THE IMPACT OF HIV/AIDS ON STUDENTS’ PERFORMANCE ON

ECDE LEARNING SCHOOLS, (A CASE STUDY OF NAROK NORTH

ZONE.)

BY

LAVIN BELINDA AKINYI

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE DEGREE IN BACHELOR OF EDUCATION ARTS
ENGLISH LITERATURE.

2023

Page i of xlv
DECLARATION

This proposal is my original work and has not been submitted or presented for
examination in any other university, either in part or as a whole.

Signature………………………………...

Date………………………………………...

LAVIN BELINDA AKINYI

REG NO: EB01/SR/MN/11497/2020

This proposal has not been submitted for examination with my recommendation and
approval as university supervisor.

Supervisors name: DR. HENRY HAMBWENJE

Signature…………………………………...

Date…………………………………...

DECLARATION

I hereby declare that this research project is my original work and has not been
presented in any other institution of higher learning for an award of degree in Education
English Literature or any other award.

NAME: LAVIN BELINDA AKINYI

SIGNATURE: __________________

DATE: 10 th April 2023

SUPERVISOR: DR. HENRY HAMBWENJE

SIGNATURE: ____________________

DATE:_____________________

Page ii of xlv
 DEDICATION

This research proposal is dedicated to those who will support me in the field and in the
class to achieve the stated objectives not forgetting the following: my father Mr
Dominic Odero, my mum Mrs Ruth Odero.

Page iii of xlv

 ACKNOWLEDGEMENT

I wish to thank God almighty for his grace I was able to write this proposal booklet. My
sincere gratitude goes to my supervisor Dr. Hambwenje for his guidance during the
writing of this project. I acknowledge Mr and Mrs Thomas Odero and their friends who
provided moral and emotional support and created conducive environment for me.

Page iv of xlv
 ABSTRACT

Over the past years, HIV AIDS has been the most disturbing pandemic in Kenya as a
nation and globally. Many have suffered a lot as a result of this disaster either by
infecting or have been affected in one way or the other. Learning is one of the key areas
affected by this disaster. ECDE children affected or infected by HIV AIDS tend to
perform poor in class. HIV AIDS remains a stubborn fact of life in Narok North zone.
The purpose of this study is to investigate the effects of HIV AIDS on learner’s
performance in Narok North Zone.

1
 TABLE OF CONTENTS

DECLARATION………………………………………………………………………… i

DEDICATION …………………………………………………………………………..ii

ACKNOWLEDGEMENT ……………………………………………………………….iii

ABSTRACT ………………………………………………………………………………iv

TABLE OF CONTENTS ………………………………………………………………..v

CHAPTER ONE: INTRODUCTION

1.1 Introduction …………………………………………………………………….1

1.2 Background of the study………………………………………………………..1
1.3 Statement of the problem ………………………………………………………2
1.4 Purpose of the study ……………………………………………………………2
1.5 Objectives of the study …………………………………………………………3
1.6 Significance of the study……………………………………………………….3
1.7 Delimitations and limitations …………………………………………………4
1.8 Operational definition of terms…………………………………………………6

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction……………………………………………………………………… 7
2.2 The effects of HIV AIDS on families and communities ………………………7
2.3 HIV AIDS and demand for education…………………………………………. 8
2.4 The children learning process and in relation to HIV AIDS ………………...11
2.5 Challenges faced by HIV AIDS children in their learning process………… 13
2.6 Factors influencing the spread of HIV AIDS………………………………… 15
2.6.1 Social-cultural factors ………………………………………………………….15
2.6.2 Political factors………………………………………………………….…... 18
2.6.3 Economic factors ………………………………………………………………19

2.7 Strategies for children living with HIV AIDS to access formal education 21

2
CHAPTER THREE: METHODOLOGY

3.1 Introduction
3.2 Research design
3.3 Location of the study
3.4 Target population
3.5 Sampling techniques and sample size
3.6 Research instruments
3.7 Data analysis

CHAPTER FOUR: FINDINGS AND DISCUSSIONS

1.0 Introduction

2.0 Classroom learning process as per the teachers

3.0 Factors contributing to chronic class absenteeism

4.0 Factors influencing the spread of HIV AIDS

5.0 Challenges faced by children infected by HIV AIDS

6.0 Participation in indoor and outdoor activities

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS

1.0 Introduction

2.0 Conclusion

3.0 Recommendations

Reference

Appendix (i) Questionnaire for Pre-school Teachers

(ii) Questionnaire for Parents of CLWHAs

(iii) Budget

3
 CHAPTER ONE

1.0 Introduction

In this chapter, the researcher dealt with the effects of HIV AIDS on learning of ECDE
in Narok North Zone, Narok County. This section also presented background of the
study, statement of the problem, purpose of the study, delimitations and limitations of
the study and operational definition of terms.

1.1 Background of the study

HIV AIDS affects children’s development and educational outcomes beginning in the
earliest years of their life, both directly and indirectly. Better performance in early
childhood stage is a crucial component for smooth transition of children to primary
school and then to higher stages of education. It is therefore very important and it must
be enhanced for adequate educational advancement. According to NACC, children
infected with AIDS are discriminated by others and this makes them feel stigmatized.

The UNAIDS and the WHO have the following goals to be achieved to help in the
reduction of the spread of HIV AIDS: to improve maternal health, decrease the spread
of drug abuse, to eradicate HIV AIDS and to control child mortality rate.

4
1.2 Statement of the problem

The intention of the researcher was to investigate the effects of HIV AIDS on the
education of ECDE children in Narok North zone. There were more children aged 3-8
years not in school than the number of children in school. For young children to learn
well they should be free from the HIV AIDS disaster since it affected their learning.
Learning is a basic human right essential for personal and national development and all
efforts must be made to ensure children benefit from quality education basing on the
correct approach and concept.

If the issue of HIV AIDS is not addressed with seriousness it requires and measures
taken to control it, it affected potential opportunities available for ECDE children to
advance to primary school level and other higher learning levels. The opportunities
diminished due to the problem of high death rates and school dropouts. School dropouts
increased because of victimization and stigmatization of both the affected and the
infected were at extensive of both teachers and fellow classmates. Opportunitistic
diseases and other infections like tuberculosis and diarrhea made it worse on ECDE
children.

1.3 Purpose of the study

The main reason of the study was to research on how absenteeism in pre-school due to
HIV AIDS can be reduced and general performance can be improved. The investigator
was also targeting on how the spread of HIV AIDS can be reduced and management of
HIV AIDS so as to enable children to attend school regularly and enable children
concentrate and perform well in class.

5
1.4 Objective of the study

The following were the objectives of this study:

1. Establish factors contributing to poor performance among children living

with HIV AIDS in ECDE classrooms
2.
3. Investigate the factors that have led to the increase of HIV AIDS infections
4. Identify how HIV AIDS has affected the learning process in ECDE
classrooms
5. Examine interventions in improving participation of children living with HIV
AIDS in ECDE classrooms
6. Suggest appropriate ways that will help reduce HIV AIDS in Narok North
Zone

1.5 Significance of the study

The study done in Narok North zone on the effects of HIV AIDS on education of
young children had a great positive impact in ECDE children’s school attendance,
improve academic performance, great participation in school co-curriculum
activities and enabled children attain quality education which is of great importance
to the residents of Narok North zone.

This study also highlighted factors that led to the increase of the spread of HIV
AIDS in Narok North zone and stated possible solutions to reduce HIV AIDS
spreading amongst the Narok North zone residents.

6
1.6 Delimitations and Limitations

The following are some of the limitations of the proposed study.

Since the area is too big, it was not easy to cover every part of Narok North zone.
Some parts are far off to travel in that such places required considerable time and
resources. Therefore, the researcher had to take samples of a few schools.

Following the stated discussion, it will be helpful to provide the relevant materials
and start the discussion accordingly. This project will provide a basis for helping
and assisting affected candidates and give them advising accordingly.

From the study, it was difficult to access the relevant data needed for the study.

The researcher was unable to access some roads since the were unroadworthy place.

This research was only available in few people and they were reluctant to give the
needed information due to fear and undecided to make the decision based on the
information giving.

Dishonest respondents

Some people had negative perception of HIV AIDS and that shied them off from
being interviewed. Others did not disclose their HIV AIDS status and therefore will
give false information. Other people also did not visit voluntary counseling and
testing centres in order to confirm their status.

Respondents dishonesty is also crucial in the study and there is no method to

confirm their answers. The respondents answers will determine the type of answers
given

Poverty

Some families are languishing in abject poverty such that they requested for
assistance such as money and food from the researcher which became a problem.

Finances

7
The project was not supported by anyone financially therefore all the requirements
needed were provided by the researcher which sometimes, which sometimes she was
unable to provide due to low income and this may have led to a finance constraint.

Weather changes

Sometimes the weather can be too rainy that the researcher will not be able to travel
within the area of study.

The delimitations that the researcher encountered during this research is that there
was no language barrier because the residents of Kayole zone use only one
language.

8
1.7 Operational definition of terms

Affected - Not natural or sincere

Constraint – to restrict, limit something or somebody

Discrimination – A practice of treating somebody less fairly less than others

Disaster – A very bad situation that causes problems

Infected – Containing harmful bacteria

Stigmatization – To treat somebody in a way that makes them feel that they are
very bad or unimportant

Sample – A small group of persons or items selected from the main population

9
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter entails introduction, the effects of HIV AIDS on families and communities:
Followed by factors influencing the spread of HIV AIDS in Narok North Zone, HIV
AIDS and demand for education, HIV AIDS affected and infected children participation
in ECDE classrooms. It also explored the children learning process in relation to HIV
AIDS. In addition, it includes the challenges faced by HIV AIDS children in their
learning process. The chapter concluded with the strategies for children living with HIV
AIDS to access formal education.

2.1 The effects of HIV AIDS on families and communities

According to Kenya National AIDS Control Programme (World Vision 2000), children
are affected by HIV AIDS in ways that can diminish their childhood as a result limit
choices and opportunities for successful survival throughout their life.

Circumstances of an individual life and their social context in family and community
can increase the probability they will one day be exposed to and infected by HIV AIDS.
In order to develop appropriate means of enabling and protecting people either as
children or adults against infection and effect of HIV AIDS adequately and judicially,
attention needs to be given the right and realities of childhood.

According to UNAIDS 2012 Global report, education in a world with HIV AIDS cannot
be the same as education in a world without HIV AIDS. The study stipulates in many
countries today, children and adolescents are growing up amidst multiple challenges
exacerbated by the direct or indirect threat of HIV AIDS infection. The conference
further cited that the challenges facing Sub-Sahara are particularly dramatic.

In this region, where 90% of all infections are found, one third of the children currently
do not attend school and increase in the absolute number of out-of-school-children is
projected. This leads to an illiterate community. Due to the fact that most finances are

10
used to take care of the ailing relatives, many households quickly move into conditions
of poverty, very little wealth or income, debts and reduced access to services.

HIV AIDS deepens the vulnerability of households, communities and nations.

2.2 HIV AIDS and Demand for Education

It was seen that enrollment figures have declined as HIV AIDS spread. The overall
demand for general education, for vocational education and tertiary education has
dropped. This has implication on learner participation in that most classes have no
teachers and others have huge number of children to handle and so many result to being
neglected especially the slow learners. AIDS has reversed progress in reducing infant
and child mortality drastically affecting the actual population entering school in the
most affected areas.

According to Dakar Conference (2000), AIDS, Gender and School drop out population
Communication Africa, the number of young people dropped out of school has
increased and school attendance has dropped due to various HIV related phenomena
affecting children as having to cope with personal illness, caring for parents, trauma
related illness and sudden death in the family. The children are forced to help cater for
the family’s needs such as food.

Discrimination and stigmatization decline financial support from parents and the need
to earn some income. Such problems are exacerbated by estimated 10 million orphans
less than 15 years of age in the African region. A few incentives to enter to school are
to be sued to attract children to come to school. This implies that these children may
never participate well in classroom like the rest due to lack of basic needs and essential
learning resources. According to UNICEF (2004) The State of the Child’s World,
studies have shown that pessimism about the value of education has spread as parents
perceive the early death of their children as likely and thus are unwilling to spend their
limited resources on education and this has implication of children living with HIV
AIDS to dropping completely out of school.

11
According to Ugunja (2006) some parents have withdrawn their daughters from
schooling because of the risk of sexual exploitation and pregnancy, caused by male
students as well as male teachers. This is caused by the myth that for a man infected
with HIV AIDS sex with a virgin provides cure.

According to Ugunja (2006) the project studies continues to state that disparities in
access to education will grow as the impact of HIV AIDS increases the number of
marginalized young people, orphans, street children, out of school youth and working
youth.

The entire above are not accessible to classroom participation hence hence blending an
illiterate generation which is a threat to a developing society. Early childhood care is
likely to be the only area of increased demand as households expand and the traditional
caregivers need to work to help support the family. This leaves the family with non
informal education.

2.3 HIV AIDS Children Participation in ECDE Classrooms

HIV AIDS has become the latest troublesome predicament to the entire nation and its
products, the orphans, especially the double orphans who look after themselves have
suffered the most (SAFAIDS, 2005). The government, non-government organizations
(NGOs), civil society and various stakeholders have conducted campaigns to try and
rescue children from the jaws of HIV AIDS pandemic but all efforts seem to have gone
down the drain especially for children from the child headed families (CHF) as
evidenced by their disastrous performance at school as elucidated by Benuel, Hyde and
Swaison (2009).

The reality is that children infected or affected y HIV AIDS face hardships that force
them to leave school. Hunter and Williamson (2002) outline the hardships that children
are usually faced with. These include dropping out of school, getting involved in farm
work or household. All these compromise their academic performance in school.

According to Davids, Nkuleku and Mfecane (2006) parents, guardians and members of
the communities increasingly become infected by HIV AIDS and eventually succumb to

12
the disease; children are increasingly lacking basic needs such as food, clothing, shelter,
health and most importantly education. They become subject to many phsych-social
impacts of HIV and AIDS such as stigma, fear, anxiety, worry, depression and
hopelessness just to name a few. All these impact negatively on their academic
performance.

According to Maslow’s (1943) theory, needs include love, security and physical needs
thus to name but a few things which children affected and infected by HIV and AIDS
rarely acquire, making school life very difficult.

If they do not get physical needs like food, clothes, shelter and materials to use at
school, their academic performance is automatically affected. Maslow’s theory is
paraphrased by Cianci Gabriel (2003) who suggests that the most basic needs mst be
met before the individual strongly desires or focus on motivation as the secondary or
higher level needs.

Overall prevalence of HIV AIDS in Kenya is 13.9% with the majority of the infections
in the age-group 15-49 NASCOP (1999). This greatly influences the child population
changing dependency ratios meaning that many of the children left orphaned may not be
enrolled in school or to complete their education. As the trend of HIV AIDS continues,
the number of orphans will increase with resultant drop out from schools, poor care and
support systems and general reductions on gains already made in class.

2.4 The Children Learning Process in Relation to HIV AIDS

This proposal will further show that according to a World Bank (2000) report on impact
of HIV AIDS on the learning process in Kenya indicates the impact as likely to be felt
more in terms of reduced supply and demand of educational services changing clientele
for educational services, processes and content of education and planning for the sector.
For example, the report shows that the annual attrition of teachers, administrators and
children due to high death and mortality rates has attributed to deaths related to HIV
AIDS.

13
The HIV AIDS epidemic will also reduce the demand for education in Kenya. First and
foremost, there will be fewer children of school age because of the impact on the
population size of the country. Families affected will have fewer resources available for
schooling.

Consequently, fewer children will be able to afford or to complete schooling. In

particular, girls are taken out of school more than boys to help care for sick family
members or to help make up the lost family income.

This diminishes the dreams and desires of the children who are valuable persons in the
society and therefore the fruitful future generation is diminished. According to Carm et
al (2002) the children headed households schooling may seem a farfetched demand.
Studies done by Meintives et al (2010) will also indicate an increase in child headed
households among PLWHAS. This will be an indication that there is a range of
including greater economic vulnerability and service access.

In addition, stigmatized orphans have to overcome many barriers if they are to continue
schooling. Stigma and prejudice lead to social isolation. Stigma is caused by the fellow
pupils and even the teachers and other educational personnel because they are not
generally well-prepared for dealing with HIV AIDS related issues in their own lives, let
alone in the classrooms.

UNAIDS 2000 suggest that HIV AIDS orphans are more likely to die from preventable
diseases because of the mistaken belief that their illness must be due to AIDS and thus
medical help or medical care is pointless. An important challenge for HIV AIDS
awareness is how to reach as many people as possible as soon as possible with relevant
and correct information so as to help curb the menace through positive change.

In spite of their status, whether children are infected or affected with HIV AIDS they
need to be assisted to participate fully in classroom performance. It is therefore
important to emphasize on encouraging children to learn since they are born with an
intrinsic potential to learn.

2.5 Challenges Faced by HIV AIDS Children in their Learning Process

14
Although there is some debate about the extent of the impact of HIV AIDS, there is
evidence that HIV AIDS particularly in countries experiencing generalized or
hyperndemic are having an impact on service provision. According to UNESCO (2007),
around one third of all teacher attrition is due to terminal illness (likely HIV related).
AIDS related deaths among teachers could add four to five percent to annual attrition
rates in the education rates, Grant et al (2004).

This proposal also suggests that stigma and discrimination exacerbate the material and
physical problems children already face in the context of HIV AIDS pandemic Chase E
and Aggleton (2001). Stigma can prevent proper access to education, well being,
treatment and care both directly (through abuse, denial of care, forced child labour and
loss of inheritance) and indirectly (if children and potential stigmatizing situations such
as social interaction, health care and educational opportunities because they expect or
internalize stigma).

Stigma, discrimination and courtesy stigma directed towards adults can affect the ability
of care givers to provide proper psycho-social and material support for children infected
and affected by HIV AIDS. This is according to Juma et al (2004).

Nairobi population council UNICEF (2000) indicate that stigma and discrimination
comes along with trauma, low self-esteem, anxiety and stress which affect’s children’s
concentration in class during the learning process. This leads to poor performance in the
classroom and inactive class participation.

According to Achoka (2006) Research and Practice New York population council, the
HIV pandemic affects the demand for schooling, enrolment rates, performance and
completion necessitated by high rates absenteeism from classes. This is because they
have to look for medical attention or care, assume adult roles as heads of the household
especially the girl child.

According to UNICEF 2004, the number of young people who drop out of school has
increased and school attendance has dropped due to various HIV AIDS related
phenomena affecting children such as having to cope with personal illness, caring for
family members, trauma related to illness and sudden death in the family. This study

15
will reveal that teachers confirm that these factors have effect on children’s
performance in class.

The finding of this study indicates that there is lack of learning resources in the
classrooms. Respondents also cites chronic absenteeism o be rampant as children are
sent away from school because of school fees. Also teachers encourage absenteeism by
telling children to stay at home until they have recovered.

According to Education for All (EFA) Global Monitoring Report 2002, HIV AIDS is
estimated to add US dollar 975 per year to the cost of achieving education for all. This
reflects the increment of school and education programme costs for mainstreaming HIV
AIDS preventive education in curricular and the areas of school life. This will not be
easily achieved due to inadequate resources at family, community and national level
because of poverty phenomena caused by the effects of HIV and AIDS.

According to Maria Montessori’s theory (1870-1952), play is the work of children and
learning process happens through play. Play positively supports children social,
emotional, physical, cognitive, language and literacy skills. It is essential to a child’s
overall health development. Play has an essential role in building children’s resilience
across adoptive systems, pleasure, emotion regulation, stress response system, peer and
place attachment, learning and creativity.

Children infected or affected by HIV AIDS will not participate fully in play due to
general body weakness and these children will not acquire skills and concepts taught
through play.

2.6 Factors Influencing the spread of HIV AIDS

The purpose of this proposal is to highlight and discuss the prevailing social, economic
and other power relation that influences the spread of HIV AIDS in Kenya. This
proposal will also assert that people at the lower level of social strata like young
female, labor migrants and other economically and politically disadvantaged people are
more prone to HIV AIDS infection.

16
2.6.1 Social-Cultural Factors

According to Stella, David Awasum (African Journal of AIDS Research, 2002) gender
inequality in marital relations, especially in decision making, increases vulnerability to
HIV transmission. Marriage, which greatly increases woman’s sexual exposure, has in
itself become a risk factor for women and girls in Kenya. For example, it is more
dangerous for a woman to get marriage to a polygamous woman in the name of
inheritance.

The dramatic rise in the frequency of unprotected sex in marriage is driven by the
implications of infertility or distrust associated with certain forms of contraception such
as condoms, a strong desire to become pregnant and an imbalance in gender power
relations. This results in woman’s inability to negotiate safe sex.

In spite of having knowledge of their spouse’s extra-marital sexual interactions, women

are often unable to protect themselves due to imbalance of power within relationships
created by economic and emotional hardships.

According to UNAIDS 2012 Global Report on HIV AIDS the traditional practice of
polygamy, which is legally sanctioned in African culture allows husbands to have more
than one wife. Polygamy operates to create concurrent sexual networks within marriage
between multiple wives and their husband, in addition to any extra marital sexual
contact the spouse may have.

Direct sexual transmission of HIV can occur in these concurrent sexual networks where
the virus is introduced through the spouse’s extra-marital sexual contacts or where a
new wife who is already HIV positive enters the polygamous union. Polygamy is widely
accepted with no room for HIV testing and condom use before picking on a new wife.

According to 6 Wight D et al, contradictory sexual norms and expectations of young

people (2006), early marriage severely increases young girls’ vulnerability to HIV as
they are the most likely to be forced into having sex with their (usually much older)
husband. Older husbands are more likely to be sexually experienced and HIV infected.

17
Young girls have softer vaginal membranes which are more prone to tear, especially on
coercion, making them susceptible to HIV and other STIs.

The dramatic rise in young married girls’ exposure to unprotected sex is driven by
pressure to bear children and their inability to negotiate safe sex. The significant age
gap in spouses also further intensifies the power differential between husband and wife,
which in turn discourages the open communication required to ensure uptake of
voluntary counseling and testing for HIV, sharing test results and planning for safe
sexual relations throughout the marriage.

In Kenya, the Turkana community is struggling with early marriages arranged between
older men with under-aged girls in the name of getting cows as wealth.

According to Khan. Shaneen Domestic Violence against women and girls. Innocent
Digest (2000), gender-based violence has become common place in almost all societies.
Violence has many facets. Within the household this can include battering by a non-
intimate partner, marital rape, dowry related violence and sexual abuse.

Violence outside the home can include rape, sexual abuse, sexual harassment and
assault. Various social, cultural and religious norms produce and reinforce gender
inequality and the stereotypical gender roles that underpin gender based violence.
Gender-based violence is a key factor in increasing the risk of contracting HIV.
Violence increases vulnerability to HIV infection in several ways.

Sexual violence can result in direct transmission of HIV which can be the result of
forced or coercive sexual intercourse with an HIV infected partner. The biological risk
of transmission in a violent sexual encounter is determined by the type of sexual
exposure (vaginal, anal or oral). Marriage by abduction is one way of violence against
women that is accepted and practiced (Wight D et al, 2006).

According to World Bank 2005, harmful cultural and traditional practices such as
widowhood related rituals, sexual cleansing and female genital mutilation heighten the
risk of HIV transmission. These practices are often justified in the name of cultural
values and traditions.

18
No doubt cultural values and traditions are important to community identity, but it is
vital to note that they cannot be practiced at the cost of the individual’s health. For
example, wife inheritance poses vulnerability. Widows sometimes have sexual
intercourse with a male relative of the deceased as ritual cleansing before she can be
inherited or re-married. In a situation where either of the couples have HIV they will
pass to another.

2.6.2 Political Factors

Throughout the 1990’s, a pervasive silence surrounded the HIV AIDS epidemic in Sub-
Saharan Africa. At an individual level, this silence meant that many adults were not
finding out their own prevalence status, were not recognizing the risks involved in
certain sexual behaviors and were continuing to engage in engage in risky sexual
practices.

At a cultural level, the silence meant limited private and public discussion on HIV
AIDS and continued stigmatization of those who are HIV infected, according to United
Nations Economic Commission for Africa 2000 (UNECA). At the public level, the
silence meant that African political leaders were slow to recognize the crisis nature of
the epidemic and to formulate a national resolve to use all available resources to
address the emergency.

According to Sam Okware et al, “Fighting HIV/AIDS” 2000, a lack of political stability
in some countries has contributed to the failure to generate an effective public sector
opinion to HIV AIDS. The World Bank reported that in 1999, one out of every five
Africans lived in countries that are severely affected by wars and civil conflicts. How
will a country consumed by civil wars and civil conflicts effectively deal with the HIV
AIDS epidemic?

The World Bank also reported that about two thirds of African states, while not
undergoing violent conflict and state disintegration are caught in a low-level
equilibrium of poor institutional capability and ineffective economic transformation.

19
In this environment, the state has a difficult time mobilizing a strong and
comprehensive response to HIV AIDS. According to AIDSCAP (International Centre
for Migration and Health (2002)), apart from external political and economical
circumstances, political leaders or political powers have not provided good leadership
on HIV AIDS.

2.6.3 Economic Factors

According to Collins and Rau (2001) poverty and HIV transmission is not simplistic.
Poor people infected with HIV are considerably more likely to become sick and die
faster than the non-poor since they are likely to be malnourished, in poor health and
lacking in health attention and medication.

In effect, all factors which predispose people to HIV infection are aggravated by
poverty.

According to Balyamura et al (2000) poverty relates to the spread of HIV in three

interrelated ways.

Deep rooted structural poverty, arising from such things as gender imbalance, land
ownership inequality, ethnic, and geographical isolation and lack of access to services.

Developmental poverty, created by unregulated social economic and demographic

changes such as rapid population growth, environmental degradation, rural urban
migration, community dislocation, slums and marginal agriculture.

Poverty created by war, civil unrest, social disruption and refuges. High level of rape
and the breakdown of traditional social morals are associated with military
destabilization, refugee crisis and civil wars.

All three have severe effects on individuals and communities vulnerabilities to the
spread of HIV AIDS, their ability to handle risks and opportunity to participate in
prevention and care activities. The experience of HIV AIDS by poor individuals,
households and communities is likely to lead to an intensification of poverty, push some
non-poor into poverty and some of the very poor into destitution.

20
According to Collins and Rau (2001) in absence of alternative opportunities to earn a
livelihood for themselves and their households, millions of people sell sex. Sex work or
sexual transactions that are poverty driven are likely to foster behaviors that are risk-
taking, which encourages unprotected sex. It is clear that poverty increases
vulnerabilities to HIV infection.

According to NACADA 2000, the relationship between drug abuse and sexual behavior
is complex and it is more difficult to quantify HIV transmission related to this drug
abuse – sexual behavior interaction than it is for equipment sharing among drug
injectors. Different drugs affect sexual behaviors differently and the context of use is
clearly important.

HIV is transmitted sexually through a range of practice, some more effective in

transmission than others. Drug influences high risk sexual behavior such as engaging in
unprotected sex, exchange sex for drugs or money and having multiple sex partners.
Other HIV transmissions are by injectors who share the injecting materials.

The Ecumenical coalition (2005) on tourism, says that although tourism brings people
together, a positive force creating more understanding among people. But it also brings
the spread of HIV and AIDS. While more than two thirds of people living with AIDS
reside in Africa, the virus now permits all populated world regions. This is because the
estimated 20 percent leisure travel is sex tourism, a venture whose main purpose is sex
activity.

Tourists also often become relaxed while on vacation and may engage in drug use and
unprotected sex, activities that can spread the virus and a bridge can be created for HIV
to cross back and forth between the tourists’ home country and the tourists’ destination.

2.7 Strategies for Children Living with HIV AIDS to access formal Education

Preventing HIV/AIDS infections and dealing with the fear and discrimination derived
from the epidemic requires careful attention to a range of cultural, social, religious,
health and education issues, as well as the ethical and moral ramifications of
interventions.

21
HIV AIDS is linked to issues that are at the heart of education such as human rights, the
status of women discrimination, personal relationships, community development, social
responsibility and Health World Vision (HWV, 2003). The study further cites that to
achieve sustained control over HIV/AIDS, a multi sectoral analysis of its impacts is
required and integrated responses must be developed. However, the focus of this
strategy session is first to analyze the need for education sector and then identify
process and measures that can facilitate education process of the affected children.

UNICEF (2007) stipulated that a three-year pilot begun in April 2007 in partnership
between the child-to-child Trust and UNICEF will support programmes in a small
number of countries worldwide to increase enrollment to standard one in primary school
and to minimize increased dropouts, particularly among the disadvantaged communities
where children have no opportunities to attend pre-schools.

According to a project called Child-to-Child approaches caring in homes (KANCO,

2007) enable primary school children to meet the needs of younger children during a
critical period in their developments and preparedness for school. The goal is to
increase both the child’s readiness for school and the school readiness to foster optimal
learning environments for its youngest children/students.

According to Kenya AIDS NGOs Consortium (KANCO, 2007) children with behavioral
problems are those that require a different kind of intervention and stimulation,
understand that it may take them a longer period of time to achieve their potential and
may require more parenting effort.

This means that with love, they are likely to participate in the learning process. This
studies further said that the child project also help individual children to achieve their
potential in their area of strength. This creates conducive learning environment even for
children living with HIV AIDS. KANCO (2007) continued to say that children play
should be emphasized in learning because children learn to interact, communicate, make
adjustments, learn to tolerate and share through playing together.

According to Ugunja (2007) children’s testimonies, ideas and activities will help the
caregiver to identify the challenges and find solutions to deal with them in classroom

22
situation. A teacher should listen and appreciate children’s answers, opinions in spite of
their status to motivate them in the learning process. Ugunja (2007) media advocacy
help to sensitize on how learning has been affected by HIV AIDS. ECDE and HIV
AIDS interventions can be addressed to young children through communicating and
family support to caregivers while trying to measure the maximum performance of the
child. At the same time, children are engaged through counseling process, largely using
play skills in order to make them forget their predicaments and concentrate in school
learning process.

Pre-school educators and all the staff ought to receive training in understanding HIV
AIDS so that they can dispel myths that claimed having sex with a virgin cured AIDS.
This will reduce the rate of defilement in children and so parents will not have to fear
taking their girl children to school.

Other intervention, several homes have been established to deal with early childhood
development and education of children living with HIV AIDS. Such include Nyumbani
Orphanage and Bethany among others. These homes provide care and education for
these children and this in turn makes them perform well in classroom since their
problems have been minimized.

UNESCO and UNICEF recommended that other means to increase children active
performance in school include provision for orphans and children from HIV related
families and those infected. If the above needs are implemented by the government in
collaboration with private partners, then the indiscrimination education can be provided
to all children in spite of their health and social status. This can improve their
participation in ECDE classroom situation.

This study will be modeled on John Dewey (1952), philosopher who believed that
children are valuable. He emphasizes that childhood is an important phase of human
growth and development. He believes that children are born with an intrinsic potential
to learn (KIE Module on General Methods and Material Development, 2009).

23
Dewey thinks that hard child labor and discrimination do not allow children to access to
education. He emphasizes that education should prepare children to live in the society.
Education for all children should provide relations and social skills.

2.8 How could HIV have crossed species

Some of the most common theories about how these “Zoonosis” took place and how
SIV sheep, became HIV in humans include:

 The oral polio-vaccine (OPV) theory

 The Hunter’s theory
 The Contaminated needle theory
 Colonialism Theory

In this book, The River, the journal Edward Hooper (2000) suggested that HIV could be
traced to the testing of an oral-polio vaccine called Chat, given to about a million of
people Belgian, Congo, Rwanda and Burundi in the late 1950s to be reproduced. Live
polio vaccine needs strains to be cultivated in living tissues, and Hooper’s belief is that
Chat was grown in kidney cells as taken from chumps infected with SIV cpz. This, he
claims, would have resulted in the contamination of the vaccine with chump Sly and a
large number of people subsequently becoming infected with HIV-1.

An article published in the Lancet 2004, (Nathan et al, 2004) shows how retroviral
transfer from primates to hunters occur. In this theory, SIV cpz was transferred to
humans as a result of chimpanzee being killed and eaten or their blood getting into cuts
or wounds on the hunter. Normally the hunter’s body would have fought off Sly but on
a few occasions it adopted itself within its new human host and became HIV-1.

The fact there were several different early strains of HIV, each within a slightly
different genetic make-up (the most common of which was HIV-1 group M) would
support this theory. Every time it passed from a chimpanzee to a man, it would have
developed in a slightly different strain. All these infections were believed to have been
acquired through the butchery and consumption of monkey and ape meat.

24
Discoveries such as these have led to calls for an outright ban on bush meat hunting to
prevent similar viruses being passed to humans. It was first proposed in the year (2000)
by Jim Moore, an American specialist in primate behavior, who published his findings
in the Journal AIDS Research and Human Retroviruses. During the late 19 th and 20 th
centuries, much of Africa was ruled by colonial forces. In areas such as French
Equatorial Africa and the Belgian-Congo, colonial rule was particularly harsh and many
Africans were forced into labor camps where sanitation was poor, food was scarce and
physical demands were extreme. These factors alone would have been sufficient to
create poor health in anyone so SIV could easily have infiltrated the labor force and
taken advantage of them weaken immune systems to become HIV.

A stray and perhaps sick chimpanzee with SIV would have made a welcome. Moore
also believes that many of the labourers would have been inoculated with unsterilized
needles against diseases such as small pox (to keep them alive and hardworking) and
many of the camps actively employed prostitutes to keep the workers happy, creating
numerous possibilities for onward transmission.

One final factor Moore uses to support his theory is the fact that the labor camps were
set up around at the time that HIV was first believed to have passed into humans – the
early part of 20 th century.

25
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter covers the research design, location of the study, target population. It will
also cover the sampling techniques and sample size, research instruments and data
analysis.

3.1 Research Design

This study will adopt a case study design according to Nachimas 1996 and Mugenda
2003. A case study design is an intensive investigation of issues at hand done
systematically and objectively. According to Njenga and Kabiru (2005), a case study is
an in depth look at the individual or a single entity and Paton 2006 stipulates that a case
study seeks to describe a unit in content and holistically.

3.2 Location of the Study

This study will be carried out in Narok North Zone, in Narok North constituency, Narok
County.

3.3 Target Population

Population targeted for the study is children living with HIV AIDS, their parents and
pre-school teachers. The target population consists of 120 people. These are distributed
with 40 CLWHAS, 40 parents of these children and 40 pre-school teachers. This study
will sample 84 schools, both private and public. The pre-school parents will give their
version while teachers will act as the main source of information because they have
infected and affected children in their classrooms.

3.4 Sample Techniques and Sample Size

Sampling is a process by which a relatively small number of individuals, objects or

events are selected and analyzed In order to find out something from the entire

26
population from which they are selected. A sample is thus a small proportion of
population selected using some pre-determined procedure. Kayole Zone has 84 pre-
schools and out of which 50 private and 24 public. The study elements are pre-school
parents and pre-school teachers.

Stratified sampling will be used to come up with five educational zones. Every section
to yield two schools making a total of ten schools that will be used in the study.

In every school, two teachers will be picked using random sampling from a specific
cohort of teachers also to come up with four children to be studies, making a total of
forty children in the whole zone. The forty children will be used to come up with forty
parents to be included in the study.

3.5 Research Instruments

Three instruments are to be used to collect data for this study. These include
questionnaires, interview schedule and observation checklist.

Questionnaire is defined as a carefully designed tool for collecting data in accordance

with specification of research questions. It gives important information about
population and the same time minimizes bias on the side of researcher and respondents.
It is an instrument used to gather data which measurement for or against a particular
view point.

An interview guide will be constructed to interview respondents. An interview schedule

makes it possible to obtain the data required to meet the specific objectives of the study.

3.6 Data Analysis

Data analysis is the process of bringing meaning to raw data collected. After the data is
collected, there will be cross-examination to ascertain their accuracy, completeness and
identify those items wrongly responded to, spelling mistakes and blank spaces.
Qualitative data will then be entered into the computer using the statistical package for
social sciences. This processes the frequencies and percentages which were used to
discuss the findings. Tables, pie charts and bar graphs were used to represent the data

27
while descriptive statistics such as percentages and frequencies were used o answer
research questions. Qualitative data was analyzed thematically. Data from the
observation schedule was analyzed into themes.

28
 CHAPTER FOUR.

FINDINGS AND DISCUSSION

4.0 Introduction

This chapter deals with the findings of the study from the collected data on the effects

of HIV/AIDS on academic performance on ECDE children. It shows the tabulation of

the data analysis and interpretation which was reported. This was done using tables, pie

charts and bar graphs.

4.1 Classroom learning process as per the class teachers

Behaviour Number of Children Percentage

Looked traumatized 8 20

Looked stressed 4 10

Low self esteem 12 30

Withdrawn 5 12.5

Sick ling 11 17.5

TOTAL 40 100

According to figure 4.1, the I found out that children living with HIV/AIDS performed

poorly. Majority of the teachers indicated that CLWHs were stressed 10% (n=4), 20%

(n=8) looked traumatized, 30% (n=12) had low self-esteem, 12.5% (n=5) were

withdrawn and 17.5% (n=11) were sick ling and this led to poor classroom performance.

This revealed that the teachers have effective child behaviour assessment skills.

4.2 Factors contributing to poor performance among CLWHs

29
 Factors Number of children Percentage

Stigmatization by teachers 5 12.5

and classmates

Medical attention and care 8 20

Care of ailing relatives 4 10

Low self esteem 5 12.5

Child headed families 12 30

Depression 3 7.5

Others 3 7.5

According to figure 4.2 the study results revealed that 80% of the teachers agreed that

indeed these factors have an effect on children’s performance in class. From the

sentiments of the teachers study revealed that the performance of CLWHSs was low due

to factors like stigmatization which left them sad and isolated.

4.3 Factors influencing the spread of HIV/AIDS

30
 100

90

80

70

60

50

40

30

20

10

0
Social Cultural factors Economic Factors Political Factors

In figure 4.3above it is evident that the major factors influencing the spread of HIV

AIDS are sociocultural factors. The next factors which seem to be on a high rise are

economic factors which are at 98% and 90% respectively.

31
4.4 Challenges faced by children infected by HIV AIDS

Discrimination
Stigmatization
Expensive drugs
Poor concentration
Inadequate ways of meeting
child's needs

According to figure 4.4 the percentage of challenges facing children infected by HIV

AIDS, it is clear that from the findings most of the children are affected by inadequate

ways of meeting child’s needs. The least challenges affecting these children are poor

concentration, stigmatization, expensive drugs and discrimination can be minimized if

school children are educated about this dreaded disease called HIV AIDS.

32
4.5 Participation in Indoor and Outdoor activities

Do not Participate
Participate

In figure 4.5, the study findings revealed the 320 0 of the respondents indicate that

preschool children don’t participate in both indoor and outdoor activities while 40 0

indicate they do. These study findings revealed marked withdrawal among CLWHAs

which may hinder their normal development and also influence their performance.

Social interaction is a problem in CLWHAs due to discriminatory attitudes and

behaviour towards HIV infected individuals.

33
 CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

1.0 Introduction

This chapter will discuss the conclusions and recommendations on the effects of

HIV AIDS on learner performance among pre-school children.

1.1 Conclusion

The study revealed that the children living with HIV AIDS do not perform well

in learning process due to the identified problems which they undergo daily in

their life. It further revealed that the cause of poor performance will continue

lowering. Although the study only 40 parents/guardians, 10 pre-schools and 40

children and 20 teachers this could have been used by the scholar to visualize the

situation of these children in other parts of the country. There is existence of

remarkable evidence of poor performance of children living with HIV/AIDS in

most pre-schools in the centre. The research findings also indicate that the most

vulnerable children are those that are caring for their ailing parents and child

headed families. The findings also indicate that if several measures include

giving relief food, introducing school feeding programmes, provision of ARVs,

taking care of people living with HIV AIDS and also introduction of free pre-

school education.

34
1.2 Recommendations

According to session paper of 2005, the government promises to integrate pre-

school education in primary school. This meant that just like primary school

education, pre-school would be free. They will have access to learning resources

enumerate teachers and scrapple any form of levies. This will increase access,

maintain, retention and sustainability for all the children in school CLWHAs

inclusive. Therefore, there is a need for the government to implement the policy

so that the problems can be minimized in pre-school education. Infact, if there

was no payment of fees, buying of learning resources, chronic absenteeism

would be a thing of past and performance for children living with HIV AIDS

would greatly improve.

There is a need to regularly organize workshops, seminars, educational tours and

in service courses to equip the practicing pre-school teachers with necessary

knowledge, skills and attitude on how to manage the children living with HIV

AIDS. This allows them to acquire maximum participation in the classrooms

learning process.

35
Stigmatization and discrimination lowers learning performance and creates

disinterest in learning. Training sessions should be organized in zonal divisions

and district levels. Such would offer pre-school teachers the opportunity to share

experience and change their attitude on the way they handle these children as

they link with effective delivery and good classroom participation of the

children. This would improve children’s performance.

Parents should be encouraged to attend open day’s forums the performance of

the learners are open for discussions. The children could also be given

opportunities to state the problems they encounter both at home and school then

discussion made on how to solve problems. This would strengthen the work

between parents, children and teachers into solving issues related factors

hindering effective classroom performance. Team work would improve learner’s

interest, involvement and achievement.

36
REFERENCES

Aggleton et al (2003) Social change and HIV in the former USSR New York Dakar
Conference (2000) Aids gender and school dropout population communication Africa
Daily Nation (2006) Virgin raped in AIDS cleansing rites Nairobi Juma et al (2004) Our
hearts are willing but challenges of elderly caregivers in rural Kenya Nairobi

KANCO (2007) men and reproductive health programmes influencing gender norms
Washington Khan, Shaheen (2000) Domestic violence against women and girls France
KIE Module (2009) General Methods and Materials Development Nairobi

NASCOP (2000) Aids in Kenya Nairobi UNESCO (2004) Report on the global HIV
AIDS epidemic Geneva World Vision (2000) The impact of HIV/AIDS on education
Nairobi Wight D et al (2006) Contradictory sexual norms and expectations for young
people Tanzania

37
APPENDICES

APPENDIX I

QUESTIONNAIRE FOR PRE-SCHOOL TEACHERS

Dear respondent,

This study seeks to investigate the effects of HIV AIDS on learner among pre-school
children. In order to enhance the learner participation and eradicate poor performance in
ECDE centres, I consider you to be an important part of the study. In this regard, I will
be very grateful if you could spare your time to provide information relating to the
questions that follow.

Your responses will be treated in confidence. Thanks in advance.

Gender Male Female

Tick your academic and professional qualification

KCPE KCSE Cert Dip Bach

Number of children living with HIV/AIDS Boys ___________ Girls __________

How long have you been teaching in your current class _________________

Have you ever attended seminars on HIV/AIDS?

If yes, state the number of times _____________

If no, state the reasons __________________

Do you keep health records for your children? Yes No

If yes, how many children have you identified having HIV/AIDS _____________

How have you established these CHWHSs? (Tick the appropriate ones)

Told by parents

38
 Taken to voluntary counseling and Testing centres

Doctor’s records

Observing signs and symptoms

How do these children behave in classroom learning process?

Tick yes or no in the following behavioral schedule

Behavior Yes No
Withdrawn
Self-pity
Lonely
Fearful
Absent minded
Emotional
Playful
High rate of school drops out
Chronic absentees
Lack of learning resources

Do you participate in both outdoor and indoor activities?

Yes No

Looking at the register, can you say they have chronic absenteeism?

Yes No

If yes, state the reasons

_________________________________________________________________

_________________________________________________________________

__________________________________________________________________

39
 APPENDIX II

INTRODUCTORY LETTER

Lavin Akinyi,

P.O Box 865,

Narok.

15 th April 2023

TO WHOM IT MAY CONCERN

Dear Sir/Madam

REF: RESEARCH IN ECDE

My name is as above. I am a student of Maasai Mara University undertaking Bachelor’s

degree in Education English Literature. It is therefore required that one undertakes a
research study as a patricidal fulfillment by Maasai Mara University Examination
Council.

I hereby kindly request you to allow me acquire and collect information from few
selected respondents from your institution.

Yours faithfully,

…………………….

Lavin Akinyi

40
 APPENDIX III

BUDGET

Category Amount
Proposal writing – Travelling within Narok and surrounding 4000.00
between 2023 May to 2023 July
Secretary service 300.00
Duplicating papers (first copy) 500.00
Pens, pencils, erasers 1000.00
Writing materials
Travelling experience 2000.00
Pre-testing questionnaire 2000.00
Administering questionnaire @ 200x10 days
Travelling to interviews respondents and making observation @ 2000.00
100 per day 20 days using public transport
Research clearance 2000.00
Binding
Binding draft for reading by supervisors 500.00
Binding final report 8 copies 1500.00
Computer analysis
Analysis of pre-test data 500.00
Analysis of final thesis data 500.00
Miscellaneous 250.00
TOTAL 17050.00

41