Analysis of the integration of HIV and AIDS education in teachers education programmes of Zambia: a case of four selected colleges of education

Abstract

This study was conducted to analyse the integration of Human Immuno-Deficiency Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) Education in two Teacher Education Programmes in Four (4) Zambian Colleges of Education. The objectives were firstly, to collect views from lecturers, teacher trainees, graduates and stakeholders on the appropriateness of content, methodology and learner assessment elements that support the integration of HIV and AIDS Education in Teacher Education Programmes. Secondly, to investigate how teacher trainees in Colleges of Education understood the phenomenon of integration of HIV and AIDS Education in the curriculum. In order to conceptualise the study, the Context, Input, Process and Product (CIPP) conceptual framework and the constructivism theory were used. The study employed the constructivism philosophical paradigm in which the descriptive survey research design was selected as being most appropriate. Since the study was qualitatively oriented, it was more interactive and the researcher interacted with the participants in their own natural setting. The non-probability sampling method based on non-random sampling method, and the purposive sampling technique were also used. The sample size was n=90 participants. Data were collected through questionnaires, structured interview guides, focus group discussion guides and lecture observation checklist. The secondary data were derived from journal articles, books and reports. Data was processed using Qualitative Solutions and Research (QSR) International NVIVO 11, and a Statistical Package for Social Sciences (SPSS) version 16 to present descriptive statistics. The study established, among other issues, that HIV and AIDS Education were partially integrated in most subjects in teacher Education Programmes and were presented as cross cutting issues. Other constraints were inadequate teaching time allocated to teaching HIV and AIDS Education, negative attitudes of some administrators, inadequate teaching and learning materials among other things. The study recommended inter alia that the Ministry of Education with the help of experts on HIV and AIDS Education train more peer educators to help deliver the course and to also consider opening up units or departments to handle HIV and AIDS issues in Colleges of Education. Another submission was that, the Ministry of General Education should also consider employing Colleges of Education to teach HIV and AIDS Education as stand-alone subjects. The study further proposed the teaching of HIV and AIDS as stand-alone subjects to be dealt with in the two Teacher Education Programmes. The proposed Model of the Stand-Alone approach is provided in this thesis. Keywords: Integration, HIV and AIDS, Zambian Colleges of Education, Teacher Education Programmes, Cross-cutting Issues.