An Analysis of the effectiveness of HIV and AIDS policy implementation in teacher training colleges in zimbabwe

Title

An Analysis of the effectiveness of HIV and AIDS policy implementation in teacher training colleges in zimbabwe

Creator

Mujuru, Priscilla.

Contributor

Thomas, Kennedy Andrew and Nyaruwata, Leonorah Tendayi .

Description

The study analyzed the effectiveness of implementation of the HIV and AIDS Policy for teachers colleges. The policy was enacted by the Ministry of Higher and Tertiary Education in 2004 and implemented by teacher training colleges in Zimbabwe. Teacher training colleges were a ready captive audience for the young people with the potential to newlineinfluence behaviour change among student teachers, with a snowball effect to pupils in primary and secondary schools. Despite the newlinedevelopment of the policy, incidences of sexually transmitted infections continued to increase. The objectives of the study were to determine to what extent the HIV and AIDS Policy has been operationalized and its newlineeffects on the sexual and reproductive health of students. Literature reviewed explored the HIV and AIDS policy implementation and quality assurance practices in teaching of HIV and AIDS in the colleges. Effective implementation was discussed within the context of the reproductive health challenges faced by students and access to quality newlineservices. Pragmatism philosophical paradigm was used for the study, since it combines quantitative and qualitative research techniques, methods and approaches into a single study. The population, sample and sampling procedure for the study were defined. Selection of the colleges was newlinepurposive and stratified according to location (urban or rural); administrative authorities (government and church-related colleges). While research questions guided the collection of qualitative data from newlineinterviews and focus group discussions for college authorities and stakeholders, hypotheses guided quantitative data collected from questionnaires completed by male and female third year students and Lecturers. Key informants were selected based on their role in policy implementation at the colleges. Validity and reliability of both qualitative newlineand quantitative data collecting instruments was assured.

Source

Author's Submission

Date

2017-01-01

Publisher

Christ(Deemed to be University)

Subject

Education

Rights

Open Access

Relation

No Thesis

Format

PDF

Language

English

Type

PhD

Identifier

http://hdl.handle.net/10603/423343