Findings indicated that 84.3% of them were not comfortable openly discussing matters of sex and sexual relationships with learners as shown in figure 4.7. According to SIDA (1999)

‘HIV and AIDS are highly stigmatized because of their close association with sex and death. The stigma discourages people from openly discussing the epidemic and the way it affects them’. (p. 23).

Previous studies support this finding that adolescents are more comfortable discussing matters of sex and sexuality with peers than with adults. Adolescents are more likely to discuss openly sexual practices with their peers than with adults whom they regard as authority figures (Visser, Schoeman, & Perold, 2004). Adolescents share their knowledge and experiences in a language understandable to young people because they share a common reality of teenage sexuality (Rashid, 2000). Adolescents are more likely to change their behavior if they observe liked and trusted peers changing their behavior (Daiute & Fine, 2003). Group discussions and debate can contribute to the development of new collective norms of behavior and relationships (Campbell & Mac Phail, 2002).

Increased participation in decision making contributes to young people taking ownership of their own health and taking the initiative to address some of the problems they experience. This contributes to higher levels of empowerment (Aggleton & Campbell, 2000; Finger et al., 2002) Peer education can improve relationships and the climate in a school (Campbell and Mac Phail, 2002). When peers work together, everyone is allowed to tell their own story and in the process, gender needs and inequality issues are raised and possible remedies recommended (Mirembe, 2002).

4.4.2 Responses on factors constraining discussion of sex and sexual relationships

The study sought to establish the factors that cause constraints in discussion of sex and sexual relationships and the teachers’ responses are summarized in Table 4.4

Table 4.4: Factors constraining discussion of sex and sexual relationships

Findings indicate that 44.9% felt that age constrained to very large extent 37.1% to large extent and therefore a majority (82%) felt that age did cause a constraint in discussion of sex and sexual relationships. The study further revealed that 71.9% agreed that gender differences caused constrain to some extent, 53.9% gender similarities constrained to some extent. However, 43.8% stated that gender similarities caused constrain to a large extent. The study also revealed that 69.7% agreed that religion causedconstrain to a large extent. However, 58.4% felt that parental status did not cause any constraint while 52.8% supported that social status caused constrain to little extent with 47.2% to no extent.

According to Nduati and Kiai,(1996) due to the myriad religious and cultural differences in Kenya, the curricula ought to be well thought out and sensitive to the passionate feelings of various religious groups in the teaching of sexuality in schools.

Other than values and beliefs about sexuality, perceptions of risk of HIV and social and cultural restraints in discussing HIV & AIDS and stigmatization are other major characteristics of external circumstances as a challenge to policy implementation. The study sought to establish the inhibitors to provision of HIV & AIDS education and provision of care and support of OVLs in public secondary schools in Kenya. Responses are summarized in Table 4.5

Table 4.5: Inhibitors in provision of HIV & AIDS education and provision of care and support of OVLS

The analysis indicated that majority of the respondents were in agreement that negative attitudes of the teachers was an inhibitor in provision of HIV & AIDS education and in provision of care and support of OVLs (mean 2.3); implying that majority of the respondents coalesced around the same response without differing to a great extent across all the 89 respondents. This implied that negative attitudes contributed to poor provision of HIV & AIDS education and to provision of care and support of OVLs in the county. Further analysis indicated that attitudes about drug users and marginalized groups (mean ~2.5), stigmatization (mean ~2.5) and negative cultural practices (mean ~2.4), respectively were also inhibitors in provision of HIV & AIDS education and in provision of care and support of OVLs.

Also, secretiveness about sexuality (mean ~2.3) and poor social networks (mean ~2.45) respectively were cited as some of the inhibitors of provision of education on HIV & AIDS and in provision of care and support of OVLs in Kajiado County. However, according to (mean ~4.4) implied that majority of the respondents agreed that legal issues pertaining to confidentiality did not hinder provision of HIV & AIDS education and provision of care and support of OVLs.

Gordon and Turner (2003) observe that policy is not made for policy‘s sake and policies need to be disseminated, implemented and enforced. This however depends on whether the policies are understood by, are of practical value, and are made accessible to those that can implement them. Different individuals or groups implement policies differently, depending on how they engage with their practice, what they regard as important and meaningful, and what ideas and values shape their actions and judgments. In schools, for instance, teachers’ perceptions of the constraints of the context in which they operate could impact on how they put policy into practice.

Chillaget al. (2002) observe that external circumstances act as barriers to policy implementation. They point out that structural factors include legal, policy, and broad economic issues and are frequently outside the direct control of Christian Based Organizations (CBOs) and the clients they serve, a view also held by Gollub (1999). Cruise and Dunn (1994) also argue that socio- cultural factors concern norms and issues associated with ethnicity, stigma, and bias toward behaviors or groups; values and beliefs about sexuality; and attitudes about health care professionals and other authority figures Johnson, Vergnani and Chopra (2002) identify cultural issues as one of the factors that hamper the implementation of programs. Boleret al. (2003) also identified social and cultural restraints in discussing HIV & AIDS as a major constraint. They claim that attempts to deliver HIV & AIDS education in schools are severely constrained by a wider crisis in education, and more specifically by social and cultural restraints in discussing HIV & AIDS, sexual relations and power inequalities.

In addition to values and beliefs, perceptions of risk to HIV & AIDS, social and cultural restraints to discussing HIV & AIDS and stigmatization is the attitude of authority figures including local authorities. In this study such local authority figures were the District Education Boards (DEB).

As shown in Table 4.6, 52.8% of the respondents agreed that local authorities imposed constraints in the teaching of HIV & AIDS to a very little extent. This implied that local authorities did not have much negative influence on teaching of HIV & AIDS in the schools. Glatter and Kydd (2003) observe that practice occurs at many levels within educational organizations. It occurs at individual, group and organizational levels; beyond them at district and national education ministry level. These ‘macro‘ and ‘micro‘ levels are increasingly intertwined and the provision experienced by learners is the result of a complex mix of policy, leadership and management activity at all the levels. The frequent tendency is to see policy in a top down way where the government makes it and its bureaucracies implement it. This kind of model assumes that once policy is made by the government, it is adopted as it is and implemented by those it is made for. Fulcher (1989) however, differs with this perception of what policy is and says that policy is made at different levels, with the various players adjusting or reformulating it to suit their individual needs. According to UNAIDS & UNICEF (2004),

4.4.5 Responses on extent to which local authorities impose constraints

Table 4.7: Extent to which Local Authorities impose constraints

Results analysis showed that 53.9% agreed that local authorities’ influenced teaching of contraceptives use to a large extent while 46.1% agreed that it influenced to very large extent. Therefore all the respondents agreed that local authorities imposed constrain in the teaching of contraceptive use. Also 57.3% agreed that they influence contraceptive distribution to large extent while 42.7% agreed that they influence to very large extent. Therefore all the respondents agreed that local authorities imposed constrain in contraceptive distribution. However, 53.9% agreed that local authorities influenced provision of care and support of orphaned and vulnerable learners to little extent. Despite the proliferation of national HIV & AIDS strategies, central coordination mechanisms and increased funding in the fight against the HIV & AIDS epidemic, there is still a huge implementation gap (UN AMICAALL, 2005). There is a growing gap between HIV & AIDS planning and resources that exist at the national level, and the human resources and capacity available at the local government and community levels. For example the findings drawn from the responses of the key stakeholders at a data-gathering workshop in Kenya revealed that consultations about policy formulation and implementation had only been held at National, provincial and district levels rather than at grassroots levels, leading to a lack of ownership and support by the ultimate implementers and beneficiaries of the policy (Ndambukiet al., 2006). By using the ACU structure, the process had excluded other structures and departments who are key to the formulation, dissemination, interpretation and implementation of the HIV & AIDS policy.

In summary, a majority of teachers were not comfortable discussing sex and sexuality with learners. This was mainly due to age and religion. However parental status and social status imposed little constrain in discussing sex and sexuality with learners. Negative attitudes of teachers imposed the main constraint on discussion on sex and sexuality. Related were negative attitudes to drug users and marginalized groups, negative cultural practices, secretiveness about sexuality and poor social networks. Of least concern as constrains were legal issues and confidentiality. On local authorities, it was established that they did not impose constrains in the teaching of sex and sexuality in schools but influenced the teaching on the use and distribution of contraceptives. They also did not influence provision of care and support to OVLs.

This is in agreement with Gunn (1978, in Hunter, 2002) who argues that circumstances external to the implementing agency could cause crippling constraints to implementation. These include social, cultural, legal and economic circumstances. In the same vein, Chillaget al. (2002) posit that socio- cultural factors both facilitate and act as barriers to delivery of HIV preventive services. In agreement, Steinbech (2009) notes that socio-economic conditions cannot be ignored in policy implementation.

In order to determine the effect of time on the implementation of the Education Sector Policy on HIV & AIDS, this study sought to establish how HIV & AIDS is taught and the amount of time dedicated to HIV & AIDS education programsand activities in public secondary schools. According to Gunn (1978), lack of adequate time is a common challenge to policy implementation. Policy programmes and activities need to be prioritized and sufficient time allocated.

4.5.1 Responses on approaches used to teach HIV & AIDS in the school

Other than integration into subjects within the curriculum, time needs to be set aside specifically for HIV & AIDS education related programs and activities including teaching of HIV & AIDS on its own. According to the policy (RoK, 2004),

‘Co curricula activities such as clubs, drama clubs and sports events are important opportunities for HIV & AIDS education and should be encouraged in institutions and workplaces’. (p. 15)

The implication here is that even after being integrated in other subjects in the curriculum, time needed to be set aside for it to be taught ‘as a subject on its own’. It would then be possible to teach topics on HIV & AIDS in depth.

Respondents were asked to indicate how HIV & AIDS was taught in their school. Figure 4.8 presents a summary of the results.

On the approach to teaching HIV & AIDS, in 68.5% of the schools, it was taught as a theme in co-curricular activities. In 55.6% of the schools, it was taught in occasional workshops and forums. In 20.2% as a subject of its own while in 15.7%, it was taught through clubs and societies as shown in figure 4.8. The current Kenyan educational curricula, commonly referred to as the 8-4-4 system, consists of eight years of primary education, four years of secondary, and four years of university education. In the curriculum for primary schools, HIV & AIDS education is integrated with other subjects in the syllabus and every teacher is expected to impart HIV & AIDS knowledge to the learners. Topics on HIV & AIDS include definition, transmission, prevention and protection. In secondary schools, these topics are integrated in various subjects related to the human body and behavior (KIE, 2002).

According to HIV & AIDS Control Bill (2002), the Ministry of Education has been bestowed with the responsibility of ensuring that teachers or instructors of HIV & AIDS prevention and control course are adequately trained and duly qualified to teach the course. This has led to the introduction of a programme in both primary and secondary school known as the Action for Better Health Project, which trains teachers in conjunction with the Ministry of Education Science and Technology (MoEST). The programme aims at equipping teachers with the knowledge and ability to teach pupils on HIV & AIDS education and healthy living (WHO, 2003). There is, however, need to examine the pedagogical traditions that exist in order to determine whether or not the Kenyan secondary school institutions can address the complex and enormous challenge of giving curricular attention to HIV & AIDS.

The implication of these findings is that teachers may be teaching HIV & AIDS education in a fragmented manner which may fail to give comprehensive and holistic information as required in the policy. Teachers need to be encouraged to set aside specific time to teach HIV & AIDS education sequentially, logically and in an orderly manner as with all other subjects in the curriculum.

4.5.2 Responses on time dedicated to HIV & AIDS education programmes and activities

Respondents were asked to indicate the number of hours per week set aside for HIV & AIDS education programmes and activities. Table 4.8 summarizes their responses.

Table 4.8: Time dedicated to HIV & AIDS education programs and activities

The results analysis indicated that 76.4% of the respondents agreed that schools dedicated less than one hour in a week for HIV & AID Seducation programs and activities with 19.1% dedicating 1-3 hours in a week. Gunn (1978 cited in Hunter, 2002) identified reasons why implementation is so difficult. He argues that not only do circumstances external to the implementing agency impose crippling constraints but that adequate time may also not be made available to the program or policy.

4.5.3 Responses on adequacy of time dedicated to HIV & AIDS education programs and activities

Respondents were further asked whether the time allocated to HIV & AIDS education programs and activities was adequate. Their responses are shown in Figure 4.9

According to 77.5% the time dedicated to teaching of HIV & AIDS was not adequate in a week. This in turn implied there was inadequate exposure. Exposure refers to the amount of programme delivery which is the number of sessions completed, their duration and intensity. It‘s directly related to the amount of content received by the participants. This raises the question as to whether the programme has been implemented as often and for as long as prescribed. This finding is in agreement with an earlier study by Kwedho and Simatwa (2010) who found that the main challenges in the implementation process include time limitation and inadequate curriculum material. Based on the researchers understanding of the policy, this study recommended at least three hours per week for HIV & AIDS programmes and activities.

4.5.4 Responses on factors related to time prohibiting education on HIV & AIDS and provision of care and support of OVLs

In relation to factors that inhibit education on HIV & AIDS on time and resources, it was revealed that competing curriculum priorities (mean ~2.3), lack of programs materials (mean ~2.5) and minimal local authority support (mean ~2.5) all show that a majority of the 89 respondents were in support that all the indicated factors caused problems during implementation of education on HIV & AIDS and provision of care and support of OVLs in the region. These findings are in agreement with literature reviewed.

Kwedho and Simatwa (2010) investigated challenges facing head teachers in the implementation of AIDS education in secondary school curriculum in Busia, Bunyala and Samia Districts and sought to find out how they were coping. They focused on challenges in induction of teachers, provision of teaching and learning materials and supervision and evaluation of the teaching of AIDS education. The study found that in the implementation process, the main challenges experienced were intricacies in integration of AIDS education in the curriculum, lack of specific objectives for AIDS education, time limitation, bureaucracy in securing learning materials, stigmatization, inadequate curriculum materials, negative cultural practices, legal issues pertaining to confidentiality and increased demand for performance.

Ngarari (2010) examined the policy, provision and practice of HIV & AIDS education in secondary schools in Kenya with the view to informing policy and providing options for re-designing and scaling up the HIV & AIDS program. Results revealed that there is a general failure of schools to implement the type of detailed HIV & AIDS policy described despite the fact that the demand is high.

In summary, in most schools, HIV & AIDS education was taught as a theme in co-curricular activities, in occasional workshops and seminars. Only in very few schools was it taught as a subject on its own or in clubs and societies. In addition very little time was dedicated to HIV &AIDS education which many felt was inadequate in meeting the HIV & AIDS education objectives and the policy requirement. This was attributed to competing curriculum activities, inadequate program materials and little local authorities support. This confirms earlier studies by Kwedho and Simatwa (2010) that time set aside for HIV & AIDS education was limited and that there lacked specific objectives for AIDS education. Related to this, Ngarari (2010) established that there was a general failure in schools to meet in details the AIDS education objectives and that there was discordance between the Education Sector Policy on HIV & AIDS and school realities.

These findings are in line with Gunn (1978) who argued that where time is not available for policy implementation such implementation may not be successful.

Gunn (1978, in Hunter, 2002) identified lack of sufficient resources as a constraint to policy implementation in addition to other constraints as time and circumstances external to the implementing agency.

According to NACC in its strategic plan “A call to action” (2005/6- 2009/10),care and support can only be successful if it’s administered in a continuum which emanates not only from well established institutional arrangements but also through management systems that are coordinative towards the initiative.

To NACC, there is need to mobile the education system to provide comprehensive prevention, care and support for its learners. Moreover, “the call to action” analyses the financial capability of learning institutions to implement change towards care and support in their institutions. Some of the challenges that they identify include inadequacy of funds, resource wastage and activity duplication, poor financial tracking systems, poor procurement systems for supplies such as reagents for STI’s and more importantly the political interference in program activities especially at the constituency levels such as in monies allocated for such HIV/ AIDS projects in schools.

4.6.1 Responses on funding for implementation of the Education Sector Policy on HIV & AIDS

The Education Sector Policy on HIV & AIDS requires that school managers mobilize community resources to ensure successful implementation of the policy particularly in providing for care and support to OVLs. The study therefore sought to establish whether the school received enough funds for the implementation of policy on HIV & AIDS as set out in the Education Sector Policy on HIV & AIDS

Funding	Frequency	Percent
Disagree	55	61.8
Strongly disagree	30	33.7
No response	4	4.5
Total	89	100.0

As shown in Table 4.10, 61.8% of the respondents disagreed while 33.7% strongly disagreed when asked if funding was adequate. Therefore, a majority of the respondents (95.5%) felt that they did not receive enough funds for implementation of policies on HIV & AIDS as set out in the Education sector policy on HIV & AIDS.

Boler and Jollema (2005) observe that implementation of HIV & AIDS policies is influenced by a number of factors which include budgetary processes, tight control over implementation issues by Central governments and lack of trained manpower. In most developing countries, many institutions are already under considerable stress from other deep- seated structural problems such as classrooms that lack the essential ingredients for successful teaching and learning, classrooms that are too overcrowded, management systems that are too under resourced and teachers insufficiently trained to deliver HIV & AIDS messages effectively.

4.6.2 Responses on sources of funding for implementation of the policy on HIV & AIDS

Table 4.11: Sources of funding

The analysis from the study results indicated that 87.6% of the respondents agreed that their sources of funds for HIV & AIDS and provision of care and support for OVLs was from government, 41.6% cited parents and learners and community respectively, 13.5% cited donor organizations while 11.2% cited schools as shown in table 4.11. The Education Sector Policy places the responsibility of identifying and providing care and support of OVC on the schools amongst other stakeholders. The results therefore suggest that schools are abdicating their roles as only ten (10) out of the eighty nine (89) respondents agreed to looking for funds to provide care and support for OVLs.

4.6.3 Responses on coverage of HIV & AIDS education and provision of care and support to OVLs

Respondents were asked the proportion of HIIV/AIDS education and OVLs care and support their school was able to cover. The responses are summarized in Figure 4.10

Figure 4.10: Coverage of HIV & AIDS education and provision of care and support to OVLS

The result showed that according to majority of the schools, 93.3% the schools were able to cover less than 25% of the HIV & AIDS education and provision of care and support of OVLs. As more and more programmes and approaches are being disseminated, the field of prevention programmes, such as HIV & AIDS education, now faces new challenges whether or not these programmes are indeed being implemented as planned. As Berman and McLaughlin (1976) rightly observe, the bridge between a promising idea and its impact on learners is implementation and that innovations are seldom implemented as planned. The key to understanding how successful research can be translated into successful practice lies in understanding how programmes and policies can be implemented so that quality is maintained and the objectives intended by the programme developers are achieved (Dusenbury, Brannigan, Hansen, Walsh & Falco,. 2003).

In summary, a majority of schools do not receive enough funds for implementation of the policy. The government was cited as the main source of funds with some schools soliciting funds from parents, learners and donors. Few schools provided funding for provision of care and support of OVLs. Most schools covered less than 25% of HIV & AIDS education and provision of care and support for OVLs due to limitation of resources. Kielstra (2010) agrees that where policy implementation is under sourced, then implementation is compromised. Johnson, Vergnani and Chopra (2002) argue that lack of programme materials influence policy implementation.

Gunn (1978, in Hunter, 2002)) identified resources as a critical determinant of policy implementation. Jenkin, Frommer and Rubin (2006) agree that interpretation of policy requires consideration of available local resources. Steinbach (2009) says that sufficient resources are pre requisites to successful implementation and the economic climate influences the organization’s ability to implement policy.

Gunn (1978, in Hunter, 2002) discussed challenges that hinder successful implementation. As discussed earlier, these factors are circumstances external to the implementing agency, lack of adequate time, insufficient resources or when the required combination of resources are not available. Another challenge identified by Gunn (ibid) is policy content.

Policies in HIV & AIDS are the foundations for any meaningful and sustained response to the epidemic. A policy provides an operating framework and generally covers directives or recommendations or even outcomes of systems struggles. Policies apply the concept of intentions which is the purposes and goals meant to shape the behavior of actors in the policy arena, a vehicle for realizing purposes and for initiating a response (Placieret al., 2000). Wearmouth (2000) describes policy as comprising of the philosophical beliefs underpinning the statement of principles which are intended to guide the actions of people within an institution, the plan drawn up to put these principles into operation. An education policy, for instance, furthers educational improvement by causing something to happen or reinforcing processes towards educational achievement.

An Education sector specific HIV & AIDS policy is vital in addressing the particular needs of education as they relate to the epidemic. Such a policy provides a comprehensive overview of issues in HIV & AIDS, and should be consistent with national laws, guidelines and regulations. The policy should also prioritize the key issues in regard to the effects of HIV & AIDS on Education, and ensure that every stakeholder in education understands their rights and responsibilities. The government of Kenya through the then Ministry of Education, Science and Technology formulated the Education sector policy on HIV & AIDS in 2004 (RoK 2004). This policy prepares learning institutions for the presence of HIV & AIDS. It provides an agreed framework on which action is based and confirms the rights, roles and responsibilities of all those involved in the education sector. The policy gives guidelines on how HIV & AIDS needs to be handled in schools. Institutions are on their part expected to demonstrate their commitment on fighting HIV & AIDS and mitigate its impact on the education sector.

Further, the Education Sector Policy on HIV & AIDS acknowledges the presence of infected and affected learners in schools and makes provisions for their care and support. The policy explains that care and support entails meeting psychosocial, physical, emotional, educational and spiritual needs of the interest group. It states that it is the duty of educators, managers, employees, employers, learners, parents and stakeholders to ensure that the rights and dignity of all the affected or infected persons are respected. The policy draws attention to the need to access health services and financial support to the infected. Access to health services entails facilitating, accessing information on health and assisting the infected seek treatment promptly for STI’S, tuberculosis and other opportunistic infections. The policy guides learning and teaching institutions on promoting the role of nutrition and feeding programs at the learning place and home. The policy insists that learning institutions have first aid kits available and educators and learners train to safely manage bleeding or injuries and that the universal infection control precautions be applied (ibid). The policy not only identifies key stakeholders but also outlines their roles and responsibilities.

Based on a predetermined list, respondents were asked to indicate provisions of the Education Sector Policy on HIV & AIDS that conformed to the respondent’s school’s HIV & AIDS policy on provision of care and support to OVLs. . Table 4.12 summarizes the results

According to 87.6% the provision of education to OVLs conformed to the requirements of the Education Sector Policy on HIV & AIDS on access to education for OVLs. However 12.4% disagreed that their schools conformed to the requirement of access to education for OVLs. Whereas 41.6% agreed that they conformed to the requirement of equality of rights to education, all of the respondents felt that they did not conform to the requirement of responsibilities and roles, of access to care treatment and support, safe workplace in the learning institution and also of gender responsiveness.

4.7.2 Responses on clarity of the Education Sector Policy on HIV & AIDS objectives

Asked on whether the objectives of the Education Sector Policy on HIV & AIDS was clear to the respondents, their responses were as shown in Figure 4.11

Of those who were conversant with the content of the Education Sector policy on HIV & AIDS, results indicated that according to 59.6% of the respondents, objectives of the Education Sector Policy on HIV & AIDS were very clear. However, these objectives were not clear to 38.2% of the respondents. In their study, Ongunya, Indoshi and Agak (2009) sought to determine the gap between the objectives and actual HIV & AIDS education program delivery in Siaya District public secondary schools, Kenya. The study established that whereas learners believed they had begun exhibiting the expected change of behavior, teachers felt that this was minimal to enable them prevent and control the spread of HIV among the youth. This suggested that there seems to exist a gap between objectives and actual HIV & AIDS education program delivery and behavioral changes among the youth in secondary schools in Siaya district.

4.7.3 Responses on qualities of the Education Sector Policy on HIV & AIDS

Respondents were further required to state the extent to which the provisions of the policy were simple, measurable, attainable, realistic and time bound (SMART) and they responded as indicated by Table 4.13

The study further conducted means and standard deviation to establish the extent to which the HIV & AIDS policy objectives were specific, measurable, achievable, realistic and time bound (SMART) and from the results simple to very large extent (mean ~1.3), measurable to some extent (mean ~3.0), attainable to large extent (mean ~2.7), realistic to some extent and (mean ~3.0), time bound to little extent (mean ~4.0). Quality depends on the manner in which a teacher, volunteer, or staff member delivers a program (Mihalic, 2004). If the content of an intervention is delivered badly, then this may affect the degree to which full implementation is realized. In studies evaluating fidelity, the provision of extensive training, materials and support to those delivering an intervention is an implicit acknowledgement that effort is required to optimize the quality of the delivery of the intervention being evaluated (Hitt, Robbins, Galbraith, Todd, Patel-Larson, Macfarlane, Spikes &Carey, 2006).

In summary, though a majority of schools conform to the Education Sector Policy on HIV & AIDS on the requirement of access to education for OVLs, less than a half conform to that of equality of rights. Schools do not conform to the requirement of responsibilities and roles, access to care, treatment and support, safety in learning institutions and gender responsiveness. In relation to the extent to which the policy objectives were SMART it was felt that to a very large extent, they were simple while to some extent they were measurable. They were attainable to large extent, realistic to some extent and time bound to little extent According to Gunn (1978, in Hunter, 2002) implementation is hampered if there is poor understanding of and disagreement on objectives. According to O’ Toole (2004) any variable that influences the characteristics of the implementers also influences the implementation of policy. Consequently, clarity of objectives and the quality of the policy are important considerations in determining implementation. Brynard (2005) says that successful policy implementation requires clear and logically consistent objectives to enhance compliance by implementers. Steinbach (2009) is of the view that implementers at lower levels may have some discretion to reshape objectives of the policy and change the way it is implemented. In addition successful policy implementation is determined by whether the policy is simple or complex, ill define or clear. Simple and clear policies are easier to implement as they are well understood by the implementers.

This study sought to determine the effects of organizational factors and implementation of the Education Sector Policy on HIV & AIDS. Gunn (1978, in Hunter, 2002) discussed challenges that hinder successful implementation as circumstances external to the implementing agency, , lack of adequate time, insufficient resources or when the required combination of resources are not available and policy content. In addition, Gunn (ibid) argues that organizational factors impose constraints to policy implementation. Amongst other stake holders, schools are mandated to ensure implementation of this policy. School managers bear the greatest responsibility. In schools, these managers are the head teachers and their deputies. It is expected that they mobilize teachers under their management to obtain full compliance in implementation. School managers are themselves expected to fully comply with the requirements of the policy.

4.8.1 Staff willing participation in school HIV & AIDS education programs

Respondents were asked to state if staff in their school willingly participate in the school’s HIV education programs and activities. Their responses are shown on Table 4.14

Table 4.14: Staff Willing Participation in School HIV & AIDSeducation programs and activities

Staff willingly participation	Frequency	Percent
Strongly Agree	4	4.5
Agree	11	12.4
Disagree	47	52.8
Strongly disagree	25	28.1
No response	2	2.2
Total	89	100.0

The respondents were asked to indicate if the staff willingly participated in the school’s HIV & AIDS education programs and activities and 52.8% disagreed while 28.1% strongly disagreed. Therefore a majority of the respondents ((80.9%) were of the view that staff did not willingly participate in the school’s HIV & AIDS education programs and activities. These findings are in agreement with findings by Visser (2005) who established that HIV & AIDS programmes failed because of teachers’ non-commitment, poor teacher pupil relationships, negative attitudes of teachers about teaching sex as well as the understanding by the teachers that their role was to impart knowledge and not get emotionally involved with the learners. In their conclusion, Tijuana et al. (2004) say that an effective HIV & AIDS education training for teachers is fundamental in helping teachers gain the confidence needed to teach topics they consider sensitive and controversial. Moreover, teacher training enables teachers to recognize and address curricula and pedagogic approaches in the classroom that may, unwittingly, privilege boys over girls, dampen girls’ participation and motivation, condone the sexual harassment of girls, and reinforce existing gender stereotypes (Mensch, 2001). In this respect, teachers play a key role in development of skills and clarification of attitudes and if properly trained can help mitigate HIV infection among young people. Without capacity building of HIV prevention education in teacher training institutions where future teachers are produced, EFA is not likely to be attained.

According to Gunn (1978, in Hunter 2002) implementation is hampered by organizational factors such as poor understanding of objectives, disagreement on objectives, tasks not fully specified, imperfect coordination and those in authority being unable to demand or obtain perfect compliance. Results from the respondents are shown in Table 4.15

From the statistics it was revealed that all respondents were strongly in agreement that there was poor understanding of, and disagreement on, objectives (mean ~1.37), tasks were not fully specified in correct sequence (mean ~1.77), there was imperfect communication and co-ordination (mean ~1.39) and those in authority were unable to demand or obtain perfect or total compliance (mean ~1.8).

The findings from this study are in agreement with the reasons put forward by Gunn (1978, in Hunter, 2002) on implementation is so difficult amongst which are external circumstances. He argues that the circumstances external to the implementing agency may impose crippling constraints. This may be because of competing priorities arising from a modernization process which focuses on speed and ease of access rather than on structured variation in access and a performance management agenda which does not prioritize inequalities in health.

Adequate time and sufficient resources may also not be made available to the program or policy or the required combination of resources might not be available. Concurrently the policy to be implemented may not be based on a valid theory of cause and effect or the relationship between cause and effect may be indirect and there are multiple intervening links. Multiple dependency relationships could also complicate implementation. At the same time poor understanding of, and disagreement on, objectives or tasks not being fully specified in correct sequence and imperfect communication and co-ordination may leave those in authority unable to demand or obtain perfect or total compliance, this support the above findings of this study.

On information flow Barrett and Fudge (1981) argues that ‘Top-down’ versus ‘bottom-up’ perspectives on policy and action are at the heart of discourses on policy implementation. Top-down approach sees policy formation and policy execution as distinct activities. Steinbach (2009) observes that policies are set at higher levels in a political process and are then communicated to subordinate levels which are then charged with the technical, managerial, and administrative tasks of putting policy into practice.

4.8.3 Responses on school conformity with Education Sector Policy on HIV & AIDS and provision of incentives

Conformity refers to the way in which implementation of a programme‘s activities and/or methods are consistent with the way the programme is written. In other words, the extent to which the programme meet the objectives and what the critical elements of the programme are, and how they are addressed.

From the analysis of those conversant with the Education Sector Policy on HIV & AIDS, 73% of the respondents agreed that their schools conform to the Education Sector Policy on HIV & AIDS and when asked if schools provide incentives for staff participation in HIV & AIDS education programs and activities 82% disagreed. However those who agreed to schools providing incentives were further asked the types of incentives and 20.2% reduce their teachers’ workload while 10.1% give monetary incentives to the teachers.

Spratt (2009) exemplifies that low motivation and commitment is a barrier to policy implementation. Personal, organizational, or institutional motivation and commitment can facilitate the policy implementation process. Numerous factors can result in low motivation or commitment, such as different priorities, a lack of incentives, and limited resources.

In summary, teachers are not willing to participate in HIV & AIDS education programs and activities, have poor understanding of the objectives, tasks are not specified in correct sequence and there is imperfect communication and coordination. In addition, those in authority are unable to obtain perfect or total compliance. However, a majority conform to the policy. Most schools do not provide incentives and the few that do so reduce teachers’ workload with even fewer giving monetary incentives. These findings are in line with Gunn (1978, in Hunter, 2002) who says that policy implementation is hampered when there is poor understanding of and disagreement of objectives, tasks are not fully specified in correct sequence, there is imperfect communication and coordination and those in authority are unable to demand or obtain perfect compliance. O’ Toole (2004) also says that outcome of policy is critically influenced characteristics of actors involved particularly their motivation, information and power. According to Steinbach (2009) it is important for the principals to provide for checks that ensure policy implementation.

This study aimed to establish the relationship between the five variables and policy implementation. As a way of establishing whether the relationships were significant, correlation analysis was determined. The level of significance testing was 0.05

Table 4.17 Correlation between external circumstances, time, resources, policy content, organizational factors & policy implementation

The analysis above shows that organizational factors has the strongest positive (Pearson correlation coefficient =.791; P value 0.006) influence on education sector policy implementation and provision of care and support to OVLs in public secondary schools in Kenya. In addition, time, resources as well as policy content are positively correlated to education sector policy implementation and provision of care and support to OVLs in public secondary schools in Kenya (Pearson correlation coefficient =.601 and .533). Further the study findings indicate that external circumstances is also positively correlated to policy implementation even though not strongly (Pearson correlation coefficient =.419), this shows a significant relationship between the variables and policy implementations.

Regression model was used to describe how the mean of the dependent variable changes with changing conditions. Regression Analysis was carried out for External Circumstances, Time, Resources, Policy Content and Organizational Factors against Policy Implementation. To test for the relationship that the External Circumstances, Time and Resources, Policy Content, Organizational Factors have on the Policy implementation and provision of care and support to OVLs, the study did the linear regression analysis. The Policy implementation was the dependent variable and external circumstances, time and resources, policy content, organizational factors were the independent variables.

The model envisaged here takes the form;

POI= β0+β1*EC+ β2TR + β3PC + β4OF +error term

Where, EC- External circumstances

TR – Time and Resources

PC- Policy Content

OF – Organizational factors

POI – Policy Implementation

β1, β2, β3, are parameters or the regression coefficients

The study ran the procedure of obtaining the coefficients, and the results were as shown on Table 4.18

Table 4.18: Multiple regression analysis, external circumstances, time, resources, policy content, organizational factors and policy implementation

Model	Un-standardized Coefficients	Standardized Coefficients
	B	Std Error	Beta	T	p-value
(Constant)	0.417	0.325		1.285	0.023
External circumstances	0.020	0.156	0.330	2.563	0.041
Time and Resources	0.290	0.120	0.560	0.175	0.022
Policy Content	0.021	0.115	0.214	3.671	0.038
Organizational Factors	0.320	0.115	0.620	3.671	0.006

From the table of coefficients; the model is therefore fitted as;

POI= 0.417+0.020*EC+ 0.29TR +0.021PC + 0.320OF +error

Looking at the variables collectively, it is evident from the table that 77.6% of variation or change in policy implementation is explained by external circumstances, time, resources, policy content and organizational factors. This implies that these factors are very significant (since F 93, 8) =108.5, p-values< 0.05) and therefore need to be considered in any effort to boost implementation of the Education Sector Policy on HIV & AIDS and provision of care and support to OVLs in public secondary schools in Kenya.

H01: There is no significant relationship between external circumstances and implementation of the education sector policy on HIV & AIDS and in provision of care and support to OVLs

External circumstances have shown a p-value less than level of significance (0.041), this means that it is statistically significant in the model. Its regression coefficient is positive, though weak. The null hypothesis was rejected.

HO2: There is no significant relationship between time and resources and implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs

In testing the significance of time and resources in the relationship, it depicts p-value of 0.022, making it much statistically significant. It has a regression coefficient of 0.560, a positive relationship. A unit of time and resources results to 56% change in policy implementation. The null hypothesis was rejected.

H03: There is no significant relationship between policy content and implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs.

In testing the significance of policy content in the relationship, it depicts p-value of 0.038, making it statistically significant. It has a regression coefficient of 0.214, a positive relationship. A unit of policy content results to 21% change in policy implementation. The null hypothesis was rejected and the alternative accepted.

H04: There is no significant relationship between organizational factors and implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs.

In testing the significance of organizational factors in the relationship, it depicts p-value of 0.006, making it much statistically significant. It has a regression coefficient of 0.620, a strong positive relationship. A unit of organizational factors results to 62% change in policy implementation. The null hypothesis was rejected. The alternative hypothesis was accepted.

4.11 SUMMARY

The study investigated challenges facing implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs in public secondary schools in Kenya. Data was analyzed using descriptive statistics. Percentages, means and standard deviations were computed. Correlation and regression analyses were used to establish the relationship between the independent variables and the dependent variable. The response rate to the data collection instruments was very good. Data was analyzed along the objectives of the study and along the stated hypotheses.

On the question as to how teacher preparedness influenced implementation of the Education Sector Policy on HIV & AIDS, the results indicated that schools offered guidance and counseling and guidance an d counseling teachers run HIV & AIDS education related programs and activities. However guidance and counseling teachers had no specialized training on guidance and counseling. A majority of teachers in schools were not conversant with the Education Sector Policy on HIV & AIDS and a majority of the schools did not have a copy of this policy.

On effects of external circumstances on the implementation of this policy the study established that a majority of the teachers were not comfortable discussing sex and sexuality with learners mainly due to age differences, religion, negative attitudes of teachers towards discussing sex and sexuality and negative cultural practices. However parental status and social status had little influence on discussing matters on sex and sexuality.

Further, on time planning towards implementation of the policy the study established that HIV & AIDS education was taught as an integrated subject as required by the HIV & AIDS curriculum. However, in few schools, extra time was allocated solely to HIV & AIDS education and related programs and activities. In addition, on effects of resources on implementation the study found out that a majority of the schools do not have adequate funding to provide care and support to OVLs with the government being the main source of funds. Some school managers’ solicited for funds from parents, learners and donors.

On the relationship between policy content and implementation of this policy the results indicated that a majority of the schools met the policy requirement on access to education to OVLs. However schools were not zealous on conforming to the requirement of equality of rights to education and the schools responsibility and role to provision of care and support to OVLs, access to care, treatment and support for OVLs, safety in schools for the OVLs and gender responsiveness. Objectives of the policy were not clear to some teachers. Lastly, on effects of organizational factors the study established that teachers were not willing to participate in HIV & AIDS education programs and activities. Further tasks were not specified in a logical sequence and there was imperfect communication and coordination. Head teachers were not committed to obtain total compliance to implementation of the policy

Correlation analysis established that there was a positive relationship between external circumstances, time, resources, policy content and organizational factors and implementation of policy. Regression analysis established that this relationship was statistically significant. The null hypotheses were rejected. External circumstances, time and resources, policy content and organizational factors need to be considered in any effort to boost implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs.

Most of the schools have guidance and counseling programs for learners but those teachers offering guidance and counseling did not have any specialized training. A majority of the schools did not have a copy of the Education Sector policy on HIV & AIDS which implied that they do not understand what is expected of the policy document. Also, a majority of the respondents had not attended any training on the Education Sector Policy on HIV & AIDS through workshops, seminars or conferences. In addition for those who had attended seminars, the main facilitators were the MOE with very few organized by the Kenya National Union of Teachers. Further the study results showed that only half of the schools had a policy on HIV & AIDS with almost half without a policy on HIV & AIDS. Less than a quarter of the schools provided care and support for the OVLs in the county. Therefore teachers preparedness had an influence on implementation of the Education Sector Policy on HIV & AIDS and consequently on provision of care and support to OVLs

Results revealed that that majority of the respondents were not comfortable discussing matters of sex and sexuality in schools. The reasons why they did not discuss sex and sexuality were because of age and gender differences. Religion too did impose constraints in discussing sex and sexuality between teachers and learners. However, parental status and social status did not impose any constraints. The results also showed that the factors hindering implementation of provision of HIV & AIDS education and provision of care and support to OVLs were negative attitudes from teachers in discussing sex and sexuality, negative attitudes about drugs and marginalized groups, stigmatization, negative cultural practices in the society, secretiveness about sexuality and poor social networks. It was also found that the local authorities’ influenced teaching of contraceptives use and distribution but did not influence the provision of care and support of OVLs in the County. Therefore, circumstances external to schools hindered successful implementation of policy.

In relation to time the study revealed that time allocated to HIV & AIDS education as a subject on its own, and HIV & AIDS education related programs and activities were minimal.HIV & AIDS as a subject on its own had not been given as much attention own. Rather it was being taught as a theme in co-curricular activities and, in occasional workshops and forums. Only in few schools was it being taught as a subject on its own while in some schools, through clubs and societies. In addition, it was found that factors such as competing curriculum priorities, lack of materials and minimal support from the local authorities inhibited education on HIV & AIDS and provision of care and support to OVLs. Therefore inadequate time was a constraint to implementation of the Education Sector Policy on HIV & AIDS and on provision of care and support to OVLs.

With respect to funding, it was established that the schools do not receive enough funds for the implementation of HIV & AIDS education programs and activities in their schools in the region. The main sources of financial support were the government, parents and learners, community, donors and schools. Therefore insufficientresources was a hindrance to implementation of the policy in relation to HIV & AIDS education and in provision of care and support to OVLs.

Results on schools’ conformity to the requirements of the Education Sector Policy on HIV & AIDS in relation to provision of care and support to OVLs showed that the schools met the requirement on access to education. Further, schools conformed to HIV & AIDS education but did not conform to the requirement of equality of rights to education, of responsibilities and roles, of access to care treatment and support, safety in the learning institutions and also of gender responsiveness. On clarity, results indicated that the objectives of the Education Sector Policy on HIV /AIDS were not clear to all the respondents. On whether objectives of the Education Sector Policy on HIV & AIDS were SMART, results revealed that though simple and attainable they were not very measurable, realistic and not time bound. Therefore policy content hindered implementation of the policy.

Willingness is key in implementation of any policy and from the results, there spondents indicated that the teachers did not willingly participate in HIV & AIDS education programs and activities in the schools. Results on factors causing hindrance in the implementation of Education Sector Policy on HIV & AIDS and on provision of care and support to OVLs, revealed that there was poor understanding and disagreement on objectives, the schools did not have any specified sequence of events in implementation process, lacked proper communication and coordination and those in authority were unable to demand or attain perfect compliance in implementation. It was further revealed that although the schools objectives conformed to the Education Sector Policy on HIV & AIDS, they did not give incentives to all the teachers for participation in HIV & AIDS education programs and activities. For those who gave incentives, such incentives included reducing teachers’ workload with a few giving out monetary benefits. Therefore organizational factors were a constraint to implementation.

5.3 CORRELATION AND REGRESSION ANALYSIS

Hypotheses were tested and the results summarized below.

5.3.1 H01: There is no significant relationship between external circumstances and implementation of the education sector policy on HIV & AIDS and in provision of care and support to OVLs

Correlation analysis showed a positive relationship though not strong of .419. Regression analysis showed that this relationship was statistically significant though weak with a regression coefficient of .330( p < 0.05) . The null hypothesis was rejected.

5.3.2 HO2: There is no significant relationship between time and resources and implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs

Correlation analysis showed a positive relationship of .601.Regression analysis showed a coefficient of .560 ( p < 0.05) Indicating that this relationship was statistically significant. The null hypothesis was rejected

5.3.3 H03: There is no significant relationship between policy content and implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs.

Correlation analysis showed a positive relationship with a correlation coefficient of .533 Regression analysis showed regression coefficient of .214 (p < 0.05), indicating a statistically significant relationship. The null hypothesis was rejected.

5.3.4 H04: There is no significant relationship between organizational factors and implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs.

Correlation analysis established a coefficient of .791: a positive relationship with implementation of the policy. Regression analysis established a coefficient of .620 ( p < 0.05) , indicating a statistically significant relationship. The null hypothesis was rejected.

Collectively, regression analysis obtained a value of .776 ( p < 0.05) This showed that these factors are very significant and need to be considered in any effort to boost implementation of . This explains that external circumstances, time, resources, policy content and organizational factors affect implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs.

In conclusion external circumstances do affect implementation of the Education Sector Policy on HIV & AIDS. Teachers are not comfortable discussing maters of sex and sexuality because of issues like age and gender differences and religion. Factors inhibiting implementation include negative attitudes from teachers on sex and sexuality, negative attitudes about drugs and marginalized groups, stigmatization, negative cultural practices, secretiveness about sexuality and poor social networks. In addition, local authorities’ influence teaching of contraceptives and their use.

Time too affects implementation of the Education Sector Policy on HIV.AIDS. Schools give very minimal time to teaching of HIV & AIDS education as a subject on it own and to HIV & AIDS related programmes and activities. Furthermore, the teaching of HIV &AIDS education has been inhibited by competing curriculum priorities, lack of materials and minimal support from the local authority.

Schools also face the challenge of funds and get most of their funds from the government followed by parents and learners, community, donors and schools. This has resulted to non compliance to the Policy’s requirement that schools initiate programmes and activities aimed at not only imparting requisite knowledge, skills and attitudes that will lead to behavior change but also in providing care and support to OVLs.

In relation to conforming to the Education Sector Policy on HIV & AIDS, schools conformed to the requirement of HIV & AIDS education but do not conform to the requirement of equality of rights to education, of responsibilities and roles, of access to care treatment and support, safe workplace and learning institution and also of gender responsiveness. On clarity of objectives of the policy, they were not very clear to the respondents and though they were simple and attainable they were not very measurable, realistic or time bound. This brought out the need for the schools to make tailor made policies on HIV & AIDS whose objectives would be more measurable, realistic, and achievable within set time and that can be attained.

Results on organizational factors revealed that that the teachers were not willing to participate in HIV & AIDS education programs and activities in the schools. Also on hindrance to implementation of the Education Sector Policy on HIV & AIDS it can be concluded that, there is poor understanding and disagreement on objectives, lack specified sequence of events in implementation process, and schools lack proper communication and coordination. Those in authority are unable to demand or attain perfect compliance in the objectives implementation. Results further revealed that although the schools objectives conform to the Education Sector Policy on HIV & AIDS they do not give incentives to their staff for participation in the HIV & AIDS education programs and activities. Those who give incentives reduce teachers’ workload with a few giving out monetary benefits.

Correlation and regression analyses were carried out andteacher preparedness, external circumstances, time, resources, policy content and organizational factors were established as challenges to implementation of the Education Sector Policy on education HIV/AIDS and in provision of care and support to OVLs and need to be considered to boost Implementation of the policy as they affected implementation.

This study investigated the challenges facing implementation of the Education Sector Policy on HIV & AIDS and in provision of care and support to OVLs in public secondary schools in Kenya. The study concluded that external circumstances, inadequate time, insufficient resources, policy content and organizational factors as challenges facing implementation of the policy on HIV & AIDS education and on provision of care and support to OVLs in public secondary schools in Kenya.

5.5.1Influence of Teacher Preparedness on Implementation of the Education Sector Policy on HIV & AIDS

The results indicated that the guidance and counseling teachers did not receive further training on guidance and counseling and also teachers have not receive any training on the content of the Education Sector Policy on HIV & AIDS. There is need to expose teachers to further training to strengthen their ability to perform efficiently and effectively so as to facilitate smooth implementation of the policy. This can be achieved through conducting both internal and external seminars and workshops on the same. There is also need to seek for more facilitators of the workshops and seminars and not rely only on the MOE, KNUT and the Kenya Institute of Curriculum Development. This can be done by mobilizing other stakeholders like NGOs, Faith Based Organizations and the private sector as proposed in the Education Sector Policy on HIV & AIDS.

5.5.2 Effect of External Circumstances on Implementation of the Education Sector Policy on HIV & AIDS

The results indicated that the respondents were not willing to discuss sex and sexuality openly. This calls for the schools to device methods of making it easier for discussions on sex and sexuality and related issues including HIV & AIDS. This can be achieved through the use of media such as films, plays, drama and debates that seek to break the challenge of culture, religion, secretiveness, social networks, stigmatization and marginalization. Schools should also seek to change the teachers’ attitude by facilitating attendance to conferences, seminars and workshops where a lot of information is disseminated. This would increase teacher awareness and information Schools should also endeavor and rally to win the support of the local authority on implementation of the policy. This can be achieved by discussing with the local authority, as part of the stakeholders, the benefit of their involvement to the society. Even as schools continue to teach HIV & AIDS as integrated in other subjects in the school curriculum as required by KICD, and even as they teach it through clubs and societies, in workshops and forums and as a theme in other co-curricular activities, they should endeavor to introduce HIV & AIDS education as a subject on its own and create time for it

5.5.3 Effect of Time on implementation of the Education Sector Policy on HIV & AIDS

The success of implementation of the Education Sector Policy of HIV & AIDS and provision of care and support for OVLs can be achieved by increasing the time allocated to HIV & AIDS education outside the KIDC curriculum requirement and coverage. Adequate time also needs to be set aside for HIV & AIDS education programs and activities.

5.5.4 Effect of Resources on Implementation of the Education Sector Policy on HIV & AIDS

Schools should also improve the HIV & AIDS curriculum by providing enough materials and seek to win support from the local authority. The schools should also seek to win other sources of funding since the results indicated they get little funding for implementation of the policy on HIV &AIDS. Adequate funds will ensure that not only are HIV & AIDS education related programs and activities carried out but also that provision of care and support to OVLs is done as per the expectations and requirements of the policy.

5.5.5 Effect of Policy Content on Implementation of the Education Sector Policy on HIV & AIDS

Policy content has been identified as a critical factor in the implementation of Education Sector Policy in HIV & AIDS and provision of care and support to OVLs. It is recommended that schools should endeavor to align their objectives on HIV & AIDS policies to conform to the Education Sector Policy on HIV & AIDS. It is also recommended that the policies be made clear and simple to those involved in the schools. The study recommends that the objectives are specific, measurable, attainable, and realistic and time bound (SMART) through discussing them with the teachers and other stakeholders and improving on them.

5.5.6 Effect of Organizational Factors on Implementation of the Education Sector Policy on HIV & AIDS

It has been argued that willing human resource is more productive than forced. The study therefore recommends that schools seek to establish ways of encouraging teachers to be involved in HIV & AIDS education programs and activities. This can be achieved through incentives such as reduced workloads and giving of awards of recognition. To facilitate smooth implementation of HIV & AIDS education policies, the school should discuss its objectives with the teachers and other stakeholders, improve on flow of information both down-up and up-down, create a clear boundary and sequence of events expected to be followed and guide the respondents. Sequencing of events can be in the form of a timetable of events from the guidance and counseling department. The study also recommends that it is important to empower school administrators to command total compliance in the implementation process.

Based on the study following areas are suggested for further study;

Challenges facing implementation of the Education Sector Policy on HIV & AIDS in primary schools in Kenya.

Challenges facing implementation of the Education Sector Policy on HIV & AIDS in tertiary institutions in Kenya.

The effect of free education on the effectiveness of HIV & AIDS education programme in public primary schools.

The effects of cultural and community practices on HIV & AIDS education programme in Kenya.

Effects of other factors not included in this study on implementation of the Education Sector Policy on HIV/AIDS.

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Dear Teachers,

RE: QUESTIONNAIRE

I am a PhD student at the School of Education, Moi University. The aim of this study is to analyze how schools are implementing the Education Sector Policy on HIV & AIDS. The study specifically seeks to investigate the challenges facing the implementation of the Education Sector Policy on HIV & AIDS with special reference to orphaned and vulnerable learners.

The information you will give will be used only for this study and will be treated as confidential.

Thank you.

Lucy Ndegwa

School of Education

Moi University

This Questionnaire is meant to collect data among Teachers in KajiadoCounty. Please answer the questions correctly and as accurately as possible

Tick the correct answer in the boxes provided against the questions where provided.

Write brief answers where explanation is required.

Please do not write your name on the questionnaire.

SECTION A: BACKGROUND INFORMATION

1. (i) What is your gender?

Male [ ]

Female [ ]

(ii) What is your marital status?

Married [ ]

Single [ ]

Any other (specify)________________________________________________________

2. What are your highest qualifications?

(a) Post Graduate [ ]

(b) Graduate [ ]

(c) Diploma [ ]

(d) Untrained [ ]

(e) Any other (specify)_______________________________________________

3. What is your teaching experience?

(a) 1-5 years [ ]

(b) 6-10 years [ ]

(c) 11- 15 years [ ]

(d) Over 16 years [ ]

4. Which position do you hold currently?

(a) Head teacher [ ]

(b) Deputy Head teacher [ ]

(c) Head of guidance and counseling department [ ]

(d) Guidance and counseling teacher [ ]

(e) Class teacher [ ]

(f) Classroom teacher [ ]

5. What is the nature of the school?

(a) Day [ ]

(b) Boarding [ ]

6. What is the school type?

(a) Mixed [ ]

(b) Girls only [ ]

(c) Boys only [ ]

7. (i) Which is the environmental setting of the school?

(a) Urban area [ ]

(b) Rural area [ ]

(ii) Who are the sponsors of the school?

(a)Religious institutions [ ]

(b)Government [ ]

Any other (specify)

SECTION B: TEACHER PREPAREDNESS IN IMPLEMENTATION OF THE EDUCATION SECTOR POLICY ON HIV & AIDS

8. Do you do guidance and counseling in your school?

(a) Yes [ ]

(b) No [ ]

9 Have you undergone any specialized training in guidance and counseling?

(a) Yes [ ]

(b) No [ ]

10. Please specify any such training you have undergone

_______________________________________________________________________________________________________________________________________________________________________________________________________________

11. Is there a copy of the Education Sector Policy on HIV & AIDS in your school?

(a) Yes [ ]

(b) No [ ]

(c) I don’t know [ ]

12. Have you attended any forum to educate you on the content of the Education Sector Policy on HIV & AIDS?

(a) Yes [ ]

(b) No [ ]

13. If your answer to question 13 is yes, who were the organizers of the forum? Please specify

(a) Ministry of education officials [ ]

(b) Kenya National Union of Teachers [ ]

(c) Kenya Union of Post Primary Teachers [ ]

(d) Any other (please specify)_______________________________________

14. The school has a policy on HIV & AIDS?

Strongly Agree [ ] Agree [ ] Undecided [ ]

Disagree [ ] Strongly disagree [ ]

15. My school supports orphaned and vulnerable children (OVLs)?

Strongly Agree [ ] Agree [ ] Undecided [ ]

Disagree [ ] Strongly disagree [ ]

16. If Yes to question 16, what Kind of support does it give? (Tick as many as apply)

(a) Free tuition [ ]

(b) Learning Material [ ]

(c) Boarding facilities [ ]

(d) Meals [ ]

(e) Others (specify): ___________________________.

SECTION C: CHALLENGES FACING POLICY IMPLEMENTATION

I. External Circumstances

17. I feel comfortable openly discussing sex and sexual relationships?

Strongly Agree [ ] Agree [ ] Undecided [ ]

Disagree [ ] Strongly disagree [ ]

18. If no to the question above, to what extent do the following constrain you from openly discussing sex and sexual relationships? (1= To a very large extent, 2= To a large extent, 3= To some extent, 4= Top a little extent, 5= To no extent)

(a) Age 1…..2…..3…..4…..5

(b) Gender differences 1…..2…..3…..4…..5

(c) Gender similarities 1…..2…..3…..4…..5

(d) Parental status 1…..2…..3…..4…..5

(e) Social status 1…..2…..3…..4…..5

(f) Religion 1…..2…..3…..4…..5

19. To what extent do the following factors inhibit provision of HIV & AIDS education care and support for OVLs? (1= To a very large extent, 2= To a large extent, 3= To some extent, 4= Top a little extent, 5= To no extent)

(a) Negative attitude of the teachers 1…..2…..3…..4…..5

(b) Attitudes about drug users and marginalized groups 1…..2…..3…..4…..5

(c) Stigmatization 1…..2…..3…..4…..5

(d) Negative cultural practices 1…..2…..3…..4…..5

(e) Legal issues pertaining to confidentiality 1…..2…..3…..4…..5

(f) Secretiveness about sexuality 1…..2…..3…..4…..5

(g) Poor social networks 1…..2…..3…..4…..5

20. To what extent have local authorities imposed constraints in teaching HIV & AIDS ?

Very large extent [ ] Large extent [ ] To some extent[ ]

Little extent [ ] No extent at all [ ]

21. To what extent do they impose the following constraints? (1= To a very large extent, 2= To a large extent, 3= To some extent, 4= Top a little extent, 5= To no extent)

(a) Teaching of contraceptive use 1…..2…..3…..4…..5

(b) Contraceptive distribution 1…..2…..3…..4…..5

(c) Care for orphaned and vulnerable children 1…..2…..3…..4…..5

II. Time

22. How is HIV & AIDS taught in your school?

(a) By infusion into other curriculum subjects [ ]

(b) As a subject of its own [ ]

(c) Through clubs and societies [ ]

(d) As a theme in other co-curricular activities [ ]

(e) Occasional workshops and forums [ ]

(f) Others (explain). ________________________________________________________________________________________________________________________________________________________________________________________________________________________

23. How many hours per week are dedicated to HIV & AIDSprograms and activities in your school?

(a) Less than one [ ]

(b) 1 – 3 hours [ ]

(c) 4 – 6 hours [ ]

(d) 7 – 10 hours [ ]

(e) Over 10 hours [ ]

24. Is the time provided adequate to cover the issues related to HIV & AIDS programmes and activities in your school?

(a) Yes [ ]

(b) No [ ]

25. Rate the adequacy of the time above?

Very adequate [ ] Adequate [ ] Adequate to a little extent [ ]

Not adequate at all [ ]

26. To what extent do the following inhibit education on HIV & AIDS and care/support for OVLs? (1= To a very large extent, 2= To a large extent, 3= To some extent, 4= Top a little extent, 5= To no extent)

(a) Competing curriculum priorities 1…..2…..3…..4…..5

(b) Lack of Program materials 1…..2…..3…..4…..5

(c) Minimal local authority support 1…..2…..3…..4…..5

III RESOURCES

27. My school receives enough funds to implement the Education Sector Policy on HIV & AIDS?

Strongly Agree [ ] Agree [ ] Undecided[ ]

Disagree [ ] Strongly disagree [ ]

28. What is the main source of funds for HIV & AIDSeducation programs and activities implementation? (tick as many as may apply)

(a) Ministry of Education [ ]

(b) Parents and Learners [ ]

(c) Community [ ]

(d) School [ ]

(e) Donor organization [ ]

29. What proportion of your HIV & AIDS education and OVLs care and support is your school able to cover?

(a) Less than 25% [ ]

(b) 25% - 50% [ ]

(c) 50% - 75% [ ]

(d) Over 75% [ ]

IV. Policy Content

30. Which of the following provisions of the Education Sector Policy on HIV & AIDS conform to your schools HIV & AIDS policy on provision of care and support for OVLs? (Tick as many as apply)

Access to education for OVLs [ ]

Access to relevant information [ ]

Equality of rights to education [ ]

Responsibilities and roles [ ]

Privacy and confidentiality [ ]

Access to care treatment and support [ ]

Safe workplace and learning institutions [ ]

Gender responsiveness [ ]

31. Are the objectives of the Education Sector Policy on HIV & AIDS clear to you?

(a) Yes [ ]

(b) No [ ]

32. Please state the extent to which the provisions of the Education Sector Policy on HIV & AIDS fulfill the following qualities. (1= To a very large extent, 2= To a large extent, 3= To some extent, 4= Top a little extent, 5= To no extent)

Simple 1…..2…..3…..4…..5

Measurable 1…..2…..3…..4…..5

Attainable 1…..2…..3…..4…..5

Realistic 1…..2…..3…..4…..5

Time bound 1…..2…..3…..4…..5

33. Rate the relevance of the content?

Very relevant [ ] relevant [ ] relevant to a little extent[ ]

Not relevant at all [ ]

34. Name the most relevant areas?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

35. Name the most irrelevant areas?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

36. What areas should be covered?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

V. Organizational Factors

37. Staff in your school willingly participate in the schools HIV & AIDSeducation programs and activities?

Strongly Agree [ ] Agree[ ] Undecided[ ]

Disagree [ ] Strongly disagree [ ]

38. Please state your level of agreement with the following statements as pertains to your schools implementation of the Education Sector Policy on HIV & AIDS. (1= Strongly agree, 2= Agree, 3= Neutral, 4= Disagree, 5= Strongly disagree.)

There is poor understanding of, and disagreement on, objectives 1…..2…..3…..4…..5

Tasks are not fully specified in correct sequence 1…..2…..3…..4…..5

There is imperfect communication and co-ordination

1…..2…..3…..4…..5

Those in authority are unable to demand or obtain perfect or total compliance 1…..2…..3…..4…..5

39. Do the objectives of your school conform to the Education Sector Policy on HIV & AIDS?

Yes [ ]

No [ ]

40. Does your school provide incentives for staff to participate in HIV & AIDSeducation programs and activities?

Yes [ ]

No [ ]

41. If Yes to question 41 what kind of incentives are given? (Tick as many as apply)

Monetary [ ]

Status appraisal [ ]

Flexibility of work [ ]

Reduced workload [ ]

42. In your opinion what should be done to improve implementation of the Education Sector Policy on HIV & AIDS?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Appendix iii: Interview schedule for the Headteacher

Position of Interviewee:____________________________________________________

Title: ___________________________________________________________________

Date of Interview: ________________________________________________________

How is your organization/department involved in the implementation of the education policy on HIV & AIDS?

______________________________________________________________________________________________________________________________________________________________________________________________________

To what extent has the education policy on HIV & AIDS been implemented in schools in the area?

______________________________________________________________________________________________________________________________________________________________________________________________________

What are the external circumstances (Legal, Political, social, cultural and economic) that impede the implementation of the education policy on HIV & AIDS in your area of operation?

______________________________________________________________________________________________________________________________

What difficulties do you encounter as far as time and resources are concerned in the implementation of the Education Sector Policy on HIV & AIDS?

_____________________________________________________________________________________________________________________________________________________________________________________________How is your organization/department involved in provision of resources for the implementation of the Education Sector Policy on HIV & AIDS?

_____________________________________________________________________________________________________________________________________________________________________________________________Please comment on the contents of the Education Sector Policy on HIV & AIDS Are they simple, measurable, attainable, realistic, time bound?

_____________________________________________________________________________________________________________________________________________________________________________________________

What problems do you encounter that are related to the education institutions in the implementation of the Education Sector Policy on HIV & AIDS?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What recommendations would you give for the successful implementation of the Education Sector Policy on HIV & AIDS?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you.

Isinya Sub County

Kajiado Central Sub County

Kajiado North Sub County

Loitokitok Sub County

Mashuuru Sub County

Source: County Education Office

Source:wikipedia.org