Where are the Gaps?

HIV and Gender Pre-service Teacher Training Curriculum and Practices in East Africa

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Education, especially girls’ education, is seen as the most effective protection against the HIV epidemic that has severely affected the school systems in sub-Saharan Africa. Effective HIV and AIDS education in schools can be achieved through high quality teaching, along with targeted and specific information about HIV and AIDS as part of a robust curriculum. Effective teacher-preparedness is a must for high quality HIV education in the classroom.

This book examines how the curriculum and practices in pre-service teacher training institutions address issues of HIV and gender equality in three East African countries: Kenya, Tanzania and Uganda. The authors argue that current practices are inadequate to educate future teachers about gender and HIV and do not deal with the issues in enough depth. Their recommendations include making HIV and AIDS education a separate examinable subject, with more teaching materials made available and stronger objectives laid out in the curriculum.

Education policy-makers, teacher trainers and anyone concerned with teacher education will find this a useful and informative book.



Gaps Between Policy, Curriculum and Practice Across the Three Countries

The three countries in our review have a strong and encouraging policy context, and this encourages and indeed mandates the inclusion of HIV and AIDS education into the school curricula and by extension into teacher training. However, the gap between policy and implementation is wide. Although most training in HIV education for teachers is short and takes place in-service, the three countries have included HIV education in their school curricula. It is integrated or infused into the curricula of certifi - cate, diploma and degree courses for teacher preparation. Science, social studies, civics and religious and development studies seem to be the main carrier subjects. However, the objectives and the content on HIV and gender aim only at providing factual knowledge and raising awareness among teach ers. They do not reflect the aim of preparing future teachers to teach children and young adults to change their behaviour.


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