HIV Education for Learners in Zambian Catholic Schools: A Social Justice Perspective

HIV Education for Learners in Zambian Catholic Schools: A Social Justice Perspective

Joseph Chita (The University of Zambia, Zambia)
Copyright: © 2018 |Pages: 11
DOI: 10.4018/978-1-5225-2578-3.ch008
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Abstract

In this chapter, HIV and AIDS education for learners in Catholic schools was interrogated from a social justice perspective. The author advances the argument that the learners' right to access HIV and AIDS education in the school context was superficial in addressing the needs of learners. Hence, depriving them of the much needed knowledge, skills, and attitudes necessary for their survival in the context of HIV and AIDS. Therefore, this call for continued dialogue among different stakeholders in order to enable Catholic Schools play the ‘social vaccine' role in the face of HIV and AIDS.
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Background

Brief History of Zambia

Zambia is a landlocked country with eight neighbouring countries sharing its boundaries. The country measures about 752, 612 square kilometers translating into 2.5% of Africa. Zambia got its independence from Britain in 1964. The country has ten administrative provinces with more than 72 districts (CSO, et al, 2007, p.1). The population by mid 2016 was projected at 15,933,883 of which 7,884,009 constitute males and 8,049,874 female. Health is a priority due to the high disease burden in Zambia, which is compounded by high prevalence of HIV, high poverty levels, and poor macroeconomic situation (CSO, 2016, p.2 & 4).

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