Relocating practice in AIDS education. From didactics to dialogue.
Sharon Laver · PubMed · 1993
Due almost exclusively to sexual intercourse and perinatal transmission the number of reported AIDS cases in Zimbabwe has risen rapidly. It is estimated that 500000-600000 people may be infected in the population of 10 million. Despite significant information campaigns misunderstandings persist about AIDS. This paper review the current practice of health education as it has developed within a traditional information giving approach in Zimbabwe and attempts to explain the barriers which have prevented a shift to an approach which is part of a broader policy of health promotion. The current educational strategy must be rethought and will require a widespread training initiative to locate the educator in a social context of AIDS; a shift toward a methodology encouraging a systematic process for obtaining information as a basis of planning; and strategies to enhance successful communication and participation. Planners must acknowledge that the mechanics and resources to effect change in educational practice must be put in place; recognize that education is only part of a health promotion policy; and understand that communities can and should play a role in defining the problem planning and instituting steps to resolve the problem and establishing structures to ensure that desired changes are maintained. A framework for a participatory approach to AIDS communication activities is suggested.