| Summary: | Thesis (MPhil)--Stellenbosch University, 2013. === ENGLISH ABSTRACT: Zero new infections, zero AIDS related death and an HIV free generation is an attainable reality. But it is an attainable reality that requires the involvement of every member of the society. This is because the pandemic is touching every sector of human life. Without cure thirty years later, this calls for the world to identify their strong areas and utilize it to reach to the ultimate goal.
Young people, have the power in their hands to take the world to the next level of an HIV free world. All they need is proper guidance, accurate information, enhancement of their skills for manage the pandemic. Life skills education (LSE) is an adult-led, educational platform created for young minds to get them involved in the management of the disease. LSE, focus mainly on HIV education and skills development. Some of the major skills are communication skills, negotiation skills, self esteem and interpersonal skills.
These skills and others are necessary for young people in postponing the age their first sexual debut. They also come handy when negotiating safe sex, assessing their vulnerability and most importantly in decision making. Other skills such as empathy, anger management and other focus more addressing issues such as discrimination and stigmatization. Despite all the merits of this program LSE there has been a decline in the number of schools offering the approach. Most schools have been removing it from the school curriculum. This is where the research problem identified: What are the barriers of teaching LSE among teachers in the Leribe District? The research establishes the causes that have led to the exclusion of LSE. It looked into attitudes and opinions, the influence of the community on LSE. Based on the nature of the study, the mixed approach was used. This method, a combination of the qualitative and quantitative method has an advantage over the two as it has a combined effect of their strengths. Simple random selection was used for the research. The study found that lack of training and others were the major challenge faced by the LSE teachers. Recommendations were made which would help in successful re-implementation of the program. === AFRIKAANSE OPSOMMING: Geen nuwe infeksies, geen vigsverwante sterftes en ’n MIV-vrye generasie is ’n haalbare realiteit. Dit is egter ’n haalbare realiteit wat die betrokkenheid van elke lid van die samelewing verg, aangesien die pandemie elke sektor van menslike lewe raak.By gebrek aan ’n middel teen dié siekte 30 jaar sedert dit die eerste keer aan die lig gekom het, rus die verantwoordelikheid nou op die internasionale gemeenskap om hul sterkpunte te bepaal en aan te wend om die einddoel te bereik.
Jongmense hét wat dit verg om ons na die volgende vlak van ’n MIV-vrye wêreld te neem. Ál wat kortkom, is behoorlike leiding, akkurate inligting en die versterking van hul vaardighede om die pandemie te bestuur. Lewensvaardigheidsopvoeding (LVO) is ’n opvoedkundige platform onder volwasse leiding wat geskep is om jongmense by die bestuur van die siekte te betrek. LVO konsentreer hoofsaaklik op MIV-opvoeding en vaardigheidsontwikkeling. Van die belangrikste vaardighede is kommunikasie, onderhandeling, selfvertroue en interpersoonlike skakeling. Met hierdie én ander vaardighede kan jongmense hul eerste seksuele ervaring tot ’n latere ouderdom uitstel. Dit is ook nuttig in die onderhandeling van veilige sekspraktyke, die bepaling van hul eie kwesbaarheid en, bowenal, besluitneming. Ander vaardighede, soos empatie, woedebestuur, ensovoorts, konsentreer weer op kwessies soos diskriminasie en stigmatisasie. Ondanks die meriete van die LVO-program, is daar egter ’n afname in die aantal skole wat dit aanbied. Trouens, die meeste skole skrap dit uit die skoolkurrikulum. Vandaar die navorsingsprobleem wat in hierdie tesis aan bod kom: Wat verhinder onderwysers in die Leribe-distrik om LVO te onderrig? Die navorsing bepaal die oorsake vir die uitsluiting van LVO. Dit verken houdings en menings sowel as die invloed van die gemeenskap op LVO. As gevolg van die aard van die studie is ’n gemengde navorsingsbenadering gevolg. Hierdie benadering hou die voordeel in dat dit oor die sterkpunte van sowel die kwalitatiewe as kwantitatiewe metode beskik. Eenvoudige ewekansige seleksie is vir die navorsing gebruik. Die studie bevind dat ’n gebrek aan opleiding een van die hoofuitdagings is waarvoor die LVO-onderwysers te staan kom. Aanbevelings word gedoen wat sal help om die program met welslae weer in te stel.
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