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Impact of HIV/AIDS on Teaching, Learning and
Educational Management: Problems Associated With
HIV / AIDS in the Kenyan Schools
Dr. John Koskey Chang’ach
Moi University, School of Education, Department of Educational Foundations, Kenya e-mail: jkchangach@yahoo.com
Abstract
The paper explains the main problems associated with HIV-AIDS in the school system. Many people are dying of it and other related ailments, it has increased both the number of orphans and poverty in the country and threatens to stall national development. HIV-AIDS scourge has become a social problem because it is affecting every aspect of the Kenyan society, hence the need to examine its impact on the teaching, learning and educational management in Kenya. To confront these problems, the paper proposes practical approaches schools ought to employ to effectively deal with these challenges.
Introduction
When HIV-AIDS virus was first reported in Kenya in 1984, many people did not consider it a serious problem. Little did they expect it to become a national disaster (Ogot, 2004). The challenges the HIV-AIDS scourge has posed are many. Many people are dying or it and other related ailments; it has increased both the number of orphans and poverty in the country and generally, it threatens national development. HIV-AIDS has become a social problem, because the scourge is affecting every aspect of the Kenyan society. Therefore the paper set out to examine its impact on teaching, learning and educational management.
Challenges of HIV-AIDS in Kenyan Schools
Although there have been serious diseases in the history of mankind, none has been frightening as HIV-AIDS. It has become a stubborn health problem that has become a nightmare to health professionals both modern and traditional. It is currently threatening to ground the operations of the education sector in the country. Since education is the culture of any society, the implications of the HIV-AIDS pandemic on this society are unimaginable. Most of the challenges are of socio-economic, health and educational nature. Their effect on the development of education in schools is either direct or indirect (K.I.E., 1999).
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Socio-Economic Problems
These challenges are briefly discussed below.
Ill-Health
Currently, HIV-AIDS is adversely affecting the education sector because the largest proportion of the population suffering from it is the productive one. This means that the economic performance of the country is falling as a result of the ill-health and even high death toll among this group of active Kenyans. Consequently, the state will not be able to raise enough funds to finance the development and provision of quality education because of the stalled economy (Daily Nation, October 15, 2001). Thus, the development of learning facilities and resources in schools will not be possible. Since the scourge is widespread, all communities are affected. This means that the country loses individuals who could contribute to the development of education sector in their respective communities (Ogot, 2004).
Teachers
According to Teachers’ Service Commission (T.S.C) one hundred and forty teachers country-wide are succumbing to this scourge. That is, the depletion of teaching force is very high. These are well trained and qualified individuals as well as experienced teachers in whom the government has invested heavily. Consequently, preparation of student in school work and life is likely to be affected since the attrition of teacher is not only high but also fast.
Payment of School Funds
Payment of school fees and other levies is likely to be affected. The funds for this purpose may be diverted to the management of HIV-AIDS pandemic in the country and individual families. HIV-AIDS victims require special care in the form of food and medicines. All these need money. Therefore, parents and guardians are increasingly finding themselves unable to meet school financial obligations. Consequently, most school projects and educational activities are not being efficiently developed and conducted.
Care of Orphaned Children
The common practice today is for the close relatives to share out the orphans. This amounts to breaking up the once united families. These children find themselves in strange environments with totally different lifestyles. They are deprived of psychological and material support which their parents could have provided. This development has drastically affected the learning of students in schools.
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Poverty
Nearly every community in Kenya has lost significant members to this scourge. These are the opinion leaders in such communities who provide not only leadership in the organization and management of economic development but also the basic needs of the families. Their death or prolonged illness as a result of the pandemic deprives these communities of both the sources of income and economic planners (K.I.E., 1999). Consequently, these communities have suddenly found themselves economically poor. This in turn, has made it difficult for the communities to support the development and provision of quality education in schools in the midst.
Role models
A bid proportion of the people Kenya is losing to HIV-AIDS are professionals. Thus, many communities are losing people who would serve as important role models to students in schools. This rising death toll among the well educated, may indirectly, be contributing to the observed high drop-outs in schools.
Health Problems
The HIV-AIDS has seriously affected the health of the society. Many people can no longer afford decent meals and medical care (K.I.E., 1999). This means that many children are unable to concentrate on their studies because they are not eating enough to the diet provided to them is of poor quality. Parents cannot afford simple drugs that can treat common illness like flu, fever or malaria, a number of school children are dropping out of school or failing to attend school regularly because of ill-health.
Educational Challenge
The emergence of HIV-AIDS scourge has had untold effect on students in schools. The schools have sick and unhealthy students who are likely to die before providing service to this country. The posterity of the Kenyan society is at the cross-roads. This observation is making parent and the local communities lose interest in educating their children. They view it as a waste of meager resources to invest in the education which no returns are expected. Given the widespread belief among the Kenyan populace that taking a child to school is an investment, many people are most likely to be reluctant to take their children to school. Therefore, there is need to device appropriate strategies of dealing with this serious pandemic in the country (K.I.E., 1999).
Strategies of Dealing with HIV-AIDS Scourge
The available information indicates that so far there is no cure for HIV-AIDS (World Bank, 1997). Therefore, the best available option to Kenyan schools is to device preventive strategies. The following preventive measures are recommended:
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Guidance and Counseling Programmes
Well organized and conducted guidance and counseling programmes should be developed. Through these programmes students will get opportunity to be sensitized on the HIV-AIDS scourge. This may be conducted through hard-counseling by teachers of guidance and counseling departments, public lectures, talks by relevant professionals and properly organized visits to the places of HIV-AIDS victims.
HIV-AIDS Awareness Forums
Conduct properly organized HIV-AIDS, awareness forums in and outside school compounds. This may be in form of regular lectures, talks by competent speakers, exhibitions, film and video projections on HIV-AIDS scourge. Students need to be properly prepared for these activities and also there should be well planned follow-up activities such as brain storming sessions, essay writing or drawing of pictorial materials on this scourge but relevant to specific topics covered.
Intra-and-Inter-School Debates
Organizing and conducting intra-and inter-schools debates focusing on HIV-AIDS pandemic. This will make student share their experiences in this disastrous situation and appreciate its dangers on students. They may be helped to make responsible decisions in their lives in school and thereafter. In this way, they will avoid AIDS situations or keep themselves of the HIV-AIDS risk behavior like drug-abuse and sex indulgence.
Visits to HIV-AIDS Patients
Taking students to the homes of HIV-AIDS patients or hospitals ward for such patients. These visits will enable the students come into grips with the problem of the HIV-AIDS scourge. Thus, make them appreciate the gravity of this problem and realize that HIV-AIDS virus is a reality. This will make them aware of dangers posed by this disease to the people of Kenya.
Visits to Orphanages for children of HIV-AIDS victims
Students should be taken to orphanages for children of HIV-AIDS victims. The scene of the children in these homes is likely to leave an indelible mark on these students. It will make them appreciate the consequences of HIV-AIDS. As a result, students are likely to behave in a more responsible manner.
Other Methods of Prevention
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Sensitizing the community on HIV-AIDS.
Use of peer counselors and peer educators.
Use of media to inform.
Analysis of data from selected primary and secondary schools.
Summary of Research Findings
Table 1: Primary and Secondary School Responses on what AIDS is (%)
What AIDS is Primary Secondary
Disease without cure Disease of old
Caused by witchcraft Disease for prostitutes
100% 0% 0% 0% 89.5% 0% 0% 10.5%
The above data indicates that the respondents are aware of HIV-AIDS and that it is a disease without cure.
Table 2: Primary and Secondary HIV Lessons
HIV LESSONS YES (%) NO (%) TOTAL
Primary 47.5 52.5 100
Secondary 8.8 91.2 100
In primary schools, teachers spend some time to teach HIV-AIDS but in secondary schools indications are that teachers have neglected this topic. It is suggested that secondary schools teachers should spend some extra time on importing knowledge on HIV-AIDS issues.
Table 3: Strategies on Sensitization of HIV-AIDS STRATEGIES FREQUENCY OF USE
Very Frequent
Frequent Rare None
Pri. Sec. Pri. Sec. Pri. Sec. Pri. Sec.
Video/Film T.V. 45 66.7 22.5 14.0 30 15.8 2.5 3.3
Posters, Pictures, Charts 25 49.1 32.5 28.1 35 17.5 7.5 5.3 T-shirts, Caps, Badges 15 21.1 32.5 40.4 30 26.3 2.5 12.3 Public Lectures 20 21.1 25 21.1 37.5 29.9 17.5 37.5
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Peer counselors 12.5 8.8 27.5 29.8 4.25 47.4 17.5 14 Seminars/Symposia 17.5 17.5 27.5 50.9 22.5 19.3 32.5 12.3 Debates/Discussions 15 21.1 40 33.3 22.5 33.3 20 12.3 Essay writing 2.5 5.3 20 21.1 42.5 42.1 35 31.6 Visits to victims 2.5 14 25 35.1 30 33.3 42.5 17.5 Resource Persons 10 5.3 25 15.8 35 38.6 32.5 38.6
The data revealed that the strategies neglected both in secondary and primary schools are Resource Persons, Visits to HIV-AIDS victims, Essay writing competition and Public lectures.
Table 4: Use of Media in HIV-AIDS Sensitization Type of Media Frequency of Use
(Figures in %) Very
Frequent
Frequent Rare None
Pri. Sec. Pri. Sec. Pri. Sec. Pri. Sec.
Newspapers 27.5 21.1 35 26.3 20 38.6 12.5 14.0
Magazines 40 31.6 35 36 5.7 28.1 5 3.5
Radio 42.5 64.9 37.5 24.6 7.5 8.8 12.5 1.8
T.V. 55 47.4 32 36.8 7.5 12.3 5 3.5
Video/CDs 22.5 43.9 40 14.0 15 28.1 17.5 12.3
The Magazines, Radio and T.V. are the most important methods on HIV-AIDS sensitization. The Video/CDs is also one method that is frequently used.
Table 5: Discussions of HIV-AIDS with Subject Teachers in Selected Subjects
Subject Frequency (%) Primary Secondary Math English Kiswahili Sciences Social sciences CRE 0 47.5 27.5 95 30 85 1.8 3.5 3.5 50.9 - 70.2
The Math’s teachers are encouraged to use their lesson to impart information on HIV-AIDS. The data reveals that science teachers spent substantial time to pass information on HIV-AIDS.
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Table 6: Responsibility of Dissemination of HIV/AIDS Information Person Frequency (%)
Primary Secondary
Head teachers Teachers Chaplain
Guidance and Counseling Department
Patrons (C.U, CYA) Clubs and Societies
30 77.5 2.5 40 7.5 35 5.3 42.1 3.5 73.7 7.0 10.5
The people least interested in conveying knowledge on HIV-AIDS is the Head teachers, Chaplains and Patrons of Clubs. The teachers scored highly in this. It is recommended that Primary schools should improve Guidance and Counseling Services.
Table 7: Immediate Sources of HIV- AIDS Information
Source Frequency (%) Primary Secondary Parent Teacher Church Friend Media 85 80 42.5 47.5 87.5 72 93 40.4 63.2 84.2
From Table 7 it is apparent that media is the leading immediate source of information (over 85%) on HIV-AIDS.
In both primary and secondary schools data revealed that parents and teachers play a critical role in providing first hand information about the HIV-AIDS scourge. More than 80% of the respondents reported they obtain information from these groups. The study has revealed that the church is not playing a very significant role (42% and 40% for primary and secondary respectively) in providing information on HIV-AIDS to school going children. This is rather unfortunate, given that the church is expected to play a pivotal role in the awareness campaigns of HIV-AIDS pandemic.
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Table 8: Perceived Causes of HIV-AIDS Pandemic Cause Frequency (%)
Primary Secondary
Kissing and Touch Blood Transfusion Sexual Intercourse Traditional Practices Mosquito Bites Sharing Utensils
Syringes and Injections
15 90 95 15 0 0 62.5 7.0 71.9 94.7 22.8 0 0 28.1
Both in primary and secondary schools data revealed that Blood transfusion and sexual intercourse are the leading causes of HIV-AIDS Scourge. The information gathered indicated that the respondents are conversant with causes of HIV-AIDS.
Conclusion
The article clearly demonstrates the following important facts about HIV-AIDS scourge in Kenyan schools.
HIV-AIDS is a serious problem in schools. Therefore, there is need to sensitize students and school teachers about its dangers to them. This may be done using a wide variety of methods or techniques discussed above.
This scourge is negatively impacting on the development and provision of education schools. Both teachers and students are dying of it, while financing of education has been adversely affected and the role models in the society are being depleted.
Whereas HIV-AIDS is untreatable, schools should advise both students and teachers to avoid HIV-AIDS risk behavior like drug-abuse, sex indulgence and bad company.
Since schools are not islands, it is clear from this paper that they must cooperative and collaborate with the local communities in dealing with HIV-AIDS scourge. The HIV-AIDS awareness campaigns should be extended to these communities if the battle against the spread of this pandemic is to be fought successfully.
References
K.I.E. (1999). Aids Education Facilitators Handbook. Nairobi: K.I.E.
K.I.E. (1999). Bloom or Doom: Your Choice: An Aids Resource Book for Youth in and out of Secondary Schools. Nairobi: K.I.E.
63 www.hrmars.com “Progress of Nation’s-Cultural issues Key to Aids Education.” (October 15, 2000). Daily Nation, p. 8.
Ogot, B.A. (2004). Politics and the Aids Epidemic in Kenya 1983 – 2004. Kisumu: Anyange Press Ltd.
World Bank (1997). Confronting AIDS: Public Priorities in a Global Epidemic. New York: Oxford University Press.
