1887

n Acta Academica - Managing the disclosure of school learners' HIV status

Volume 35, Issue 3
  • ISSN : 0587-2405

Abstract

<b>Die bestuur van die openbaarmakingsproses van leerders se MIV-status in skole</b> <br>Die artikel fokus op skoolbeheerliggame (SBL'e) se begrip en implementering van wetgewing en beleid ten opsigte van MIV/vigs.Dit is gebaseer op navorsing wat in Mpumalanga gedoen is deur middel van 'n hipotetiese en outentieke gevallestudie wat fokus op kritiese gevalle van MIV/vigs binne die skoolkonteks. Skoolbeheerliggame is gevra om te respondeer op die geval in terme van stappe wat hulle sou neem indien so 'n geval in hulle skool voorkom. Deur gebruik te maak van fokusgroeponderhoude met geselekteerde SBL-lede toon die navorsing die mate van begrip ten opsigte van MIV/vigs-wetgewing en beleid duidelik, asook die moontlike gevolge wat uit sodanige begrip en/of onbegrip in Suid-Afrikaanse skole kan ontstaan. Die bevindinge beklemtoon die diskrepansie tussen beleid en praktyk en die behoefte aan waaksaamheid met betrekking tot die wetlike uitdagings wat skole die hoof mag bied sonder genoegsame kennis van en inligting oor die pandemie.

This paper deals with school governing bodies' (SGBs) understanding and implementation of legislation and policy on HIV/AIDS. It is based on research conducted in Mpumalanga by means of an authentic but hypothetically constructed case study relating to critical aspects of HIV/AIDS in the school context. School governing bodies were asked to respond to the case in terms of the action they would take if such a case occurred in their schools. Using focus group interviews with selected members of the SGBs, this research clarifies the level of understanding of HIV/AIDS legislation and policy in South African schools, and the practices likely to result from such understandings. The findings reveal the distance between policy and practice, and the need for vigilance with respect to the legal challenges which schools may face if they act without adequate knowledge and information on the pandemic.

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/content/academ/35/3/EJC15271
2003-12-01
2019-11-16

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