ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 23 November 2014 1124 Examining Methods Implementers Use in Delivering the HIV/AIDS Programmes in Universities Doctor Denias Muzenda (PhD, MEDCA,MEAPPS,BED,CE) PhD University of Fort Hare , MEDCA-University of Zimbabwe, MEDAPPS-ZOU, BED-University of Zimbabwe, CE-University of Zimbabwe Email: muzendad@justice.com Symphorosa Rembe School of Further and Continuing Education University Of Fort Hare, South Africa Doi:10.5901/mjss.2014.v5n23p1124 Abstract HIV and AIDS programme implementers or facilitators and lecturers are mandated to use a variety of methods as a means of teaching and distributing HIV and AIDS related information or material to students. The study made use of the Post-positivist paradigm. Thirty- nine lecturers, 24 students, 3 senior health workers and 3 NGO officials made up the sample. Data was collected through questionnaires, face to face interviews, focus group discussions, document analysis, and observations. SPSS computer software was used to analyse quantitative data and qualitative data was grouped into themes. This study revealed that time allocated for HIV and AIDS lessons in the curriculum was not adequate. University lecturers used lecture method, group discussion, assessment methods as key methods of implementing the programme. The study revealed that HIV and AIDS programmes were not well managed or coordinated though they were taught throughout the year in all universities. The study concluded that that a university can teach HIV and AIDS content in different semesters of the academic calendar. It was therefore recommended that HIV and AIDS deserve the political will, recognition and support from designers just like any other subject, move beyond the traditional passive methods and try also video-assisted education models that increase subject’s knowledge significantly and that NGOs and HIV and AIDS coordinators, since they offer technical and financial support, should be conversant with the methods used by the lecturers to a lager extent. Keywords: Methods, implementers, HIV, AIDS, programmes 1. Introduction Methods used by implementers are strategies or means which are used to teach and to distribute HIV and AIDS related information or material (Walklin, 2002; Coleman; Jolly and Middlewood, 2003). Programme facilitators during seminars and workshop training as well as lecturers are mandated to use a variety of these methods. Gao et.al, (2008) conducted a study on effectiveness of institutional-based AIDS Education programme among rural students in HIV High epidemic area of China. Gao (2008:184) established that, “the intervention increased subject’s knowledge significantly. However, no significant change was observed on respondents’ attitudes towards premarital sex.” In this case, the literature consulted reveals that methods used (such as lecture method) by implementers, are failing to effect behaviour change as the case should be. On students, Pohan et al (2011:528) advise that, “HIV and AIDS curriculum topics should be offered to the students using participatory learning methods to enhance students’ skills in self-management as well as increasing their knowledge develop positive attitudes and behaviour related to HIV prevention.” Similar reports have been made in different parts of the world on the importance of participatory methods involving discussions with students (Mohammed, 2006; Gao et. al, 2008). For instance, information consulted on general universities practices (Coleman, Jolly & Middlewood, 2003) reveals that, much information is through small group meetings with students. However, critics argue that it is not clear to what extent the universities articulate participatory learning methods. When conducting Peer Education, workshop training by external experts, it may not always be possible in larger groups. HIV positive health promoters often participate in these discussions but large numbers need more manpower and varied methods which cater for all students. Participatory methods for HIV and AIDS mainstreaming should discuss pertinent questions that are formulated by the students, such as rape, gender inequality, homosexuality, gender-based violence and issues related to relationships and sexuality (Gao