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Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

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  • Campbell, Catherine
  • Andersen, Louise
  • Mutsikiwa, Alice
  • Pufall, Erica
  • Skovdal, Morten
  • Madanhire, Claudius
  • Nyamukapa, Connie
  • Gregson, Simon

Abstract

We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.

Suggested Citation

  • Campbell, Catherine & Andersen, Louise & Mutsikiwa, Alice & Pufall, Erica & Skovdal, Morten & Madanhire, Claudius & Nyamukapa, Connie & Gregson, Simon, 2015. "Factors shaping the HIV-competence of two primary schools in rural Zimbabwe," International Journal of Educational Development, Elsevier, vol. 41(C), pages 226-236.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:226-236
    DOI: 10.1016/j.ijedudev.2014.05.007
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    References listed on IDEAS

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    1. Campbell, Catherine & MacPhail, Catherine, 2002. "Peer education, gender and the development of critical consciousness: participatory HIV prevention by South African youth," Social Science & Medicine, Elsevier, vol. 55(2), pages 331-345, July.
    2. Simon Gregson & Phyllis Mushati & Harry Grusin & Mercy Nhamo & Christina Schumacher & Morten Skovdal & Constance Nyamukapa & Catherine Campbell, 2011. "Social Capital and Women's Reduced Vulnerability to HIV Infection in Rural Zimbabwe," Population and Development Review, The Population Council, Inc., vol. 37(2), pages 333-359, June.
    3. Nyamukapa, C.A. & Gregson, S. & Lopman, B. & Saito, S. & Watts, H.J. & Monasch, R. & Jukes, M.C.H., 2008. "HIV-associated orphanhood and children's psychosocial distress: Theoretical framework tested with data from Zimbabwe," American Journal of Public Health, American Public Health Association, vol. 98(1), pages 133-141.
    4. Gregson, Simon & Terceira, Nicola & Mushati, Phyllis & Nyamukapa, Constance & Campbell, Catherine, 2004. "Community group participation:: Can it help young women to avoid HIV? An exploratory study of social capital and school education in rural Zimbabwe," Social Science & Medicine, Elsevier, vol. 58(11), pages 2119-2132, June.
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    1. Skovdal, Morten & Campbell, Catherine, 2015. "Beyond education: What role can schools play in the support and protection of children in extreme settings?," International Journal of Educational Development, Elsevier, vol. 41(C), pages 175-183.
    2. Fazel, Mina, 2015. "A moment of change: Facilitating refugee children's mental health in UK schools," International Journal of Educational Development, Elsevier, vol. 41(C), pages 255-261.

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