Dissertations / Theses on the topic 'Rockhampton Diocese of Catholic Education'

For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools. There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.

The research project sought to gain initial information about the perceived purpose of Catholic schools from the perspectives of the administration teams in the diocese of Rockhampton. Catholic schools were first established ever one hundred years ago; society, Catholicism and parental expectations have changed over time. This study aims to inform future planning by the major stakeholders in Catholic education in the diocese of Rockhampton, to attempt to provide the most suitable educational structures to meet the demands of contemporary society. “It seems reasonable to suggest that the resolutions to some of these third millennium challenges confronting those with the responsibility of leading Catholic schools is unlikely to be found within a nineteenth century paradigm” (Leavey, 1993, p. 9). As the study is concerned with the perceptions of Catholic school administration teams, case study was selected. The research focussed on three areas: - The perceived purposes of the Catholic school. - The changing role of the Catholic school today and it’s relationship to the parish. - The changing roles of the parish and school. The study concluded that families are not as closely associated with parish structures as they were in the past, and that many families are becoming more involved in school activities and rejecting those offered by parishes. Staffs of schools are increasingly being expected to perform in roles for which they are not trained – counselling is the most predominant activity. The only experience of church for a large percentage of school families is the school.

For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools.;There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.

This study examines the educational provision for Roman Catholic children in the Diocese of Salford 1870-1944. It begins with a review of the position in 1870, attained by the efforts of William Turner. the first Bishop of Salford, in collaboration with his priests and people. It is argued that this effort was based on Five Principles: Education had to be based on Religion, Catholic Education had to be under Catholic Control, Catholic Education had to be made available to all Catholic children as and when means permit, Catholic Education had to be efficient in its religious and secular content, The rights of parents to decide upon the education of their children had to be respected. An account is then given of the growth of both elementary and post-elementary provision across the diocese under five successive bishops, Herbert Vaughan (later Cardinal Archbishop of Westminster), Thomas Bilsborrow, Louis Charles Casartelli, Thomas Henshaw and Henry Vincent Marshall. Consideration is given to the "political" activity that took place throughout this period in connection with Catholic Education. The question is posed and answered: Were the Five Principles adhered to or developed by successive bishops? Case Studies are presented throughout the thesis to illustrate the general arguments by particular examples. The thesis ends in the prelude to the 1944 Education Act.

Title I of the Elementary and Secondary Education Act of 1965 was envisioned as a way to improve society by helping to equalize educational opportunities for economically and educationally deprived school children. The law provided for students in nonpublic schools to receive services commensurate with those received by their public school counterparts. This dissertation describes and analyzes the implementation of Title I of ESEA and amendments, in the Catholic Diocese of Richmond, Virginia, from April 1965 through December 1976. The implementation of Title I in diocesan schools resulted in a conflict between church and state. An historical study in church-state relations, this study provides documentation of the conflict and a view of the issues, events and results. Positions of some officials of the Richmond diocese, the Virginia Department of Education, the U.S. Office of Education, and the U.S. Catholic Conference are presented. Three chronological phases of Title I implementation between April 1965 and December 1976 are identified. Efforts of diocesan officials to secure Title I services for children in schools of the diocese varied in concert with events and issues and the personalities of the leaders throughout the time frame. The study documents that the amounts of services parochial school children received were determined, to a large extent, by external factors not under the control of the Richmond diocesan staff. The issues involving the implementation of Title I (now Chapter I, ECIA) remain unresolved. The dissertation suggests the need for future study regarding the implementation of Title I for the period following December 1976. A number of general hypotheses about church and state relationships; about administrative processes in state, federal, and church bureaucracies; and about leadership emerged from the study. These generalizations are presented as empirical propositions.
Ed. D.
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Trying to understand a process through which individuals are raised in certain skills and dispositions, "physical and moral states" that are required by society as a whole, but also by specified groups to which one belongs, I conducted a research about the formation of Catholic priests process. I tried to understand from the experience of the diocese of São Carlos / SP, which dynamic, actors and situations were involved in this process of socialization, through which are cultivated in seminarians a number of provisions that in the future will contribute to the exercise of their priestly ministry. This set of provisions that I call priestly habitus is unconsciously and sometimes deliberately instrumentalized by these social actors, both in the daily performance of their social roles and in the maintenance activity or achievement of social positions in the Catholic Church or even in other fields such as the academic one. The dynamics of such priestly habitus cultivation takes place in a broad context, larger than the boundaries of a seminary, covering a range of training situations arranged through an institutionalized itinerary experiences that culminates in ordination. Such a priestly itinerary - equipped with native significance through a structured vocational speech that reduces the importance of profane motivations in the admission at the seminary provides the trajectories of these actors with a purity of inclination that omits the possibility of other interests (less transcendental ones). Finally, I discuss how to some members of the Catholic clergy, to be a priest not as regarded in the official speeches, but in the daily practices is less of an inescapable fixed identity than a contingency identification activity, which is evoked or omitted by these social actors according to the nature of relations at stake.
Procurando compreender um processo pelo qual se suscitam em indivíduos determinadas competências e disposições, "estados físicos e morais" requeridos pela sociedade como um todo, mas também a grupos determinados a que se pertence, realizei uma pesquisa acerca do processo de formação de sacerdotes católicos. Procurei entender a partir da experiência da Diocese de São Carlos/SP, quais dinâmicas, atores e conjunturas envolvem esse processo de socialização, por meio do qual se cultivam nos seminaristas uma série de disposições que futuramente contribuirão no exercício de seu ministério sacerdotal. A esse conjunto de disposições denomino habitus presbiteral, que é instrumentalizado inconscientemente e às vezes deliberadamente por esses atores sociais, tanto na performance diária de seus papeis sociais, quanto na atividade de manutenção e conquista de posições sociais no campo eclesial e até mesmo em outros campos, como o acadêmico. A dinâmica de cultivo de tal habitus sacerdotal se dá num contexto amplo, maior do que as fronteiras da casa de formação ou seminário, abrangendo todo um conjunto de situações formativas organizadas por meio de um itinerário institucionalizado de experiências que culmina na ordenação, o itinerário presbiteral, as quais são ainda dotadas de uma significação nativa, por meio de um discurso vocacional estruturado, que disassocia as motivações profanas do ingresso no seminário, dotando as trajetórias desses atores de uma pureza de inclinação que omite a possibilidade de interesses outros, menos transcendentais. Por fim, abordo ainda como para alguns membros do clero católico, ser padre, não no que toca os discursos oficiais, mas no que tange as práticas cotidianas, parece ser menos uma identidade fixa inescapável, do que uma atividade de identificação contingencial, que é evocada ou omitida por esses sujeitos de acordo com a natureza da relação social em jogo.

The Catholic Diocese of Lismore is situated in the north-east coastal area of New South Wales, Australia. Catholic education in this diocese is based on the premise that school and parish work together in partnership for the personal and spiritual development of students. This premise relies on the assumption that teachers and clergy share a common view of the mission of Catholic schools. However, some recent studies highlight a lack of shared vision and indicate that teachers and clergy frequently have different expectations of what Catholic schools should be. This study examines similarities and differences in perceptions of the religious dimension of the mission of Catholic schools among the teachers and clergy in the Lismore Diocese. It identifies areas in which there is a significant lack of congruence. The study also explores the relationships and the quality of partnerships between teachers and clergy and identifies issues that are potential sources of tension. Furthermore, it considers implications for change. Self-completion questionnaires were given to the target population which consisted of all the full time teachers in Catholic schools and all the clergy on active duties in the Lismore Diocese at the beginning of 1997. Subsequent semi-structured interviews were conducted with all the clergy in the group and with thirty two teachers chosen through random sampling. Data yielded little evidence of sustained dialogue between teachers and clergy on issues related to the religious orientation of Catholic schools. Although there were some similarities in the teachers' and priests' perceptions of the religious dimension of the mission of Catholic schools, there was a considerable variation in their perceptions of priorities for these schools. Some of these differences could be linked to teachers' individual relationships with the institutional Catholic Church. Teachers and priests were found to differ significantly in their understanding of the effectiveness of Catholic secondary schools. The study also found that ecclesiastical language used to describe the mission of Catholic schools is not always understood by teachers who work principally out of an educational context. Moreover, the study found that relationships between teachers and clergy were often hindered by poor communication, lack of clarity with regard to roles and expectations and very different perceptions of the structures and practice of authority. Many teachers believed that clergy were 'out of touch' and unrealistic in their expectations of schools and teachers. Many priests, on the other hand, considered that teachers had generally lost a sense of 'vocation' and religious motivation for their involvement in Catholic schools. Priests were generally more interested in forming partnerships with schools than were teachers in forming partnerships with parish communities. The perception that secondary school communities did not relate to parishes as well as their primary counterparts was widespread among clergy. This study makes several recommendations for the improvement of communication and dialogue between teachers and priests. It also recommends that similar research be carried out in dioceses where the parish-school authority structure differs. As part of this study the initial findings were presented to a significant gathering of clergy and school principals. The resulting discussion led to the proposal of strategies for improvement in communication and partnership. In this way the applied research in the study became an agency of change itself, working in the direction of a better culture of communication and collaboration regarding the religious mission of Catholic schools.

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A Igreja CatÃlica, no decorrer da sua histÃria, pensou e implementou projetos que viabilizassem a sua manutenÃÃo no poder em todos os campos sociais: polÃtico, econÃmico, cultural e educacional. Daremos Ãnfase à educaÃÃo, cuja aÃÃo estava direcionada para a formaÃÃo de uma elite intelectual que defendesse os ideais desta instituiÃÃo. No final do sÃc. XIX, com a quebra do padroado e o advento de novas igrejas disputando o territÃrio brasileiro, a Igreja passa a preocupar-se com uma formaÃÃo mais conservadora, numa tentativa de barrar as manifestaÃÃes de um catolicismo popular que surgiam no Brasil. SeminÃrios e escolas foram criadas em todo o Brasil, com o objetivo de difundir a religiÃo catÃlica, no processo de romanizaÃÃo da educaÃÃo brasileira. Este trabalho tenta aliar as temÃticas sobre religiÃo e educaÃÃo, envolvendo as aÃÃes da Igreja CatÃlica acerca da CriaÃÃo da Diocese do Crato e do ColÃgio Diocesano para empreender o seu projeto que viabilizava a manutenÃÃo do seu poder. Com o objetivo central de analisar tal processo, buscou-se o entendimento do papel sociocultural desempenhado por esta instituiÃÃo de ensino na cidade do Crato. Ao longo de sua histÃria, Crato foi fortemente orientado pela religiÃo CatÃlica que marca sua presenÃa desde a chegada do Padre Ibiapina e suas instituiÃÃes de caridade. A atuaÃÃo da Igreja CatÃlica no Crato reflete na formaÃÃo de intelectuais que defenderam esta instituiÃÃo em vÃrias frentes, a exemplo da disputa para sediar a diocese contra o Padre CÃcero do Juazeiro. Com efeito, o estudo da religiÃo e da histÃria da educaÃÃo no Cearà servirà de arcabouÃo teÃrico para reafirmar o poder desta InstituiÃÃo.
The Catholic Church, in the course of its history, intended and implemented projects that make feasible his maintenance in the power in all the social fields: political, economical, cultural and education. We will give emphasis to the education, which action is oriented for the formation of intellectual elite that was defending the ideals of this institution. In the end of the nineteenth century, with the break of the ecclesiastical patronage and the advent of new churches disputing the Brazilian territory, the Church starts to be concerned by a more conservative formation, attempting to stop the demonstrations of a popular Catholicism that were appearing in Brazil. Seminars and schools were created all over Brazil, with the catholic religion spreading goal, by means of the Brazilian education romanizing process. This work attempts to ally the themes about religion and education, dealing with the Catholic Church actions about the Creation of the Diocese in Crato and the Diocesan College in order to undertake the project that made feasible the maintenance of catholic power. The central objective is to analyze this process, aiming to understand the sociocultural role fulfilled by this educational institution in Crato city. Along his history, Crato was strongly orientated by the Catholic religion which imprints its presence since the Priest Ibiapina arrival and his charity institutions. The Catholic Church activity on Crato reflects the intellectualsâ formation that later defended this institution in several fronts, for instance the diocese host contest against Juazeiroâs Priest CÃcero. In fact, the study of the religion and history of education in the Cearà will serve as theoretical outline to reaffirm the power of Catholic Institution.

The purpose of this qualitative study was to examine the perceptions of collaboration between public and Catholic school administrators using the involvement in the federal Title II professional development program as the subject area. Volunteer participants were interviewed using a researcher developed and pilot study tested interview guide. Four locations were selected covering eight sites and 11 total participants. Interview transcripts, researcher observations, and researcher notes were used to describe the participant perceptions and develop the study’s emerging themes of communication and attitude.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A presente pesquisa tem como enfoque a ação educativa do movimento negro no Brasil constituído na base católica. Os marcos temporais e espaciais se localizam entre 1988 e 2000 na Diocese de Duque de Caxias e sua paróquia em São João de Meriti, ambas situadas na Baixada Fluminense, região metropolitana do Rio de Janeiro. A escolha do ano de 1988 se deve ao papel protagonista que os atores coletivos tiveram na Campanha da Fraternidade da CNBB (Confederação Nacional dos Bispos do Brasil) no ano de 1988, centenário da abolição da escravatura no Brasil. A principal fonte pesquisada o periódico diocesano Pilar, publicado em Duque de Caxias desde 1990 apontou que, ao longo da década em estudo, o movimento negro de base católica operou práticas formativas que buscavam alcançar a consciência da negritude no mundo leigo e eclesial. Os movimentos sociais unem a intencionalidade político-formativa ao projeto de transformação de realidades e, neste sentido, a construção do conhecimento atua para a emancipação dos atores. A luta anti-racista, que ainda afeta patrimônios sociais e culturais, empreendeu uma ação contra-hegemônica interior e exterior à Igreja Católica, aqui analisada à luz do jornal Pilar.
This study aims at discussing the educational action in the Catholic-based Black movement in Brazil. The temporal and spatial boundaries are between 1988 and 2000 at the Archbishop of Duque de Caxias and its parish in São João de Meriti, both located at Baixada Fluminense in the metropolitan area of Rio de Janeiro, The choice of the year 1988 is due to the chief role played by the collective actors during the National Confederation of Bishops of Brazil (CNBB) Fraternity Campaign in 1988, year of the centennial anniversary of Slavery Abolition in Brazil. The main source of research the diocesan journal Pilar, published in Duque de Caxias since 1990 showed that, during the decade studied, the Catholic-based Black movement operated on formative practices which sought to achieve Black awareness on both secular and clerical world. The social movements join the political-formative intentionality of the project of transformation of realities and, in this sense, the construction of knowledge operates for the actors emancipation. The anti-racist struggle which still affects social and cultural assets undertook an anti-hegemonic action both inside and outside the Catholic Church, as analyzed here in the light of the journal Pilar.

O estudo procura fazer uma análise dos pressupostos que fundamentam o Projeto de Restauração Católica na Diocese de Caxias do Sul, no período de 1934 a 1952. Os dados sobre as linhas norteadoras e os princípios cristãos e filosóficos, seguidos pelos colégios confessionais pioneiros em Caxias do Sul, foram levantados junto aos arquivos das instituições: Colégio São José, Escola Nossa Senhora do Carmo e Seminário Nossa Senhora Aparecida, e também consulta aos arquivos do Círculo Operário Caxiense, instituição que procurou, por meio da educação informal, ministrar cursos aos trabalhadores. As bases desses pressupostos, que vêm explícitos nesta pesquisa do mestrado em Educação da Universidade de Caxias do Sul, na linha de História e Filosofia da Educação, remontam ao Concílio de Trento, que unificou a doutrina, a disciplina e a prática da Igreja Católica. O fim do regime do Padroado no Brasil, mais a vinda de imigrantes e de congregações religiosas européias para o Brasil, no fim do século XIX, permitiram que esse Projeto se consolidasse no Rio Grande do Sul. Os mecanismos adotados por essas instituições favoreceram a coexistência colaborativa com o Estado laico e difundiram a importância de relações harmoniosas entre capital e trabalho para alcançar o desenvolvimento e combater o comunismo. As conclusões a que este estudo chegou é que a construção da proposta educativa desenvolvida pelas instituições religiosas, baseada na qualidade de ensino, no ambiente e disciplina escolar, nas atividades educativas complementares e na participação em atividades religiosas e sociais, contribuiu, de um lado, para o desenvolvimento político, social e cultural do município de Caxias do Sul e dos municípios da região da Serra Gaúcha; e, de outro lado, para o desenvolvimento do espírito comunitário, humano e fraterno, próprios do catolicismo, marcados nas populações dessas regiões.
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The study tries to analyze the assumptions that fundament the Project for Catholic Restoration of the Diocese of Caxias do Sul, in the period from 1934 to 1952. The data about guidelines and Christian and philosophical principles followed by pioneer confessional schools in the city of Caxias do Sul were collected at the archives of the following institutions: Colégio São José, Escola Nossa Senhora do Carmo and Seminário Nossa Senhora Aparecida. Data were also collected from the archives of Círculo Operário Caxiense, an institution that, through informal education, tried to provide some courses to workers. The basis for these assumptions, which are explicit in this research for the Master´s in Education at the University of Caxias do Sul, in the research line for Education History and Philosophy, go farther back to the Council of Trent, which unified the doctrine, discipline and practice of the Catholic Church. The end of the regime of Ecclesiastical Patronage in Brazil, along with the arrival of immigrant and religious congregations to the country in the end of the XIX century, allowed this Project to consolidate in the state of Rio Grande do Sul. The mechanisms adopted by these institutions favored the collaborative coexistence with the lay State and helped spread the importance of harmonious relations between capital and work to reach development and fight communism. The conclusions reached by this study show that the construction of the educational proposal developed by the religious institutions, based on teaching quality, school environment and discipline, supplementary educational activities, and participation in social and religious activities contributed, on the one hand, for the political, social and cultural development of the city of Caxias do Sul and other cities and towns in the surrounding region known as Serra Gaúcha; and, on the other hand, contributed for the development of a communitarian, humane and fraternal spirit, which are peculiarities of Catholicism, and noticed in the populations in these regions.

The Rockhampton Diocese of Catholic Education represents a large, diverse and unique body of school environments, spread across a vast area of regional central Queensland. The Diocese provides Catholic education to approximately 11,500 students in 27 Primary Schools and 8 Secondary Colleges located from Bundaberg in the south to Mackay in the north and from the Capricorn Coast in the east to Longreach in the west.

Over recent years the Rockhampton Diocese of Catholic Education has been investigating and embracing information and communication technology (ICTs) in the provision of Catholic education. The use of ICTs has clearly enhanced the teaching and learning processes and assisted with the efficient administration and management of both the Catholic Education Office (CEO) and schools. However, as technology use has grown, there have been increasing and continuing requests from many staff throughout the Diocese for leadership and guidance to be provided by CEO.

In response to these requests, CEO embarked upon a Diocese wide Technology Planning Initiative (WI) intended to provide a systematic approach towards ICT planning. Integral to the Technology Planning Initiative was the need for development of a systemic Technology Master Plan for the Diocese. It was considered essential that CEO base future directions for the adoption and use of ICTs on the 'real' situation and the actual problems being faced by schools and staff throughout the Diocese.

This report is the result of an investigation of technology needs throughout the Diocese as a basis for development of a holistic Technology Master Plan. This study involved a range of strategies to provide alternate sources of data upon which to base recommendations for future direction. The project included extensive interaction with staff in the Diocese and the embedding of the research component into the culture, committee structures and practices of the organisation. This has included collaboration with stakeholder groups before, during and following the actual research component of the project, thereby ensuring organisational acceptance of the processes being followed, understanding of the findings and ownership of the future directions.

Site visits and ICT audits have revealed valuable information about access, equity and availability of various technologies within school environments. The current technology-related skills of school staff (Principals, Teachers, and Library staff) was determined, which revealed considerable variation in the abilities of staff at all levels and across all aspects of school operations. The study revealed that staff attitudes towards the use of ICTs across all schools was extremely positive, with considerable enthusiasm among school staff towards the use of technology.

The study revealed that very few schools have performed formalised ICT planning for their school and that the majority of schools do not have a planning group or committee that focuses on ICT-related issues for the school. Many areas were identified as barriers to ICT adoption in the Diocese, with many respondents also providing suggestions and proposing initiatives to overcome these barriers. The study has pinpointed limitations in the current provision of ICT-related staff development across schools, and identified specific focus areas for future staff development activity.

The study has revealed the current situation within the Rockhampton Diocese of Catholic Education and enabled the translation of the current state into an action plan for future directions. The 'product' of this study is a series of sixty-two recommendations that have provided the core themes for development of a holistic Technology Master Plan for the Rockhampton Diocese of Catholic Education.

This report also provides a retrospective evaluation of progress made with implementation of the Diocesan Technology Master Plan. This reveals that significant progress has been made with the adoption and use of technology throughout the Diocese, along with substantial organisational learning.

By examining the example of its operation in one (1) secondary college in Central Queensland this thesis examines issues surrounding the performance reviews of middle managers holding Positions of Added Responsibility in the Catholic Diocese of Rockhampton in the context of teacher appraisal generally.

Bibliography: pages 360-378
In this study, the researcher investigates an HIV and AIDS prevention programme known as Education for Life (EFLP) run by the Roman Catholic Church (RCC). The programme seeks to encourage behaviour changes as a viable approach for the prevention of HIV and AIDS through education. EFLP is faith-based and run by the RCC as one of the programmes in RCC pastoral mission activities to mitigating the HIV and AIDS epidemic. EFLP aims at preventing HIV and AIDs through creating awareness of human values in the context of the gospel, facts about HIV and AIDs and promoting behaviour change, particularly among the youth. The programme is youth-led, peer-driven and peer support based. The researcher examines EFLP in Sterkspruit Parish from 2003 to 2013 to assess whether EFLP was effective in bringing about preventative sexual behaviour, as a result of participants in the programme changing attitudes and values and acquiring life skills. RCC and many Christian churches promote behavioural intervention abstinence, fidelity within marriage, counselling and delaying sexual debut and partner reduction. Behavioural change programmes have, however, not been without controversies. A qualitative research method was followed to investigate the impact of EFLP. Data were obtained and tape-recorded during one-on-one interviews of 25 youth participants. The researcher employed the theory of reasoned action to examine the data. Analysis of data revealed that the mission of the church could be achieved through social transformation in the lives of the youth, especially behavioural change concerning HIV and AIDS. It also showed that a single preventative approach should not be taken to the exclusion of others in the prevention of HIV and AIDs. The study recommends combining different approaches, including promoting behavioural change
Christian Spirituality, Church History and Missiology
Ph. D. (Missiology)