HIV and AIDS education in Uganda
Name : Lisanne de Jong and Branca van Veen
Class : 6
Date : 11-01-2013
Project : Worldschool S002 - Hope Alive Uganda (Uganda): Reducing HIV/AIDS - campaign for
children 6-10 years
Foreword
Right in front of you, you find our profile thesis which is the result of our research on HIV and AIDS
educational materials for young children in Kisozi, Uganda.
We have worked on this project for about half a year now and we are glad that we are able to show
our finished work now. During this project, we have learned a lot. For our project, we had to look at a
lot of different aspects: not only HIV and AIDS, but also for example the Ugandan culture and
pedagogics.
As you can see, this thesis is written in English. This has to do with the fact that the project is linked
to the subject English for Lisanne and therefore had to be written in English. For Branca, the project
is linked to biology.
Mr Kil has been our mentor for this project, and we would like to take this opportunity to thank him
for his help. Moreover, we would like to thank Mia Schijven, Saskia and Sascha from OBS de Kreek,
Leonie van Egeraat and the Worldschool organisation, especially Esther Haaisma, for their help.
We hope you enjoy reading this thesis.
Branca van Veen and Lisanne de Jong
January 2012
2
Content
Foreword ................................................................................................................................................. 2
Content .................................................................................................................................................... 3
Introduction............................................................................................................................................. 5
Chapter 1 – HIV/AIDS information .......................................................................................................... 7
What is AIDS exactly? .......................................................................................................................... 7
How does the virus work? ................................................................................................................... 7
What is the course of a HIV infection? .............................................................................................. 12
How is HIV transmitted?.................................................................................................................... 13
What are the symptoms once you are infected? .............................................................................. 13
How do the tests to determine whether you have AIDS work?........................................................ 14
History of HIV/AIDS – Worldwide...................................................................................................... 15
Chapter 2 – Uganda profile, History of HIV/AIDS and Kisozi ................................................................. 17
General Information .......................................................................................................................... 17
Geography ..................................................................................................................................... 17
History ........................................................................................................................................... 17
Economy ........................................................................................................................................ 18
Society ........................................................................................................................................... 18
Education ....................................................................................................................................... 18
HIV/AIDS in Uganda ........................................................................................................................... 20
History of AIDS – Uganda .............................................................................................................. 20
Impact of HIV/AIDS on Uganda ..................................................................................................... 21
Kisozi .................................................................................................................................................. 22
Kamuli district ................................................................................................................................ 22
Kisozi .............................................................................................................................................. 22
HIV/AIDS in Kisozi .......................................................................................................................... 22
Chapter 3 – Active organisations........................................................................................................... 23
Hope Alive Uganda ............................................................................................................................ 23
Astrid Uganda Foundation ................................................................................................................ 24
The Good Shepherd Foundation (TGS).............................................................................................. 24
‘Children from Uganda’ ..................................................................................................................... 24
Chapter 4 – The development and learning process of a child ............................................................. 25
Physical development ....................................................................................................................... 25
Emotional development .................................................................................................................... 26
3
Social development ........................................................................................................................... 27
Sexual development .......................................................................................................................... 28
The learning process.......................................................................................................................... 28
The human memory ...................................................................................................................... 29
Piaget’s theory............................................................................................................................... 29
Core-knowledge theories ............................................................................................................... 31
Gagné’s theory .............................................................................................................................. 31
Vygotsky’s Social Development theory .......................................................................................... 32
Chapter 5 – Information materials ........................................................................................................ 34
Existing materials HIV transmission game ....................................................................................... 34
The Story of Bobo .......................................................................................................................... 36
Theatre .......................................................................................................................................... 37
Our own materials ............................................................................................................................. 38
Quartets (card game) .................................................................................................................... 38
Song ............................................................................................................................................... 42
Conclusion ............................................................................................................................................. 43
References ............................................................................................................................................. 44
Attachments .......................................................................................................................................... 47
Plan of approach ............................................................................................................................... 47
Log book Lisanne de Jong .................................................................................................................. 50
Log book Branca van Veen ................................................................................................................ 51
Interview with Esther Haaisma (16-10-2012) ................................................................................ 53
Interview with Leonie van Egeraat (13-10-2012) ........................................................................... 55
Country facts Uganda ........................................................................................................................ 57
Geography ..................................................................................................................................... 57
People and society ......................................................................................................................... 58
4
Introduction
Education on HIV and AIDS is still a big issue, even though we have been familiar with the virus and
the disease for a few decades now. This is mainly a problem of cultural differences. Each country with
its own culture needs a different approach when it comes to education on HIV and AIDS. In this
thesis, we are going to focus on Uganda.
Even though Uganda has been an example for the rest of Africa in the fight against HIV and AIDS in
the past, the disease is still a big problem. The majority of the population is not aware of the dangers
of the virus and the disease AIDS that can follow, especially on the countryside.
Hope Alive Uganda is a registered organisation both in Uganda as well as in the Netherlands. They
have several projects in Kisozi, a small village in Uganda. As well as in the rest of Uganda, HIV and
AIDS are a big problem in Kisozi. Therefore, it is necessary that people are educated on HIV and AIDS.
In 2011, Hope Alive Uganda founded an AIDS information and medical centre. Moreover, they offer
educational programmes for children and adults.
Our Worldschool assignment focuses on developing educational materials that Hope Alive Uganda
can use. The age group that we have to create these materials for consists of children aged between
six and ten years. Our main question is the following:
In which way can you develop educational material that is interesting for young children (aged six to
ten, Uganda) in order to teach them about HIV and AIDS?
In order to find an answer to our main question, we have divided it into sub questions:





What is HIV/What is AIDS?
Which role do HIV and AIDS play in the life of the target group?
Which political, social, economical and cultural characteristics of Uganda (and Kisozi in
particular) should be taken into account when developing educational material for this target
group?
Which forms of HIV/AIDS education (campaigns, methods) already exist in Uganda? What
works? What does not work?
How do you develop educational material for children?
To answer these questions, we have made the following chapters:



Chapter one gives general information on HIV and AIDS. We have explained what AIDS
exactly is, how the HIV virus works, what the course is of an HIV infection, how HIV is
transmitted, what the symptoms are and how the tests work to determine whether you have
AIDS.
In chapter two, you will find background information on Uganda and Kisozi. You will find a
country profile of Uganda (its history, politics, society etc.) and how the government has
dealt with HIV and AIDS so far. It also includes a part about Kisozi, the small village where
Hope Alive Uganda operates.
In chapter three, we look at organisations in Uganda that are active in the field of HIV and
AIDS prevention and education, apart from Hope Alive Uganda.
5



Chapter four is about a child’s development and different learning theories. A child’s
physical, emotional, social and sexual development plays an important part in the way a child
sees the world, which has an impact on the learning process as well. As for the learning
process, we have looked at several learning theories and how they can be applied to creating
educational materials.
In chapter five, we look at educational materials about HIV and AIDS. This includes existing
ones that we have looked, but also the materials we have created ourselves.
Finally, you will find our conclusion and our attachments.
6
Chapter 1 – HIV/AIDS information
In this first chapter we give you information about HIV/AIDS and look at the different aspects of it.
For example, how the virus works, how it develops, how you can get the virus, etc. We have tried to
explain all of this as easy as possible.
What is AIDS exactly?
AIDS is a deadly disease that is caused by the virus HIV. The abbreviation stands for Acquired Immune
Deficiency Syndrome, meaning that it is a syndrome in which the immune system, which protects our
body against diseases, does not work properly anymore. The immune system does not suddenly stop
working; this breakdown of the immune system is caused by the AIDS virus HIV. HIV is an
abbreviation for Human Immunodeficiency Virus.
How does the virus work?
1
1
http://www.aidseducator.org/images/106-HIV-Life-Cycle.jpg (September 2nd, 2012)
7
The HIV virus has an extremely complicated life cycle that starts when the virus enter a person's
body. Because the HIV virus itself cannot survive on its own, it immediately searches for a host cell.
The HIV virus uses T-cells as host cells. On the cell membrane of the HIV virus are the proteins gp120
and gp41. Gp stands for glycoprotein and the numbers stand for the molecular mass in u.
The binding of the HIV virus to the T-cell takes place in three steps. In this process two proteins –
gp120 and gp41, which are both located on the HIV cell membrane – play an important part.

In the first step, the gp120 protein binds itself to a CD4 receptor (receiver) on the host's Tcell. The gp120 protein structure is changed by this binding; this is called ‘attachment’.

The next step is called ‘co-receptor binding’. In this step, the gp120-cd4 complex, which has
just been formed, binds itself to the co-receptors on the T-cell. These are the CCR5 (CC
chemokine receptor type 5) or CXCR4 (CXC chemokine receptor type 4) receptors. While
these receptor names sound complicated they are simply proteins on the surface of
leukocytes (white blood cells) which are involved in the immune system. When the bond
between the gp120-cd4 complex and the CCR5 or CXCR4 receptors is completed, the gp120cd4 complex falls apart. Due to this, the gp41 protein is exposed to the T-cell.

During the last step, which is called ‘fusion’, the gp41 protein enters the T-cell's cell
membrane. The gp41 protein consists of two parts: Hr1 and Hr2. After the entering of the
gp41 protein, Hr2 will be wrapped around Hr1. This process is called ‘Hr2 zipping’. In this
way, both cell membranes will be drawn to each other. Then they will be destabilized, by
which they will fuse together. Therefore the process is called ‘fusion’. Now there is a gap
between the T-cell and the HIV virus, which is called ‘fusion core’. This gap gets bigger and
bigger until the whole HIV virus has entered the cell.
The HIV-virus consists of several elements;

reverse-transcriptase – an enzyme that can transform RNA (ribonucleic acid) into DNA
(deoxyribonucleic acid) – ,
8



RNase-H,
protease – a protein-splitting enzyme –
integrase,
These are all enveloped in a capsid (nucleocapsid).
When the HIV virus enters the cytoplasm of the infected cell, the capsid falls apart and the content of
the HIV virus is released into the cytoplasm. Each of the elements of the virus has its function in the
process of infection:

Reverse-transcriptase ensures that the process called reverse transcription will be set in
motion. During this process the viral RNA will be transformed into DNA.


RNase-H destroys the HIV RNA strand afterwards.
Integrase splits the DNA of the T-cell into two parts and ensures that the viral DNA is placed
in between.
The newly formed DNA – the viral DNA – is now built into the DNA of the host-cell. This built-in copy
is called provirus.
Through mRNA copies of the HIV virus are produced, which will end up in the bloodstream.
mRNA is an abbreviation of messenger RNA, which passes on messages to the ribosomes that are
going to 'build' the HIV virus. The produced mRNA arrives in the cytoplasm through little gaps in the
9
nuclear membrane. When it has arrived in the cytoplasm, the mRNA moves to the ribosomes where
it is read and the correct proteins will be built. This process is called translation.
The formed viral RNA and the parts of the HIV virus assemble on the edge of the cell membrane of
the T-cell, where a new copy of the HIV virus will be formed in turn. Then the newly formed copy of
the HIV virus leaves the cell, this process is called ‘budding’.
Before the newly formed copy can attack a new T-cell, first the polypeptide chains have to be cut into
different parts by the protein protease. By cutting the polypeptide chains, they will be functional and
the newly formed copy of the HIV virus can attack a new T-cell. The exact name for this process is
‘maturation’.
10
Because new copies of the HIV virus are created continuously, more and more T-cells will be
infected; as a result the concentration of T-cells decreases and the immune system is weakened.
Since the so-called line of defence, formed by the T-cells, shows more and more gaps, the body
cannot defence itself anymore against pathogens. Because of this, the body can get infected with
many different infections.
The person now has AIDS.
11
What is the course of a HIV infection?
The course of an HIV infection is difficult to describe, because it strongly differs from patient to
patient. For example, the time between the moment of infection and the noticeable onset of the
disease (incubation period) can vary from six months to several years. While there are generally four
phases in the progress of an HIV infection, this division does not say anything about the duration.
Moreover, a phase can be skipped, or the symptoms can be so slight that they do not attract
attention.
The acute infection is the first phase, which takes places shortly after the infection. This phase is not
noticed by all the infected patients. The patients who experience this phase suffer from symptoms
such as fever, muscular pain, headache, a sore throat, a feeling of sickness, listlessness, rash and
neurological symptoms. This phase can therefore easily be mistaken for a normal flu.
The second phase can last years. In the blood of the HIV-infected person the virus can now be
demonstrated by testing for the presence of antibodies against HIV. The patient does not experience
symptoms and complaints.
When the lymph nodes have been swollen noticeably for more than three months and there is no
other cause to be found for this, this onset of the third phase can show an HIV infection. The patient
does not experience other symptoms and the swollen lymph nodes do not hurt.
However, as the fourth phase sets in, the patient will experience pain and other symptoms. The
fourth phase contains the AIDS-related complex (ARC) and many other occurring diseases, such as
disorders of the nervous system – among which the AIDS-dementia complex –, certain opportunistic
infections and other infections that are caused by a strongly decreased resistance, cancers such as
Kaposi’s sarcoma and other diseases such as chronic pneumonia. The AIDS-related complex (ARC)
can cause a patient to experience many symptoms. The main symptoms are chronic fatigue and
listlessness. However, high fever, diarrhoea and lymphadenopathy (a disorder of the lymph nodes)
are reported common symptoms as well. The fourth phase is the hardest period for the patient; the
body of the patient is failing, the symptoms will last for a while. In this phase AIDS can be diagnosed
quickly, when the ARC occurs together with chronic diarrhoea and a drastic weight loss. This is called
‘wasting syndrome’. In Africa, many AIDS victims die from the effects of this syndrome. Moreover,
AIDS can be diagnosed if Kaposi’s sarcoma and/or unusual infections occur.
12
How is HIV transmitted?
HIV can be transmitted through sperm, pre-ejaculate, blood, vaginal lubrication and breast milk. If
the HIV virus comes into contact with someone's mucous membranes – in the mouth, vagina, anus
and on the penis – or with someone's bloodstream through these bodily fluids, there is a chance that
an HIV infection will take place. This means that you can be infected by HIV in several situations; You
are also more susceptible to HIV when you already have another STD.

Unsafe sex is one of the main causes of HIV infections. However, when is sex unsafe? Sexual
acts are unsafe when you have vaginal or anal sex without a condom, when you have oral sex
or when you use sex toys such as dildos that have been used by someone else without
cleaning them or putting a new condom around them. You can also get HIV without coming,
because the HIV virus is present in the pre-ejaculate and in the vaginal lubrication.

Drug users can easily get the HIV virus if they use an infected needle or syringe; they inject
infected blood residues in their own veins. The risk of an HIV infection is very high, but drug
users do not always know this.

Transfusions of infected blood can cause HIV infections too. In European countries and in the
United States it is not possible anymore to get infected through a blood transfusion, because
all donor blood is tested and infected blood will of course not be used.
In developing countries they do not always test donor blood for infectious diseases which
makes infection through blood transfusion possible

Even as a baby you have a risk to get infected by HIV. An HIV-positive mother can transmit
HIV during the pregnancy or childbirth. Moreover, after the birth, the baby can get infected
by breast milk.

People who work in the healthcare can also get infected by HIV, when they are taking care of
a HIV positive patient. For example, they can accidently prick themselves on a needle with
infected blood on it.
What are the symptoms once you are infected?
If you are infected with the HIV virus, this can lead to many different symptoms. These symptoms are
not specific and can also occur without the HIV virus, such as diarrhoea and fever. Because of the
disordered immune system, pathogens can attack unobstructed. Around one-third of the AIDS
patients get an exceptional form of cancer, named the Kaposi’s sarcoma. This form of cancer will first
become noticeable in the skin and the mucous membranes.
The symptoms will show up in the terminal stage of a HIV infection, so this can be years after the
actual infection. The following symptoms may indicate that you are infected with AIDS: diarrhoea,
fever, weight loss, infections, neurologic disorders, tuberculosis, pneumonia, meningitis and
tumours.
13
How do the tests to determine whether you have AIDS work?
When it has been determined that HIV is the pathogen of AIDS, there is a standard test developed in
which the detection of antibodies in the blood against the HIV virus can be demonstrated. The
standard test only indicates if there are antibodies in the blood against the HIV virus, it does not
indicate when the symptoms will show up.
The standard test uses ELISA (Enzyme Linked Immuno Sorbent Assay). ELISA is the abbreviation for a
laboratory test for measuring the macromolecular substances (substances with a relatively high
molecule weight) such as proteins in for example a blood sample. If someone is infected with HIV,
the immune system will recognize the virus by certain viral proteins, the antigens. In reaction to the
recognition, antibodies will be produced. These antibodies will bind themselves to the viral antigens.
This bond can be demonstrated through a change of colour.
To test the blood, a small amount of the liquid is added to a test tube which consists of some pure
HIV proteins.
When the antibodies against the HIV virus appears in the serum, they will bind themselves to the
virus proteins in the test tube. Then, an enzyme will be added. This enzyme can bind itself to the
remained antibodies and a bond of three components arises: the HIV antigen, the HIV antibody and
the enzyme. Through adding a second substance, this bond can be demonstrated. If this second
substance is converted by the enzyme, the colour will change. And if the colour changes, then the
serum contains of antibodies against HIV. This person is then called seropositive.
When the result of the ELISA-test is negative, this can mean that the person is not a carrier of the HIV
virus, or that there are no antibodies formed. The ELISA-test can be negative, when the person is
already infected. The body has not had time to form antibodies against the HIV virus yet. An ELISAtest is not always waterproof. To confirm the positive result, there has to be a second check. To
verify the positive result, the Western-blottest is used. The Western-blottest is highly accurate and
needs a specialised laboratory and good trained staff. The proteins of the virus are separated from
each other with the help of an electric field. It is possible to separate proteins of each other with the
help of an electric field, because proteins have a certain electric load. The protein mixture is applied
to a gel, after which the gel undergoes energisation. On one side it is tied to the positive pole and on
the other side to the negative pole, so that the positively-charged proteins will be drawn to the
negative pole and vice versa. In this way they can examine the proteins individually. Of the HIV
proteins, a gel plate is made in which the individual virus proteins are separated from each other. By
adding blood serum to it, it can be examined whether the serum provides antibodies against the
virus proteins. The antibodies will bind to the viral antigens, after which the formed antigen-antibody
complex can be demonstrated with the help of radioactive substances. This Western-blottest does
not only say something about the presence of the HIV infection, but also something about the extent
in which the HIV infection is progressed.
14
History of HIV/AIDS – Worldwide
In order to give an overview of the history of HIV/AIDS in Uganda, it is important to look at the global
history first. Therefore, we will concisely discuss the most important events worldwide. We will look
at Uganda in the next chapter.
The history of HIV/AIDS can be classified into five periods. These periods should of course not be
taken too strictly, but it gives a clearer overview.
1981- 1985: Discovery of the disease
In 1981, the world became aware of an unknown, dangerous disease, later to be called ‘AIDS’. It is
not certain whether and in which amount the syndrome existed before, nor where the virus
originated.
Considering that the majority of people displaying similar symptoms were gay men, AIDS was initially
thought to be a sexually transmissible disease that only homosexual men suffered from. For this
reason, it was called GRID: Gay Related Immune Disease. However, shortly after, other people
appeared to be suffering from this disease, among them drug addicts using syringes, people who
received blood transfusion and, most important, heterosexuals. At that time, the epidemic was
already widespread in Africa and officially got the name ‘AIDS’: Acquired Immune Deficiency
Syndrome. Three years later, in 1984, HIV (Human Immunodeficiency Virus), the virus that causes
AIDS, was discovered by the French Luc Montagnier and the American Robert Gallo.
1986-1990: The fight against HIV/AIDS begins
Due to an increasing amount of people suffering from HIV/AIDS, sanctions were inevitable. In
September 1986, onward motion in the field of medical treatment took place when results of clinical
tests showed that a drug called azidothymidine (AZT) slowed down the attack of HIV. This drug was
previously created as a possible cure against cancer, but had proved ineffective. The clinical trial had
consisted of dividing patients in two groups, in which one group received AZT and one group a
placebo. Results showed that after six months, only one patient in the AZT group had died whereas in
the placebo group nineteen deaths had occurred.
In February 1987 an ‘AIDS-week’ was organised , in which several programs aired on television and
on the radio. One year later, the first World Aids Day was created to raise awareness for the AIDS
epidemic, initiated by the World Health Organisation. The red ribbon became the symbol of solidarity
of people living with HIV and AIDS.
Several more organisations were founded during these years. Due to their actions, more and more
people were informed of HIV and AIDS.
1991-1995: More support for people suffering from HIV and AIDS
Apart from the scientists working on possible cures, more moral support from society came into view
in the early 90s. For instance the death of famous people suffering from AIDS, like Freddie Mercury in
1991, made people being confronted with the consequences of the disease.
1996-1999: Breakthrough
Years of research finally led to a success in 1996. A new treatment was used for HIV-patients: the socalled combination therapy. This mix of medicines manages to slow down the production of the
15
virus, so that the immune system is no longer being attacked. This means that the immune system
can be rebuilt again and that the virus does not result into AIDS. The health of many improved
enormously when they started taking combination therapy. However, the therapy had its downsides.
This method was initially quite expensive, which is why it was not suitable for, for example, Africa,
where most people infected with HIV were living after all. Moreover, side effects were reported
along with the difficulty of taking multiple pills a day, so even ‘for the rich’ combination therapy was
unappealing.
The fact that treatment was so expensive eventually led to protest among people, who said that it
was unfair to the people living in poor countries. Because of this, more people started to look for
‘cheaper’ treatment that could be applied in the less prosperous countries. This led to a new
treatment in 1999, which was given to pregnant women infected with HIV and which decreased the
chance of the unborn child being infected with HIV as well.
2000 – Now: Working towards HIV/AIDS treatment for everyone
The new forms of treatment appeared to live up to their expectations: Living with HIV without
suffering from AIDS seemed doable. However, even though the richer countries had the disease
under control to some extent, it was still a huge problem in developing countries. Therefore, it was
assumed that global cooperation was inevitable to reduce the amount of HIV/AIDS patients
worldwide. In 2000, leaders from 189 countries agreed to approach the world’s biggest problems
before 2015, resulting into eight Millennium Goals, including the goal to reduce AIDS to zero.
According to this goal, HIV-treatment should be available for everyone in 2015. However, this goal is
really optimistic. In 2009, 5.2 million people received the treatment, being only 36% of the
worldwide group in need of it.
This shows that we are still nowhere near an HIV/AIDS- free world, and that we still have a long way
to go.
16
Chapter 2 – Uganda profile, History of HIV/AIDS and Kisozi
In order to have an insight in the Ugandan people, we need to make ourselves familiar with the
country first in order to understand the cultural differences. In this chapter, we will look into
Ugandan ‘daily life’, society, economics and history. After that, we will take a look at the way Uganda
has dealt with HIV and AIDS so far. Lastly, we will look at Kisozi, the village that Hope Alive Uganda
operates in.
General Information
Geography
The ‘Republic of Uganda’ is a country located in East-Central Africa. It has a total area of 241,038 sq
km, which means that it is about seven times as big as the Netherlands. Uganda’s capital city is
Kampala. The village that we are focusing on is Kisozi, a small village approximately 30 km from
Masindi. Uganda has a tropical climate, with two dry seasons (December to February, June to
August) and mainly rainy weather for the rest of the year. The northeast of Uganda has a semiarid
climate. There are many rivers and lakes, for example the Victoria Lake, Africa’s biggest lake that
apart from Uganda flows out at Kenya and Tanzania. Copper, cobalt, hydropower, limestone, salt,
arable land and gold are Uganda’s natural resources.
History
The territory that is now Uganda used to be a part of one of several kingdoms. The mightiest of those
was the kingdom called Buganda (from which the name ‘Uganda’ was derived). In comparison to
other kingdoms, Buganda was wealthy and well-developed. Around 1850, the British came to Uganda
and called it the ‘Pearl of Africa’, referring to their wealth because of the presence of raw materials.
Along with the explorers came missionaries, trying to convert people to either the Protestant or the
Catholic religion. This eventually led to a religious war between Protestants, Catholics and Muslims
(who were made acquaintance with the religion because of the trade with the Arabs). The British did
not allow this and made a colony of Uganda in 1890. Uganda became independent on October 9th,
1962 after being a colony of Great-Britain for over seventy years. The independence did not lead to a
17
successful government immediately. Dictators came to power one after the other. In 1986, Yoweri
Museveni was elected as president. He is now still in power.
However, the wealth that once marked Buganda, was nowhere to be seen any more.
Economy
With fertile soil and around eighty per cent of the population working in this sector, agriculture is
one of the most important sources of income in Uganda.
Ugandan export used to be mainly orientated towards the export of coffee, but since coffee prices
have been declining, Uganda tries to focus on other sectors such as fishery, floriculture and the
export of tea. Earnings from the oil industry are upcoming. President Museveni wants to use the
earned money to improve infrastructure and he thinks that the oil industry can help to make Uganda
become a middle income country. Critics, however, think that the Ugandan government is taking a
risk, due to the instable political situation and they think that the Ugandan economy might be
damaged by it.
Uganda is often considered as an example for the rest of Africa, which is due to the economic growth
that has been achieved under the regime of Museveni. However, Uganda depends for 50% of their
income on foreign donors, which means that the country’s economic fundament is not very strong.
Moreover, 40% of the Ugandan population has to live from less than 1,25 dollars a day according to
the World Bank.
Society
Uganda has a population of approximately 33,640,8332 people. Within Uganda, there are a lot of
different ethnic groups, such as Baganda (16.9%), Banyakole (9.5%), Basoga (8.4%), Bakiga (6.9%),
Iteso (6.4%), Langi (6.1%), Acholi (4.7%), Bagisu (4.6%), Lugbara (4.2%), Bunyoro (2.7%) and the
remaining 29,6% consists of other groups. Because of this, a lot of different languages are spoken in
Uganda. English is the official national language (which dates back to the time when Uganda used to
be a British colony) , meaning that it is taught in grade schools, that it is used in courts of law and
that it is used by most newspapers. The English language is particularly found in the bigger cities. In
the other areas, regional languages such as various Niger-Congo languages, Nilo-Saharan languages,
Swahili and Arabic can be found as well.
Almost the entire Ugandan population is religious. Most of them are Catholics or Protestants (both
religions are followed by almost 42% of the entire population), followed by Muslims (who take up
about 12%) and other religions (3%) which means that less than one per cent of the entire population
is not religious.
Education
The Ugandan educational system is comparable to the Dutch educational system:
Ugandan school
Prepatory school
Primary School P1-P7
Secondary School S1-S4
Senior Secondary School SS5-SS6
University
Vocational courses
2
Dutch equivalent
First two years of Dutch Primary School
Years 3-8 of Dutch Primary School
First half of Dutch Secondary School
Second half of Dutch Secondary School
University
Vocational courses
All statistics are from 2002.
18
In 1997, free primary education was made available for four children per family. This led to an
increase in the number of children attending school. However, even though tuition fees do not
longer existent, education is still really expensive for most families. Students are often required to
pay for books, uniforms and other materials and are not allowed to attend without these. Moreover,
public schools often lack proper facilities, educational materials and experienced teachers.
Because of this, a lot of children drop out of school in order to make money for their family or for
their own educational costs. Many secondary school students take regular breaks from their
education to pay their fees. It is therefore not uncommon to see eighteen-year-old students who still
have several years left in secondary school. In 2007, Uganda was the first country in sub-Saharan
Africa to introduce universal secondary education, but it still expensive. The same goes for university
education, that is thought to be under funded as well. Going to university is extremely expensive and
therefore most Ugandans choose to do one of the so-called vocational courses, which are more
accessible than most of the universities.
19
HIV/AIDS in Uganda
Uganda is often considered as an example for the rest of Africa in the fight against HIV and AIDS.
Being the first country to openly acknowledge and draw attention to the HIV/AIDS problem, the
amount of people living with this disease declined in the 1990s. This success, however, does not
mean that we can forget the huge impact that AIDS still has on society. With an approximated 1.2
million people living with AIDS in Uganda, the disease is far from eradicated.
This paragraph is about Ugandas experience with HIV/AIDS, its history, and the reaction of the
government and other affiliated parties to the epidemic.
History of AIDS – Uganda
Just like the global history of AIDS, the history of AIDS in Uganda can be divided into different stages.
1982-1992
The first stage was characterized by the fast spread of HIV through urban sexual networks and along
major highways from its origin in the Lake Victoria region. The first AIDS case was diagnosed in 1982,
after which the virus began to spread around the country.
In 1986, after the Ugandan civil war had ended and Museveni had seized power, Uganda had its first
plans for a major HIV prevention programme. By this time, a major epidemic had taken over the
country, with a prevalence of almost 29 per cent in urban areas.
In 1987, the Ugandan government set up its first AIDS control programme in order to teach its
citizens about HIV and especially to prevent them from getting infected. This programme included
the promotion of the ABC approach (which stands for Abstain, Be faithful when not abstaining, use
condoms when not faithful), a guarantee of safety of the blood supply and the start of HIV
surveillance.
This area was also the beginning of prevention work by non-governmental organisations, aiming to
educate people about HIV. One of the first organisations of this kind was TASO (The AIDS Support
Organisation), run by volunteers who had been personally affected by HIV/AIDS. This organisation
would later become one of the largest organisations in the field of HIV/AIDS support in Uganda and
the rest of Africa.
1992-2000
The second stage of the Ugandan HIV/AIDS epidemic was marked by a huge decline in the HIV
prevalence rate, from around 15 per cent among all adults in 1991 to around 5 per cent in 2001.
There are several reasons that have contributed to this decline.

Generally thought of are the behaviour changes, being a result of the ABC-campaign. This
included increased abstinence and monogamy, a decline in the number of sexual partners
and a more frequent use of condoms. Prevention messages were spread through Ugandan
churches, schools and villages. An important factor behind the changes in people’s behaviour
seemed to be the fact that the causes of HIV infection could now be openly discussed. The
use of well-known spokespersons, such as the in Uganda popular musician Philly Lutaaya
20


(who was the first famous Ugandan who openly spoke about the fact that he was HIV
positive), seemed to have an effect as well, as it spread understanding and respect for people
living with HIV.
Another important factor was fear. The epidemic was visible: the majority of the Ugandans
had known somebody who had died from AIDS or was HIV positive. The fact that many
people saw AIDS as a death sentence, since at that time antiretroviral treatment was not yet
available for everyone, may have contributed to the change in behaviour.
The declining prevalence rate was not only due to an actual reduction of HIV/AIDS patients.
What should not be forgotten is that the number of AIDS-related deaths in the 1990s was
high, which may have been largely responsible for the decline in the number of people living
with AIDS during that time. However, many other countries were experiencing similar
patterns of AIDS-deaths and yet they did not have a similar decline in prevalence.
Thanks to governmental funding as well as funding from international donors such as the World
Bank, prevention campaigns could be continued. Moreover, the government tested the possibility of
providing antiretroviral treatment to people in developing countries.
2000-now
The third stage of HIV/AIDS in Uganda was marked by the stabilisation of prevalence from 2000 until
2005. Since 2004, antiretroviral drugs have been made available for free, giving treatment to a lot of
people infected with HIV. Since 2006, reports have been showing a slight increase in prevalence.
Various explanations have been given for this:
 The first reason given is that the introduction of HIV drugs might have led to a more
indifferent attitude when it comes to HIV, since AIDS does not longer inevitably result into
death.
 Another possible reason for the increased prevalence might have been the change in
prevention policy from ABC to much more abstinence-only orientated, which might have
been responsible for riskier behaviour (since sex education and condom promotion were no
longer as common as they were before).
Impact of HIV/AIDS on Uganda
HIV and AIDS have had a destructive effect on Uganda. Not only has it led to the death of an
estimated one million people and with that it lowered life expectancy, but it has also had a lot of
impact on the Ugandan economy, agriculture, education and health services. It is predicted that the
current rate of new HIV infections hinders economic growth, especially since the disease affects
people in their most productive years. Additionally, it has left behind over a million orphaned
children.
And the survivors? People in Uganda living with HIV or AIDS do not only experience difficulties when
it comes to their health, but they also still experience AIDS-related discrimination. Discrimination still
happens in all levels of society, and such negative attitudes, as a result, make it harder for prevention
and treatment programmes to work.
21
Kisozi
In this paragraph, we will give information about the village in which Hope Alive Uganda operates
(Kisozi) and the district where it is located. Once again, the understanding of the economic situation,
culture and society are very important.
Kamuli district
The Kamuli district is a district in the southeastern part of Uganda. In 2002, the district had a
population of 712,000 with a population density of 236 people per km2. Four years later and later
again in 2010, different parts of the Kamuli district were splitted off to form a separate district so
that the population of the original district was reduced to 650,000. The Kamuli District has a multiethnic and multi-cultural society. Similar to the rest of Uganda, most of the economic activities
include agriculture such as fishing, ranching, farming and bee keeping.
Kisozi
Kisozi is a village with a population of approximately 8000 people. Not a very large population, but
the district that is called Kisozi is quite large, meaning that the people are scattered over a large area.
The majority of Kisozi therefore consists of countryside, which explains the fact that the economic
activities mainly involve the cultivation of coffee and vegetables as well as fishing, since the village is
near the Nile.
HIV/AIDS in Kisozi
In Kisozi, 2000 to 2500 people live with HIV or AIDS.
There is not a big taboo on it any more: it is possible to speak about the disease publicly. However,
traditions and religion still have a big impact on the society and, because of this, on the fight against
HIV and AIDS. The roles between men and women are very traditional. The women work on the land
and have to look after the children, whereas the men have a more dominant role. A big problem still
is that women and girls cannot stick up for themselves and that they feel that the men are superior
to them. A lot of young girls are sexually under pressure of boys, something you can deduce from the
large amount of young girls who get pregnant at a young age and from which the fathers of the child
simply leave. Apart from the risk of getting pregnant and getting expelled from school (which is what
happens), the girls risk getting infected with the HIV virus, since condoms are often not available.
Moreover, people in Kisozi often believe in spirits and witchcraft, and local witch doctors can have
quite a lot of influence as well.
22
Chapter 3 – Active organisations
Hope Alive Uganda
The organisation we are working with for this project is Hope Alive Uganda. Started in 2005 and
registered officially in 2008, Hope Alive Uganda is an NGO (non-governmental organisation)
operating in the fields of health, education and agriculture in Uganda. The official registration in the
Netherlands happened in 2009, but even before that time, the two partners were working closely
together.
Hope Alive Uganda has projects in different districts of Uganda, but most of the projects are run in
Kisozi (this is where this project is about as well). Projects in Kisozi involve for example a medical
centre, a Cattle & Agriculture project (an income generating project for boys aged 16 to 20) and an
HIV/AIDS information centre. Projects in other areas are for example a primary school in Jinja and a
Water & Sanitation project in the Pallisa district.
Hope Alive Uganda describes its goals as following:3



Empowering communities to become independent and self-sustainable communities
Setting up training programmes and income generating activities in the fields of health,
education, agriculture and empowerment
Improving basic needs in communities to give communities tools to become stronger
communities with good future prospects
The HIV/AIDS centre in Kisozi is set up by Hope Live Uganda in order to empower the community by
raising awareness and knowledge about HIV/AIDS and by helping people who are living with AIDS. In
the information centre, people get the opportunity to receive professional counceling about
HIV/AIDS and they can participate in workshops. Moreover, people can have their blood tested and
in case of infection, they can be transported to hospitals in the neighbourhood in order to receive
treatment. Hope Alive Uganda is not yet capable of providing medication, but the organisation is
really important for assisting AIDS patients and teaching about the disease in remote and isolated
areas.
3
http://www.hopealiveuganda.org/index.php/about-us (October 6th, 2012)
23
Astrid Uganda Foundation
The Astrid Uganda Foundation is established in memory of Astrid Joosten by her husband Jaap Staal.
Astrid Joosten wanted to help the children in Uganda, because she thought that every child has the
right to have a good future, a right that children in Uganda should have as well. The foundation
strives towards making children being able to go school, so that they can benefit from good
education. A good educational career provides a higher chance at
an independent life.
The Astrid Uganda Foundation works together with the ‘Rode
Kruis’ organisation of Uganda in the Masindi district. The
programme is called ‘People Living with HIV and AIDS (PLWHA)’
and consists of two projects. The projects both ensure that the
children can take care of themselves in the future and that they
can grow food themselves. Young children are appointed to work
on the countryside, because a large part of the population died
by AIDS and war. Young children do not know much about the
work on the countryside, resulting into not being enough food
available, with all its consequences.
The Good Shepherd Foundation (TGS)
The Good Shepherd Foundation is an initiative of
a small group of enthusiastic entrepreneurs from
Brabant. In 2002, the foundation was established
by this group, because they wanted to make a
direct contribution to developing countries. The
foundation focuses mostly on basic needs and
basic care. For example, the foundation supports
hospitals and there are projects for clean drinking
water.
‘Children from Uganda’
The foundation ‘Children from Uganda (Kinderen van
Uganda)’ gives opportunities to children living on the
streets, AIDS orphans and ex child soldiers in Uganda. The
foundation gives these opportunities through education,
mother- and childcare, shelter and trauma relief. They focus
on improving the living conditions of the children. With
small, local projects, the foundation tries to achieve major
improvements for the lives of many children in Uganda. An
example of the given projects, is the project of Kayda
Cultural Troupe. In 2002 the Cultural Troupe Kayda
educated children in Uganda about HIV and AIDS through dancing.
24
Chapter 4 – The development and learning process of a child
Our main question focuses on finding a good way to teach children about HIV and AIDS. Since
teaching is not an easy thing to do, we need to know more about the target group: how do children
learn? In which emotional and sexual stages do six to ten-year-olds find themselves? And how does
that influence the learning process? In this chapter, we will talk about the cognitive-, emotional-,
physical and sexual development of a child in the age group of 6-10. After that, we will talk about
how these factors influence the learning process.
Not only physical, but also mental stages of development are important when you want to take a
look at a child’s learning process. When it comes to the age of the child, there are three
distinguishable stages from birth to reaching the age of an adult:



Stage 1: Baby and toddlers, in which the direct environment (parents/guardians) is very
important. In this stage, the child depends strongly on them.
Stage 2: In which the child begins to see more of the world because of contact with peers
(at school) who also play an important part in the life of the child along with the parents.
Stage 3: In Western view, this period is linked to the period after primary school, that is
preparatory for the future career.
Our target group can be found in the second stage, which is why we will mainly focus on that stage
when describing the development.
Physical development
The physical development of a child can be divided into several stages. Since we want to look at the
development between the age of six and the age of ten, these will be the ones that we will look at
the most. We will briefly illustrate the other stages.
To give a short overview of a child’s physical development, we will use the so-called diagram of
Stratz4, in which he made a difference between the following stages:
First stage of development: 0-7 years
 0-1 years: Infant
 2-4 years: Toddler
 5-7 years: School child
Second stage of development: 8-20 years
 8-10 years: Second stage of school child
 11-15 years: Pre-puberty/puberty
 15-20 years: Adolescent
Around the age of seven, the so-called ‘school child shape’ is reached, with which the child enters the
second big stage of development. In the prior stage, the toddler is still tied to the direct home with
its somewhat helpless shape. The school child has detached himself more from this world, both
4
Researcher, for example author of Der Körper des Kindes und seine Pflege
25
psychologically and physically: the child can walk on its own legs, its horizon is broadened and it is
independent in moves, shape and look at the world. We will see that this data is important for the
question which requirements exist for the learning process. Further physical changes have not yet
taken places at this age. This happens in the pre-puberty stage, which is not relevant to the six and
ten-year-old children.
Emotional development
The emotional stage of the school child has already been mentioned above. Aged six to ten, the child
already has a certain psychological ability. There is contact with the outside world and the child is
capable of appointing this and of associating itself with it. However, it is not yet capable of
understanding abstract ideas. The emotional development at this age is described as the stage of
‘creating fantasy’. Even though the child is capable of experiencing the ‘real world’, that vision is still
limited.
Ideas and words
Whereas the toddler completely depended on its environment and therefore made something its
own by imitating everything around, the school child shows us a different picture. It is as if a wall
between the inside and the outside world of a child has been created, something that has to be
overcome in order to enter the inside world of the child. At this age, the child acts from its own world
and absorbs impulses from the outside world. Distinctly, a child’s thinking is not limited to
association with the outside world anymore, but it is able to create its own ideas. In other words:
observations change into creating ideas.
Because the child is really orientated on his own view, it is important to make it understand things in
a way that is not abstract, but vivid and full of fantasy.
Memory
Expansion of memory coincides with the fact that thinking from an observing perspective changes
into thinking from its own world. Characteristic of this stage is that a child’s memory is incidental:
only certain events can be memorised, especially those with strong emotional or desirable content.
The role of the fine arts, music and drama on the cognitive process
The use of the arts contribute to a child’s creativity. For the younger child (the toddler), the fine arts
are often used. As we have seen, the toddler wants to express its ideas to the outside world and does
this, for example, by drawing or making sculptures. In other words: the child is actively creating in the
field of images. When a child has reached the school child-stage, he primarily focuses on arts such as
music and drama.
26
Social development
A child’s social development is important to be taken into account when wanting to have insight into
the learning process. How do children in the age group six to ten go on with each other and how do
they see themselves? This has an impact on the way children learn.
Understanding each other
As described in the part about a child’s emotional development, the school child has reached the age
in which it is not completely orientated on itself any more. The outside world (and therefore the
people in its environment) becomes more important. The self-centred worldview slowly fades away
and the child realises that other people have different personalities.
Aged seven or older, the child realises more and more that another person can perceive and
experience a situation differently (the so-called social perspective). At the age of nine, the child is
able to imagine what it is that the other perceives. In other words: they develop a stronger sense of
empathy.
Since we look at the age group from six to ten, we have to make a distinction there. The social
development of six-year-olds is very different from that of their ten-year-old peers.


A child aged from six to eight realises that someone who is in the same situation can
experience that situation differently, but the child does not know how the other experiences
that situation.
A child aged from eight to ten realises that different people view and feel things differently.
It understands how a person can be feeling and understands that another person can
understand how he or she feels as well. Sometimes the child can even think of how the other
person in fact thinks about him or her.
Other important characteristics of the social development in this age group are:






A strong need for peers: This has to do with the development of the social perspective. The
child compares peers to himself.
In contradiction to the need for peers, there is independence: the child is able to set goals
and tasks for himself.
Sense of shame: Whereas young children do not seem to be ashamed of anything, this
changes when the child gets older. He is more ashamed of his incapabilities, fears and
mistakes.
The child is capable of listening and concentrating well.
A moral sense (what is ‘good’ and what is ‘bad’) develops.
A sense of duty and responsibility develops.
27
Sexual development
Between the age of six and ten, a lot of physical changes occur to a child’s body. These physical
changes, combined with psychological changes, lead to the sexual development. 5
Which sexual characterizations are typical for this age group?


We have already seen that the way a young child lives his life can be described as ‘free’ and
‘without shame’, but that this shameless feeling disappears as soon as the child reaches the
age of six. This is the same for the sexual development. The child becomes aware of what is
‘acceptable’ and what is ‘unacceptable’. An example: whereas a young child would not have
any problem with walking around naked, an older child would not do this anymore.
The first ‘love interests’ often occurs in this age group. There is a bigger distinction between
boys on the one hand and girls on the other. Boys often start to behave in a way that is
considered ‘masculine’ according to what they see in their environment and the same goes
for the girls. A result of this is that children are drawn more to people of their own sex when
it comes to social contact.
Even though these characterisations sound like the beginning of puberty, this stage does not come
into view yet, only to a few of the oldest girls. However, since puberty usually begins at an older age,
we will not focus on that.
The learning process
Now that we have looked at the way in which a child develops, we can look at how it learns. Experts
have occupied themselves for a long time with the question how people learn. And this question is
really important for our research, because we have to know how a child learns before we can apply
our materials to this. What happens inside a child’s head when information is presented to him?
What is the best way to remember something and how can you make something understandable for
a child? And which format is the best to learn something to a child? These are questions to which we
want to find an answer.
Over years, experts came up with several theories. To understand the learning process, we will first
look at the human memory and how it works. Then we will look at a few well-known and important
theories by psychologists:




5
Piaget’s theory
Core Knowledge theories
Gagné’s theory (Conditions of Learning)
Vigotsky’s Social Development theory
Written from a Western point of view.
28
The human memory
Memory is one of the most important parts of the learning process. Information should enter the
brain in a way that is actually stays there, i.e. so that someone in fact remembers (and therefore
learns) something.
Forms of memory
There are three forms of memory:


The sensory memory, in which there is an distinction between
- ‘Sensory memory’: Recent experiences are saved. This type of memory is only saved for a
short period, we remember the information only during one second on average.
- Long-term memory, in which information is saved for a longer period.
- The working memory, which is a space where the sensory memory and the long-term
memory come together. However, the storage is limited: an average person remembers
between one and ten items during a few seconds up until a minute.
Mental activities, of which the speed of processing increases when people get older. As we
have seen before, this is limited to the basic processes (association, recognition and
generalisation) at a young age. Another example of mental activity is encoding: the
representation of information in the memory that receives attention or that is considered to
be important.
Strategies for saving information
The three ways of saving information that are considered to be most effective are:



Repetition: Information should be repeated over time to help the memory.
Selective attention: The brain makes a distinction between relevant and less-relevant
information, in which the irrelevant information is omitted.
Utilisation efficiency: This strategy focuses on using new methods. Information can be
remembered better when it is presented in a new way than when it is presented in a way
that has already been used often.
Piaget’s theory
Jean Piaget (1896-1980) was a Swiss psychologist who studied the development of children.
Principles
Piaget belonged to a group of psychologists who called themselves ‘constructivists’, who base their
theories on the assumption that people build up their knowledge bit by bit: new knowledge is linked
to information that has been learned before. Constructive processes exist of three parts: hypotheses,
experiments and conclusions.
Another starting point is the argument of intrinsic motivation. This argument means that learning is
motivational enough on itself and that an external reward (extrinsic motivation) is not necessary in
order for someone to be motivated.
29
How children learn
Children gain knowledge through interaction, i.e. through active contact with their environment.
Gaining knowledge does not go with passive saving of information, but it is an interactive process.
Piaget assumes that a child is born with a tendency for active participation. By interaction with the
environment and the maturing of the body (in this case the brain in particular), these initial reflexes
turn into complex cognitive skills.
The main purpose of the human thinking is adaption. Humans have the tendency to respond to
conditions set by the environment that correspond with their own beliefs. Moreover, humans strive
towards bringing separate observations into a coherent whole: organisation. For that, continuity is
necessary: the separate sources of information should follow up in a logical way.
Knowledge, according to Piaget, exists of structures and systems. By adapting your systems (the way
you behave and the way you think, change) you learn.
Adaption consists of two different processes that complement each other:



Assimilation, in which new information is adapted to a way that someone understands;
Accommodation, in which new information is adapted on the basis of old information that
respond to new experiences;
Equilibration, the process in order to achieve a balance between assimilation and
accommodation, which is necessary for a healthy development.
Through a continuous process of assimilation and accommodation, the child develops new skills from
the innate reflexes. These skills can then be used in all kinds of situations. This applies to acts as well
as to thinking.
Example: A teacher uses a certain approach because he expects a certain outcome with this
approach (this is based on old information/experience). However, if the results turn out to be
different than expected, the teacher will adapt his approach.
Piaget links the cognitive development of a child to several stages. The order of these stages is fixed,
but the rate in which they pass differ per individual and per culture.



The sensomotoric period happens between the age of zero and two. The focus is on motoric
response to observations. Things only exist when a child can see them. His worldview is selfcentered.
In the pre-operational period (two until seven), the self-centered worldview slowly
disappears: at first, the child only concentrates on its own views, but when it gets older, it is
able to look at things from another perspective. The way of thinking is not logical and
systematic at first and only focuses on one dimension. For example, the child will not
understand that when you pour liquid in a different shaped glass, the amount of liquid stays
the same. The ability to thinking logically develops after the age of seven.
In the concrete operational period (aged between seven and eleven), the child is capable of
looking at a situation from different perspectives. It sees that things undergo changes and it
is also able to perform logical activities, especially when concrete material is available.
30

In the formal operational stage (aged eleven and older), the child is capable of abstractlogical thinking. Abstract problems can be solved (‘imagine if…’), and concrete material is not
necessary anymore.
Summarising Piaget’s theory, the child creates and adapts its own reality. It is important to teach
children what they can in fact understand, so that it corresponds with their worldview.
Core-knowledge theories
Like the name says, theories that belong to this category focus on the core of development. By core,
they mean the areas that have been important during the human evolution.
The core-knowledge theorists also reason from the active learning attitude of children: they are
motivated to learn and solve problems. However, where the core-knowledge theories diverge from
other theories, is that they assume that children know specific basic concepts when they are born
and that they have an innate talent for learning skills that are necessary for survival. Therefore, a
child is born with capacities like learning mechanisms and mental structures that make a child
understand information.
This cognitive development is a result of the evolution. The learning mechanisms make it possible for
people to receive the information that is necessary to ‘survive’, faster. The innate capacities are
limited, which means that young children have intuitive ideas about specific topics. This corresponds
with the limited understanding of young children that we have looked at before. The initial domainspecific understanding (focusing on one domain only) is gradually expanded as soon as the child gets
older. The child is then able to make connections between different things.
Gagné’s theory
Robert Mills Gagné was an American educational psychologist. He was most famous for his work
called the ‘Conditions of Learning’. His work is summarised into the so-called ‘Gagné Assumption’,
the assumption that there are several ways of learning.
According to Gagné’s theory, there are nine serial stages of the learning process:





Stage 1: Reception: Gaining the student’s attention.
Stage 2: Expectancy: It is important that the student knows what he or she has to learn and
that he or she can understand why it is important to learn it (what to expect).
Stage 3: Retrieval: When a student learns something, it is important that the new
information is linked to old knowledge/experience.
Stage 4: Selective Perception: Presenting the information in an effective way. This means
that the information is organised in a logical and understandable way and that several
sources of media and learning styles are used.
Stage 5: Semantic Encoding: The use of alternative approaches to convey information to the
student through examples, stories etc.
31




Stage 6: Responding: Involving the student, that should be able to understand the topic at
this stage. This can be done by asking the student to demonstrate what he or she has learned
or by asking questions.
Stage 7: Reinforcement: When the student has demonstrated its knowledge, it is important
to give feedback. What did the student do wrong and how can this be improved?
Stage 8: Retrieval: The student should be able to show that he or she understands the topic.
This can for example be done by a test.
Stage 9: Generalisation: The student shows that he or she understands the topic and that he
or she can apply the new information to different situations, not only the one for which he or
she is trained. Once again, repetition is really important, so that the knowledge does not
disappear.
Vygotsky’s Social Development theory
Lev Vygotsky (1896-1934) was a Russian psychologist. His theory focuses on the question how culture
and environment influence someone’s development and was therefore one of the fundamental
theories of the constructivism.
His Social Development theory consists of three main themes:
 Social interaction plays an important part in the developing process of the cognition.
However, there is a difference with Piaget’s theory: His theory assumes that development
32


precedes learning, whereas, according to Vygotsky, ‘social learning’ precedes development.
In his theory, Vygotsky claims that every function in the cultural development of a child
appears twice: firstly at a social level and then on an individual level; firstly between people
(interpsychological) and then within the child itself (intrapsychological).
The importance of the MKO (More Knowledgeable Other): Someone who is ‘more gifted’ in
a particular field, who knows more than the student. This can be a teacher, but also a peer.
The Zone of Proximal Development (ZPD): The distance between the ability of a student to
perform a task accompanied and the ability to perform said task on his own. ‘Learning’
occurs in this zone.
Relationships between people and the social-cultural context play an important part in the learning
process. Tools that are developed within a culture (language, for example) are used by people in the
social environment. In the beginning, children only use these tools for their social function: to
communicate. However, according to Vygotsky, these tools change when they are internalised and
they lead to higher thinking processes. This is called the ‘private speech’: sort of an inner speech in
which the child tells itself what to do. The way it behaves, is a result of the private speech.
Vygotsky’s theory shows the success of learning methods in which children play an active role. When
they do this, they will learn more than they would with a method in which a teacher simply tries to
convey information to his students.
33
Chapter 5 – Information materials
Now that we have looked at the background information (culture, educational theories, HIV and AIDS
itself), we can look at materials that could be used for HIV and AIDS education in Kisozi.
For this, we have analysed materials that already exist, but we have also made new ones ourselves.
For the already existing materials, we have looked at what makes them so good and whether they
could be used in Kisozi and in our age category.
Existing materials
HIV transmission game
The goal of the HIV transmission game is to show children how the transmission process of HIV/AIDS
works. For this game there are cups with water and one cup with starch needed. The water in the
cups represents the body fluids and the starch in the cup represents the HIV infected body fluids. All
the children get a cup, including the cup with the HIV infected body fluids. Therefore, one of the
children represents an HIV infected person, but the children do not know that there is one cup with
starch instead of water. Along with the cups, the children also receive role descriptions. The role
descriptions are written on little cards. On the little cards is written whether that person has safe or
unsafe sex. For example: ‘Hi, I am Maria and I have unsafe sex’. Since the card says that the person
often has unsafe sex, the child is supposed to make the decision to 'have unsafe sex' when contacting
another person while playing the game.
The children have to make contact with each other. At the end of each meeting, they have to decide
based on the role descriptions if they have safe, unsafe or no sex with each other. If they choose for
unsafe sex, then the content of the cups of the two children has to be mixed. When two children
choose for safe sex, they have to cheer their cups, so the ‘body fluids’ cannot mix with each other.
At the end of the game there has to be added iodine in each cup, because iodine can demonstrate
the presence of starch. However, the children did not know there was one cup with starch. Because
of the iodine, the children can see which cup consists of the HIV virus and which ‘person’ has had
unsafe sex.
This HIV transmission game fits well into our subject of our profile thesis. With this game, children
can learn in a playful way how you can get infected with HIV. The best way to learn children
something, is to repeat and to bring new methods. You can learn a child the most in a playful way,
because the child then has fun, but also learns something. A method like this they will definitely
remember. By repeating the game, the information will get in their long term memory.
Since this game uses role descriptions, it is important to think about the group of children you are
going to play this game with. A role description says whether you have safe or unsafe sex and we
think you cannot ask this from a six year old child, who probably does not understand that it is a role.
Therefore we think it is wiser to play this HIV transmission game with children around nine/ten years.
We think this a very interesting game, which the children can learn from, as long as it is ageappropriate.
34
35
The Story of Bobo
‘The Story of Bobo’ is a series of two animations made by WEB.foundation, an organisation that
develops games and animations that can be used to support and stimulate HIV and AIDS education.
The tools are intended for use in countries where HIV and AIDS are common, but are also used in
other countries, such as the Netherlands, where the disease is less common. The aim of the materials
is to teach children, youth and adults about subjects related to HIV and AIDS in a playful way. Since
the materials are used in several countries, a different approach for each country is used. In
collaboration with a local team, the games and animations are adapted to the local culture.
‘The Story of Bobo’ consists of two animations: ‘Be HIV free’ and its sequel ‘Be AWARE, take CARE’. In
the first animation, the character Bobo explains how the HIV virus works and what it does. ‘Be
AWARE, take CARE’ focuses on the importance of taking medication on time.
The animations have proved to be very successful. They were originally made for use in the South of
Africa, but have been distributed to many other countries that were interested.
The fact that things are easily explained, is what makes the videos interesting. The given information
is not too complicated, so that people of all ages can understand it. Moreover, there is no
judgement: for example, what is said about HIV and AIDS is that it is very dangerous and that you
should protect yourself from it, but nothing is being said that could be interpreted as that people
who are infected with the disease, should be judged. The animations are not moralising.
Another thing that makes the Bobo animations effective, is the use of music at the end of the
animation. When showed in Sudan, children as well as adults appeared to be singing along to it.6
6
http://www.webfoundation.nl/nederlands/ervaringen_bobo.html (December 8th, 2012)
36
Theatre
Theatre is a great medium for getting a message across. Therefore, it is a good way to teach people
about HIV and AIDS. An organisation that uses theatre for education on this subject is Patsime,
operating in Zimbabwe. Since several years, they have been working together with STOP AIDS NOW!
Just like in Kisozi, a lot of people in Zimbabwe are not well informed about HIV and AIDS. That is what
the people from Patsime want to change: they want to make HIV and AIDS into subjects that can be
discussed and they want to achieve this through theatre. Therefore, the organisation travels
throughout the entire country and performs for young people. The performances are very popular.
The actors engage their audience in their performance, so that they actively participate. After the
show, pamphlets and other information materials about HIV and AIDS are available, and discussions
often take place.
Patsime can be used as an example how theatre can be a medium that is educational but at the
same time interesting for the audience. Even though Patsime focuses on teenagers in their
performances, it could be used for younger children as well. However, it is likely that some things in
the content should be adapted. The strength of a play is that it can get a message across and can
therefore be a motivation for discussion. Children can hear about a particular topic in a play and can
then ask questions about it afterwards or share their experiences.
37
Our own materials
For our own materials, we have decided to create a game and a song. We chose these two types of
materials, because they are educational but at the same time motivating and interesting for children.
Quartets (card game)
As for our first material, we have made our own version of the well-known quartets game.
How to play the game
Quartets is a card game that is relatively easy to understand. A ‘quart’ is a series of four cards that
belong together and the aim of the game is to get as many quarts as possible. Each series of four
cards has a particular theme and on each card is written which other cards belong to that series.
Before the game starts, all the cards should be shuffled and divided among the players. When it is
Player 1’s turn, he gets to ask another player (let us call him Player 2) for a particular card. If Player 2
has that card, he has to give it to Player 1 and Player 1 gets to ask for another card . However, if
Player 2 does not have the card, Player 1 loses its turn and it is Player 2’s turn to ask for a card. When
a player has collected all four cards of a quart, he has to put the cards down so that everyone can see
them. The game ends when all quarts have been collected and the player who has the most, wins.
Using the game as educational material
We have chosen this card game, because it gives the opportunity to work with themes. Each quart
has a particular theme, and on each card a small sentence can be found. Therefore, each series can
be seen as a really short summary and it highlights the most important things.
For creating this game, we have thought of seven topics that we thought to be most important, but
also understandable for the age group:

How the HIV virus works

How AIDS works

How someone can get HIV or AIDS

How someone can NOT get HIV or AIDS

Transmission through unsafe sex

Transmission through blood

Heredity
By using four topic sentences on each card, the main message can be found on it. Therefore, it can
serve as a starting point for further explanation.
When children play this card game, they are engaged in a topic in a playful way. They read the four
parts of a theme that belong together multiple times during the game. The quartets game is a good
way of introducing the topic. After the game, a teacher can explain these themes and what can be
found on the cards.
38
Problems that might occur
Since talking about HIV and AIDS is not an easy thing to do, it is important for the teacher (or any
other person that teaches the children about the disease) to take certain things into account and to
create a learning environment In which the child feels safe and is not ashamed to talk about such a
topic.
It is important to make sure that the quartets game is not just a game, but that it functions as a
conversation starter. Of course, children will like playing the game, but it is important that they
actually learn from it. Therefore, a clear lesson approach is necessary.
A lesson could look like this:
1. Playing the game. The teacher should tell the children what they are going to do (‘Today, we
are going to play a game, in which we will learn about HIV and AIDS’) and explain the game.
Depending on the size of the group, the children can start the game. When there is a small
group of children, one pack of cards is enough. However, when the group is rather large, it is
advisable to divide the children among smaller groups. In smaller groups, playing the game
will be more effectove, because every single person in the group will actively participate.
However, if the game is played in smaller groups, the teacher should take a look around
occasionally to see if everything goes well and the explanation afterwards should of course
be done in a way in which all students are involved.
2. After the game: Introduction. When the game has finished, it is time for the discussion.
However, before the teacher starts with the discussion, it is important that he or she clearly
lays down some rules. He or she should make sure that everyone is entitled to their own
opinion and that in order to show each other respect, everyone should listen to each other
and let each other finish their sentences. Laying down these rules is important so that the
children will feel more comfortable and that they are therefore more likely to join the
discussion. After all, HIV/AIDS is not a topic that they easily talk about.
3. Discussion. After setting the rules, the discussion can take place. To start the conversation, it
is wise to ask the children about how they experienced the game. Did they like it? What do
they think was the message of the game?
What is important, is that in order to have a real discussion, the children should be
encouraged to talk. For example, the teacher can start off with asking someone to put down
the quartets in the right order (the cards that belong together).
Now that the cards are spread out over the table, the teacher and the children can talk about
what is on the cards. It is best to ask a child first to describe what it is on the picture, and
what he or she thinks it means. The teacher can then tell whether this is correct7 and give a
further explanation. It is also important that every child is asked something. Even though
some might know more than others, this does not mean that only one should be talking the
whole time. Questions like ‘Do you know this?’ or ‘Do you want to add something to this?’
can be used to involve the other students in the conversation.
7
‘Correct’ as in facts. There is no right or wrong when it comes to an opinion, but the teacher can explain when
a child does not understand something.
39
40
41
Song
For our second material, we thought of creating a song. By using music to get a message across,
children will most likely enjoy it. A song like this is not meant to give an thorough, detailed
explanation about HIV or AIDS, but it can for example be used as a ‘conclusion’ of a lesson.
Repetition is the key word: since you use a refrain in a song, the main message can be found in here.
Children often enjoy singing songs and will therefore most likely remember the lesson.
The song uses the melody of Jackson 5’s ‘ABC’.
Verse 1
You all know this terrible
This dangerous disease called aids
But did you know this is caused by a virus
The virus HIV
Now now now, I’m gonna teach you (teach you, teach you)
all about it (all about it)
Listen to this song carefully
All you gotta do is repeat after me.
Refrain 2x
HIV, protect yourself from,
HIV, for you and your
family, HI-free
a healthy life for you and me
Verse 2
You can get HIV
By having unsafe sex
So if you want to be free from HIV
Use a condom every time
Now now now, I’m gonna teach you (teach you, teach you)
to stay HI-free
So me and
You and you and you
Listen to the song, that’s what you gotta do!
Refrain 2x
Last refrain
HIV, protect yourself from,
HIV, for you and your
family, HI-free
a healthy life for you and me
a healthy life for you and me
42
Conclusion
Now that we have looked at the different aspects of the subject, we are able to answer our main
question:
In which way can you develop educational material that is interesting for young children (aged six to
ten, Uganda) in order to teach them about HIV and AIDS?
HIV and AIDS are sensitive subjects in Kisozi. Many people have been personally affected by the
disease. However, the knowledge people have about it is limited. This especially applies to children in
this age category. Most of them have known or do know people who suffer(ed) from HIV or AIDS, but
they are too young to completely understand the cause of it.
There are several factors that should be taken into account:

The children are young, so you should keep the education on sex age-appropriate.

The children are young and their reading and English skills are limited. Therefore, visual
material works best and English vocabulary that is used should be as easy as possible.

The Ugandan culture is very different from ours, so this should be taken into account as well.
What we have learned is that it is possible to talk about HIV and AIDS in Kisozi, it is just that tradition
and religion still have a lot of impact on society. The roles between men and women are traditional,
which means that women have trouble with sticking up for themselves. This leaves its mark in sexual
relations as well. This is different from our culture, where men and women are considered equal and
where campaigns usually mainly focused on the use of protection.
Moreover, we have tried to look at the way children learn and which materials have the best result.
For this, we have looked at different learning theories by pedagogics. For example, they showed that
repetition and active participation have positive results. A child learns when he engages himself in
the process, not when he has to listen to someone talking to him. For this, materials such as games,
music and drama are very successful: the children will find it interesting, but learn at the same time.
These materials can also be a motivation for teachers to stimulate further discussion.
An example for this is the quartets game that we made. This can be used as an introduction in an
HIV/AIDS education class, since children will find it more interesting to start off with something fun
rather than a large amount of complicated information being thrown at them. The game gives a good
overview of the most important parts and is therefore a good introduction to the topic. After that,
the teacher can discuss the facts of the game in detail. The song we made could be used as a
conclusion. In general, our idea is that starting off and ending with something fun, will lead to a more
interesting lesson for the children. There is no use in overloading the children with information,
especially because they are still quite young. Therefore, it is important that the core information (the
main message) is understood by the children. When they are older, they should receive the
information that is more appropriate for their age.
So: start and finish an education class with something fun and every child will remember the lesson!
43
References
(sd). Opgeroepen op december 8, 2012, van http://bloodindex.org/hiv_life_cycle.php
(sd). Opgeroepen op September 2012, van STOP AIDS NOW: www.stopaidsnow.nl
(sd). Opgeroepen op December 2, 2012, van Education.com:
http://www.education.com/reference/article/Ref_Growth_Ages_Six/?page=2
(2003, Januari). Opgeroepen op Oktober 7, 2012, van
http://www.iss.co.za/Af/profiles/Uganda/Politics.html
AIDS en HIV.nl. (2005). HIV levenscyclus. Opgeroepen op september 1, 2012, van Alles over HIV en
AIDS: http://www.aidsenhiv.nl/hivlevenscyclus.php
Aids fonds. (sd). Hoe loop je hiv op? Opgeroepen op september 1, 2012, van
http://www.aidsfonds.nl/hivaids/wat/hoe
Anababa. (sd). De sociaal-emotionele ontwikkeling van je schoolkind . Opgeroepen op December 2,
2012, van http://www.anababa.nl/ontwikkeling/kind/sociaal-emotioneel
Anababa. (sd). Sociale Cognitie. Opgeroepen op December 2, 2012, van
http://www.anababa.nl/ontwikkeling/kind/sociaal-emotioneel/sociale-cognitie
AVERT. (2010, Maart). HIV and AIDS in Uganda. Opgeroepen op Oktober 7, 2012, van
http://www.avert.org/aids-uganda.htm
Broere, M. &. (1994). Uganda: Mensen, politiek, economie, cultuur. Amsterdam: Kit Publishers.
Byrnes, R. (1990). Uganda: A Country Study. Washington: GPO for the Library of Congress.
Centrum Informatieve Spellen. (1998). Opgeroepen op november 20, 2012, van
http://speldatabase.be/spelinfo.php?id=3634&zoekcriteria=nohttp://www.scholieren.com/opdracht
/33475
Centrum voor Jeugd en Gezin Teylingen. (2012). Seksuele ontwikkeling. Opgeroepen op December 2,
2012, van http://www.cjgteylingen.nl/showsite.asp?xtitle=Seksuele+ontwikkeling&map_id=596547
Dance 4 Life. (sd). HIV & AIDS: Wat is het? Opgeroepen op september 1, 2012, van
http://www.dance4life.nl/nl/hiv-aids/hiv-aids-wat-is-het/
GGD Groningen. (sd). Opgeroepen op December 2, 2012, van
http://ggd.groningen.nl/onderwijs/speciaal-basisonderwijs/lichamelijke-ontwikkelingseksualiteit/informatie-over-seksuele-ontwikkeling-van-basisschoolkinderen
Instructional Design. (sd). Conditions of Learning (Robert Gagne) . Opgeroepen op December 2, 2012,
van http://www.instructionaldesign.org/theories/conditions-learning.html
44
Kavuma, R. (2011, Oktober 25). Free universal secondary education in Uganda has yielded mixed
results. Opgeroepen op Oktober 7, 2012, van http://www.guardian.co.uk/globaldevelopment/poverty-matters/2011/oct/25/free-secondary-education-uganda-mixed-results
Kibale Student Support Programme. (2007). De geschiedenis van AIDS in Oeganda. Opgeroepen op
Oktober 7, 2012, van
http://www.kibalestudents.org/?Aids_in_Oeganda:De_geschiedenis_van_aids_in_Oeganda
Kind Centraal. (sd). Opgeroepen op December 2, 2012, van
http://www.kindcentraal.nl/index.php?menu=beelddenken
Lievegoed, B. (2004). Ontwikkelingsfasen van het kind. Zeist: Christofoor.
Mens en Samenleving. (2010, Oktober 6). Cognitieve Ontwikkeling- Piaget. Opgeroepen op
December 2, 2012, van http://educatie-en-school.infonu.nl/diversen/61532-cognitieve-ontwikkelingpiaget.html
Mens en Samenleving. (2008, Maart 11). Cognitieve ontwikkeling van kinderen. Opgeroepen op
December 2, 2012, van http://mens-en-samenleving.infonu.nl/pedagogiek/16368-cognitieveontwikkeling-van-kinderen.html
Mens en Samenleving. (2008, Oktober 16). Sociale Ontwikkeling - Wat kan een kind op welke leeftijd?
Opgeroepen op December 2, 2012, van http://mens-en-samenleving.infonu.nl/sociaal/26182sociale-ontwikkeling-wat-kan-een-kind-op-welke-leeftijd.html
Mindtools. (sd). Gagne's Nine Levels of Learning. Opgeroepen op December 2, 2012, van
http://www.mindtools.com/pages/article/gagne.htm
Monico, S., & Tanga, E. e. (2001, Augustus). Uganda: HIV and AIDS-related Discrimination,
Stigmatization and Denial. Opgeroepen op Oktober 7, 2012, van
http://data.unaids.org/publications/irc-pub02/jc590-uganda_en.pdf
Oswalt, A. (sd). Child Development and Parenting: Early Childhood. Opgeroepen op December 2,
2012, van http://www.bhcmhmr.org/poc/view_doc.php?type=doc&id=12766&cn=462
Schenkel, M. (2011). Uganda verwelkomt en vreest zijn olie. Opgeroepen op Oktober 7, 2012, van
http://www.africa-journalist.com/artikelen/21-verschenen-in-de-tijd/74-uganda-verwelkomt-envreest-zijn-olie
Scientific Facts on AIDS. (2006, November 17). Opgeroepen op Oktober 7, 2012, van
http://www.greenfacts.org/en/aids/
Soa AIDS Nederland. (sd). Opgeroepen op september 1, 2012, van http://www.soaaids.nl/hiv_aids
Social Development Theory. (sd). Opgeroepen op December 2, 2012, van http://www.learningtheories.com/vygotskys-social-learning-theory.html
Stichting AIDS fonds. Alles over AIDS.
Stichting Bio-wetenschappen en Maatschappij. Het AIDS virus.
45
STOP AIDS NOW. (sd). Spelenderwijs leren over HIV. Opgeroepen op December 8, 2012, van
http://www.stopaidsnow.nl/node/79
Tumushabe, J. (2006, Augustus). The Politics of HIV/AIDS in Uganda. Opgeroepen op Oktober 7, 2012,
van
http://www.unrisd.org/80256B3C005BCCF9/%28httpAuxPages%29/86CB69D103FCF94EC125723000
380C60/$file/tumushabe-pp.pdf
Uganda AIDS Commission. (2012). Opgeroepen op September 2012, van
http://www.aidsuganda.org/index.html
Valcke, M. (2010, Oktober). Onderwijskunde als ontwerpwetenschap. Opgeroepen op December 2,
2012, van
http://books.google.nl/books?id=w35eF1qAB9QC&pg=PA153&lpg=PA153&dq=gagne+fasen+leerpro
ces&source=bl&ots=Vm8HpfVEDT&sig=tKsg0SxrdysELHKluDdWgybdOY&hl=nl&sa=X&ei=B326UPrWLIi20QWduYCgBw&ved=0CDgQ6AEwAQ#v=onepage&q=gagne%20
fasen%20leerproces&f=false
van der Doef, D. (2009). Kinderen & Seksualiteit. Utrecht: Kosmos.
Van Leeuwen, K. (2010, Mei). Seksuele ontwikkeling: het lichaam ontdekken. Opgeroepen op
December 2, 2012, van http://kiind.nl/articles/169/Seksueleontwikkeling.html
van Oosterhout, M. (2005). Te Gast In Oeganda. Nijmegen: Informatie Verre Reizen.
WEB.foundation. (sd). Animaties 'The Story of Bobo'. Opgeroepen op December 8, 2012, van
http://www.webfoundation.nl/nederlands/animaties.html#
World Health Organisation. (sd). Opgeroepen op September, Oktober 2012, van
http://www.who.int/mediacentre/factsheets/fs360/en/index.html
46
Attachments
Plan of approach
Main question
In what way can we develop a lesson plan that is both interesting and
educational for children aged from 6-10 (Kisozi, Uganda) in order to teach them
about HIV/AIDS?
Hoofdvraag
Subquestions
Op welke manier kun je een voor jonge kinderen (6-10 jaar, Uganda) interessante
en leerzame lesmethode ontwikkelen met de bedoeling hen informatie over
HIV/AIDS bij te brengen?
- What is HIV/AIDS?
- Which impact does HIV/AIDS have on Ugandan society and in particular on the
children in Kisozi?
- Which political, social, economic and cultural aspects of Uganda should you
take into account when developing this kind of lesson plan?
- In what way are the people in Uganda being taught about the disease at the
moment? Which campaigns/ methods already exist? What works/what does
not?
- How do you develop a lesson plan for children? What should you take into
account?
Deelvragen
- Wat houdt de het virus HIV/ de ziekte AIDS in?
- Welke rol speelt HIV/AIDS in de Ugandese samenleving en dan voornamelijk in
het leven van de doelgroep?
- Wat zijn politieke, sociale, economische en culturele kenmerken van Uganda (
en dan voornamelijk van Kisozi) waarmee je rekening moet houden bij het
ontwikkelen van een lesmethode bedoeld voor deze doelgroep?
- Hoe wordt er momenteel voorlichting gegeven over de ziekte in Uganda? Welke
campagnes/methodes bestaan er al? Wat werkt/werkt niet?
- Hoe gaat het ontwikkelen van een lesmethode voor kinderen in zijn werk? Waar
moet je op letten?
Hypothesis/
expectations
Develop a lesson plan for children aged from 6-10 for Hope Live Uganda in order
to teach them about HIV/AIDS.
47
Teaching materials can include music, drama, art, games in order to teach them
about the disease in a way that is not only educational, but also motivating and
appealing for them.
Things to focus on:
- Mainly visible material
- When language is used: simple English words/phrases
- Local teacher should be able to explain it easily
- Cultural differences should be taken into account, avoiding an one-sided
western point of view
Hypothesen /
verwachtingen
Lesprogramma ontwikkelen voor Hope Live Uganda geschikt voor kinderen van
6-10 jaar met de bedoeling ze te informeren over HIV/AIDS.
Geschikte materialen: muziek, toneelstuk, kunst, spelletjes om een voor hun
leuke en aantrekkelijke maar ook leerzame lesmethode te ontwikkelen.
Punten waar o.a. op gelet moet worden:
- Zo veel mogelijk beeldend
- Bij het gebruik van taal eenvoudige Engelse woorden/zinnen
- Moet goed uit te leggen zijn voor leraar
- Rekening houden met cultuur, geen westerse uitleg
Activities
- Beginning of school year until September 28th : orientation, working on the first
subquestions that require theoretical knowledge (like history, development and
impact of HIV/AIDS)
- September 28th: Worldschool day at University of Wageningen
- October 8th: Handing in first two chapters at school (‘orientation chapters’)
- After October 8th: starting on ideas for lesson material, contacting experts
(international students linked to Worldschool, people who have worked with
HIV/AIDS programmes in developing countries, pedagogic experts)
- December 10th: handing in our concept at school
- Januari 11th: handing in final version at school
Beschrijving van
ondernomen
activiteiten en
geplande
activiteiten
-Periode vanaf begin schooljaar tot aan 28 september: oriëntering, inlezen en
werken aan eerste vier deelvragen (voornamelijk theoretisch)
-28 september: Worldschool dag in Wageningen
Voorlichting en hulp bij aanpak pws
- 8 oktober: Eerste twee hoofdstukken pws (orientatiehoofdstukken) inleveren
op school
- 10 december: Concept pws inleveren
48
- 11 januari: Uiteindelijke versie pws inleveren
(Nog niet gepland, wel van plan: contactmomenten met deskundigen. Hierbij
denken we aan studenten via Worldschool, mensen die in Uganda
ontwikkelingshulp hebben gedaan en ons informatie kunnen verschaffen (al
iemand gevonden) en deskundigen op het gebied van pedagogiek.)
Sources
www.stopaidsnow.nl, www.unaids.org, www.greenfacts.org/en/aids
www.portal.unesco.org, www.artsenzondergrenzen.nl, www.who.int,
Informatiebronnen www.nl.amref.org,http://www.aidsuganda.org/index.html
Hulpmiddelen
http://www.avert.org/aids-uganda.htm,http://www.who.int/inf-new/aids2.htm,
http://www.aicug.org/,
http://www.nytimes.com/2010/05/10/world/africa/10aids.html?pagewanted=al
l
Boeken: Uganda (Marc Broere), Alles over AIDS (Stichting AIDS fonds), AIDS-virus
(Stichting Bio-Wetenschappen en Maatschappij)
Presentation
For Worldschool: Box with different teaching materials + guide, report
For our school we have to provide an elaborated report as our profile thesis
Presentatievorm
‘Leskist’ met leermaterialen + bijbehorende handleiding
Aanvullende informatie die niet voor Worldschool noodzakelijk is, maar wel voor
het profielwerkstuk dat wij in moeten leveren
Dividing tasks
We are working on the project together, but Branca’s emphasis lays with the
medical aspect (see question ‘What is AIDS’) whereas Lisanne focuses more on
the cultural aspect of the project.
Taakverdeling
Branca: het medische aspect
Lisanne: het culturele aspect
Voor het maken van het uiteindelijke product combineren we dit en werken we
samen aan de opdracht.
49
Log book Lisanne de Jong
Datum
?
Tijd
1 uur
Plaats
School
?
1 uur
School
21-8
3 uur
School
25-8
2 uur
Thuis
29-8
1 uur
School
2-9
1 uur
Thuis
11-9
1 uur
Thuis
24-9
12-9 – 7-10 (Verspreid)
1 uur
4 uur
School/thuis
School/thuis
28-9
5 uur
4-10
10 minuten
Universiteit
Wageningen
Thuis
6-10
20 minuten
Thuis
13-10
2 uur
16-10
16-10
1 uur
15 minuten
Thuis
Thuis
18-11
5 uur
Thuis
27-11
4 uur
Thuis
1-12, 2-12
4 uur
Thuis
4-12
6-12
8-12
9-12
3 uur
3 uur
5 uur
5 uur
Thuis
Thuis
Thuis
Thuis
23-12
2 uur
Thuis
Wat
Voorlichting pws /
onderwerp gekozen
Onderwerp besproken
met mevrouw Vrins
Orientatie/informatie
opzoeken
Boekje ‘Uganda’
gelezen
Voorlichting pws
Worldschool door
mevrouw Vrins
Hoofdvraag
formuleren en plan
maken
Plan van aanpak
afgemaakt
Statistieken Uganda
Hoofdstuk over
Uganda/geschiedenis
hiv/aids etc
Worldschool dag
Contact met
contactpersoon
worldschool
Stuk over Hope Live
Uganda
Gesproken met Leonie
van Egeraat
Vragen bedacht
Vragen gesteld aan
Esther Haaisma
Eerste opzet liedje en
kwartet
Hoofdstuk
ontwikkeling
geschreven
Hoofdstuk
Leerontwikkeling
geschreven
Vertaling ontwikkeling
Vertaling leerproces
Kwartet uitgetypt, H5
Inleiding, Conclusie,
afwerking werkstuk
Filmpjes
50
2-1
6 uur
Thuis
8-1
3 uur
Thuis, school
9-1
9-1
1 uur
1 uur
School
Thuis
WEB.foundation
gekeken over hun
aanpak bij voorlichting
aan kinderen
Liedje gemaakt en
basisscholen
gecontacteerd
Inleiding aangepast,
toevoeging aan H5,
eerste check
Conclusie aangepast
Tweede check
Log book Branca van Veen
Datum
?
Tijd
1 uur
Plaats
School
?
1 uur
School
21-8
3 uur
School
25-8
2 uur
Thuis
29-8
1 uur
School
2-9
1 uur
Thuis
2-9
10-9
3 uur
3 uur
Thuis
Thuis
11-9
1 uur
Thuis
28-9
5 uur
2-10
2 uur
Universiteit
Wageningen
Thuis
4-10
10 minuten
Thuis
13-10
2 uur
16-10
16-10
1 uur
15 minuten
Thuis
Thuis
18-11
5 uur
Thuis
20-11
5 uur
Thuis
Wat
Voorlichting pws /
onderwerp gekozen
Onderwerp besproken
met mevrouw Vrins
Orientatie/informatie
opzoeken
Boekje ‘Uganda’
gelezen
Voorlichting pws
Worldschool door
mevrouw Vrins
Hoofdvraag
formuleren en plan
maken
Schrijven H1 AIDS
Vertalen H1 AIDS naar
Engels
Plan van aanpak
afgemaakt
Worldschool dag
Schrijven over
bestaande stichtingen
Contact met
contactpersoon
worldschool
Gesproken met Leonie
van Egeraat
Vragen bedacht
Vragen gesteld aan
Esther Haaisma
Eerste opzet liedje en
kwartet
Kwartet gemaakt
51
20-11
2 uur
Thuis
6-12
1 uur
Thuis
8-12
5 uur
Thuis
9-12
7 uur
Thuis
2-1
6 uur
Thuis
8-1
1 uur
Thuis
9-1
10-1
5 uur
1 uur
Thuis
Thuis
Aidsbekertjesspel
uitgetypt
Aidsbekertjesspel
afbeelding gemaakt
Afbeeldingen
toegevoegd H1, alles
netjes bij elkaar gezet
Inleiding, Conclusie,
layout
Liedje gemaakt en
basisscholen
gecontacteerd
Tweede
contactmoment met
de Kreek
Controle, afwerking
Afwerking
52
Interview with Esther Haaisma
(16-10-2012)
Esther Haaisma is one of the founders of Hope Alive Uganda. We asked her some questions which you
can find here.
Hoe groot is Kisozi en hoe groot is de doelgroep (kinderen 6-10)?
Kisozi is een uitgestrekt dorp waar ruim 8000 mensen wonen. Het is uitgestrekt omdat mensen
verspreid over een groot gebied in de 'jungle' wonen als het ware. Wij organiseren workshops voor
ruim 50 kinderen per keer. En over het algemeen doen we dat een aantal keer per jaar voor ruim
500 kinderen in die leeftijd.
Hoeveel mensen in Kisozi leven er met hiv/aids? Zijn de meeste kinderen in contact met de ziekte
gekomen door kennissen/familie die eraan
In Kisozi hebben gemiddeld 2000 - 2500 mensen hiv/aids. De meeste kinderen komen inderdaad in
contact hiermee door kennissen/familie. En ja, er zijn ook veel kinderen die zelf hiv/aids hebben.
In de opdracht staat dat in Kisozi Engels gesproken wordt, maar geldt dit ook voor de kinderen?
Worden zij in het Engels onderwezen?
De kinderen krijgen op school Engels en kunnen dus eigenlijk allemaal wel Engels spreken (althans,
die kinderen die naar school kunnen gaan).
Hoe zit het met de rol van tradities en geloof in Kisozi? Zijn deze factoren sterk aanwezig en
vormen ze dus nog sterk een belemmering voor het informeren over hiv/aids? (bv. verhouding
man/vrouw en het gebruik van voorbehoedsmiddelen)
Er is geen taboe om vrijuit over hiv/aids te spreken: ook op de scholen wordt er vrijuit over
gesproken. De rollen tussen mannen en vrouwen zijn wel heel erg traditioneel. Vrouwen werken op
het land, zorgen voor de kinderen enz. Er is ook een groot probleem dat vrouwen en meisjes nog
altijd niet goed voor zichzelf kunnen opkomen en dat de mannen een dominante rol hebben als het
ware. Wij proberen de vrouwen en meisjes daarom ook te leren dat zij nee mogen zeggen en hoe zij
voor zichzelf op kunnen komen. Veel jonge meisjes staan onder grote druk van jongens op seksueel
gebied. Er zijn giga veel meisjes die op 14 jarige leeftijd al moeder worden en waarbij de vaders
simpelweg verdwijnen. De meisjes lopen grote risico’s omdat condooms vaak niet tot de beschikking
is. Zwanger raken betekent ook verstoten worden van school. Zwanger worden en aids krijgen is
natuurlijk het einde... Dus: je kunt er vrijuit over aids spreken, maar moet wel weten hoe de
verhouding is tussen vrouwen en mannen. En misschien is het daarom niet verkeerd dat we ook
vaak
bijeenkomsten voor alleen vrouwen organiseren. Geloof speelt ook een grote rol, vooral lokaal
geloof kan een grote rol spelen. Men gelooft er ook erg in spirits, witchcraft en lokale
medicijnmannen kunnen veel invloed hebben.
53
Waarom hebben jullie ervoor gekozen juist in Kisozi jullie projecten te starten? Was er al sprake
van hiv/aids preventie programma’s voor de komst van HAU (bv hadden de inwoners ervaring met
de ABC-approach of abstinence-only programma’s?)
Wij hebben besloten om in Kisozi te werken omdat mijn rechterhand, Eddy Kiirya Mpoya, zelf uit dit
dorp komt. Er werd wel door scholen aandacht aan besteed, maar er was eerder geen structureel
programma zoals wij dit nu uitvoeren.
Staan de bewoners open voor voorlichting of heerst er in zekere mate toch nog een taboe op
discussie?
Mensen staan er wel open voor om de workshops te volgen. Vooral de vrouwen. Ze zijn leergierig,
komen graag samen, discussiëren graag over van alles. In Afrika discussieert men graag onder een
boom over van alles en nog wat, dus we hebben meestal een grote opkomst.
Jullie zijn al een tijdje bezig met het geven van voorlichting en bv het information centre. In
hoeverre zijn er voor jullie al duidelijke effecten hiervan zichtbaar?
We gaven sporadische workshops in 2009-2010 zodra we de fondsen ervoor hadden om een
workshop te kunnen organiseren. Vanaf 2011 geven we het structureel. Het is eigenlijk nu nog te
vroeg om te kunnen zien of het effect heeft. Dat zouden we bv. over 5 jaar of zo moeten
onderzoeken en naar cijfers moeten kijken of er een afname is van nieuwe gevallen of dat het
gestabiliseerd is of dat het niks heeft uitgemaakt.
54
Interview with Leonie van Egeraat
(13-10-2012)
Leonie van Egeraat is a Dutch friend of us, who has done an internship in South Africa. We had a
conversation with her about our project. Even though she went to a different country with a different
situation, she could tell us some interesting things. We have not really used her answers directly, but
it sure was interesting to talk to people who have seen HIV and aids campaigns in practice.
Waar in Afrika heb je stage gelopen?
Mijn onderzoeksstage vond plaats in Durban, Zuid Afrika. De onderzoeksplaats was in een ziekenhuis
in Marianhill, een sub-urban plaats buiten Durban.
Wat hield de stage in?
Het doel van mijn onderzoeksstage was om de ervaringen en gedachten over HIV gerelateerde
beperkingen van gezondheidsmedewerkers in kaart te brengen. Daarnaast was een tweede doel om
te onderzoeken hoe zij met deze ervaringen en gedachten om gingen in hun dagelijkse leven en
gedurende werktijden.
Hoe praten de mensen daar in het gebied over AIDS?
Gezondheidsmedewerkers in het ziekenhuis gingen voornamelijk medisch in op het probleem.
Gezondheidsmedewerkers in de “community outreach” zagen ook voornamelijk de persoonlijke
omstandigheden waarin personen verkeerde. Het was verder een interessante waarneming dat
wanneer je naar hun gevoelens vroeg zij zich hier moeilijk in konden uiten en dat zij hier niet op in
gingen. Wat zou hier de achterliggende redenen van zijn? Vaak werden patiënten door werkdruk
over doorverwezen naar andere specialisten.
Mensen praten niet graag over het onderwerp. Het wordt het liefst vermeden, omdat het een
beladen onderwerp is ‘taboe’. Iemand met een HIV en een beperking heeft letterlijk in Zuid Afrika
een dubbele beperking. Vandaar dat er nu beleidsstukken moeten worden geschreven om de
overheid hiervan op de hoogte te stellen.
Wat wisten de kinderen van AIDS?
Ik heb hier niet veel mee te maken gehad. Dit omdat ik de ervaringen en gedachten van
gezondheidsmedewerkers heb onderzocht. Er wordt momenteel nog een onderzoek uitgevoerd naar
de ervaringen en percepties van mensen met beperkingen en HIV/AIDS. Dit zodat beide studies met
elkaar kunnen worden vergeleken. Het onderstaande artikel is één van de vele onderzoeken naar HIV
preventie onder Zuid Afrikaanse jongeren. “In South Africa, HIV prevalence among youth aged 15-24
is among the world's highest”.
Harrison, A., Newell, M.L., Imrie, J., Hoddinott, G. (2010). HIV prevention for South African youth:
which interventions work? A systematic review of current evidence. BMC Public Health. 10:102
55
Werd er voorlichting gegeven over HIV/AIDS?
Ze zijn in Zuid-Afrika veel bezig met gezondheidspromotie omtrent HIV/AIDS. Zo zijn er health
promotion meetings voor inwoners, zwangeren etcetera. Het uitroeien van HIV/AIDS is echter alleen
niet op te lossen met alleen voorlichting. Daarom spelen veel onderzoeken nu de dag ook in op
meerdere factoren waaronder culturele achtergrond, sociale omgeving, religie, misbruik, geweld en
de geschiedenis van mensen met HIV/AIDS etcetera.
Wat deed het gebied wat betreft preventie van HIV/AIDS?
Sinds 1990 is gezondheidspromotie in Zuid-Afrika een focuspunt geworden. Er lopen vele
onderzoeken en interventies momenteel. Een groot probleem van gezondheidspromotie is de
infrastructuur. Het moeilijke qua gezondheidspromotie zijn factoren welke afhankelijk zijn van o.a.
sociale, economische en politieke omstandigheden. Preventie is moeilijk te bereiken als de
gezondheidspromotie niet optimaal door bewoners wordt aangenomen. Er is naast
gezondheidspromotie en preventie, nog meer veel nodig.
Als er voorlichtingen gegeven werden, werden ze ook aan kinderen gegeven en hoe?
In mijn onderzoek werd geen aandacht besteed aan voorlichting, omdat het een voorstadium was
van een veel groter project dan de uiteindelijke interventie. Dit zou een project moeten worden om
gezondheidsmedewerkers te trainen in de verschillende vormen van beperkingen en de gevolgen
hiervoor van hun patiënten. En hoe zij daar als gezondheidsmedewerkers het best mee zouden
kunnen omgaan.
56
Country facts Uganda
This paragraph shows some basic facts and statistics about Uganda as composed by the Central
Intelligence Agency (CIA).
Geography
Official name:
Location:
Total area:
Border countries:
Climate:
Republic of Uganda
East-Central Africa
241,038 sq km
Democratic Republic of the
Congo 765 km, Kenya 933 km,
Rwanda 169 km, South Sudan 435 km, Tanzania 396 km
Tropical, rainy climate with dry seasons from December to
February and June to August, but semarid climate in
Northeast
mostly plateau with rim of mountains
Lake Albert 621 m
Margherita Peak on Mount Stanley 5,110 m
copper, cobalt, hydropower, limestone, salt, arable land, gold
Terrain:
Elevation extremes lowest point:
Highest point:
Natural resources:
Land use:
-arable land:
21.57%, permanent crops: 8.92%,
-other:
69.51% (2005)
Irrigated land:
90 sq km (2003)
Total renewable
-water resources:
66 cu km (1970)
Freshwater withdrawal (domestic/industrial/agricultural)
-total:
0.3 cu km/yr (43%/17%/40%)
-per capita:
10 cu m/yr (2002)
57
People and society
Nationality:
Ethnic groups:
Languages:
Ugandan(s)
Baganda 16.9%, Banyakole 9.5%, Basoga 8.4%, Bakiga
6.9%, Iteso 6.4%, Langi 6.1%, Acholi 4.7%, Bagisu 4.6%,
Lugbara 4.2%, Bunyoro 2.7%, other 29.6% (2002 census)
English (official national language, taught in grade schools,
used in courts of law and by most newspapers and some
radio
broadcasts), Ganda or Luganda (most widely used of the
Niger-Congo languages, preferred for native language
publications in the capital and may be taught in school), other
Niger-Congo languages, Nilo-Saharan languages, Swahili,
Arabic
Religions:
Population:
Age structure:
Median age:
Population growth rate:
Birth rate:
Death rate:
Urban population:
Rate of urbanization:
Major cities- population:
Sex ratio:
Maternal mortality rate:
Infant mortality rate:
Life expectancy at birth:
Total fertility rate:
Health expenditures:
Physicians density:
Hospital bed density:
Roman Catholic 41.9%, Protestant 42% (Anglican 35.9%,
Pentecostal 4.6%, Seventh-Day Adventist 1.5%), Muslim
12.1%, other 3.1%, none 0.9% (2002 census)
33,640,833 (July 2012 est.)
0-14 years: 49.9% (male 8,692,239/female 8,564,571)
15-64 years: 48.1% (male 8,383,548/female 8,255,473)
65 years and over: 2.1% (male 291,602/female 424,817)
(2011 est.)
Total: 15.1 years
Male: 15 years
Female: 15.2 years (2012 est.)
3.582% (2012 est.)
47.38 births/1000 population (2012 est.)
11.54 deaths/1000 population (July 2012 est.)
13% of total population (2010)
4.8% annual rate of change (2010-2015 est.)
Kampala (capital) 1535 million (2009)
At birth: 1.03 male(s)/female
Under 15 years: 1.01 male(s)/female
15-64 years: 1.02 male(s)/female
65 years and over: 0.68 male(s)/female
total population: 1.01 male(s)/female (2011 est.)
310 deaths/100,000 live births (2010)
total: 61.22 deaths/1,000 live births
country comparison to the world: 27
male: 64.78 deaths/1,000 live births
female: 57.56 deaths/1,000 live births (2012 est.)
total population: 53.45 years
male: 52.4 years
female: 54.54 years (2012 est.)
6.14 children born/woman (2012 est.)
8.2% of GDP (2009)
0.117 physicians/1,000 population (2005)
0.39 beds/1,000 population (2009)
58
HIV/AIDS – adult prevalence rate:
People living with HIV/AIDS:
HIV/AIDS – deaths:
Major infectious diseases:
Children under the age of 5
years underweight:
Education expenditures:
Literacy (Age 15 and over – can
read and write):
School life expectancy (primary
to tertiary education):
6.5% (2009 est.)
1.2 million (2009 est.)
64000 (2009 est.)
degree of risk: very high
food or waterborne diseases: bacterial diarrhea, hepatitis A,
and typhoid fever
vectorborne diseases: malaria, plague, and African t
rypanosomiasis (sleeping sickness)
water contact disease: schistosomiasis
animal contact disease: rabies (2009)
16.4%(2009)
3.2% of GDP (2009)
total population: 66.8%
male: 76.8%
female: 57.7% (2002 census)
total: 11 years
male: 11 years
female: 11 years (2009)
59