Attitudes of educators towards teenage pregnancy

AbstractThe purpose of this study was to investigate the nature of educators’ attitudes towards teenage pregnancy in secondary schools of the Province of KwaZulu-Natal (KZN), South Africa. This was in response to the KZN circular 116 of 2000, which seemed to give more rights to pregnant learners. Subjects were educators (n=97) from twenty secondary schools. The study further investigated the relationship (if any) that existed between the educators’ attitudes towards teenage pregnancy and various educators’ characteristics such as age, gender, religious affiliation, educational level and their teaching experience. A questionnaire was developed and administered to the selected sample. The findings indicated that educators had positive attitudes and were sympathetic towards pregnant teenagers, but displayed reservations about the level of skills they possessed with regard to helping teenagers in times of emergency (like delivery) in the classroom. The study formulated some recommendations that the researchers thought would strengthen the relationship between educators and pregnant teenagers in schools

COVID-19 and learners with disabilities: Towards divergent praxis in teacher preparation for equity and epistemic justice

Emergence of COVID-19 further exposed educational inequalities and epistemic injustices experienced by learners with disabilities (LwDs). COVID-19 presents additional challenges for teachers and LwDs whose life and active learning engagements depends largely on social interaction. While the lockdown persisted, teachers of LwDs became anxious about potential relapse of previously gained learning outcomes and aggravated disabling condition. Unfortunately, there seem to be less teachers’ capacities to continually foster learning among their LwDs during the lockdown because there exist low teachers’ morale and pedagogical gaps for digital teaching. Based on current realities, it is evident that there is need for a paradigm shift in teacher preparation and training towards equity and epistemic justice for LwDs. Hence, this intellectual piece advanced the need to modify the existing teacher education curriculum to extensively build on teachers’ morale while it consciously infuses technological pedagogies in preparation programmes of teachers of LwDs in Africa

“It has changed”: Understanding change in a parenting program in South Africa

Background Poor parenting that leads to child maltreatment during adolescence presents a major public health burden. Research from high-income countries indicates that evidence-based parenting program interventions can reduce child maltreatment. Much less is known, however, about how beneficiaries of these programs experience this process of change. Understanding the process that brings about change in child maltreatment practices is essential to understanding intervention mechanisms of change. This is particularly important given the current scale-up of parenting programs across low- and middle-income countries. Objectives This study aimed to provide insight into how caregivers and adolescents attending a parenting program in South Africa perceived changes associated with abuse reduction. Methods Semi-structured interviews were conducted with caregivers and adolescents (n = 42) after the intervention, as well as observations of sessions (n = 9) and focus group discussions (n = 240 people). Participants were adolescents between the ages of 10-18 and their primary caregiver residing in peri-urban and rural program clusters in the Eastern Cape Province of South Africa. Data were coded in Atlas.ti, and thematic content analysis was conducted. Findings Based on participant perceptions, the Sinovuyo Teen parenting program workshops catalyzed change into practice by creating an environment that was conducive to learning alternatives. It did so through prioritizing a process of mutual respect, openness, and being valued by others, giving legitimacy to a respectful reciprocity and new ways of spending time together that enabled caregivers and teenagers to shift and normalize more positive behaviors. This in turn led to reductions in physical and verbal abuse. Conclusions This study's findings may be of use to policymakers and practitioners who need to understand how parenting programs support parents and teenagers in increasing positive parenting approaches and changing potentially harmful practices. It additionally highlights the importance of assessing the experiences of both parents and teenagers attending such programs

Cash plus Care: Parenting support and violence reduction programme associated with reductions in adolescent HIV-risks in South Africa: A cluster randomized trial of a DREAMS and 4Children-implemented programme 'Parenting for Lifelong Health'

Adolescent HIV-risk behaviors are increased by family violence, low parental supervision, substance use and poverty. ‘Cash + care’ structural approaches can reduce adolescent HIV-risks, but parenting a teenager is complex and challenging. WHO, UNICEF, USAIDPEPFAR and academics developed and tested a parenting support and violence reduction program for low-resource settings, to be used as part of structural prevention programs

Cash plus Care: parenting support and violence reduction programme associated with reductions in adolescent HIV-risks in South Africa: a cluster randomized trial of a DREAMS and 4Children-implemented programme 'Parenting for Lifelong Health'

Adolescent HIV-risk behaviors are increased by family violence, low parental supervision, substance use and poverty. ‘Cash + care’ structural approaches can reduce adolescent HIV-risks, but parenting a teenager is complex and challenging. WHO, UNICEF, USAIDPEPFAR and academics developed and tested a parenting support and violence reduction program for low-resource settings, to be used as part of structural prevention programs