Integration of HIV and AIDS in higher education curriculum: a case study of an HIV course in the school of education of the University of Zambia

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Daka, Harrison
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International Journal of Humanities Social Sciences and Education
This study examined existing nature and effectiveness of HIV instruction and existing curricula materials used in Teacher Training Institutions (TTIs) to prepare their pre-service and in-service teachers (PITs) to integrate Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) education into the mainstream curriculum teaching at Primary School level. The study showed that there was greatest variance between Content Area Experts (CAEs) and PITs on the appropriate setting to teach children about HIV and Acquired AIDS. The majority of CAEs (70.3 percent) stated the home setting while only 38.6 percent of TTI administrators choose home setting. While it was proposed by many respondents that it would be good to consider a separate, required, and examinable subject on HIV and AIDS in primary schools, 82% indicated that the best ways to teach about HIV topics is to integrate it into the core subjects for all primary schools . Findings indicate the important role a multiple-setting approach is by teaching children about HIV and AIDS in homes, schools, communities, and religious settings when considering reaching youths throughout the country and in helping to overcome the AIDS epidemic. From the study, it was clear that content experts need to arrange what should be taught in the curricula at different levels namely lower, middle and upper primary levels. Keywords: curriculum, mainstreaming, curricula materials, content
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HIV and AIDS--Study and teaching--Zambia , Curriculum change--HIV and AIDS--Zambia