Electronic Journal for Inclusive Education
Abstract
HIV/AIDS is such a traumatizing experience not to be left to the medical fraternity alone, but to education as well. In the quest for a sustainable reduction in HIV prevalence rates in Less Developed Countries (LEDCs), a revisit on the role of inclusion of HIV in assessment is perceived crucial. There is no doubt HIV/AIDS is still claiming lives many in sub Saharan Africa, teachers and their students included hence the need for different platforms from which the issue can be talked about. Down playing the power of educational measurement in behavioral change is quite an unfortunate omission in itself. Thus this research is not meant to be an ultimate but is there to provoke debate and more research into the link between educational measurement and reduced HIV prevalence rates in Zimbabwe in a quest for a sustainable reduction. Thus this study argued for the inclusion of HIV/AIDS issues in problem solving skills when teaching and assessing subjects across the curriculum. It was observed that once HIV/AIDS is taught and assessed across the curriculum, both teachers and students would seriously consider such issues hence the purported potential to foster behavioural change. The study recommends this inclusion within the existing school curricula.
Repository Citation
Dirwai, C.
(2008).
HIV/AIDS: Can We Get Any Lessons from Assessment in Zimbabwe Education?,
Electronic Journal for Inclusive Education, 2
(3).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
