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

Section of Health Services Research

6 Citations (Scopus)

55 Downloads (Pure)

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.

Original language	English
Journal	International Journal of Educational Development
Volume	41
Pages (from-to)	226-236
Number of pages	11
ISSN	0738-0593
DOIs	https://doi.org/10.1016/j.ijedudev.2014.05.007
Publication status	Published - 1 Mar 2015

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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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N2 - 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.

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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