International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
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: [email protected]
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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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
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 countrywide 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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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
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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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
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 HIV-AIDS situations or keep themselves of the HIVAIDS 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
 Management reinforcement of HIV-AIDS Education Activities in schools.
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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348




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
Secondary
47.5
8.8
52.5
91.2
100
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
Video/Film T.V.
Posters, Pictures, Charts
T-shirts, Caps, Badges
Public Lectures
Very
Frequent
Pri.
Sec.
45
66.7
25
49.1
15
21.1
20
21.1
59
Frequent
Rare
Pri.
22.5
32.5
32.5
25
Pri.
30
35
30
37.5
Sec.
14.0
28.1
40.4
21.1
None
Sec.
15.8
17.5
26.3
29.9
Pri.
2.5
7.5
2.5
17.5
Sec.
3.3
5.3
12.3
37.5
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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
Guidance & Counseling
Peer counselors
Seminars/Symposia
Debates/Discussions
Essay writing
Visits to victims
Resource Persons
37.5
12.5
17.5
15
2.5
2.5
10
52.6
8.8
17.5
21.1
5.3
14
5.3
30
27.5
27.5
40
20
25
25
24.6
29.8
50.9
33.3
21.1
35.1
15.8
17.5
4.25
22.5
22.5
42.5
30
35
15.8
47.4
19.3
33.3
42.1
33.3
38.6
15
17.5
32.5
20
35
42.5
32.5
7
14
12.3
12.3
31.6
17.5
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:
Type of Media
Newspapers
Magazines
Radio
T.V.
Video/CDs
Use of Media in HIV-AIDS Sensitization
Frequency of Use
(Figures in %)
Very
Frequent
Frequent
Pri.
Sec. Pri.
Sec.
27.5
21.1 35
26.3
40
31.6 35
36
42.5
64.9 37.5
24.6
55
47.4 32
36.8
22.5
43.9 40
14.0
Rare
Pri.
20
5.7
7.5
7.5
15
None
Sec.
38.6
28.1
8.8
12.3
28.1
Pri.
12.5
5
12.5
5
17.5
Sec.
14.0
3.5
1.8
3.5
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
Math
English
Kiswahili
Sciences
Social sciences
CRE
Frequency (%)
Primary
Secondary
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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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
Table 6:
Responsibility of Dissemination of HIV/AIDS Information
Person
Frequency (%)
Head teachers
Teachers
Chaplain
Guidance and Counseling
Department
Patrons (C.U, CYA)
Clubs and Societies
Primary
Secondary
30
77.5
2.5
5.3
42.1
3.5
40
7.5
35
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 (%)
Parent
Teacher
Church
Friend
Media
Primary
Secondary
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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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
Table 8:
Perceived Causes of HIV-AIDS Pandemic
Cause
Kissing and Touch
Blood Transfusion
Sexual Intercourse
Traditional Practices
Mosquito Bites
Sharing Utensils
Syringes and Injections
Frequency (%)
Primary
Secondary
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.
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International Journal of Academic Research in Progressive Education and Development
April 2012, Vol. 1, No. 2
ISSN: 2226-6348
“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.
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