The Impact of HIV/AIDS on Primary Education in Kenya. Enos H.N. Njeru & Urbanus Kioko, 32p. ISBN 9966-948-16-3.

Citation:
NTHIA PROFNJERUEH. "The Impact of HIV/AIDS on Primary Education in Kenya. Enos H.N. Njeru & Urbanus Kioko, 32p. ISBN 9966-948-16-3.". In: Discussion Paper No.044/2004. IPAR Discussion Paper Series. African Wildlife Foundation. Nairobi; 2004.

Abstract:

Since the first case was reported in Kenya in 1984, HIV/AIDS has been rising
steadily, with the increase being widespread between and within the ages 15-49.
Given that the population in this age bracket forms the key reproductive and
vital manpower, HIV/AIDS has therefore had serious consequences for various
sectors ofthe economy, including education. Evidence shows that the pandemic
is affecting the supply, demand and quality ofeducation, and its capacity
to respond to new and complex demands. Existing literature indicates that research
specifically addressing the actual and likely impacts of the HIV/AIDS
pandemic on primary education is largely undocumented. This creates, a need
for further understanding to faci:litate formulation ofappropriate interventions to
effectively mitigate the impact of HIV/AIDS on the demand and supply of primary
education in Kenya. The purpose ofthis study, therefore, is to provide data
that will contribute to critical needs in development of pertinent basic planning
tools for education and policy managers within the government, particularly focusing
on the impact of HIV/AIDS on demand, supply and quality of educational
services in primary schools.
The study entails a quantitative and qualitative analysis of the impact ofHIV/
AIDS on primary education, based mainly on secondary data sources and key
informant interviews with officers from the Ministry ofEducation, Science and
Technology, Ministry ofPlanning and National Development, Central Bureau of
Statistics, Teachers Service Commission, and National AIDS Control Programme.
Among the key findings is the glaring contrast of the status of education between
Kenya without HIVIAIDS and Kenya with HIVIAIDS. The study shows
that under Kenya without AIDS, the number of school age children would increase
to 9.27 million by 2015, as contrasted to 7.9 million under Kenya with
AIDS projections in the same period. Under Kenya without AIDS, the required
number of primary school teachers would be 266,052 in 2010 as opposed to
229,412 teachers under Kenya with AIDS. Overall teacher deaths increased
from 1,216 in 1997 to 2,133 in 2001, while teacher mortality, among primary
school teachers, rose from 191 in 1997 to 336 in 2001.
The study recommends that: (i) MoES&T should consider posting teachers to
districts most affected by HIV/AIDS and give priority for admission into teacher
training colleges and other incentives to candidates from the affected districts;
(ii) MoES&T should ensure that all teachers have access to adequate knowledge
ofthe aetiology ofHIV/AIDS and wherever possible, the infected teachers
have access to anti-retroviral therapy; (iii) MoES&T should ensure that the potential consequences of HIVIAIDS are factored into the education plan as
accurately as possible; (iv) Government should develop effective strategies to
promote primary school enrolment for the needy children among those affected
by HIVIAIDS; (v) Government should work out effective strategies to improve
enrolment for orphans; (vi) Government should facilitate sustained enrolment of
children, especially girls, and ensure that they complete schooling beyond the
primary level; (vii) MoES&T should institutionalise an effective data collection
and reporting system on teacher absenteeism and morbidity, with a view to
disaggregating the teacher work and deaths statistics by cause, gender, age, and
regional backgrounds.

Notes:

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