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QUESTION 1
1.1. Discuss the community education model.
The community education model is an approach that aims to equip individuals and communities with
knowledge, attitudes, and skills (KAS) necessary to function effectively in their environments. It
seeks to address ignorance and empower people to take control of their lives by focusing on
improving knowledge, shaping positive attitudes, and developing practical skills. This model targets
various aspects of human functioning, including intellectual, emotional, physical, social, and cultural
domains, among others. It utilises interventions such as life skills training, literacy programs, peer
education, drama-based methods like socio-drama and community forum theatre, and workshops that
promote awareness on pressing issues. Through these interventions, the model helps shift harmful
social attitudes and behaviors, especially in communities where certain topics are taboo. It is often
used in tandem with the community development model, as these two approaches complement each
other in empowering communities for sustainable change (Skhosana & Morake 2019).
1.2. Discuss how you will apply the community education model in this case study.
In the case of the secondary school in Limpopo, where teenage pregnancy and HIV infections have
become pressing issues, the community education model can be applied to address the specific
knowledge and skill gaps that have been identified. The pupils and parents themselves have
expressed the need to learn more about HIV/AIDS and teenage pregnancy, which aligns with the
model’s focus on improving KAS. As a facilitator, one could begin by providing accurate
information about sexual health, contraception, and HIV prevention, while also considering cultural
sensitivities, since discussing sex remains a taboo in many rural communities. Communicating
through culturally resonant methods like storytelling or drama may be more effective in such settings
(Skhosana & Morake 2019).
The model also enables interventions aimed at changing harmful attitudes, such as silence around
sexual matters and the normalization of relationships with older men, commonly referred to as
“blessers.” Creating safe spaces for open dialogue between learners, parents, and educators can help
reduce stigma and promote honest communication. Additionally, socio-drama or forum theatre could
be used to help participants explore and challenge real-life scenarios, thereby encouraging alternative
behaviors and empathy. Life skills training is essential in this context, equipping young girls with
decision-making and assertiveness skills to resist exploitation. Peer education can further enhance
the model’s impact, as learners may be more receptive to information delivered by trusted peers who
understand their context (Skhosana & Morake 2019).
Furthermore, involving the community in designing and delivering the educational content ensures
that the learning is relevant and sustainable. Parents, teachers, and even learners can contribute ideas
and participate in planning activities, promoting collective ownership of the intervention. The
existing concern shown by the school principal and parents should be leveraged as a community
asset, encouraging collaborative action. Through this participatory and strengths-based approach, the
community education model can empower the school and surrounding community to take informed
action against teenage pregnancy and HIV, leading to long-lasting social transformation (Skhosana
& Morake 2019).
QUESTION 1
1.1. Discuss the community education model.
The community education model is an approach that aims to equip individuals and communities with
knowledge, attitudes, and skills (KAS) necessary to function effectively in their environments. It
seeks to address ignorance and empower people to take control of their lives by focusing on
improving knowledge, shaping positive attitudes, and developing practical skills. This model targets
various aspects of human functioning, including intellectual, emotional, physical, social, and cultural
domains, among others. It utilises interventions such as life skills training, literacy programs, peer
education, drama-based methods like socio-drama and community forum theatre, and workshops that
promote awareness on pressing issues. Through these interventions, the model helps shift harmful
social attitudes and behaviors, especially in communities where certain topics are taboo. It is often
used in tandem with the community development model, as these two approaches complement each
other in empowering communities for sustainable change (Skhosana & Morake 2019).
1.2. Discuss how you will apply the community education model in this case study.
In the case of the secondary school in Limpopo, where teenage pregnancy and HIV infections have
become pressing issues, the community education model can be applied to address the specific
knowledge and skill gaps that have been identified. The pupils and parents themselves have
expressed the need to learn more about HIV/AIDS and teenage pregnancy, which aligns with the
model’s focus on improving KAS. As a facilitator, one could begin by providing accurate
information about sexual health, contraception, and HIV prevention, while also considering cultural
sensitivities, since discussing sex remains a taboo in many rural communities. Communicating
through culturally resonant methods like storytelling or drama may be more effective in such settings
(Skhosana & Morake 2019).
The model also enables interventions aimed at changing harmful attitudes, such as silence around
sexual matters and the normalization of relationships with older men, commonly referred to as
“blessers.” Creating safe spaces for open dialogue between learners, parents, and educators can help
reduce stigma and promote honest communication. Additionally, socio-drama or forum theatre could
be used to help participants explore and challenge real-life scenarios, thereby encouraging alternative
behaviors and empathy. Life skills training is essential in this context, equipping young girls with
decision-making and assertiveness skills to resist exploitation. Peer education can further enhance
the model’s impact, as learners may be more receptive to information delivered by trusted peers who
understand their context (Skhosana & Morake 2019).
Furthermore, involving the community in designing and delivering the educational content ensures
that the learning is relevant and sustainable. Parents, teachers, and even learners can contribute ideas
and participate in planning activities, promoting collective ownership of the intervention. The
existing concern shown by the school principal and parents should be leveraged as a community
asset, encouraging collaborative action. Through this participatory and strengths-based approach, the
community education model can empower the school and surrounding community to take informed
action against teenage pregnancy and HIV, leading to long-lasting social transformation (Skhosana
& Morake 2019).
