Current Responses

In response to the need for prevention education, MBESC has infused HIV/AIDS education into its curriculum for science subjects and has included HIV/AIDS education into life skills training by Guidance and Counselling teachers. However, “life skills” training as applied in Namibian schools seems not to have fully adapted its content and focus to ensure that it gives young people the skills required to empower them to protect themselves against HIV/AIDS and cope with its consequences.

Additionally, the MBESC has collaborated with UNICEF in the internationally recognised extracurricular “My Future My Choice” (MFMC) programme that targets 15 to 18 years olds in and out of school, though younger learners have also benefited from it. These actions have been complemented by initiatives of other development partners, NGOs, communities, and pre-service programmes in teacher training colleges.

Coverage of HIV/AIDS prevention programmes in Namibia is quite extensive12. However, it is clear that many schools have not been reached in any effective way. The school survey found that 69% of Grade 10 learners incorrectly answered at least one of four questions on basic facts about HIV/AIDS13. Alarmingly, learners in the North had inadequate basic knowledge (74%) compared

12

86% of heads said that learners had received HIV education at the school, and this was higher for secondary and combined schools than primary schools (92% and 95% respectively compared to 81% in primary schools).

13

The four questions traditionally used to asses basic knowledge about HIV/AIDS, which were asked are: Can people reduce their chances of getting the AIDS virus by having sex with just one partner who has no other partners?; Can a person get the AIDS virus from mosquito bites?; Can a person get the AIDS virus by sharing food with a person who has AIDS? Is it possible for a healthy looking person to have the AIDS virus?

0% 5% 10% 15% 20% 25% 30% 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013 0-4 5-9 Years 10-14 years 15-19 20-24

Chapter 2: How does HIV/AIDS affect needs of learners and their education outcomes 8 with learners in the South and Central areas (54%). Girls were slightly more likely than boys to give incorrect answers. There were no marked differences in basic knowledge by age. Even in participating schools, cornerstone programmes like MFMC are voluntary and extracurricular, so they do not reach all learners. Many schools do not sustain programmes after initial activities. Large numbers of learners seem to know very little about the programme content apart from the fact that it distributes condoms. Particularly in rural areas, programmes are hampered by lack of equipped teachers in Guidance and Counselling and Science, or other systems to support peer and other HIV education. Generally HIV/AIDS activities are not prioritised in reality even if they are timetabled.

Even in schools with stronger programmes, there is skepticism among staff and learners about whether risk behaviour of young people is actually changing. Various reasons were cited for this including insufficient knowledge and skills to deal with the complex technical and psychosocial issues around sex, lack of availability of condoms and peer pressure.14 A 2001 survey conducted by the Institute of Policy Research in Namibia revealed important facts about high-risk15 sexual behaviour among Namibian youth. Important findings worth mentioning were that:

• Young Namibians become sexually active at an early age

• High-risk activity amongst the participants occurred more frequently around the ages of 16 –18.

• There is a strong correlation between the age of first sexual intercourse and high risk sexual behaviour i.e. the younger people start having sex the more risky their sexual behaviour tends to be.

• There is a stronger correlation between having multiple sexual partners and the age of first encounter, than between the age of first sexual encounter and unprotected intercourse.

• Being single is no indicator of one’s risk taking behaviour

• It appears that more males than females engage in high risk sex engage more frequently in high risk behaviour than females

• Few young Namibians are using any form of protection during intercourse

• Well-educated individuals with greater access to information are basically at the same level of risk as less educated individuals with poorer access to information. Though urban dwellers have more access to media, this does not appear to impact on their behaviour.

Many broader factors which create HIV infection risk were noted that are not adequately addressed by current school and extracurricular programmes. These included poor role modeling by teachers, families and communities; breakdown of certain protective cultural norms and persistence of others

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48% of learners said condoms were not available or that they did not know whether condoms were available.

15

High risk for purposes of the survey defined to mean unprotected sexual intercourse and having multiple sexual partners.

Regional Visits ascertained that factors that negatively influence decision-making on sexual behaviour among youth include:

• poverty and unemployment

• peer pressure and community norms encouraging high risk sexual practices

• cultural beliefs and activities which predispose to high risk sexual relationships

• church beliefs which forbid talking about AIDS

• ignorance and lack of AIDS education in the home

• no parental or guardian control or guidance

• abuse of drugs and alcohol

• media exposure to sexual messages

• conflicting messages about prevention from various support groups, eg. on the use of condoms and safer sex vs abstinence

Chapter 2: How does HIV/AIDS affect needs of learners and their education outcomes 9 such as the subservient position of girls and women to men; poverty and unemployment; widespread inter-generational sex and relationships for material and other rewards; and sexual abuse and harassment in and outside schools.16 Other environmental factors such as alcohol use and bars, proximity to security forces and development projects were noted in several regions. Children living in child-headed households or without adequate adult supervision were noted to be at particular risk. These factors need to be considered in the adoption of more holistic and long-term approaches.

“Some principals have put condoms in their offices but students are required to bring letters from their parents before being able to use them. They therefore opt to have unprotected sex”

RACE Member - Ondangwa West