+265(0)111 624 222
research@unima.ac.mw
Chirunga-Zomba, Malawi
+265(0)111 624 222research@unima.ac.mwChirunga-Zomba, MalawiAuthor: Nthenda, Madalitso Supervisor(s): Foster Gondwe
Abstract
Specific challenges faced by learners, particularly children and teenagers, require dedicated care and support. However, there was limited research on how secondary schools in Malawi, especially boarding schools, achieve the objective of care and support in relation to the HIV/AIDS Workplace Policy. Therefore, this study explored the experiences of teachers and learners in boarding secondary schools in achieving the objective of care and support in the implementation of the HIV/AIDS Workplace in Malawian secondary schools in the Central West Education Division (CWED). Qualitative in nature, the study used a purposeful sample of 2 Head teachers, 2 School Health and Nutrition (SHN) teachers who were interviewed using semi-structured interviews and a total of 16 teachers and 32 learners participated in focus group discussions. Thematic analysis was used as a data analysis technique. The study revealed that while most teachers are aware of the policy's existence, there is a significant gap in their detailed knowledge of its specific provisions. Among learners, there was a basic awareness of HIV/AIDS and the workplace policy with superficial understanding and focused on general facts rather than the specifics of the policy. The study also unveiled different strategies that have been established to achieve the objective of care and support like comprehensive health services, counselling and psychological support, stigma reduction initiatives and parental and community engagement. The key findings from the study revealed several challenges in implementing and utilising HIV/AIDS workplace policies in educational settings such as stigma and discrimination, insufficient training and resources for teachers and inconsistent policy implementation. Finally, the study unveiled significant efforts by schools to implement HIV/AIDS workplace policies like training, creation of a supportive school environment and psychological support. The study has showed the necessity of robust guidelines and proactive measures to ensure the effective implementation of HIV/AIDS policies in schools. Thus, this research provides valuable insights for policymakers, educators, and health professionals aiming to improve HIV/AIDS education and policy implementation in schools.
