Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

Catherine Campbell; Louise Andersen; Alice Mutsikiwa; Erica Pufall; Morten Skovdal; Claudius Madanhire; Connie Nyamukapa; Simon Gregson

doi:10.1016/j.ijedudev.2014.05.007

Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

Catherine Campbell, Louise Andersen, Alice Mutsikiwa, Erica Pufall, Morten Skovdal, Claudius Madanhire, Connie Nyamukapa, Simon Gregson

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Abstract

We present multi-method case studies of two Zimbabwean primary schools - one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.

Originalsprog	Engelsk
Tidsskrift	International Journal of Educational Development
Vol/bind	41
Sider (fra-til)	226-236
Antal sider	11
ISSN	0738-0593
DOI	https://doi.org/10.1016/j.ijedudev.2014.05.007
Status	Udgivet - 1 mar. 2015

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10.1016/j.ijedudev.2014.05.007Licens: CC BY

Campbell et al 2015 - factors shaping HIV competence in schoolsForlagets udgivne version, 652 KBLicens: CC BY-ND
Campbell_schools_case_studies_2015.pdfForlagets udgivne version, 653 KBLicens: CC BY

Citationsformater

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AU - Campbell, Catherine

AU - Andersen, Louise

AU - Mutsikiwa, Alice

AU - Pufall, Erica

AU - Skovdal, Morten

AU - Madanhire, Claudius

AU - Nyamukapa, Connie

AU - Gregson, Simon

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AB - We present multi-method case studies of two Zimbabwean primary schools - one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.

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DO - 10.1016/j.ijedudev.2014.05.007

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JO - International Journal of Educational Development

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Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

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