Teaching and the HIV/AIDS Pandemic: A School Case Study

By Moses Orwe-Onyango.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Background: This paper reports case study findings on how a school in Tanzania is attempting to integrate HIV/AIDS education. Methods: Interviews were held with the principal, 8 teachers, 8 pupils, the school nurse and 4 parents; observation of school environment and document analysis of posters, text books and school calendar was carried out to see evidence of HIV/AIDS activities in the school. Results: HIV/AIDS is integrated in the school curricula and some teachers have incorporated participatory pedagogy. However teachers lack support and teaching materials. Students are HIV/AIDS aware and are willing to play the role of peer educators. Parents support HIV/AIDS education but some are opposed to exposure to condom use as a preventive measure. Conclusion: Teachers need training on how to integrate and infuse HIV/AIDS in extracurricular activities. There is need to use peer educators who will need to be trained and supported to act as role models and agents of change in the community. Above all HIV/AIDS curricula should incorporate views of the school community to be acceptable.

Keywords: Integration

The International Journal of Learning, Volume 16, Issue 1, pp.135-142. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.165MB).

Moses Orwe-Onyango

Assistant Lecturer, Institute for Educational Development, The Aga Khan University, Dar es Salaam, Tanganyika, United Republic of Tanzania

I have taught science in high school for over 16 years. Currently I am a tutor and my area of focus is science education. I have done some work on assessment in science education.


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