The Jewish Religion and the HIV/AIDS Challenge

Schenker, Inon; Sabar, Galia

doi:10.1007/978-1-4757-9122-8_35

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recent studies have shown that cash transfer programmes, in particular, can be an effective means of promoting education (Kremer et al, 2013; Robertson et al, 2013). However, for schools to be able to support children made vulnerable by HIV/AIDS, it is necessary that they remain accessible to as many children as possible, which can be a challenge due to the many barriers that exist at the individual and institutional levels (Schenker & Nyirenda, 2002). Therefore, a combination approach that provides incentives for children to attend school and also equips schools with the tools to support vulnerable children may be most effective in improving education outcomes.…”

Section: Discussionmentioning

confidence: 99%

The impact of HIV on children's education in eastern Zimbabwe

et al. 2014

View full text Add to dashboard Cite

Little is known about how HIV impacts directly and indirectly on receiving, or particularly succeeding in, education in sub-Saharan Africa. To address this gap, we used multivariable logistic regression to determine the correlation between education outcomes in youth (aged 15–24) (being in the correct grade-for-age, primary school completion and having at least five “O” level passes) and being HIV-positive; having an HIV-positive parent; being a young carer; or being a maternal, paternal or double orphan, in five rounds (1998–2011) of a general population survey from eastern Zimbabwe. The fifth survey round (2009–2011) included data on children aged 6–17, which were analysed for the impacts of the above risk factors on regular attendance in primary and secondary schools and being in the correct grade-for-age. For data pooled over all rounds, being HIV-positive had no association with primary school completion, “O” level passes, or being in the correct grade-for-age in adolescents aged 16–17 years. Additionally, HIV status had no significant association with any education outcomes in children aged 6–17 surveyed in 2009–2011. In 2009–2011, being a young carer was associated with lower attendance in secondary school (69% vs. 85%, AOR: 0.44; p = 0.02), whilst being a maternal (75% vs. 83%, AOR: 0.67; p < 0.01), paternal (76% vs. 83%, AOR: 0.67; p = 0.02) or double (75% vs. 83%, AOR: 0.68; p = 0.02) orphan was associated with decreased odds of being in the correct grade-for-age. All forms of orphanhood also significantly decreased the odds of primary school completion in youths surveyed from 1998 to 2011 (all p < 0.01). We found no evidence that HIV status affects education but further evidence that orphans do experience worse education outcomes than other children. Combination approaches that provide incentives for children to attend school and equip schools with tools to support vulnerable children may be most effective in improving education outcomes and should be developed and evaluated.

show abstract

Section: Discussionmentioning

confidence: 99%

The impact of HIV on children's education in eastern Zimbabwe

et al. 2014

View full text Add to dashboard Cite

show abstract

“…HIV/AIDS being a new subject contains some sensitive terms or words; therefore, the teachers should be trained on teaching methods, and at the same time, they need to prepare their students to be ready to learn such sensitive words or terms. Results of a study also suggest that teachers should be well-trained to be able to teach children and adolescents about human sexuality and prevention of HIV/AIDS comfortably and competently; otherwise, they will be in a disadvantageous position in dealing with populations at risk of HIV infection [32]. …”

Section: Discussionmentioning

confidence: 99%

Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment

2013

View full text Add to dashboard Cite

BackgroundConsidering the significant impact of school-based HIV/AIDS education, in 2007, a curriculum on HIV/AIDS was incorporated in the national curriculum for high school students of Bangladesh through the Government’s HIV-prevention program. Based on the curriculum, an intervention was designed to train teachers responsible for teaching HIV/AIDS in classes.MethodsIn-depth interviews were conducted with teachers to understand their ability, skills, and confidence in conducting HIV/AIDS classes. Focus-group discussions (FGDs) were conducted with students who participated in HIV/AIDS classes. HIV/AIDS classes were also observed in randomly-selected schools. Thematic assessment was made to analyze data.ResultsThe findings showed that the trained teachers were more comfortable in using interactive teaching methods and in explaining sensitive issues to their students in HIV/AIDS classes. They were also competent in using interactive teaching methods and could ensure the participation of students in HIV/AIDS classes.ConclusionsThe findings suggest that cascading training may be scaled up as it helped increase ability, skills, and confidence of teachers to successfully conduct HIV/AIDS classes.

show abstract

“…At the same time, it may serve as a catalyst to more widespread change in teaching styles at different schools. [5] Another finding from this study was that 17.8% respondents said that they receive information about HIV from parents. Parents’ role in teaching sexual behavior can be of immeasurable value, yet most studies including ours verify that parents play an almost negligible role in teaching sexual matters to their adolescents.…”

Section: Discussionmentioning

confidence: 83%

“…Schools reach children and adolescents between the ages of 5 and 18, and have excellent resources for delivering effective education: Skilled teachers; an interactive educational process that occurs over time; a variety of learning opportunities; materials and methods; and the ability to involve parents in their children's learning. [5]…”

Section: Introductionmentioning

confidence: 99%

Human immunodeficiency virus/acquired immunodeficiency syndrome knowledge among high school students in Kύrύkkale province of Turkey

et al. 2013

View full text Add to dashboard Cite

Background:The purpose of the present study was to assess the existing level of knowledge of high school children about human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) and the sources of their information.Materials and Methods:A cross-sectional survey was conducted in two high schools in Kirikkale, Turkey and data were collected by a self-administered questionnaire. Multi-stage sampling technique was used to obtain a representative sample.Results:Four hundred and seventy three participants; 230 males and 243 females were analyzed. Their ages ranged from 15 to 19 years with a mean age of 16.81 ± 1.27. 92.2% of the students claimed to have heard about HIV/AIDS prior to the study with slightly more females than males. Although with some misconceptions, majority of the participants knew that HIV is not transmitted by sharing meals, casual contact, and sleeping in the same room and using the same bathroom. 93.4% identiﬁed HIV/AIDS as a life-threatening disease and 27% believe that there is a cure for AIDS. 64% and 22.8% respectively believed that the people can protect themselves by using condoms and by avoiding sexual contact. Internet was preponderantly claimed as the most important source of information about HIV/AIDS.Conclusion:Empirical evidence from this study suggests that the students have a fairly high knowledge of HIV/AIDS. This is not without some misconceptions about the prognosis of the disease. Internet was the major source of HIV/AIDS information.

show abstract

The Jewish Religion and the HIV/AIDS Challenge

Cited by 4 publications

References 0 publications

The impact of HIV on children's education in eastern Zimbabwe

The impact of HIV on children's education in eastern Zimbabwe

Impact of training of teachers on their ability, skills, and confidence to teach HIV/AIDS in classroom: a qualitative assessment

Human immunodeficiency virus/acquired immunodeficiency syndrome knowledge among high school students in Kύrύkkale province of Turkey

Contact Info

Product

Resources

About