Evaluating HIV/AIDS education programmes in Ugandan secondary schools

Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for some time in Ugandan secondary schools through a variety of extracurricular means, including the media, youth groups, drama, music, and Parent-Teacher Associations. This article identifies and evaluates t...

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Bibliographic Details
Published in:Development in practice 2007-02, Vol.17 (1), p.114-123
Main Authors: Jacob, W. James, Mosman, Stacey S., Hite, Steven J., Morisky, Donald E., Nsubuga, Yusuf K.
Format: Article
Language:English
Subjects:
Acquired immune deficiency syndrome
Administrators
AIDS
Curricula
Education, Secondary
Educational administration
Educational programs
Governance and Public Policy
Health education
High school students
HIV
Human immunodeficiency virus
Human immunodeficiency virus - Social aspects
Music
Music teachers
National curricula
National curriculum
Practical Notes
Public health education - Uganda
Public policy
Secondary school curricula
Secondary school teachers
Secondary schools
Sex education - Uganda
Social Sector
Sub-Saharan Africa
Teachers
Uganda
Uganda - Educational sector
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Summary:Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for some time in Ugandan secondary schools through a variety of extracurricular means, including the media, youth groups, drama, music, and Parent-Teacher Associations. This article identifies and evaluates the integration of HIV/AIDS information into the national curriculum in Ugandan secondary schools between 2002 and 2004, based on the viewpoints of administrators, teachers, and students from 76 schools. While most schools did not include HIV/AIDS as part of the formal national curriculum at this time, the information was disseminated through a range of alternative means. The authors identify the most effective of these, discuss the perceived reactions of various stakeholders regarding HIV/AIDS being taught in secondary schools, and make recommendations for curricular reform.
ISSN:0961-4524
1364-9213
DOI:10.1080/09614520601092691