HIV/AIDS EDUCATION IN UGANDA: ARE WE TALKING PROGRESS OR JUST VOCALISING?

The education system -in recent years has been unmasked into by HIV/AIDS education -as very important addition to schools' and vocational training curriculum. This has been due to the fact that HIV/AIDS remained too threatening to hide away from, in as far as its integration in the national education curriculum was concerned.

Meanwhile, attitudes toward education are very poor in rural areas. The highest children went with education was primary seven. Survey carried out in Mayuge District showed about 20% that proceeded to secondary level education. All that girls looked forward to was marriage, while boys took on farming to raise the stature needed to marry.

Unfortunately, for most school administrators and learners in those areas, HIV/AIDS education was not entertaining or not of good taste. A section of them felt like being attacked by agents of misery -which makes it unwelcome.

They never wanted their heads to be forced out of the sand by realities of the pandemic. The HIV/AIDS education is viewed by many as boring and an interference in their continued experience of sexual pleasure and adventure, as well as other associated “risky” activities. Moreover, it is with their students or pupils that most of the unmarried and unlicensed rural school staff quench their sexual thirst.

As result, they chose either to keep the schedule tight, specially reserved for traditional subjects or could offer a day or two for most favorite topics like sexual relationships and related videos.

But even with sexual relationship topics, it would sometimes be very unlikely that school administrators can find the subject fit. Unless it became one of the subjects examinable by the examination authority, the attitude towards HIV/AIDS education would remain negative and unattractive.

For them, it never mattered whether the HIV/AIDS educational programmes were under school budget arrangement or not, for it to be accommodated, so long as it carried the “sad” news and, on the other hand, not examinable.

Because of that, organizations and consultancy firms have found themselves locked out, and at times must bribe school administrators to allow services reach their students or pupils.

It is as though, now, some sort of transaction must be executed, set by school administrators, and met by the service organizations or firms -intending to offer HIV-related services. Facilitators, for example, must come with gifts, money in cash, and food everyday along with their lesson plans.

It would make more sense if it were one to three days' workshops for selected number of students, rather for integrated lesson programme -running for over six months in the same locality.

Such, as normally initiated by volunteer service organizations, declares that communities' attitudes and behaviors take longer time to change, and so, a considerable period of up to six months of interaction with members at the same platform, was found ideal.

Surely, it would be very expensive for such an organization that offers free services on one hand, and buys participation, on the other. Doing so would give an impression that services provided were nothing to them.

Of course, ethically, participant benefits have to be specified. In that case, benefits were attainment of knowledge and skills about risky behaviors that lead to HIV/AIDS as well as life planning skills.

Then, somehow, after tough times negotiating, and being “bothered” by HIV/AIDS educational programme team, they would eventually allow it to run. But time given would be in such a way that no student or teacher has the guts to attend class.

And, truly, attendance would be very poor. These were some of the tactics presented, as if trying to send signals, that there was something missing during time-table negotiations, n terms of giveaways.

They tried to frustrate the HIV/AIDS classes with the same motive by, for example, by saying HIV/AIDS lesson period rather should be used for other school programmes like games or other lessons -against the agreed general schedule for lessons.

At the extreme of the matter, they could suggest to administer the subject themselves on behalf of the team, rather than entertain facilitator from the outside. This, too, could be another way of suggesting that allowances meant for facilitators' work, instead be given school staff members.

The other task can be concerning classroom management. This, even to a well trained school teacher could hardly manage, especially in junior classes or primary schools. Much as caning was reportedly abolished in Ugandan schools, most schools continue to administer it, though “carefully” as they put it.

One head teacher in Mayuge district claimed that caning, indeed, was useful -stressing that if advocates of no-caning were not themselves been punished that way, they would not have attained the high offices -in which they make such reverse policies.

Surely, going to such schools to conduct lessons can either require facilitator of learning to come a long with feared school staff or himself chooses to adopt the tradition of caning to be taken seriously.

Not until the facilitator comes in with a long stick would attention be accorded to him or her. As he or she enters the class learners would be set to tease, disrupt, cause total disorder and rage.

Surprisingly, if one asked them why they were making noise, the answer would be that no caning was being administered. Soon afterwards, a school staff could rush in without notice and begin caning the whole class.

But, remember, the punisher staff member will not be the one to conduct HIV/AIDS education classes everyday, so the facilitator, too, has to learn how to change colors appropriate to the situation.

This is how a facilitator will gradually become traditional -away from the facilitator value of voluntary participation. Facilitator will be in a situation -which demands him or her to either resign the position or adopt the cane-to-learn strategy.

Firstly, some attention, as noted above, could be given because facilitator came in class with a stick, but after fifteen minutes or so minutes, pupils forget all about it and start to disrupt.

From just being helped by the punisher, the facilitator would begin by passing a stern warning to his or her class. Anger-arousing noises, and at times insults begin, and some seemingly pitiful students would beg that facilitator tightens up by caning those disrupting. But for the facilitator, because he or she would be hesitant to administer punishment for the first time, keeps warning pupils of possible negative outcome.

Then, with too much time-wasting on asking them to pay attention for and almost entire lesson, without teaching anything, he or she could find it most provoking. It could be just a moment when he or she suddenly rashes out to one problem-case to administer a punishment by caning.

Once done, a dream class would ensue -with total order and greater attentiveness. And one to three similar punishments received by different pupils would be enough to help manage a class everyday, which makes it a traditionally effective for classroom management in junior level or primary schools. The positive aspects would be surely evident. Yet, interestingly, pupils would still remain royal to their facilitator and above all; like the him or her.

On the other hand, the challenges faced, would be; the large coverage, so that the majority the community members get involved. There are some organizations working in a related area, but with no capacity -both in in terms of funding their own activities, and technical abilities to run them.

Affected happen to be a kind of organizations left behind by a parent one to sustain programmes at the end of its major work period. Unfortunately, for some, they never consider continued funding of subsidiary organizations.

Besides, so many registered organizations, too, choose to operate in urban areas, where numerous similar organizations are. The tendency has denied rural areas of life -saving services like HIV/AIDS education, free HIV/AIDS testing and condom supply as well as newly updated information on HIV/AIDS.

There is surely a need to integrate HIV/AIDS education cross the curriculum of schools and colleges or universities. And, as part of the curriculum, knowledge and skills attained
be assessed by the examination authority. This, then, could turn out to be a strong motivation for schools to welcome HIV/AIDS education, not only as a policy requirement, but a field examinable by the examination authority.

Awareness campaigns could now be made more regular and frequent by means of the media, expert field visits and campaigns, and placement of trained personnel in the most affected areas. More so, focus must be widened to capture entire community, rather than merely the youth, as traditionally was the case.

The HIV/AIDS model, too, must be revised to effectively combat the pandemic. The current approach has been ABC -where A stands for Abstinence, B for being faithful, and C for use of condoms. A and B has particularly been better said than done.

Biological transformations of human beings make it natural to abstain at one stage and cease at another. The age of thirteen could be the the climax -when the biological clock endlessly begin to ring.

To some, because of the hormonal differences, it could go as below as eight or even much lower. Afterwards, sexual activity engagement would occur in blink of an eye. And, with very many adolescents affording to live positively with HIV/AIDS into adulthood long from birth, arouses concern for HIV negative children between 4 to 13 years.

In Bunya, Mayuge district, where Muslim religion is widely spread, have sects like Tabliqs, renown for marrying of and off those children around the time of menstruation. They have a saying, “aabawala tibalwalila wakka” -meaning, “girls never menstruate from home.”

They are given away to elderly men as old as their grandfather for marriage, and become and sixth or even ninth wife. The chaos, then, could erupt when big sons initialize sharing of the child step mothers with their father. But, interestingly, in Moslem dominated places like Bunya, Mayuge District, about 60% would vote for polygamy -including women.

For different reasons, individuals get compelled to drop the idea of abstinence, being faithful and use of condoms -as unnatural, seemingly unrealistic or impossible for the physical beings. It, for example, would be more of pretense for people to say they are faithful and abstaining during day, and at night or any chance away from the spouse, makes a different story.

For condoms, it is, again, another matter. With a few days of condom use, trust between sexual partners does deepen, which sooner, opens them up unprotected sex. But, also, people tend to act differently depending on where they are.

In the convenient, private, and in the dark, where even the most godly easily lose their righteousness, might find themselves succumb to “accidental” intimacy and sparky sexual activity, moreover unprotected.

And, the unpreparedness or spark of intimacy, even between strangers, could allow no room for condom use. Sometimes, condoms might not be even enough to carry on a long day's sexual activity. Moreover, at some point, the fellows could choose to have sex without them, which increases the risk of catching HIV/AIDS.

Field reports about sexual behaviors, also, have shown that majority girls found condom-use most uncomfortable. Along the the course of sexual activity, they asked their male partners to do away with them (condoms) right before and in the course of sexual activity.

Then, the unlimited party times and associated excitements and alcohol could influence one to do away with the idea of using condoms, until self-conscious is gained would gospel, “be wise, AIDS kills” mean anything to him or her. Unfortunately, such good senses only come after the potentially trouble-some act or when actually in undesirable situation as catching HIV/AIDS.

Most areas, especially, remote ones, either lack access to condoms or simply feel they were culturally insignificant in sexual activity. Besides, in such areas, where HIV testing, which could be a perfect measure to control HIV/AIDS, too is inaccessible, since health centers are several miles away.

Poverty and dependency syndrome could affect both men and women. A well-off woman or man, would hardly respect his jobless and dependent spouse. She or he would, now, assume the unlimited freedom to do whatever he or she wanted like adultery -as weapon to ridicule dependent partner or try fishing those of his or her present economic status in the same respect.

Gender-wise, in Uganda, like many other African countries, it is nothing but another calamity. In places -where cultures are toxic to women or to men, enslave, and are violent to either of the two, chances are highest that the oppressive party too has the privilege and gut to risk passing on the infection deliberately alongside other life-threatening behaviors towards his or her victim.

If one sexual partner could go ahead to kill a spouse off, what difficulty would he or she have to passing over the infection given the liberty at disposal -as though he or she is God to take away another person's life.

The crusaders of A and B (abstinence and Being faithful) in HIV/AIDS education do it well and sounds ideal, while in public. But, in the dark and privacy, it is God who can tell. It is like they are better said than done.

Even themselves, unless they have long reached saturation levels of sexual activity, they would sense the unreliable side of their ideals. They, therefore, ought to separate statements best attributed to spiritual aspects from those preferably meant for physical beings.

The new proposition here would be that before sexual activity -regardless of when the biological clock sets in, community resolutions, as across cultures, monitors children through period of dormancy (natural abstinence to biological awakening for sex), and measures be promptly taken -to prevent risk of catching HIV/AIDS. No wonder, most first sexual encounters were of un protected type. Interventional measures, therefore, could begin here -without question.

These, summarily, would consider a period before awakening of sex activity (natural or biological abstinence). Secondly; testing, and thirdly; “planned” sex. For unprotected sex offers, it would be important for the listening partner to suggest, uncompromisingly, that HIV tests be made -upon suspicious behavior or meeting after a period of over three months apart.

Responsibility over one's health must be made a norm and respected across traditions, institutions and policy bodies as well as make prevention HIV/AIDS part of every drawn agenda. In fact,with matters of life -be it having got married to a precious being or thrown a posh wedding, matter of good health and life must not be sacrificed.

Across communities and institutions, there is need for sterilization of harmful cultures, ironically deal with family or spouse abusers, have laws highly protective of the vulnerable persons, and institute the teaching individual rights and personal responsibilities.

For instance, a spouse empowered to question partner's infidelity, asking him or her out for HIV testing, in position to put sexual activity matters on hold and take other independent health precautions -would be an excellent stage to ably control HIV/AIDS.

Preliminary arrangements structured to prevent HIV/AIDS as might be programmed by the communities -like support for higher or further education, circumcision, making relationships a public affair right from the time an adolescent becomes sexually active, and instituting measures to transform population from inactive and idle to active and busy or industrious one. Some societies are only reduced idle-sex lives, rather than to work and improve their livelihoods.

For a long time now, much so, from the powerful days of the late information minister, Basoga Nsadu, people everywhere in Uganda still brand Basoga as viagrarised community, naturally.

They must have not considered the fact that their unproductiveness and biting poverty is what makes them not only to have time for idle-sex, but -as an alternative distraction away from the poverty-stress. Like a drug, it is readily available for them to briefly help relieve them of the misery due poverty, ignorance and unproductiveness, while at the same time exposing them to HIV/AIDS.