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Base de données d'évaluation

Evaluation report

ZIM 1999/800: Impact Evaluation of Student Teacher Training in HIV/AIDS Education in Zimbabwe

Author: Benoy, H.; Chifunyise, T.; Mukiibi, B.

Executive summary


The Ministry of Higher Education and Technology introduced a nation-wide programme in 1994, to teach AIDS education in 27 tertiary colleges in Zimbabwe. Four years later, USAID and UNICEF sponsored an impact evaluation.

Purpose / Objective

This evaulation edeavored to find out the extend to which the programme had created capacity among pre-service teacher training students to support the AIDS and Life Skills Education programme in primary and secondary schools in Zimbabwe. Specific survey objectives included to find out:
- knowledge of students on incidences of HIV/AIDS, the factors whihc contribute to the epidemic and the impact of this epidemic
- knowledge on transmission, symtoms and prevention of STD/HIV/AIDS and on the relationship between STDs and HIV/AIDS
- attitudes of students towards people with HIV/AIDS
- attitudes of students towards the prevention of STD/HIV/AIDS
- attitude of students towards relationships with the opposite sex
- health behavior of students
- if students want more information on STD/HIV/AIDS
- student's attitudes towards using participatory methodology as a teaching method


A questionnaire was administered to a randomly-selected sample of 1,562 third year students in fifteen teachers' colleges, two technical colleges and two agricultural colleges. Focus group discussions and interviews were held with students and AIDS education coordinators in eight colleges.

Key Findings and Conclusions

The increase in students' knowledge about STDs and HIV/AIDS was small, and even this change in knowledge level could not necessarily be attributed to the course on HIV/AIDS in the college. The course is not examined, and when both the teachers and students are under pressure from examinations, they stop attending the HIV/AIDS and Life Skills course. Not much time and effort is spent on developing teaching and learning materials.

The course succeeded in making the students aware that methods of transmitting and preventing HIV/AIDS are within their control. Students called for condom distribution to be combined with sound moral messages and the strengthening of life skills among young people, especially among female students. They felt that females needed to develop negotiation skills and assertiveness in relationship with the opposite sex. The gender dimension of HIV/AIDS needs to be emphasised and taken into consideration in all interventions.

The course did not succeed in developing positive attitudes towards people living with HIV/AIDS. Although some of the students were willing to associate with and assist colleagues living with HIV/AIDS, the majority had negative attitudes.

The course succeeded in developing confidence among student teachers to discuss sexuality issues and to teach about reproductive health issues without feeling embarrassed, but gender differences remained.

The course did not succeed in creating awareness among student teachers on the importance of safeguarding the rights of children. Teachers should design deliberate plans and programs to address issues of child abuse, especially child sexual abuse and other CDC concerns.


The course should be developed into an examinable subject. This will force the students and the lecturers to take it seriously, and the college to provide updated curriculum materials. The materials should be developed with the participation of the student teachers. Training of lecturers should emphasise content and the life skills approach. The practice of student projects should be strengthened with closer supervision and presentation to peers. The projects should contribute towards assessment teaching practice should also have this emphasis assigned.

The Life Skills programme should be assigned to lecturers trained in counselling and in using participatory teaching methodologies. However, all colleges should mount training programmes for lecturers. The lecturers should be encouraged to involve young people in developing learning materials for the course. Sufficient time should be allocated to the Life Skills programme to allow lecturers opportunities to interact with and facilitate discussion .

The course should develop a peer education programme, which would give opportunities to students to organise practical activities for themselves. The activities would include an outreach programme to increase contacts with people living with HIV/AIDS, so that students reinforce and internalise positive attitudes and behaviours.

Educational materials and methods need to specifically address girls' and women's lack of empowerment in making decisions and in negotiating for safer sexual practices.

Pre-service teacher training curricula should include child rights and protection issues.

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Report information





HIV/AIDS - Other

USAID, Ministry of Higher Education and Technology


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