Implementation of the National HIV/AIDS Policy in Schools in the Eastern Cape, South Africa

Teachers’ Perspectives and Challenges

Abstract

This qualitative research investigates teachers’ perceptions regarding implementing South Africa’s National HIV/AIDS Policy within primary schools, focusing on the O.R. Tambo Inland Education District in the Eastern Cape. Guided by an interpretive paradigm and a case study methodology, data collection entailed document review, semi-structured interviews, and field observations involving twelve teachers, five school managers, two union representatives, and five Life Orientation (LO) educators. Findings reveal substantial gaps in teachers’ knowledge, inadequate training, and limited commitment towards effective policy implementation, further exacerbated by the unavailability of a comprehensive, accessible national HIV/AIDS policy document within schools. The study advocates for increased stakeholder engagement, participatory policy development, and continuous professional development to foster ownership and enhance implementation efficacy. The findings underscore the importance of collaborative efforts, ongoing training, and contextually relevant policies to address HIV/AIDS effectively in school settings.