Inclusion of traditional medicine in the school curriculum in Zimbabwe: a case study

Year 2011, Volume: 2 Issue: 2, 54 - 69, 05.02.2012

Takawira C. Kazembe Makusha Musekiwa

Abstract

This study was carried out in Marondera District, Mashonaland East Province, Zimbabwe in
2009 and 2010 to evaluate the state of traditional medicine in the area and document views of
people on whether traditional medicine could be taught at schools. Data was collected from
traditional healers, medical doctors, nurses, pharmacists, A-level chemistry students, their
teachers, their headmasters & heads of science departments, parents, chiefs, religious leaders,
and other influential people in the district. Instruments included questionnaires, interviews,
documents and observations. The state of traditional medicine was comparable to that of any
other area in the country. Participants agreed to inclusion of traditional medicine in the school
curricula but differed on the modalities of teaching the subject. Most traditional healers
preferred to have traditional medicine taught as a separate subject whilst most members of each
of the other groups of participants thought the subject would most profitably taught as part of
existing science subjects. Traditional healers felt that inclusion in existing subjects would
pollute their values. The other groups thought the subject would enrich science subjects for
example chemistry and the mainstream medical knowledge. 

Keywords

Chemistry, herbal medicines, primary health care, purposive sampling, school curriculum, traditional healers

References

• Best JW, Khan JV. (1993) Research into education (7th ed). London: Allyn and Bacon.