Application of the information, motivation and behavioural skills model for targeting HIV risk behaviour amongst adolescent learners in South Africa

This paper discusses the application of an information, motivation and behavioural skills (IMB) model in a school-based programme for the reduction of HIV risk behaviour among 259 Grade 11 learners in two high schools in Alexandra township, Johannesburg. School 1 was the Experimental group, while School 2 was the Control group. After a baseline study (Time 1) at both schools, a 3-week intervention programme was conducted at School 1. A post-test (Time 2) was conducted at both schools. The intervention was repeated at School 2, followed by another post-test (Time 3) at both schools. A final test (Time 4) was conducted at both schools. While there were positive changes in the levels of HIV&AIDS IMB in learner participants, these changes may not be entirely attributed to the intervention. If an IMB model-based intervention is to be maximally effective in reducing HIV-risk behaviour among adolescents, it must focus on the behavioural, structural and socio-cultural contexts in which adolescents live.Keywords: IMB model, vulnerability, adolescents, risk behaviour, structural, socio-cultura

Experiences of African international students in a South African university – A qualitative study

South Africa has in latter decades embraced the growing trend of internationalization in higher education leading to greater international mobility of staff and students. Compared to other countries in most of the sub-Saharan Africa region, South Africa has a larger capacity to meet the tertiary needs of students within the region. An increasing number of international students has implications for their academic success, adaptation and wellbeing once in their host country. The current study explored the lived experiences of international students in a South African university, from 5 other African countries. The study adopted a qualitative design, using semi-structured in-depth interviews and open-ended questions. Nine mainly postgraduate students (4 males and 5 females) were recruited using convenient and snowball sampling methods. Data were analysed using thematic content analysis and revealed 5 themes namely “Internationalisation”, “experiencing the unforeseen”, “access”, “social support” and “structural support”, with several sub-themes emerging from these. A resulting framework shows “empowerment”, “alienation” and “adaptation” as over-arching themes in experiencing the phenomenon of being an African foreign student in South Africa