Evaluation of a comprehensive school-based AIDS education programme in rural Masaka, Uganda
Evaluation of a comprehensive school-based AIDS education programme in rural Masaka, Uganda
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DOI：
10.1093/her/16.1.85
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发表时间：
2001-02-01
影响因子：
2.4
通讯作者：
Whitworth, J
中科院分区：
文献类型：
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作者：
Kinsman, J;Nakiyingi, J;Whitworth, J
在乌干达西南部农村地区，利用经过专门培训的教师开展了为期一年的19项课外艾滋病教育活动，并采用相互支持的定量和定性方法进行了评价。共有来自20所干预学校的1274名学生和来自11所对照学校的803名学生在基线时完成了问卷调查，并对其班级进行了随访。此外，来自5所干预学校的93名学生参加了12个焦点小组讨论。该计划的效果非常小——干预后，九个关键问卷变量中的七个显示得分没有显著增加。焦点小组讨论的数据表明，方案执行得不完全，诸如避孕套和角色扮演练习等关键活动只涉及得很肤浅。造成这种情况的主要原因是课堂时间的短缺，以及教师对争议和陌生事物的恐惧。我们的结论是，在撒哈拉以南非洲，如果将大规模的综合性学校艾滋病教育项目完全纳入国家课程，并作为生活技能教育的一部分进行审查，这些项目可能会得到更全面的实施。这将要求教师在培训学院期间接受参与式教学方法的培训。
A 19 activity extracurricular school-based AIDS education programme lasting 1 year was conducted in rural southwestern Uganda using specially trained teachers, and was evaluated using mutually supportive quantitative and qualitative methods. In total, 1274 students from 20 intervention schools and 803 students from 11 control schools completed questionnaires at baseline, and their classes were followed up. In addition, 93 students from five of the intervention schools participated in 12 focus group discussions. The programme had very little effect-seven of the nine key questionnaire variables showed no significant increase in score after the intervention. Data from the focus group discussions suggest that the programme was incompletely implemented, and that key activities such as condoms and the role-play exercises were covered only very superficially. The main reasons for this were a shortage of classroom time, as well as teachers' fear of controversy and the unfamiliar. We conclude that large-scale comprehensive school-based AIDS education programmes in sub-Saharan Africa may be more completely implemented if they are fully incorporated into national curricula and examined as part of life-skills education. This would require teachers to be trained in participatory teaching methods while still at training college.