Following a needs assessment survey by the Kenya Institute of Education (KIE), it was established that there existed gaps in the secondary school sub – sector curriculum that needed filling. The National Needs Assessment Survey Report (KIE 1999) pointed out that the curriculum was not appropriately meeting the needs of learners. Sensitive emerging and contemporary issues had not been factored both in the primary and secondary school curriculum. To enhance the relevance of the curriculum, the report proposed, amongst others; the incorporation of HIV-AIDS themes in the curriculum through integration into already existing subject areas. There was therefore, a deliberate attempt to integrate and infuse HIV – AIDS themes into English as a subject of study at secondary school level. The main purpose of this study was to establish the teaching of the new English curriculum which was first introduced to the 2003 form one class and in higher classes in the subsequent three years ending 2006.
The researcher investigated the preparedness of teachers to actualize this curriculum in the class and also studied the availability and suitability of the teaching and learning materials and the extent of there availability. He looked at the reception of this curriculum by students and the testing of HIV-AIDS themes in class.
The findings and analysis of data is found in chapter 4 while the findings and recommendations are in a chapter 5. Generally the new curriculum was well received though there is some discomfort amongst the teachers especially on integration. Content in course books was well rated but students wish for an improvement. Access to course books was adequate and helped in learning. However there was short supply of teaching and learning aids. There was inadequate professional support and guidance to teachers. Training of principals and teachers was low. Students felt exposure to HIV-AIDS themes was still inadequate. There is need to improve on the amount of content in course books and extend training to teachers on the integrated curriculum. It is also recommend that access to course books and reference books and materials be supplied to optimum levels. Hand in hand with this is the need to improve on the quality and availability of teaching and learning aids. The Ministry of Education and its related agencies should extend more professional support and guidance to teachers and principals. Averages, percentages and means were used in data analysis. The findings are summarized in tabular form, from figure 2 to 31.
Research, S. & MIRIJI, J (2021). Assessment Of The Integration Of Hiv-Aids Themes In The Integrated English Secondary School Curriculum In Garissa Central Division. Afribary. Retrieved from https://afribary.com/works/assessment-of-the-integration-of-hiv-aids-themes-in-the-integrated-english-secondary-school-curriculum-in-garissa-central-division
Research, SSA, and JILO MIRIJI "Assessment Of The Integration Of Hiv-Aids Themes In The Integrated English Secondary School Curriculum In Garissa Central Division" Afribary. Afribary, 27 May. 2021, https://afribary.com/works/assessment-of-the-integration-of-hiv-aids-themes-in-the-integrated-english-secondary-school-curriculum-in-garissa-central-division. Accessed 05 Oct. 2022.
Research, SSA, and JILO MIRIJI . "Assessment Of The Integration Of Hiv-Aids Themes In The Integrated English Secondary School Curriculum In Garissa Central Division". Afribary, Afribary, 27 May. 2021. Web. 05 Oct. 2022. < https://afribary.com/works/assessment-of-the-integration-of-hiv-aids-themes-in-the-integrated-english-secondary-school-curriculum-in-garissa-central-division >.
Research, SSA and MIRIJI, JILO . "Assessment Of The Integration Of Hiv-Aids Themes In The Integrated English Secondary School Curriculum In Garissa Central Division" Afribary (2021). Accessed October 05, 2022. https://afribary.com/works/assessment-of-the-integration-of-hiv-aids-themes-in-the-integrated-english-secondary-school-curriculum-in-garissa-central-division