CHALLENGES FACED BY FOUNDATION PHASE EDUCATORS IN THE IMPLEMENTATION OF LIFE SKILLS CURRICULUM IN TEACHING LEARNERS ABOUT HIV/AIDS AND SEXUALITY EDUCATION IN THE PRIMARY SCHOOLS IN MOTHEO DISTRICT IN THE FREE STATE

Published ThesisThe aim of this paper is to investigate challenges faced by Foundation Phase educators in the implementation of life skills curriculum in teaching learners about HIV/AIDS and sexuality education in the primary schools in the Motheo district in the Free State. The main focus area in this study is to find out parents’ and educators’ perceptions regarding the implementation of the topic as part of the school curriculum. The Department of education introduced HIV/AIDS and sexuality education programmes to be implemented in the primary schools with the aim of raising awareness against children abuse and HIV/AIDS. Primary school learners are exposed to a wide range of risky situations. Crime and violence affects virtually every school, community and individual learner. The health and safety issues they encounter are still affected by their physical and socio-economic environment. Children are raped by their family members and close relatives while they are still young, and this affect the development and learning of the child. As a result, the Department of Education emphasise that educators should act as primary source of information in respect of implementation of sexuality education and HIV/AIDS and prepare learners to face life challenges. On the other hand, parents should assist educators addressing the issues related to sexuality education and HIV/AIDS for the sake of their children. The study indicated that the teaching of Life skills curriculum aspects such as HIV/AIDS and sexuality education put more pressure on educators as well as the parents when they are supposed to teach or discuss the topic with the learners. The study was guided by qualitative and quantitative research approaches in order to understand the views and the feelings of the participants and also to identify certain factors that influence the implementation and delivery of sexuality related topics. The study revealed that educators are still experiencing difficulties to provide learners with necessary information. Educators and parents avoid addressing the topic related to sexuality education considering the age of the learners at that level and are not well equipped to deal with the sensitive issues. Some of them were not even exposed to training; they lack knowledge on how to present the topic to the learners. This is a serious challenge for both parents and educators; the department of education must ensure that intervention strategies are put in place to encourage parents and educators to perform their duty to teach learners about HIV/AIDS and sexuality education. Data collection involved a questionnaire, focus group interviews, field notes and a digital recorder. Purpose sampling techniques were used to sample 8 educators, 2 HOD, 4 parents from each primary school, one from Botshabelo (rural) area and the other one from Bloemfontein (in the township). The theoretical framework drew on the Life skills Theory and Bronfenbrenner’s Theory. Ethical considerations which include anonymity and confidentiality, was adhered to. Data was analysed using the ideas of Miles and Huberman (1984) and themes were identified. Based on the findings it is recommended that educators as well as parents must get support from different stakeholders, receive training and the Department of Education must also ensure that funds are available for all Foundation Phase educators to attend workshops and provide enough resources for each school in order to achieve the a specified goal

Parents and Educator’s Perceptions to Sex Education and HIV/AIDS in Primary Schools in the Motheo District

Published ArticleThis paper investigated the perceptions of parents and Foundation Phase educators on whether Foundation Phase learners have the rights to be educated about HIV/AIDS and sex education before they reach adolescent stage. Twenty Foundation Phase educators and twenty parents were sampled in this research. Qualitative and quantitative research methods were used to collect data. The findings showed that parents and educators agreed that children are prisoners of their own environment and recognize the right of the child to be protected. Support from different stakeholders and adequate materials should be provided for the successful implementation of the Life Skills programs. The implications of this study are discussed