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Health Education Research Advance Access originally published online on June 1, 2006
Health Education Research 2006 21(5):621-632; doi:10.1093/her/cyl031
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© The Author 2006. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org

Process evaluation of the teacher training for an AIDS prevention programme

Nazeema Ahmed1,2,*, Alan J. Flisher1,2, Catherine Mathews3,4, Shahieda Jansen1,2, Wanjiru Mukoma1,2 and Herman Schaalma5

1 Department of Psychiatry and Mental Health, University of Cape Town, E36A Groote Schuur Hospital, Observatory, 7925, South Africa
2 Adolescent Health Research Institute, University of Cape Town, E36A Groote Schuur Hospital, Observatory, 7925, South Africa
3 Health Systems Research Unit, South African Medical Research Council, PO Box 19070, Tygerberg, 7505, South Africa
4 School of Public Health, University of Cape Town, Observatory, 7925, South Africa
5 Department of Health Education and Health Promotion, Maastricht University, PO Box 616, 6200 MD, Maastricht, the Netherlands

*Correspondence to: N. Ahmed. E-mail: ahmnaz002{at}yahoo.com

This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual reproductive health, human immunodeficiency virus (HIV), sexual decision-making, abstinence, consequences of sexual activity, safe sex practices, substance abuse and sexual violence. Questionnaires administered prior to the training, on completion of the training and at two follow-up time periods were analysed as well as participant observation notes. Findings indicate that teachers reported increased confidence and comfort in teaching the sexuality curriculum. However, many struggled with the transfer of sexual reproductive knowledge and facilitative teaching methods into the classroom context. This highlights the need for HIV education to form part of teacher trainee programmes. Ongoing support and engagement with teachers is needed to encourage alternative teaching practices.


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