Preventive HIV/AIDS Education through Physical Education: reflections from Zambia

Abstract

Governments, UN agencies and international and local ngos have mounted a concerted effort to remobilise sport as a vehicle for broad, sustainable social development. This resonates with the call for sport to be a key component in national and international development objectives. Missing in these efforts is an explicit focus on physical education within state schools, which still enrol most children in the global South. This article focuses on research into one of the few instances where physical education within the national curriculum is being revitalised as part of the growing interest in leveraging the appeal of sport and play as means to address social development challenges such as hiv/aids. It examines the response to the Zambian government's 2006 Declaration of Mandatory Physical Education (with a preventive education focus on hiv/aids) by personnel charged with its implementation and illustrates weaknesses within the education sector. The use of policy instruments such as decrees/mandates helps ensure the mainstreaming of physical education in development. However, the urgency required to respond to new mandates, particularly those sanctioned by the highest levels of government, can result in critical pieces of the puzzle being ignored, thereby undermining the potential of physical education (and sport) within development.

Notes

The author wishes to acknowledge the support of the Zambian Ministry of Education, in particular Mrs Chishala and Mrs Phiri for their tremendous support throughout the planning of this study. I am equally grateful to the teachers and administrators who participated in this study and who allowed me to spend time with them and learn about their experiences.

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3 Ibid.

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