavior change.
Education to health with HIV / AIDS is widely applicable:
This problem mainly affects men and women and older children and adolescents, both this group age and young children are also exposed to a wider range of health problems that education can play a vital role in preventing and sustainable management. Health education to HIV / AIDS plays a role in preventing infections. This is done through the promotion knowledge of areas such as the symptoms, transmission and behavior that are particularly relevant to many of infection in each community, those attitudes that personal responsibility, family and community health, confidence to change bad habits, skills such as avoiding behaviors that might cause an infection, to encourage others to change unhealthy habits, to communicate messages about the infection to family, peers and the community (WHO, 1996).
This type of education to health with HIV / AIDS focuses on developing skills, positive attitudes of health-related decisions. Health in this context, beyond the physical as psycho-social and environmental health issues.
This student-centered approach and uses participatory methodologies, the participants the opportunity to explore and health promotion in acquiring the knowledge, attitudes and values and implement the skills they need to avoid the risk and unhealthy situations and adopt and maintain healthier lifestyles.
HIV / AIDS – a critical need for health education:
HIV / AIDS is an area where the magnitude and impact the problem is such that the urgency of preventive measures, including health education, is essential. Education programs for health are increasingly adoption as a means of bringing children and young people to help stop the spread of this crippling epidemic. African Studies show that children between 5 and 14 years have the lowest prevalence of HIV infection. Below the age of 5 years, which are sensitive to the child and after sexual activity, the infection rate growing rapidly – especially for girls (Kelly, 2000). Children aged 5-14 must be met at this critical stage in their lives and provide the "window of hope" to stop the spread of HIV / AIDS.
Health Education with HIV / AIDS is going to change their behavior:
There is now strong evidence of a growing number of studies of health education to HIV / AIDS prevention implemented in a proper context, changes in behavior – Behavior, even in difficult and sensitive areas that education based on knowledge of health has failed.
For example, sex education and HIV-US.:
This study was set up in 4 schools in the city of New York at 9 and 11 students (867 students) in the intervention (prevention of HIV / AIDS program) and classes (no AIDS Prevention Program). The program focused on correcting the facts about AIDS, teaching cognitive skills to assess the risk of transmission, increasing knowledge resources for AIDS prevention, changing perceptions of risk behavior, clarify personal values, understanding external influences, and teaching skills to delay relationships and / or consistent use of condoms. An evaluation conducted after three months program revealed that the intervention group showed the following positive outcomes of behavior compared with the control group: decrease of relations with partners at high risk, the increase in monogamous relationships and increased condom use. (Walter and Vaughan, 1993).
HIV / AIDS prevention and Nigeria:
Health education programs are implemented in many schools in Nigeria to increase levels of knowledge, the influence and promote safe sex attitudes among high school students. A study to evaluate such a program was carried out by comparing 223 students who received sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays, and a demonstration of the proper use of condom. After intervention, students in the intervention group showed a greater understanding and tolerance of people living with AIDS in the control. The number average number of sexual partners has also declined in the intervention group, while the control group showed a slight increase. The program has also succeeded in increasing the use (Fawole et al., 1999) over the study showed that health education with HIV / AIDS must change the behavior of students, particularly adolescents.
Method for implementation of health education in HIV / AIDS:
Although there is evidence that HIV / AIDS is effective when is properly implemented and maintained, the application of this approach and achieving success on a larger scale the country is one of the biggest challenges.
For Effective against HIV / AIDS prevention programs must address the following areas:
• Reassure stakeholders that these messages are beneficial:
Speaking and teaching on reproductive health and HIV / AIDS does not lead to the initiation of sex before or promiscuity. Data indicate that this position programs focusing on skills in an atmosphere of free discussion of all problems, is likely to lead the youth to delay the opening of relations and reduce frequency of the reports and the number of sexual partners (Kirby et al. 1994, UNAIDS, 1997a).
• Provide support to teachers: The lack of support for implementation new programs is one of the most important factors affecting success. For most teachers in the content and methods of preventing HIV / AIDS new and perhaps sensitive, but the approach has great potential to help teachers in their work and personal lives as HIV / AIDS is of course also affects teachers. Adequate support, training, practice and time to be available for teachers, both before and during training sessions and workshops to facilitate reflection and development of their own attitudes, and encourage them to apply their new knowledge and skills, rather than continuing with the more didactic, traditional teaching methods, which often focus on information alone (Gatawa 1995 Gachuhi 1999). In addition, sufficient time and a place must also be paid in the program to that all students have access to AIDS prevention.
• Start early: In addition to targeting adolescents, programs should focus on children at an early age with the development of appropriate messages before they leave school (Gachuhi 1999, the Partnership for Child Development 1998). Given that young children are not sexually related to gender and HIV / AIDS, which is gradually being put in place programs for the elderly. However, the number and diversity of age of children in primary schools is an enduring challenge, particularly when addressing sensitive issues. Activities and methods of self-learning used in education can be useful to overcome these issues management classes to some extent.
• Provide an enabling environment: schools need sound policies and a healthy environment in terms of student behavior with each other, teachers and school staff. Sexual violence can occur in schools, with boys and girls in reports of abuse by school staff (Kinsman et al. 1999 Lowensen et al. 1996). Programs must address the problem of training and support to teachers so they can become models of figures rather than negative or neutral with regard to sexual behavior.
• Reply to local needs: Many models for HIV / AIDS have been developed in the western developed countries. Available data from developing countries, although more limited in scope than the studies of non-developing countries, supports the competency-based health education for HIV / AIDS and reproductive health (Hubley, 2000). The main problem is that if the programs must be carried out, which should be designed to meet the socio-cultural norms, values and religious beliefs, and need for continuous monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).
The elements of health education for HIV / AIDS:
Critics of the school on HIV / AIDS prevention programs (23 studies in the United States (Kirby et al. 1994), 37 other countries (UNAIDS, 1999) and 53 studies, the United States, Europe and elsewhere (UNAIDS 1997a) identified the common characteristics of successful programs:
1.Focus in some specific performance goals (such as delaying sexual initiation or use of protection), which requires knowledge, attitudes and skills objectives.
2.Provision basic, accurate information that is relevant to behavior change, particularly the risks of unprotected sex and methods to avoid sex without protection. 3.Reinforcement clear values and appropriate measures to reinforce the values and norms against the reports of groups unprotected.
4.Modeling and practice of communication and, especially, negotiation skills, as well as other "life skills".
5.Use social learning theories as a basis for program development.
6.Addressing social influences on sexual behavior, including the important role of media communication and peers.
7.Use participatory activities (games, role plays, group discussions etc.) to achieve the goals of personalization of information, explore attitudes and values, skills and practice.
8.Extensive for teacher training / implementation of a mastery basic information on HIV / AIDS and to practice and gain the confidence of life skills training methods.
9.Support for health reproductive and HIV / STD prevention programs by school authorities, politicians and the wider community.
10.Evaluation (eg, performance, the design, implementation, sustainability, school, students and community support) so that programs can be improved and encouraged to practice success.
11.Age-appropriateness, targeting students of various ages and stages of development with the messages that are relevant to young people. For example, a goal that the young students goal that are not yet sexually active, might delay the initiation of sex, while for the sexually active students, the goal could be to reduce the number sexual partners and using condoms.
12.Gender sensitive for both boys and girls.
Conclusions:
Education health with HIV / AIDS offers an effective approach to equipping children and young people's knowledge, attitudes and skills they need to help them to avoid behavior risk and adopt healthy lifestyles. Education to health means that it can be applied to a wide range of areas, particularly those diseases sexual and HIV / AIDS, but also violence, substance abuse situations such as early pregnancy and in all areas of knowledge and attitudes play a key role in promoting a healthy lifestyle for children and youth to grow in the 21st century. We can summarize as follows • The constitutional rights of learners and educators must be protected in the same way.
• There should be mandatory disclosure of HIV / AIDS.
• No student or teacher with HIV may be discriminated against.
• Students must receive education about HIV / AIDS and abstinence in the context of life in the integrated curriculum.
• Educational institutions should ensure that students of age and context for knowledge and skills allowing them to behave in order to protect them from infection.
• Educators need more knowledge and skills to address HIV / AIDS and must be trained to provide advice on HIV / AIDS.
Suggestions for the implications for policies and programs:
• Men and efforts to promote condom Women need to recognize, identify and address gender issues, including sexual abuse and other forms of violence, which hinder use condoms.
• HIV / AIDS peer education and sex education programs for adolescents that integrate gender equality in context, should be encouraged. These programs should provide a better understanding of the rules of masculinity and femininity in May the increase in sexual risk, and help young people to start thinking about how to work for equal relations and responsible.
• Voluntary counseling and testing (VCT) services must take into account the risk of violence and other negative consequences when evaluating the different approaches to disclosure. For example, patients may be the choice adviser to disclose whether mediation could minimize the adverse consequences.
• Men and women must participate in preventing the transmission mother (PMTCT) programs. Antenatal services can educate people about sexuality, fertility and the prevalence of HIV awareness and sense of responsibility. This would prevent the strengthening of the belief that women are solely responsible for the pregnancy and HIV transmission to children.
• Start community care (CBBC) approaches must include efforts to promote the role of men as caregivers in the family and community, and to provide support and guidance to allow the participation of men. At least, they should recognize that the use of "home care" is, at present, in large part "of Care of Women. "
References:
1.Fawole, IO, Asuzu, MC, Oduntan, SO, Brieger, WR (1999). A school-based education programs AIDS high school students in Nigeria: a review of effectiveness. Health Education Research – Theory and Practice, 14: 675-683.
2.Gachuhi, D. (1999). The impact of HIV / AIDS on education systems in eastern and southern Africa and the response of education systems HIV / AIDS Programs Skills for Life.
3.Gatawa, BG (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare, Zimbabwe.
4.Hubley, J. (2000). Interventions for young people to influence sexual behavior and AIDS / STDs. Database Health Education Leeds, April 2000.
5.Kelly, MJ (2000). Education in the head: aspects of education in a world with HIV / AIDS. Current Issues in Comparative Education. 3 (1).
6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. And Whitworth, J. (1999). The implementation of an AIDS education program in schools in the district Masaka, Uganda. AIDS Care, 11 (5): 591-601.
7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). Programs to reduce school behavior sexual risk: a review of effectiveness. Public Health Reports, 109 (3): 339-361.
8.Lowensen, R., Edwards, L. And Ndlovu-Hove, P. (1996). Rights to health in Zimbabwe. Center for Training and Research Support (TARSC).
9.UNAIDS (1997a). Impact of HIV and health education on behavior sexual young people: a review update.
10.UNAIDS (1997b). Learning and teaching about AIDS at school. Technical Update UNAIDS, in October 1997.
11.Walter, H. And Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of high school students urban. JAMA, 270 (6): 725-730.
12.WHO (1996). Preventing HIV / AIDS / STI and discrimination: an important responsibility for health promotion in schools. WHO series on school health, the paper six years.
About the author:
Sarita
Search Fellow (UGC-JRF)
Faculty of Education
Mahatma Gandhi Kashi Vidyapith
Varanasi, UP, India
Article Source: ArticlesBase.com – Title = "HIV / AIDS Education> HIV / AIDS and Education
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