Empowering Teachers to Change Youth Practices: Evaluating Teacher Delivery and Responses to the FLHE Programme in Edo State, Nigeria
), Felicia Okoro(2), Uyi Oni Ekhosuehi3(3), Adenike Esiet(4), A.J. Lowik(5), Karen Metcalfe(6),
(1)
(2)
(3)
(4)
(5)
(6)
Corresponding Author
Abstract
School-based programming is one of the most common approaches to HIV/AIDS prevention among youth. This paper presents the history and development of the Family Life and HIV Education (FLHE) programme in Edo State, Nigeria and results of evaluation of teacher actions and responses to training in its delivery. Results indicate that teachers benefited from the training, were aware of new and/or existing teaching resources and began to teach about HIV/AIDS. Teachers expressed that the programme facilitated open dialogue about HIV/AIDS. However, given limited human resources, FLHE was viewed as additional work to already overloaded teaching schedules. It is recommended that the Ministry of Education channel resources to enhance teachers’ efforts towards combating HIV/AIDS. To facilitate learning about sexual health and family life, it is recommended that FLHE-based training be viewed as the first rather than the only step towards teacher professional development in this area (Afr J Reprod Health 2012 (Special Edition); 16[2]: 87-102).
Résumé
La programmation basée sur l’école constitue une des approches les plus communes à la prévention du VIH/SIDA chez les jeunes. Cet article présente l’histoire et le développement du programme de la Vie Familiale et l’Education sur le VIH au Nigéria et dans l’état d’Edo ainsi que les résultats de l’évaluation des actions des enseignants et les réponses à la formation dans leurs réalisations. Les résultats ont montré que les enseignants ont profité de la formation, qu’ils étaient au courant de nouvelles et/ou de ressources de l’enseignement et qu’ils ont commencé à enseigner le sujet du VIH/SIDA. Les enseignants ont révélé que le programme a rendu facile le dialogue ouvert sur le VIH/SIDA. Pourtant, étant donné les ressources humaines limitées, on a aperçu la VFEV comme une tâche supplémentaire qui vient s’ajouter aux programmes d’enseignement déjà surchargés. Nous recommandons que le ministère de l’Education dirige des ressources pour améliorer les efforts des enseignants vers la lutte contre le VIH/SIDA. Pour faciliter l’apprentissage de la santé sexuelle et la vie familiale, nous recommandons qu’on considère la formation basée sur la VFEV comme la première, plutôt que la seule, démarche vers le développement professionnel et de l’enseignement dans ce domaine (Afr J Reprod Health 2012 (Special Edition); 16[2]: 87-102).
Keywords: Teacher empowerment; teaching practices; HIV/AIDS education; Nigeria
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