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Curriculum Recontextualisation in HIV Counsellor Training in Uganda: A Conceptual Framework for Pedagogic Analysis

TitleCurriculum Recontextualisation in HIV Counsellor Training in Uganda: A Conceptual Framework for Pedagogic Analysis
Publication TypeConference Paper
Year of Publication2011
AuthorsKisaakye, V, Sikoyo, LN, Sentongo, J
Conference NameSouthern African Comparative and History of Education Society (SACHES) Conference, Common Wealth Resort, Munyonyo, Kampala, Uganda, 10th August 2011
KeywordsBernstein, Counselling, curriculum, HIV, Recontextualisation, Testing, training, Uganda
Abstract

Within HIV prevention, Care and Treatment, training and capacity building is viewed as a vital intervention to build the required competences among health care providers and subsequently improve the quality of service provision.  Analysing and evaluating curriculum implementation processes within the context of adult learning is often a misunderstood and maligned field of practice. Its educational settings and forms are as diverse and widespread as our societies are complex. This paper examines how pedagogy in the training of HIV Counsellors can be analysed using Bernstein’s (1996, 2000) theory of the pedagogic device in comparison to what the national HCT curriculum spells out.  The paper is based on a qualitative study that examined the ‘extent’ and ‘ways in which’  the national HIV Counseling and Testing (HCT) training curriculum was being implemented in selected HIV Counsellor training institutions in Uganda; and how its implementation influenced the counsellors’ proficiency in providing quality HCT services to their clients.