An Assessment of the Implementation of the HIV/AIDS Education Programme in Schools in Harare, Zimbabwe

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An Assessment of the Implementation of the HIV/AIDS Education Programme in Schools in Harare, Zimbabwe

Journal Title: Scholars Journal of Arts, Humanities and Social Sciences - Year 2016, Vol 4, Issue 5

Abstract

The first confirmed case of HIV/AIDS was reported in 1985 in Zimbabwe. Since then there have been reported cases of increases in the number of people who are said to be HIV positive with the majority of them succumbing to the AIDS pandemic. Although the discovery and use of ARVs is a welcome development, HIV/AIDS remains a threat to human development. It has to be acknowledged that the interventions such as the use of ARVs have alleviated the challenges and threats imposed by HIV/AIDS, but it remains a threat to human life. It is within this context that the values, perceptions and attitudes of people have to be changed. Education becomes critical in bringing about that change in people’s values, attitudes, perceptions and life styles. As an intervention measure, the Ministry of Primary and Secondary Education in Zimbabwe introduced HIV/AIDS Education in schools. In addition to this, the Zimbabwe government introduced the AIDS levy on all workers in Zimbabwe in 2002. The National Aids Council (NAC) was also established to help in the fight against HIV/AIDS nationally. Despite these efforts AIDS remains a scourge in Zimbabwe. The purpose of the study was to assess the implementation of the HIV/AIDS Education programme is secondary schools. This has been prompted by the reported cases of an increase in sexually transmitted diseases in institutions of higher learning. The study aimed at assessing the knowledge levels, values, perceptions, attitudes and practices of teachers and pupils in five secondary schools in Harare, Zimbabwe. In addition to assessing the different attributes in the teachers and pupils, the study also examined HIV/AIDS Education curriculum used in schools. The study used the mixed methodology and the descriptive survey design. Data was collected through the use of structured questionnaires, open-ended questionnaires and face-to-face interviews. Data was collected from five school heads, twenty HIV/AIDS Education teachers and fifty students from the five selected secondary schools. Data was qualitatively analysed. The study concluded that teachers who were teaching HIV/AIDS Education in the selected schools were not trained to teacher the subject and this to some extent contributed to the negative attitudes they had towards HIV/AIDS Education as a subject. The issue of stigma was also affecting the teaching and learning of HIV/AIDS Education in these schools. Most students, while they noted that they were aware of the dangers caused by HIV/AIDS they were influenced by what they called ‘youth needs’. It was also noted that HIV/AIDS Education was not taken seriously in the selected schools since it was not an examinable subject. The study recommends that teachers need teacher development courses in new areas such as HIV/AIDS Education. HIV/AIDS Education should also be an examinable subject for school heads, teachers and students to take it seriously. Keywords: HIV/AIDS Education, programme, implementation, curriculum, behaviour change.

Authors and Affiliations

Dr. Wellington Samkange

Keywords

EP ID EP379288
DOI -
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