costs and teacher’s stress these inturn affect education badly.

HIV and AIDS gas also affected availability of resources for education. Government funds that
could have been used for building school, buy textbooks paying teacher have ended up being
used by the health sector to fight against the disease. Funds have been used to pay sick but
inactive teachers instead of paying working and more teachers. NGOs have donated money to
help against the disease, funds which could have been used in the educational sector if the
disease did not exist. There has been a reduction in availability of private resources owing to
AIDS, reduction in family incomes and diversion of family resources for medical care. One
international estimate is that because of HIV, global economy growth is 1,4 percent lower than
it would have otherwise been.
Within households large resources may be devoted to medicine, special food and cleansing
materials for an AIDS infected person, resources that could have been spent for payment of
children education. Other students go to school weak to the extent that they are unable to
participate in school activities, this being caused by poverty, hunger, sickness since family
resource would have been spent caring for the sick. Other students have not been able to
participate in school activities because they spend most of their time taking care of the infected
and ill.
Some students have been traumatized by what the experienced when a member of the family
died from AIDS. That trauma may affect their learning in a negative way, there grades might be
poor. At school HIV positive students can face stigmatisation, resulting in poor grades, absence
from school or the student committing suicide. Some of the students who lost or have an
infected parent are mocked by their peers this affects their mentality and their learning process
badly. The process of education is also affected when students witness death of a classmate or
teacher,dying from AIDS. Trauma arising from this experience can degrade and humiliate a
person. It can have a shattering impact on a student stability and learning ccapacity

a) Measures that have been taken to mitigate against the disease

Organisations, governments, grassroots groups and WHO are performing important work to
stop HIV and AIDS. Although a cure has not been invented yet for HIV /AIDS, treatments that
help and extend life span for HIV patients have been made. Doctors came up with a pill called
TasP. TasP helps someone living with HIV to keep his/her partner from becoming getting
infected too. Another pill doctors came up with and advise people to use is Post-exposure
Prophylaxis (PEP). If someone thinks he has been exposed to HIV through sex, sharp objects or
in the work space, taking PEP within the first 72 hours can reduce the risk of becoming infected
with HIV.
Education seminars are held by organisations, grassrAssembled square column box formwork
tall, it is found between two walls.

The first European to have visited Great Zimbabwe was Karl Mauch in 1871, he is the one who
rediscovered the site. Some scholars say Adam Renders found the site on his hunting trip in 1867, then
he showed it to Karl Mauch in 1871. Mauch thought he had found Va biblical site, he believed the site
was built to replicate the palace of Queen Sheba in Jerusalem.

The heritage site of Great Zimbabwe is one of the country’s four proclaimed sites and was inscribed as
second heritage site in 1986 after Mana Pools. The first scientific archaeology excavation at the site
were undertaken by David Randall- Maclver in 1905 to 1906. Great Zimbabwe also referred to as
madzimbabwe or Zimbabwe in Shona, literally means house of stone

The area had a favourable climate for the settlers. Free from tsetse flies which infect both humans and
animals with a desease vin many parts of Africa.The plateau’s grassy plains were ideal for grazing and it’s
availability of tress provided builders timber. Many thousands of granite stones went into the building of
Great Zimbabwe. Granite stone was easy to find in the area. Historians estimate that Great Zimbabwe
could have been home to 18000 people.

History of Great Zimbabwe

Great Zimbabwe site was built by the Shona people before the 14 th century. It was once a Shona state,
infact a strong one. Shona people occupied the place, they had much wealth in form of livestock which
allowed them to build the walls. The stone capital became known as Great Zimbabwe which was centre
of social, political and religious activities. The King of the state was called Mambo. Great Zimbabwe state
emerged during iron age around 1200 AD. The built the site for security, privacy and for dwelling.
Another reason was availability of stone, Granite stone which they used to build the site was available in
large numbers in the area. They also built it for religious purposes and as well as prestigious reasons.

It was used a a trading place which was controlled by the ruling class. Egyptian artifacts were found on
the site suggesting that they traded between Kingdom and outsiders. The ruling class was strong enough
to organise almost the whole population to build a high surrounding wall made of granite blocks.
Building the wall is believed was not an easy task it required strong labour, hence they also used slaves
they had raided from other states as source of labour to build the walls.