Teachers’ Understanding and Conceptualisation of the HIV and AIDS Policy: The Case of Secondary Schools in Zimbabwe

Abstract

This study examined secondary school teachers’ understanding of the HIV and AIDS education policy and curriculum in Zimbabwe. The study was informed by the Concerns-Based Adoption Model. Twenty teachers, four school heads from the participating schools and two Ministry of Education officials from Masvingo provincial offices participated in the study. Data for the qualitative case study were collected via individual interviews, focus group interviews and open-ended questionnaires. The study found that teachers had mixed perceptions of the HIV and AIDS school policy. Few teachers had a clear understanding of the policy and curriculum innovation while most of them were uninformed, ignorant, frustrated or confused regarding this policy and the implementation thereof. Overall, there was a disjunction between policy, curriculum requirements and teacher understanding and conceptualisation of the subject area due to a lack of professional qualifications and the non-availability of policy and curriculum documents. It is recommended that the Ministry of Education should become proactive in developing teachers’ knowledge and skills via significant and ongoing professional development and training for all teachers in HIV and AIDS education. School heads should provide support with regard to enhancing teachers’ understanding of HIV and AIDS education for effective implementation of the subject area in schools.