Effectiveness of HIV/AIDS School-based Programme Delivery on Behaviour Change for Sustainable Development among Zimbabwean ‘O’ Level Secondary School Students

Muguwe Emely


This study was carried out to find out the effectiveness of HIV/AIDS School-based programme delivery on behavior change for sustainable development among Zimbabwean ‘O’ secondary school students. The sample consisted of one hundred and twenty students, twenty-four teachers and twelve school heads, drawn from the twelve secondary schools in GweruUrban District of Zimbabwe. Simple random sampling technique was used to come up with a sample of students while teachers and heads were purposively sampled. Questionnaires were administered to students and teachers while school heads were interviewed. The study found out that the school based programme is effective to a reasonable extent. The majority of the respondents rated the programme as important since it helped to bring awareness to students that AIDS is a reality. Heads revealed that HIV/AIDS should be examinable for it to get the attention that it deserves. Results indicated that students were aware of the objectives of the programme. Students revealed that areas mostly emphasized in delivery were, peer pressure resistance and decision making, communication and attitudes and facts about HIV/AIDS. Students revealed that they had managed to maintain and or change their behaviour as a result of programme delivery. However teachers indicated that peer pressure remained a serious problem among the youth and rendered some aspects of the programme ineffective. Some heads indicated that behaviour change was a long term process which required a close follow-up. One of the heads indicated that students benefitted from the programme. Peer education was rated an effective strategy in programme delivery. Teachers and heads cited time constraints, some students’ negative attitudes, shortage of resources and large enrolments as some of the major challenges in programme delivery. Students cited problems of peer pressure and unavailability of literature and unruly behaviours. Students revealed that teachers tended to place too much emphasis on abstinence without dealing with real issues. Students suggested the need for more advanced teaching on HIV/AIDS. Teachers and heads pointed out the need to intensify peer education and staff development, an improvement in resource allocation and making HIV/AIDS examinable. The study recommended that government allocate a substantial amount of financial resources towards delivery of school-based HIV/AIDS programmes for sustainability. Emphasis should be placed on empowering students through life skills training to fight against the pandemic. Policy makers and implementers should place emphasis on the success of the programme to ensure sustainable development.

Full Text:


DOI: https://doi.org/10.5539/ass.v8n13p161

Copyright (c)

Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)    Email: ass@ccsenet.org 

Copyright © Canadian Center of Science and Education 

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.