Abstract:
The present study sought to examine the integration of HIV/AIDS content in the Kiswahili curriculum by conducting a survey of secondary schools in Kisii Central District, Kenya. In order to achieve the purpose of this study, four specific research objectives were addressed; namely, to determine the coverage of the Kiswahili curriculum in the control of the HIV / AIDS phenomenon among adolescents, to find out the methods used to integrate HIV/AIDS in the Kiswahili curriculum, to establish the appropriateness of integrating Kiswahili in tackling taboo aspects on HIV/AIDS, and to establish the preparedness of Kiswahili teachers in handling HIV/AIDS as an emergent issue. The research was done in Kisii Central District of Nyanza Province in Kenya. The study was anchored on the needs and assessment theory. This is a formal process of identifying outcome gaps between current results and desired results, placing those ‗gaps‘ in priority order, and selecting the gap of the highest priority for closure. The study used 247 learners, 10 Kiswahili teachers and 10 head teachers who formed the sample. The sample population was selected using purposive, stratified and simple random sampling procedures. The data for this study was collected from primary and secondary sources. The research instruments used were: questionnaires, oral interview guides and observation schedule. The data collected was analyzed and tabulated by the use of tables and figures. The findings show that there is some successful integration going on in that HIV/AIDS content is being incorporated into the Kiswahili syllabus specifically in the passages and in Fasihi set books. However, a lot is yet to be done in the integration process of HIV/AIDS content into the Kiswahili curriculum. It is recommended that the Ministry of Education, Science and Technology through the Kenya Institute of Education (KIE) innovates new ways of assessing how effective the integration strategies currently in place are. This will go a long way in ensuring that emerging issues are effectively being mainstreamed in our secondary schools.
