HIV/AIDS Education in selected urban schools of Malawi

Table of Contents

• Introduction
• Literature Review
• Conceptual Framework
• Theoretical Framework
• HIV/AIDS Education in Malawi
• Policy and Legal Framework
• HIV/AIDS Education Programmes in Malawi
• Factors Influencing HIV/AIDS Education in Malawi
• Pupils' Needs in HIV/AIDS Education
• Research Methodology
• Research Design
• Data Collection Methods
• Data Analysis
• Findings and Discussions
• Pupils' Needs
• Factors Influencing Classroom Practices
• Effectiveness of HIV/AIDS Education
• Conclusion
• Recommendations

Objectives and Key Themes

This PhD thesis investigates the needs of young people in classroom-based HIV/AIDS education in Malawi, particularly in Zomba Urban Secondary Schools. It examines the extent to which current practices respond to these needs and the factors influencing such responses. The study employed a mixed-methods approach, utilizing questionnaires, interviews, lesson observations, and document analysis.

• Pupils' Needs in HIV/AIDS Education
• Effectiveness of Current Classroom Practices
• Factors Influencing Classroom Practices
• Policy and Legal Framework in Malawi
• Triangulation of Data Sets for a Comprehensive Picture of HIV/AIDS Education

Chapter Summaries

The introduction outlines the context and rationale behind the study, highlighting the significance of HIV/AIDS education in Malawi. The literature review delves into the conceptual and theoretical frameworks underpinning the research, exploring existing scholarship on HIV/AIDS education in Malawi, including its policy and legal framework, prevalent programs, and influential factors.

The research methodology chapter details the chosen design, data collection methods, and analysis techniques employed. The findings and discussions section presents the key results, analyzing pupils' needs, the effectiveness of current classroom practices, and the factors influencing these practices.

Keywords

This thesis focuses on the key areas of HIV/AIDS education, classroom practices, pupil needs, and factors influencing education effectiveness in Malawi. It highlights the crucial role of policy, cultural and religious context, and triangulation of data in understanding the complexities of this issue. The study further contributes to the ongoing dialogue surrounding the implementation and impact of HIV/AIDS education initiatives in developing countries, particularly within the context of a conservative cultural and religious environment.