Redefining Home-School-Community Partnerships in South Africa in the Context of the HIV/AIDS Pandemic

Autor/inn/en	van Wyk, Noleen; Lemmer, Eleanor
Titel	Redefining Home-School-Community Partnerships in South Africa in the Context of the HIV/AIDS Pandemic
Quelle	In: South African Journal of Education, 27 (2007) 2, S.301-316 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Family School Relationship; Acquired Immunodeficiency Syndrome (AIDS); Educational Policy; Death; Parents; Teacher Attitudes; Principals; Administrator Attitudes; Teacher Role; Grandparents; Health Education; School Community Relationship; Teacher Education; Elementary School Teachers; Secondary School Teachers; Preschool Teachers; South Africa + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Sterbefall; Tod; Todesfall; Eltern; Lehrerverhalten; Principal; Schulleiter; Lehrerrolle; Großeltern; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Estimates suggest that approximately 12% of South Africans are HIV positive. As a result of the rapid increase of infections in the mid-1990s and the concomitant increase in HIV/AIDS-related deaths, it is estimated that 13% of children have lost one or both parents due to AIDS. In this study data were obtained by open-ended written accounts by teachers and in-depth interviews with teachers and school principals in a small sample of selected schools in KwaZulu-Natal. Findings indicated that in severely affected communities, teachers were often compelled to assume roles traditionally filled by parents. AIDS awareness programmes formed part of the schools' curriculum. However, many schools did not consider involving grandparents, other caregivers and community members in the physical, emotional and cognitive support needed by learners because teachers lacked training and schools lacked a policy of parent and community involvement in education of learners. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01