Combating AIDS in South Africa and Mozambique: the role of open, distance and flexible learning (ODFL).

Autor/inn/en	Pridmore, Pat; Yates, Chris
Titel	Combating AIDS in South Africa and Mozambique: the role of open, distance and flexible learning (ODFL).
Quelle	In: Comparative education review, 49 (2005) 4, S. 490-511Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	Vergleichende Erziehungswissenschaft; Feldforschung; Jugend; Familie; Förderungspolitik; Informelles Lernen; Offenes Lernen; Bildungsprogramm; Offenes Curriculum; Offener Unterricht; AIDS (Acquired Immune Deficiency Syndrome); Gesundheitspolitik; Entwicklungsland; Fernunterricht; Mosambik; Südafrika (Staat)
Abstract	The authors examine the potential for open, distance, and flexible learning (ODFL) to mitigate the impact of HIV and AIDS on young people. Based on experience from a field study in Mozambique and South Africa, they show how ODFL can support and extend the work of existing infrastructures supporting vulnerable youth. As neighbouring countries at the epicenter of the pandemic, Mozambique and South Africa have very different levels of infrastructure development but complementary experiences. This article is concemed with the growing number of youth affected by HIV and AIDS who are out of school, because emerging concerns about this particularly vulnerable group may initiate a broader impetus to do something für those whom the formal education system has failed. The authors first aim in this article is to examine some of the key ODFL initiatives being undertaken to translate national HIV and AIDS policy into practice in Mozambique and South Africa. The second aim is to consider how ODFL might be further developed to help meet the learning needs of affected youth who are out of school. This examination is carried out by looking at initiatives at the national level; the individual, family, and household levels; and the community level. (DIPF/Orig./Ba.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/4