Effects of Implementation HIV and AIDs policy in Higher Learning Institutions in Kenya

EFFECTS OF IMPLEMENTATION OF HIV/AIDS POLICY AND
AIDS INCIDENCES AMONG STAFF AND STUDENTS IN
HIGHER LEARNING INSTITUTIONS IN KENYA
(A CASE OF KENYATTA UNIVERSITY)

BY
LUBALE GABRIEL WABUTI
D53/OL/14120/05

A RESEARCH PROJECT SUBMITTED IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTER OF BUSINESS ADMINISTRATION
(HUMAN RESOURCE MANAGEMENT OPTION)
SCHOOL OF BUSINESS
KENYATTA UNIVERSITY

November 2008

ABSTRACT

Kenyatta University (KU), a Higher Learning Institution established the KU Aids
Control Unit (KU ACU) in March 2001. The KU ACU falls under the ACU of the
Ministry of Higher Education, Science & Technology through the ACU of
Commission of Higher Education’ (CHE) that co-ordinates ACU activities among the
Universities. The KU’s ACU was started not only to lead the role in the research and
education, but also augment other Africa Universities fight HIV/Aids epidemic. The
overall goal of the KU ACU is to formulate the programmes for control and
management of HIV/Aids within the University and its neighborhood.
In 2006 KU ACU addressed the HIV/Aids issues within the University by: 1).
conducting the baseline survey to determine the socio, economic and academic impact
of HIV/Aids among KU students; 2). publishing the first edition of the KU HIV/Aids
Policy and implemented it.
This research focused on the KU HIV/Aids policy. The KU HIV/Aids policy is
Human Resource Management (HRM) component under the broad area of personnel
policy and practice. HRM is defined as the integrated use of procedures, policies, and
management practices to plan for necessary staff, and to recruit, motivate, develop
and retain staff so that the organization can meet its desired goals. The other broad
areas in organizational management system are HRM capacity (staffing, budget, and
planning); performance management; training and HRM data.
The KU HIV/Aids Policy supports the current KU Strategic plan, the KNASP
2005/2010, is in line with Economic Recovery Strategy for Wealth and Employment
Creation (ERS) of 2003-2007 and other major Kenya National Economic Strategies
and in agreement with UN Commission Declaration on Human Rights, the ILO Code
of Practice on HIV Aids, Republic of Kenya, Department of Personnel Management
(DPM) of April 2005 the Public Sector Workplace Policy on HIV/Aids and World of
Work and the Federation of Kenya Employers Code of Conduct.
The Objectives of the study were: the general objective was to investigate the effects
of implementation of HIV/AIDS policy and AIDS incidences among staff and
students in Institutions of Higher Learning in Kenya. The specific objectives were: the
HIV/Aids Incidences and the Policy; incorporating of HIV/Aids in the University
Curricula; changing the attitude towards people affected/infected with HIV/Aids;
healthcare services costs and the quality of services by Health Unit Department /
ACUs; Promotions/Communication activities about HIV/Aids and how HIV/Aids
policy Programs are reducing staff and students’ turnover and Absenteeism caused by
HIV/Aids.
Key findings from the study showed that 89% of the respondents agreed there are
incidences of HIV/Aids among staff and students. 57% of the above respondents on
the scale of 1 to 5 rated ‘high’ the extent the incidences of HIV/Aids. 54 % of the
respondents agreed there are changes in the University curricula compliant with
HIV/Aids. 73% of the above respondents on the scale of 1 to 5 rated ‘moderate’ the
extent the changes in the University curricula.
71 % of the respondents agreed there is change in attitude among the staff and
students towards people affected/infected with HIV/Aids. It means there is reduction
in discrimination and stigma. 65% of the above respondents on the scale of 1 to 5
rated ‘Moderately Significant’ the extent of the change in attitude. 65% of the
respondents disagreed that there is increase in costs of healthcare services. The
finding is not conclusive because health care are expensive and increase over time.
There is need to investigate further, because costs of Hiring of new staff, Purchase of

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Drugs and procurement logistics, Acquisition of medicals Equipments & other
Supplies and Training. 71% of the respondents agreed that there increase in
Promotions / Communication activities about HIV/Aids. 38% (13 out of 34)
respondents on the scale of 1 to 5 rated ‘moderate’ the extent of the increment in all
media. The media are Radio, Television, Print both paper & electronic and cinema.
The respondents objected to the statement of the reduction HIV/Aids caused turnover
and absenteeism among Staff and Students. The percentages are 58% for turnover and
60% for absenteeism. The staff turnover because of HIV/Aids caused by: illness,
Death, Termination -Retirement on Medical grounds and Absconding of duty.
Whereas the causes of absenteeism are: Sickness, Bereavement, Care for the sick and
Stigma, Discrimination and Harassment.
The Respondents unanimously agreed that HIV/Aids policy programs: Awareness,
Prevention and Care and Support. These can reduce turnover and absenteeism among
Staff and students. The respondents rated the extent KU HIV/Aids policy programs
these can reduce turnover and absenteeism caused by HIV/Aid among the Staff and
Students. The findings show that 25 out of 48 the respondents rated ‘Very Great’ the
HIV/Aids policy programs. Chapter four gives the data analysis, presentation and
interpretation of results.
The recommendations emerged from this survey. First introduce more courses units
compliant with HIV/Aids in the university curricula and with option to specialize
especially in clinical courses. Second the detailed analysis of the healthcare services
costs to determine the actual variances. Third analyze the sick-off sheets, other
personnel records, interview the KU personnel registry and the Health Unit
Department to understand the causes of absenteeism and turnover among students and
staff. Fourth expand the services by Health Unit Department and ACU to other KU
Campuses. Fifth enhance the HIV/Aids policy programs to tackle the high HIV/Aids
incidences in Higher Learning of Institutions in Kenya and collaborate with specialty
organizations such as UNAIDS, UNESCO, NASCOP, NACC.

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ACKNOWLEDGEMENT

I would like to thank my Research Supervisor Ms. Lucy Kavinda the firm, insightful
and professional guidance on the proposal that culminated into this project report. My
post Defense Supervisor Mr Shadrack Bett, who kilned my virtue of patience. The
study will not have been complete without the critical support of Mrs. Joyce
Amuhaya, Omwami Kizito Okumu and the Kenyatta University Staff who
participated in the survey. Mr. Nakhali wa Opembe, Omwiiwa Daniel Musungu and
Protas Musumba for many things. Marcella Were Mukungu - My ‘big’ sister. My
MBA Classmates and the staff Kenyatta University, Institute of Open Learning (IOL)
– Kisumu and Kakamega Centres. Thank you for the moral support particularly Mrs.
Dorothy Nyongesa and Mr. Ajuoga.

I regret that it is not possible to mention names of all the people who helped me
during my studies. I say ‘asante kubwa’ to all relatives and friends.

Last but not least, Thank you to my beloved wife Nancy Lubale and our children
Michelle Keah and Nugent Wabuti, my mother Mama Kunya Wabuti and Mother in-
law Mama Cyrilla Munyendo. You greatly inspired and sacrificed a lot for me.

DEDICATION

I dedicate this study to 3 (three) men in my life: Mzee Joseph Wabuti Masasa – my
father, Canisio Omulima Wabuti – my brother and Winston Edmond Musungu – my
brother in-law.

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DEFINITION OF TERMS, ACRONYMS AND ABBREVIATIONS
ACU- AIDS Control Unit
AIDS – Acquired Immuno Deficiency Syndrome
ANOVA – Analysis of Variance
ART – Anti Retroviral Therapy
ARV – Antiretroviral
BSS – Behaviour Surveillance Survey
CBS – Central Bureau of Statistics
CoS – Conditions of Service
COR – Code of Regulations
CU – Concern International
DMS – Director Medical Services
FKE – Federation of Kenya Employers
GC – General Conference
HAPC - HIV and AIDS Prevention and Control
HAART – Highly Active Anti-Retroviral Therapy
HCD – Human Development Capacity
HIV- Human Immunodeficiency Virus
HRM – Human Resource Management
IEC- Information, Education and Communication
ILO – International Labour Organization
KDHS – Kenya Demography Health Survey
KU – Kenya University
KNASP – Kenya National HIV/AIDS Strategic Plan
MIR - Minimum Internal Requirements
MTEF - Medium Term Expenditure Framework
NACC - National AIDS Control Council
NASCOP- National Aids and Sexually Transmitted Diseases Programme
OHSC – Occupational Health Services Convention
OI – Opportunistic Infections
OVC – Orphans Vulnerable Children
PEP - Post Exposure Prophylaxis
PLWHAS – People Living With HIV /Aids
PS/DPM - Permanent Secretary/Directorate Personnel Management
STIs - Sexually Transmitted Infections
SPSS – Statistical Package for Social Sciences
TB – Tuberculosis
TSC- Teachers Service Commission
UNAIDS – United Nations Programme on HIV/Aids
UNESCO – United Nations Education Social Cultural Organization
UNICEF – United Nations International Children Education Fund
VCT - Voluntary Counselling and Testing
WHO – World Health Organization

Affected - A person who is feeling the impact of HIV/AIDS through sickness or loss
of relatives, friends or colleagues.
AIDS - Acquired Immune Deficiency Syndrome: a cluster of medical conditions
often referred to as Opportunistic Infections (OI).

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ANOVA (Analysis of Variance) - is a collection of statistical models and their
associated procedures, in which the observed variance is partitioned into components
due to different explanatory variables.
Care - Promotion of a person’s well being through medical, physical, psychosocial,
spiritual and other means.
Comprehensive - A range of services offered to HIV positive persons including
treatment, clinical, physical, nutritional and psychosocial support.
Counselling - A session where a person with difficulties is assisted to think through
the problem and find a possible solution
Confidentiality - The right of every person, employee or job applicant to have
his/her medical or other information, including HIV status kept secret.
Evaluation - The assessment of the impact of a programme of a particular point in
time.
HIV - Human Immunodeficiency Virus: a virus that weakens the body’s immune
system, ultimately causing AIDS.
HIV Screening - A medical test to determine a person’s sero- status
Infected - A person who is living with the virus that causes AIDS
Manager - An Officer who is in charge of number staff and other resources in
his/her Workplace.
Monitoring - Continuous assessment of a programme
Pandemic An epidemic occurring simultaneously over a wide area and affecting
many people.
Policy - A statement setting out a department’s or organization’s position on a
particular issue.
Post Exposure - Immediate treatment given to a person who is Prophylaxis
presumed to have been exposed to HIV.
Prevalence of HIV - The number of people with HIV at a particular point in time,
often expressed as a percentage of the total population.
Prevention - A programme designed to combat HIV infection and transmission.
Support - Services and assistance that are provided to help a person cope with
difficult situations and challenges.
Treatment - A medical term describing the steps taken to manage an illness.
VCT - Voluntary counselling and Testing: A process that enables people to willingly
know their sero-status to help them plan their lives and make informed decisions.
Workplace - Occupational settings, stations and places where workers spend time
for gainful employment.
Programme - An intervention to address a specific issue within the workplace.

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TABLE OF CONTENTS ..................................................................................... Page

TITLE . ........................................................................................................................ i
DECLARATION ...........................................................................................................ii
ABSTRACT ..................................................................................................................iii
ACKNOWLEDGEMENT ............................................................................................. v
DEDICATION ............................................................................................................... v
DEFINITION OF TERMS, ACRONYMS AND ABBREVIATIONS ........................ vi

CHAPTER ONE ............................................................................................................ 1
1.1 INTRODUCTION ......................................................................................... 1
1.2 BACKGROUND OF THE STUDY ........................................................................ 1
1.2.1 Introduction of Background of the Study ............................................................. 1
1.2.2 HIV / Aids the Basics ........................................................................................... 2
1.2.3 HIV/Aids Current Background information ......................................................... 7
1.2.4 Kenyatta University .............................................................................................. 8
1.2.5 Problems of implementation of Public Policies and the HIV/AIDS Policy ......... 9
1.3 STATEMENT OF THE PROBLEM .................................................................... 10
1.4 OBJECTIVES OF THE STUDY ........................................................................... 11
1.5 RESEARCH QUESTIONS ................................................................................... 12
1.6 ASSUMPTIONS OF THE STUDY ...................................................................... 12
1.7 CONCEPTUAL FRAMEWORK OF THE STUDY ............................................. 13
1.8 JUSTIFICATION AND SIGNIFICANCE OF THE STUDY ..................... 13
1.9 THE SCOPE OF THE STUDY / LIMITATION OF THE STUDY ..................... 14

CHAPTER TWO ......................................................................................................... 16
2.1 INTRODUCTION ................................................................................................. 16
2.2 PAST STUDIES .................................................................................................... 16
2.2.1 HIV/Aids Policy.................................................................................................. 16
2.2.1.1 Policy statement ............................................................................................... 17
2.2.1.2 Impact of HIV/AIDS on the University ........................................................... 17
2.2.1.3 Social commitment by the University.............................................................. 18
2.2.1.4 Rights and obligations at the University .......................................................... 19
2.2.1.5 Legal and regulatory framework ...................................................................... 19
2.2.1.6 The University HIV/AIDS policy .................................................................... 21
2.2.2 Introduction of Curricula compliant with HIV/Aids .......................................... 26
2.2.3 Attitude change towards people affected/infected with HIV/Aids -
Discrimination and Stigmatization .............................................................................. 30
2.2.4 Costs of healthcare services ................................................................................ 33
2.2.4 Costs and the Quality of healthcare services ...................................................... 33
2.2.5 Promotions/Communication activities about HIV/Aids ..................................... 35
2.2.6 HIV/Aids Policy Programs and the reduction in turnover and Absenteeism
among Staff and Students ............................................................................................ 36
2.3 CRITICAL REVIEW............................................................................................. 39
2.4 SUMMARY OF GAPS TO BE FILLED BY THE STUDY ................................. 40

CHAPTER THREE ..................................................................................................... 41
3.0 RESEARCH METHODOLOGY........................................................................... 41

3.1 STUDY DESIGN......................................................................................... 41
3.2 TARGET POPULATION ............................................................................ 41
3.3 SAMPLING DESIGN ................................................................................. 42
3.4 DATA COLLECTION PROCEDURES/ INSTRUMENTS USED ............ 43
3.5 DATA ANALYSIS AND PRESENTATION ............................................. 44
3.6 EXPECTED OUTPUT ................................................................................ 44

CHAPTER FOUR ........................................................................................................ 45
4.0 DATA ANALYSIS AND PRESENTATION OF RESULTS ............................... 45
4.1 INTRODUCTION TO DATA ANALYSIS .......................................................... 45
4.1.1 Response Rate ..................................................................................................... 45
4.2 QUANTITATIVE ANALYSIS ............................................................................. 46
4.3 QUALITATIVE ANALYSIS ................................................................................ 68

CHAPTER FIVE ......................................................................................................... 72
5.0 SUMMARY OF MAJOR FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS ............................................................................................. 72
5.1 SUMMARY OF MAJOR FINDINGS .................................................................. 72
5.2 ANSWERS TO RESEARCH QUESTIONS ......................................................... 73
5.3 CONCLUSION ...................................................................................................... 76
5.4 RECOMMENDATIONS ....................................................................................... 78

6.0 REFERENCES AND APPENDICES INCLUDING QUESTIONNAIRE ........... 80
6.1 REFERENCES ...................................................................................................... 80
6.2 APPENDICES INCLUDING QUESTIONNAIRE ............................................... 84
APPENDIX A: THE LETTER OF INTRODUCTION ............................................... 84
APPENDIX B: THE TARGET POPULATION ......................................................... 85
APPENDIX C: QUESTIONNAIRE ............................................................................ 86
APPENDIX D: BUDGET............................................................................................ 90
APPENDIX E: WORK PLAN .................................................................................... 91

LIST OF TABLES
Table 1.1: HIV adult (15 – 49 years) Prevalence by Gender, 2005 ............................... 3
Table 1.2: HIV Adult Prevalence Trends by Province for Selected Years (%) ............. 4
Table 1.3: The Number of PLWHAs on ARV in 2006 by Province ............................. 7
Table 4.1: Distribution of Respondents by Gender. .................................................... 46
Table 4.2: Distribution of Respondents Highest level of education. ........................... 47
Table 4.3: Distribution of Respondents by Designations ............................................ 48
Students? ..................................................................................................................... 50
Table 4.4: What extent are the incidences of HIV/Aids among the Staff and Students? ................ 50
Table 4.5: Does the University have any Policy on HIV/Aids? .................................. 51
the incidences of AIDS among the Staff and Students? ............................................. 51
Table 4.6: What extent has the University Curricula changed?................................... 52
Table 4.7: Rating the increase of the expenditure/Investment items listed here. ........ 56
Table 4.8: Rating the services provided by Kenyatta University Health Unit and Aids
Control Unit (ACU) after the implementation of HIV/Aids policy. ............................ 58
Table 4.9: The increase in Promotions / Communication activities about HIV/Aids. 61
Table 4.11: Has the implementation of HIV/Aids policy led to reduction in Staff and
Students turnover? ....................................................................................................... 62

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Table 4.11: What causes turnover among the Staff and Student after the
implementation of HIV/Aids policy in KU? ................................................................ 63
Table 4.12: What causes absenteeism among the Staff and students after the
Table 4.13: The extent KU HIV/Aids policy programs can reduce the Staff and
students turnover and absenteeism caused by HIV/Aids. ............................................ 67

LIST OF FIGURES

Figure 1.1: Conceptual Framework Diagram showing the effects implementation of
HIV/Aids Policy and the incidences of AIDS among the Staff and Students. ............ 13
Figure 4.1: Distribution of Respondents by Age bracket in years. .............................. 46
Figure 4.2: Distribution of Respondents by Length of Service at KU in years. .......... 49
Figure 4.3: Does the University have incidences of HIV/Aids among the Staff and
Students? 50
Figure 4.4: Rating the impact of the implementation of HIV/Aids Policy on reducing
the incidences of AIDS among the Staff and Students? .............................................. 51
Figure 4.5: Has the implementation of HIV/Aids policy led to any changes in the
University Curricula? ................................................................................................... 52
Figure 4.6: Has the implementation of HIV/Aids policy led to change in attitude
among the staff and students towards people affected/infected with HIV/Aids? ........ 53
Figure 4.7: Rating the magnitude of the change in attitude among the staff and
students towards people affected/infected with HIV/Aids?......................................... 54
Figure 4.8: Has the implementation of HIV/Aids policy led to increase in costs of
healthcare services? ..................................................................................................... 55
Figure 4.9: Rating the increase of the expenditure/Investment items listed here. ............................ 57
Aids Control Unit (ACU) after the implementation of HIV/Aids policy. .................. 58
Figure 4.10: Rating the services provided by Kenyatta University Health Unit and
Aids Control Unit (ACU) after the implementation of HIV/Aids policy. ................... 59
Figure 4.11: Has the implementation of HIV/Aids policy led to increase in
Promotions / Communication activities about HIV/Aids? .......................................... 60
Figure 4.12: The increase in Promotions/Communication activities about HIV/Aids.62
Figure 4.12: The increase in Promotions/Communication activities about HIV/Aids.62
Figure 4.13: What causes turnover among the Staff and Student after the
Figure 4.14: Has the implementation of HIV/Aids policy led to reduction in
absenteeism among the Staff and students? ................................................................. 65
Figure 4.15: What causes absenteeism among the Staff and students after the
Figure 4.16: The extent KU HIV/Aids policy programs can reduce the Staff and
students turnover and absenteeism caused by HIV/Aids. ............................................ 67

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CHAPTER ONE
1.1 INTRODUCTION
Although HIV/Aids affects people of all age structures in the human population, it has
profound impact on the working age population (Mbari, 2002). Of the 37.8 Million
people affected with HIV Worldwide, it is estimated that at least three quarters (3/4)
of working population are aged 20-49 years old. These are the most productive group
population in the prime of their lives (UNAids, 2003). The HIV/Aids is having a
devastating and threatening impact on the workforce.
On one hand, HIV/Aids is affecting the employees’ right on confidentiality, loss of
jobs and income, fear of stigmatization and discrimination. On the other hand
Organizations’ are faced with the challenges of absenteeism, high staff turnover, loss
of / reduction in productivity, increase in operating costs and / or reduction in profits.
The Manager is confronted with dilemma of how to effectively handle the issues
emanating from HIV/Aids affecting the very important organization resource – its
people.
The critical roles of the Managers as they execute the management functions of
planning, organizing, directing, staffing and controlling; is important in the effort to
implement the Strategy to surmount the challenges of HIV/Aids pandemic in the
Organization. Each Manager must perform duties as a team-player with other
Functional Managers and as per Corporate Strategy of the Organization. Besides
Manager must have exemplary people handling skills so as to develop and motivate
employees. Additionally the Manager must be well-informed on matters of medical,
legal and culture. Last and not least the Manager’s main objective will be to achieve
greater involvement of all and sustainability of HIV/Aids policies and practices in the
Organization

1.2 BACKGROUND OF THE STUDY
1.2.1 Introduction of Background of the Study
The Researcher structured the Background of the study on HIV/Aids pandemic into
sub-headings: the basics of HIV/Aids, current information on HIV/Aids in World, in
Kenya and in Kenyatta University, general Problems of implementation of Public
Policies and specific Problems of implementation of the HIV/AIDS Policy.

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1.2.2 HIV / Aids the Basics
1.2.2.1 HIV/Aids Position, Diagnosis, Spread and Impact in the World and
Kenya
HIV/AIDS in Kenya and more than 1.5 million have so far died of the disease,
leaving behind over 1 million orphans. In addition, a large number of children are
living with parents who are ill; hence the children become the primary care givers for
their parents, young siblings and other dependants. Over 60% of those infected live in
the rural areas where the socio-economic conditions are worsening due to poverty and
unemployment. This has strained the already inadequate and ill-equipped health
facilities, with over 50% of public hospital beds being occupied by patients with
Opportunistic Infections (OI). It is estimated that many more persons living with
HIV/AIDS stay at home, are unable to access health care and are overstretching the
households’ ability to cope.
Since 1984, when the first case of HIV/AIDS was diagnosed in Kenya, the disease
spread rapidly, reaching an estimated national prevalence rate of 13.4% in 2000
(NASCOP, 2001). In 2003, the adult (15 – 49 years) prevalence rate was 6.7%
(KDHS, 2003). Urban areas are more devastated by HIV/AIDS than rural areas.
However, prevalence rates in urban areas are rising more rapidly than in rural areas.
According to KDHS 2003, prevalence rates were 10.0 % in urban areas, and 5.6 % in
rural areas. In addition, prevalence rates show marked variations across sub-groups of
the population. Younger women are particularly more vulnerable than men. For
instance, among 20-24 year olds, about 9 % and 2.4 % of women and men,
respectively, were infected. There are also marked differences in HIV prevalence rates
by province with Nyanza Province exhibiting the highest rate. However, following a
comprehensive Multi-Sectoral National Strategy in the fight against HIV/AIDS, the
HIV prevalence rate among those aged 15-49 years has declined from 13.4% in 2000
to 5.9% in 2005 (NACC, 2006).
1.2.2.2 HIV/Aids the Gender and the Geographic Breakdown
In Kenya, like most African countries, the majority of non-paediatric infections occur
among youth, especially young women aged 15-24 years and young men under 30.
This proposition is supported by the 2003 Kenya Demographic Health Survey Report,
which indicates that the prevalence among women aged 15-49 was nearly 9%, while
for men 15-54, the prevalence was under 5%. This female-to-male ratio of 1.9 to 1

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was higher than that found in most population-based studies in Africa. It implies that
young women are particularly vulnerable to HIV infection, as compared to the young
men.
It has been established that 3% of women aged 15-19 were HIV infected, compared
with 0.4% of men aged 15-19, while HIV prevalence among women aged 20-24 was
over three times that of men in the same age group (9.0 % and 2.4 % respectively). As
is the case in many countries, the prevalence among women peaks at age 25-29 (12.9
%), while among men the prevalence rises gradually with age, to peak at age 40-44
(8.8 %). It is only at the age group 45-49 that the HIV prevalence among men (5.2 %t)
gets to be higher than that for women (4 %). The observed trend between men and
women suggests a feminization of the epidemic.
HIV is increasingly affecting women, and the main cause of infection is sexual
contact from their partners both casual and spouses. In terms of age, HIV infection is
concentrated in the age group between 20 and 44 years (KDHS, 2003). In 2003, there
were variations in the distribution of HIV infection between Kenyan provinces.
Nyanza and Nairobi provinces with a prevalence of 15% and 10% respectively, had
the highest prevalence rates while Eastern province (4%) and North Eastern (less than
1%) had the lowest prevalence rates.
Table 1.1: HIV adult (15 – 49 years) Prevalence by Gender, 2005
Province Male Female Both Gender Average
Nairobi 7.9 12.0 10
Central 2.1 7.9 5
Coast 5.1 7.0 6.1
Eastern 1.3 5.4 3.4
North Eastern 1.4 2.6 2
Nyanza 8.4 13.2 10.8
Rift Valley 3.7 5.6 4.7
Western 4 7.7 5.9
Source: **NACC, (2006), Kenya HIV/AIDS Draft Data Booklet.
Table 1.1, It shows the distribution of HIV adult infection in the country in 2005,
analyzed by gender. The Publication the 7th Edition of AIDS in Kenya, It indicates
that the highest prevalence rate is among the wealthiest quintile of the population

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accounting for 10% of the HIV infection, while prevalence among the poorest
segment of the population is less than 4% (NACC, 2005).

Table 1.2: HIV Adult Prevalence Trends by Province for Selected Years (%)
Province 2004* 2005** % Change
Nairobi 9 10 11.1
Central 5.6 5 -10.7
Coast 5.7 5 -12.3
Eastern 3.7 3.4 -8.1
North Eastern 3 2 -33.3
Nyanza 13.1 10.8 -17.8
Rift Valley 5 4.1 -18.0
Western 4.5 4.7 4.4
Total 6.4 5.9 -7.8
Source: * NACC, (2005). Kenya HIV/AIDS Data Booklet.
** NACC, (2006). Kenya HIV/AIDS Draft Data Booklet.
The Table 1.2 shows change in prevalence rates in the provinces between 2004 and
2005. The Provincial prevalence has declined significantly from the peak rates
experienced in the 1990s (Republic of Kenya, 2000). The highest decline in
prevalence rates between 2004 and 2005, prevalence rates reported in North Eastern
province (33%), followed by Rift valley (18%) and Nyanza (17.6%).Western, Coast
and Nairobi provinces experienced a rise in prevalence, reporting a marginal increase
of 4.4%, 7% and 11.1% respectively. The data further suggests that Nyanza province
continues to experience the highest HIV prevalence (10.8%), while the lowest
prevalence rate is found in North Eastern (2%). Currently, the national average stands
at 5.9% (NACC, 2006)
1.2.2.3 HIV / Aids Transmission
The research on the virus and the patterns of transmission are clear. HIV is
transmitted through the exchange of certain body fluids – semen, vaginal fluid, blood
and breast milk. Also the virus is largely non-infectious in saliva, sweat, gastric
juices, vomit and diarhoea. (KU, ACU, 2006, p. 2). The three predominant modes of
HIV transmission in Kenya are through heterosexual intercourse (no data on
homosexual because it is illegal in Kenya) contact (98% of infections), mother-to-

4

child transmission during pregnancy, birth or through breastfeeding (1.8%),
transfusion with infected blood (0.2%), negligible percentages through intravenous
drugs use or the re-use / prick (by) of needles/scalpels in health facilities or illicit drug
abusers or circumcision knives, razor blades used in Female Genital Mutilations
(FGM) and Traditional Birth Attendants (TBAs)
1.2.2.4 HIV/Aids Awareness, Experience and Behavior Change
According to the KDHS of 2003 majority of the people in the country have a high
knowledge about HIV/AIDS and are aware of the prevention measures of Abstinence,
Faithfulness and use of the Condoms (ABC). The recorded knowledge and awareness
about HIV/AIDS is at 98% among women and 99% among men. However, the same
cannot be said for men and women aged 15-19 years whose knowledge of prevention
is likely to be lower. This could be attributed to lack of information, education and
communication (IEC) materials especially on sexual and reproductive health
information necessary to enable them to avoid infection. The KDHS of 2003 survey
also found awareness to be lower among non-educated than educated women, 93%
and 94% respectively. In Northern Eastern Province the KDHS of 2003 showed 94 %
and 86% among the men women respectively and with very small variations between
the various age groups.
The evidence from KDHS of 2003 data clearly showed that, the more educated the
respondents were (both men and women) the more likely they were to have
knowledge about some ways of limiting the risk of infection. It is of great concern
that knowledge about HIV/AIDS is limited among the age group 15-19 years, either
among those with limited education or no education and whom are from poverty-
stricken backgrounds.
In contrast with the KDHS of 2003 results, the knowledge and behaviour indicators
by Behaviour Surveillance Survey (BSS) of 2005 showed that 98 per cent of women
and 42 per cent of men (aged 15-24 years) could identify at least two prevention
methods and rejected the misconceptions about HIV/AIDS.
The large deviation between KDHS and BSS data sources was probably related to the
many misconceptions that exist among the youth with regard to HIV/AIDS and
condoms (Njeru et al., 2005). As noted previously, awareness of AIDS in the country
is over 98%, albeit slight variations among women with no education. The challenge
for the Government and other Stakeholders is therefore to translate the awareness into
behaviour change so as to sustain the declining prevalence rate. There is therefore

5

need for more awareness creation especially among the youth and the most vulnerable
groups on prevention, care and support of the infected and affected, importance of
VCT, as well as support and care of the orphans and other vulnerable groups.
1.2.2.5 Anti-Retroviral Therapy, Funding and Service Delivery
Worldwide, there is no vaccine and no cure for HIV infection or AIDS. There are,
however, drugs available to cure, boost immunity, fight and prevent OI. Over the past
15 years, Virologists and other Researchers have developed antiretroviral (ARV)
drugs to fight the virus. The ARVs gradually reduces the viral load and improves the
CD4-lymphocyte count, helping the immune system to recover and preventing the
development of OI. For ARV to be effective it must be taken for life and patient
adherence to the therapy is critical. If these requirements are fulfilled ARVs can
greatly improve both length and quality of life, but the average duration of that
extension remains uncertain. ARVs as with any other drugs there may be problems
with intolerance, side effects, resistance and toxicity. The major breakthrough in
treatment came in 1995 when the triple combination of ARVs (i.e. three drugs taken
together at the same time) called Highly Active Antiretroviral Therapy (HAART) was
introduced. Because HIV can become resistant, a combination treatment such as
HAART is necessary to suppress the virus. HAART has greatly improved the health
of those on this treatment.
In Kenya there has been significant progress in the scaling-up of treatment with ARVs
and currently there are several health facilities in Private, Mission and Public which
provide the drugs. The drugs - ARVs and OI in the health facilities and in designated
Sites are provided free of charge by the Ministry of Health and are distributed
countrywide by Kenya Medical Supplies Agency (KEMSA) and Mission for Essential
Drugs and Supplies (MEDS). This has been made possible by funding from the
Presidential Emergency Plan for AIDS Relief (PEPFAR) and Clinton Foundation, as
well as importation of generic drugs by the Government with support from the Global
Fund for HIV/AIDS, Malaria, and Tuberculosis, Elizabeth Glazier Paediatric
Foundation (EGPAF) and USAID. Private health care providers also provide the
drugs, but at a cost. As of December, 2006, there were approximately 120,000 HIV-
positive persons in Kenya on ARV. This is far below the population of 263,000
people who need to be put on ARV treatment. In the ideal situation, all those
requiring treatment should be provided with ARV. Table 3 shows the estimated
number of patients on ARVs.

6

Table 1.3: The Number of PLWHAs on ARV in 2006 by Province
Province Total all Quarters
Central 13,543
Coast 8,748
Eastern 8.379
Nairobi 24,737
North Eastern 169
Nyanza 26,943
Rift Valley 27,671
Western 9,836
Total 120,026
Source: Ministry of Health, NASCOP, (2006).
The scaling-up on the provision of ARVs in Kenya has been rather slow due to
financial limitations and problems linked to procurement of the drugs. In terms of
geographical equity, there were substantially more people in Nairobi and Nyanza who
were accessing ARVs in contrast to the North Eastern, Eastern and Coast provinces.
These regional differences can partly be explained by a longer history of ARV
provision, a higher prevalence rate, presence of Research Institutes and a larger
population in these provinces. It is however imperative to note that even if progress is
made in enhancing equitable in access to the drugs, there are indications of constraints
to access drugs in rural and urban slum areas and among children. Indeed, information
on number of children who have access to the drugs is not readily available.
1.2.3 HIV/Aids Current Background information
1.2.3.1 Position, Impact of Intervention Strategies and Emerging Challenges
New data released by UNAIDS/WHO in November 20007 show global HIV
prevalence has leveled off and that the number of new infections has fallen, in part as
a result of the impact of HIV/Aids programmes. However, in 2007 thirty three (33)
million people were estimated to be living with HIV, 2.5 million people became
newly infected and 2 million people died of AIDS.
There were an estimated 1.7 million new HIV infections in sub-Saharan Africa in
2007, a significant reduction since 2001. In Kenya, the national HIV and AIDS
programme has registered significant progress in the previous one year. The current

7

data shows an estimated adult HIV prevalence of 5.1% in 2006, compared to 5.9%
registered in 2005. The current estimate of urban prevalence is about 8.3% while rural
prevalence is 4.0%
The annual number of adult AIDS deaths, in Kenya, reached a peak of about 120,000
in 2003. It would have stayed at that level for the next three years where it not for the
increasing number of people receiving anti-retroviral therapy (ART). Treatment has
reduced the annual number of AIDS deaths to about 85,000 in 2006. In 2006, the
number of deaths averted due to treatment is estimated at 57,000.
Another progress realized is the drop in new infections. Incidences were estimated at
55,000 in 2006, a drop from 60,000 in 2005. Most of the new infections are occurring
among young people.
Despite all the above achievements, the Kenya remains severely affected. Results
from the derived estimates here indicate that in our healthcare programmes that:
In the Reproductive Healthcare services, there are 1.5 million pregnant women need
counselling and testing each year to determine their HIV sero-status and 68,000
women need treatment to Prevent Mother-to-Child-Transmission of HIV. In the
Paediatric and Medical services there are 23,000 children need ART and 200,000
need cotrimoxazole (septrin) prophylaxis. Also 430,000 adults require ART. In the
Primary Healthcare (Public Health) services there are 2.4 million orphans who need
care and support from their extended families and communities. The facts and figures
still paint a grim picture that new infections have declined to 55,000 per year i.e. 151
per day, approximately 6-7 persons per hour, HIV and AIDS related deaths have
declined to 85,000 per year i.e. 233 per day, approximately 9-10 persons per hour and
ART has averted about 57,000 deaths since 2001 and 35,000 deaths between 2003
and 2006, i.e. 95 per day and approximately 3-4 lives per hour.
The Kenya is still faced with more sectoral challenges and emerging issues despite of
this commendable battle win against war on HIV/Aids pandemic led by NACC.
1.2.4 Kenyatta University
1.2.4.1 Kenyatta University Inception, Demography and Organization
The KU was a colonial military barracks known as the Templer Barracks. In 1965
Templer Barracks was converted into Kenyatta University College, primarily a
teacher training institution. Kenyatta University College became a constituent college
of the University of Nairobi in 1970. In 1985 the Kenyatta University College was
incorporated by the Kenyatta University Act of the Parliament of Kenya and was

8

renamed Kenyatta University. KU is the second largest after University of Nairobi in
Kenya. In 1997 it had some 8,000 students. As of 2007, KU had about 21,500
Students. Each year KU graduates over 2,000 students. KU has a total of 13 Schools.
Namely; the Existing School of Business, School of Education, School of Humanities
and Social Sciences, School of Pure & Applied Sciences, School of Environmental
Studies, School of Applied Human Sciences, School of Health Sciences, the Graduate
School and the newly established (or to be established) School of Visual and
Performing Arts, School of Economics, School of Agriculture and Enterprise
Development, School of Engineering and Technology and School of Law.
1.2.5 Problems of implementation of Public Policies and the HIV/AIDS Policy
1.2.5.1 General Problems of implementation of Public Policies
According to Makoa, 2001, the success of any public policy or national development
plan rests on the capacity to implement it; namely, the availability of resources that
enable the delivery of stated commitments and / or the objectives of the policy.
Makoa, 2001, observed that many writers on Development Planning and public policy
implementation emphasize capacity building as a condition for success. The Writers
concur, that capacity building is not a narrow undertaking or endeavour but rather a
broad and encompassing project. For example, Jugessur, 1994, analyzed the role of
science and technology in Africa, stated that the concept incorporates the building of
human, institutional, infrastructure, legal and financial capacities. Also Nyiira, 1994,
analyzed the experience of Uganda with the use of science and technology – offers a
similar definition, stressing the role of capacity building in economic development
and growth. Nyiira, 1994, argued that apart from being dependent on science and
technology, economic growth will be the result of a confluence of the two as well as
adequate management institutions and the proper economic and social environment.
It is clear that this calls not only for new investment and expenditure but also for
attitudinal and institutional change, re-focusing and re-orienting the existing
institutions and organizations, as the creation of a climate conducive to the
performance of the required tasks.
In fact, the concept of capacity building connotes a range of activities, depending on
its use. As Eade, 1997, stated most would place capacity-building somewhere on a
spectrum ranging from helping people to helping themselves, at a personal, local or
national level, to strengthening civil society organizations in order to foster
democratization, and building strong, effective and accountable institutions of

9

government. Eade, 1997, added, however, that for Oxfam capacity building is an
approach to development rather than a set of discrete or packaged interventions.
As an approach to or an aspect of development, capacity building therefore calls for a
consideration of alternatives or making another policy decision, and developing
appropriate political strategies since policy making is about politics. After all, the
reality of policies lies in their implementation, when the intentions of the policymaker
are put to test. Yet one of the key issues is correct policy choice as effective public
policies are dependent upon their appropriateness and the way in which they are
implemented. Policy making alone – or as some analysts would put it, choosing
among alternatives, exploring options and deciding the appropriate course of action –
is not enough. Building the capacity to implement the policy is equally important.
1.2.5.2 Specific Problems of implementation of HIV/Ads Policy at Kenyatta
University
The overview or definition of capacity building in this Research Proposal is not
different from the above. The Researcher adds though that capacity in relation to
Kenyatta University should be assessed in terms of the strength of the financial
resources, the availability of manpower and the appropriateness of the KU’s structure,
systems and processes. The Researcher’s argument is that the Kenyatta University
will be able to implement its ambitious anti-HIV/AIDS policy only if it has the
necessary capacity and that if this is lacking or weak, it must be built. Organizations
and/or Countries that have been able to control HIV/AIDS infection rates owe their
success to the capacity they have built or developed as part of the strategy to combat
the spread of the disease. Africa’s exemplary example is Uganda, which has slowed
or reduced HIV/AIDS infection rates among her population.
1.3 STATEMENT OF THE PROBLEM
It is widely accepted that HIV/Aids has major negative socio-economic impact on
individuals, families, communities and on society as a whole. The Sector reviews in
Kenya suggest that HIV/Aids undermines development across all Sectors of the
economy and society. The major effects of HIV/Aids Policy implementation are the
direct cost to provide drugs and medical services, shortage of man-power in the
educational services due to illness and lose of highly trained/experienced
professionals in the health services (NACC, KNASP 2005/06-2009/10, 2005, p. 6-7).
According to UNESCO, 2005, the HIV/AIDS Impact on Educational Planning there
is evidence that the AIDS epidemic may lead to a decline in the quality of education

10

due to Staff turnover (through high mortality rate among the teaching staff), absence
of teachers due to personal or family sickness and associated rise in financial costs.
This supports challenges faced by managers in Learning Institutions such as KU.
In most Universities including KU a thick cloak of ignorance surrounds the presence
of the HIV/Aids disease on the Campus (KU, ACU, 2006, p.V). There is a lot of
secrecy, silence, denial and fear of stigmatization and discrimination. KU has a
HIV/Aids Policy to help in managing and mitigating adverse socio-economic effects
of HIV/Aids among the Staff and Students.
However, it is not clear whether a research has been conducted on the effects of
Implementation HIV/Aids Policy since 2006 when the KU HIV/Aids Policy was
published, widely circulated, continues to be publicized not only by KU ACU but also
I Choose Life (ICL)-Africa the Non Governmental Organization (NGO) with resident
offices at the KU. The Researcher will therefore investigate effects of implementation
of HIV/AIDS policy and AIDS incidences among staff and students in KU.
1.4 OBJECTIVES OF THE STUDY
The objectives of this study include;
General Objective
To investigate the effects of implementation of HIV/AIDS policy and AIDS
incidences among staff and students in Institutions of Higher Learning in Kenya, the
case of Kenyatta University.
Specific Objectives
1. To examine the incidences AIDS among staff and students.
2. To find out how the HIV/Aids Policy implementation has led to change in the
University curricula to mainstream HIV/Aids education into the curricula for all
students.
3. To establish the extent to which implementation of HIV/Aids Policy has led to
change in attitude among the staff and students towards those infected/affected with
HIV/Aids.
4. To find out the impact of implementation of HIV/Aids policy on the increase in
cost of healthcare services and improvement in the quality of the services by KU
Health Unit Department / ACU.
5. To ascertain if the implementation of HIV/Aids policy has led increase in health
communication activities about HIV/Aids.

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6. To determine if the implementation of HIV/Aids policy programs have led to
reduction of the turnover and absenteeism caused by HIV/Aids among the staff and
students.
1.5 RESEARCH QUESTIONS
1. Does the University have incidences of AIDS among staff and students?
2. Have courses units compliant with HIV/Aids been introduced in the University
curricula after the implementation of the HIV/Aids Policy?
3. How has the implementation of HIV/Aids Policy led to change in attitude among
the staff and students towards those infected/affected with HIV/Aids?
4. Has the implementation of HIV/Aids Policy led to the increase in costs of
healthcare services and improvement in the quality of the services by KU Health Unit
Department / ACU?
5. Has the implementation of HIV/Aids Policy led to the increase in health
communication and promotion activities about HIV/Aids?
6. How has the implementation of HIV/Aids policy programs have led to reduction of
the turnover and absenteeism caused by HIV/Aids among the staff and students?
1.6 ASSUMPTIONS OF THE STUDY
It is assumed that the KU HIV/Aids Policy has been implemented and all the KU
Managers are aware of the same. Also that the effects of Implementation of the
HIV/Aids Policy are: attitudinal change among the staff and students towards those
infected /affected with HIV, introduction of HIV/Aids compliant courses in the
University curricula, increase in the costs healthcare services, increase in promotion
activities and the HIV/Aids programs reducing the staff turnover and absenteeism in
the workplace caused by HIV/Aids pandemic. To add on the above assumptions
confidentiality, care, support and non-discrimination policies when practiced by the
KU Managers together with other favorable policies would significantly mitigate the
adverse impact of HIV/Aids.

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1.7 CONCEPTUAL FRAMEWORK OF THE STUDY
In the Conceptual Framework figure1:1 below, the KU HIV/Aids Policy Booklet is
the highest in the hierarchy and the substantive reference document stipulating to the
KU Managers what to do when dealing with issues emanating from HIV/Aids
pandemic in Workplace. This booklet is in tandem with the Kenyatta University Act,
other legislations in Kenya and International Conventions.
Figure 1.1: Conceptual Framework Diagram showing the effects implementation
of HIV/Aids Policy and the incidences of AIDS among the Staff and Students

Independent Variable Dependent Variables Dependent Variable
(Intervening)

the Introduction of HIV/Aids
compliant courses in the
University curricula

The the incidences
the change of attitude among of AIDS
HIV/Aids the staff and students towards among the
Policy in those infected/affected with Staff and
the Implementation HIV/Aids. Students
the Higher has led to
Learning
Institutions the increase in costs of
healthcare services and
improvement of the Quality of
the Service.

the increase in health
communication and promotions
activities about HIV/Aids.

the introduction of HIV/Aids
Programs thus reduction in
turnover and absenteeism
among staff and students.

Source: Author, 2008 and Kenyatta University ACU, 2006, p.3-p20

1.8 JUSTIFICATION AND SIGNIFICANCE OF THE STUDY
To assess the situation of the effects of Implementation of HIV/Aids Policy in a
Tertiary Institution setup, because KU has the higher risk of HIV/AIDS spread in a
bigger human population with high mobility and drawn from many parts of Kenya
and the World.

13

Also, to address the limitations inherent in the cited study as attested by Researcher.
Wekesa, 2006 in Research report wrote “the nature of the business calls for (mainly)
male workers….. this imbalance of gender of the respondents in the study” (Wekesa,
2006, p.6). KU being a Parastatal has a more heterogeneous human population
composition in terms of gender. To conduct the research in the Organization with
more complex management structures, systems and processes than Ultimate Security
Management Limited.
To assess the change and new issues in the HIV/Aids management in Kenya since the
Study was conducted. There has been general increase of HIV/Aids activities to win
the War against HIV/ Aids in Kenya and Worldwide. Wekesa, 2006 observed the
management challenges caused by HIV/Aids at Ultimate Security Management
Limited are Absenteeism; Costs and Staff Turnover”. and ART.
This type of research that the researcher carried out is a recommendation in the
“Kenyatta HIV/Aids Policy… The specific objectives of the HIV/Aids related
research that: First, Better inform the University’s and Society’s efforts to reduce /
mitigate the impact and spread of the disease. Second, Generate debate and stimulate
creative responses to epidemic within the University, the State and Civil Society”
(KU, ACU, 2006, p.13). The findings of this Research will contribute knowledge in
the area and may help inform ACU at KU and other stakeholders such as Commission
of Higher Education (CHE) and Ministry of Education on how to design proactive
programmes targeting the Staffs and prospective employees who are either adversely
infected or affected by HIV / aids. (KU, ACU, the socio economic impact of
HIV/Aids among KU Students baseline survey, 2006, p.8)

1.9 THE SCOPE OF THE STUDY / LIMITATION OF THE STUDY
The Researcher investigated the effects of implementation of HIV/AIDS policy and
AIDS incidences among staff and students in Institutions of Higher Learning in
Kenya, the case of KU. There are many other issues that affect staff and students in
the Universities that are independent of HIV/AIDS. The Researcher shall focus on
policies and practices about confidentiality; care, treatment and support, non-
discriminatory and prevention of new infections. And how these affect staff and
students turnover and absenteeism, the change of attitude among the staff and students
towards those infected/affected with HIV/Aids, the introduction of HIV/Aids
compliant courses in the University curricula, increase in costs of healthcare services

14

and increase in health communication and promotions activities. The Researcher shall
limit to collect data at KU Main Campus which has reasonable balanced gender
composition and representative of KU staff and students population.

15

CHAPTER TWO
2.1 INTRODUCTION
This chapter is structured as follows: Past Studies, HIV/Aids Policy; Introduction of
Curricula compliant with HIV/Aids; Attitude change towards people affected/infected
with HIV/Aids - Discrimination and Stigmatization; Costs and the Quality of
healthcare services; Promotions/Communication activities about HIV/Aids and Staff
turnover and Absenteeism caused by HIV/Aids and the HIV/Aids policy programs;
Critical Review, Summary of gaps to be filled by the study.
2.2 PAST STUDIES
This section presents a review of the available literature on the effects of
implementation of HIV/AIDS policy in the workplace. Due to paucity of studies in
Kenya, the researcher shall extend the analysis to literature from Africa and rest of
World. The paucity of sector specific and nationwide studies on the effects of
implementation of HIV/AIDS policy in Kenya calls for more focused and
comprehensive studies if the fight against the pandemic is to be won.
2.2.1 HIV/Aids Policy
The Teachers’ Service Commission of Kenya (TSC) and the then Mombasa
Polytechnic (now Mombasa Polytechnic University College) are the Higher Learning
Institutions in the Organizational Development levels as Kenyatta University, the
Researcher was able to access and review their HIV and Aids Policies documents.
According to the Vice Chancellor (V.C) of KU, the KU HIV/Aids Policy provides
guidelines to mitigate the impact of HIV/Aids on students, staff and their dependents
(the affected and infected). The V.C. confirmed in the preface of the KU HIV/Aids
Policy that the Policy supports the KNASP 2005/2010, is in line with Economic
Recovery Strategy for Wealth and Employment Creation (ERS), 2003-2007 and other
major Kenya National Economic Strategies and in agreement with UN Commission
Declaration on Human Rights, the ILO Code of Practice on HIV Aids, Republic of
Kenya, Department of Personnel Management (DPM) of April 2005 the Public Sector
Workplace Policy on HIV/Aids and World of Work and the Federation of Kenya
Employers Code of Conduct (KU, ACU, 2006, p.13).
The Researcher has compared and synthesized issues from KU HIV/Aids Policy with
the ones of the two institutions. These are excerpts from Kenyatta University
HIV/Aids Policy for Staff and Students a 2006 publication.

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2.2.1.1 Policy statement
The KU HIV/AIDS Policy does not have a policy statement. The Researcher quotes
the TSC which is in the Education sub-sector and clearly captures the spirit of the
letter in the KU HIV/Aids policy.
“HIV/AIDS pandemic is a national disaster and is impacting greatly on the
TSC (also KU) in terms of performance and loss of personnel. The scourge
therefore, requires a multi-dimensional attack and hence the TSC shall
endeavour to put in place all possible measure geared towards containing the
spread and effect of the disease at the workplace. The TSC shall give the
necessary care and support for people living with HIV/AIDS among its
employees by providing the necessary structures and programmes aimed at
ensuring non-discrimination and distigmatization of the infected and affected
employees. The TSC is committed in taking bold steps in the management of
HIV/AIDS pandemic as well as providing guidance on how to handle those
infected and affected. To achieve this the Commission shall establish
Minimum Internal Requirements (MIR) for its employees (infected and
affected) and endeavour to ensure that all employees enjoy working
productively irrespective of their status in a nondiscriminatory environment.”
2.2.1.2 Impact of HIV/AIDS on the University
KU is a valuable potential vehicle for the provision of a united and effective response
to HIV/Aids; and it is well equipped to make dramatic and long lasting impact on the
epidemic. Equally, if it fails to respond to it, the AIDS epidemic will soon begin
seriously to affect the following:
Mission: KU is to provide high quality education, promote intellectual leadership,
develop human resource, advance knowledge through research and enhance technical,
economic and social development of Kenya. Death and illness associated with
HIV/Aids may undermine Mission Statement.
Vision: KU is a centre of excellence in knowledge creation and dissemination,
capacity building, instills democratic principles and increases access to higher
education through open and life long learning for sustainable development.
HIV/AIDS may cause KU not reach its Vision
Staffing: in due course KU will also have to face the consequences of illness and
death of members of its staff and will be particularly affected. The need in short-term
either to recruit replacement administrative and teaching staff or to redesign curricula

17

to accommodate the staff shortages and the long-term implications of losing junior
lecturing staff, from among whom the future intellectual leadership of the University
is customarily nurtured and developed.
Finances: There will be cost implications related to: Additional staff recruitment and
training/development, the care and counselling of sick and dying staff and students,
general health care, benefit and pension schemes, Staff and student loan schemes (in
the event that incapacity or death should occur before a loan is repaid), the availability
of student bursaries, the drain on funds to medicare; death payments; such funds
would otherwise be available for KU expansion and development.
These objectives are likely to be impaired by the impact of HIV/Aids on the staff and
students. It is self-evidently vital that university graduates remain alive and well for as
long as possible so that they can make a long-term contribution in the workplace and
to the society in general. This policy is in favor of developing strategies that ensure,
as many members of the university community as possible remain free from infection.
KU is also, of course, the nursery of new developments and creative ideas. It thus
ensures that the society is equipped to face new challenges and to challenge existing
inequalities by offering courses on HIV/Aids.
2.2.1.3 Social commitment by the University
KU employs a large number of staff. It is therefore likely that, whatever the case,
there will be at least some (and probably a growing number of) staff in every
Department, who have HIV/AIDS. It is thus manifestly in the interests of KU to
develop a comprehensive HIV/Aids policy for its staff.
However, the University’s responsibility extends also to creating a safe environment
for students; and this point to the advisability of developing an HIV/Aids policy
which offers support and protection for students at the same time as positioning
HIV/Aids firmly alongside a range of other critical issues such as rape, sexual abuse,
violence, drug abuse and the financial concerns of students.
Moreover, KU has unique opportunity as a provider of tomorrow’s leaders and ensure
therefore that all shall become acquainted with the implications of HIV/Aids as an
employment issue. If students are made aware of the relevance of managing HIV/Aids
in the workplace and implementing appropriate programmes, it will go some way
towards ensuring that the way in which HIV/Aids is dealt with by future generations
will challenge many prejudices and enable the society to take effective steps against
the spread of the epidemic.

18

2.2.1.4 Rights and obligations at the University
KU has crucial leadership role to play in ensuring that the societies in which they
operate recognize the human rights of their population and honor their obligations to
act such a way as not to infringe those rights. HIV/Aids has proven to be a disease
with a particular capacity to attract socio-economic injustices such as discrimination
and stigmatization on a major scale. It is this pattern of human rights abuses that has
characterized HIV/Aids and has made it unique and difficult to deal with as opposed
to similar incurable diseases.
HIV/Aids generates many difficult moral and ethical dilemmas and KU has on the
whole chosen to address these difficult issues.
Some religious, cultural and moral beliefs assume that an HIV infection is a direct
consequence of ‘improper’ personal behaviour and the effect that those who are
infected are made to feel guilty and ashamed. This, in turn, has contributed to the
epidemic’s being driven into and consequently further spread by, patterns of secrecy
and denial.
There is also the question of confidentiality and the rights of people with HIV and
Aids not to disclose their HIV status particularly those who are positive. Many people
in health and educational institutions believe that this fundamental human right to
privacy and confidentiality should be ignored and discarded; there is a presumption
that where HIV is concerned there is a ‘right’ both to know the status of an infected
person and to inform others of the infection. That ‘right’ does not exist; it is in fact an
abuse of personal human rights and should be challenged.
2.2.1.5 Legal and regulatory framework
The Researcher also noted that KU HIV/AIDS policy does not have this section on
Legal and Regulatory Framework.
The Republic of Kenya has a number of Statutes for responding to HIV/AIDS related
issues in the workplace though the current Acts do not specifically refer to HIV and
AIDS. However, it is recognized that an enabling legal and regulatory environment is
imperative to create the desired impact in the fight against HIV and AIDS pandemic.
In this regard, the Government is committed to continue with legislative reforms,
which are responsive to the needs of HIV, and AIDS infected and affected persons.
This is in line with international obligations including the ILO’s OHSC and COP.

19

The public and private sector policies shall be formulated and implemented within the
framework of the Constitution of Kenya and other legislations in place as well as the
pending Bills which includes the following:
2.2.1.5.1 The Constitution of Kenya
The Constitution of the Republic of Kenya is the supreme law of Kenya and all other
laws must comply with it. The fundamental rights in Chapter (Cap.) 5 of the
Constitution provide every person with the right to equality and non- discrimination.
2.2.1.5.2 Service Commissions Act Cap 185 (1985 Revised)
The Act prohibits discrimination in appointment promotion and transfer. In particular,
the Act provides in regulation 13 of the Public Service Commission (PSC) regulations
that, the appointment, promotion and transfer of a public officer shall take into
account only the merit, ability, seniority, experience and official qualifications of the
candidate.
Under regulation 19, the Act provides that if a public officer is incapable by reason of
any infirmity of mind or body of discharging the functions of his public office he/she
may present himself/herself before a Medical Board with a view to it being
ascertained whether or not he/she is incapable as aforesaid. Any employee who is ill
shall seek and obtain permission from the relevant authority for absence from the
workplace on account of the ill health. Absence from duty without permission is
actionable in accordance with Code of Regulations (COR) Revised 2006. Further
under part IV of the PSC Regulations, an officer must be informed and given a chance
to respond and appeal to the Public Service Commission of Kenya (PSCK) in
accordance with the provisions laid down in the COR in respect of disciplinary
proceedings or any termination of employment. No punishment shall be inflicted on
any public officer, which would be contrary to any law.
2.2.1.5.3 The Employment Act Cap.226
The Employment Act sets out the minimum standards applicable for conditions of
employment relating to wages, leave, health and contracts of service including
termination of the contract. Under the Act, the employer shall provide proper
healthcare for his employees during serious illness. The employer can only discharge
this function if the employee notifies the employer of the illness. The Act implies that
there shall be no discrimination on the grounds of HIV and AIDS status.

20

2.2.1.5.4 Factories and Other Places of Work Act Cap.514
The Government is in the process of repealing the Factories and Other Places of
Work Act. Cap 514 with a view to enact a new law which will provide for safety,
health and welfare of persons employed and all persons lawfully present at
workplaces and for matters incidental thereto and connected therewith purposes. The
Act requires of the employer, as far as it is reasonably practicable, to create a safe
working environment for the employees. The implication of the Act regarding HIV is
that the employer needs to ensure that the risk of possible infection in the workplace
is minimized.

2.2.1.6 The University HIV/AIDS policy
2.2.1.6.1 Principles of HIV/Aids Policy
The Principles that guide this policy are in accordance with international conventions,
national laws, policies, guidelines and regulations. These principles are: People with
HIV and Aids, their partners, families and friends shall not suffer from any
discrimination; Staff and students living with HIV/Aids will have the same human
rights and obligations as other staff and students; People living with HIV/Aids will be
accorded the same respect as those suffering from other life-threatening conditions;
Members of the University community including those with HIV/Aids shall be
involved, where possible, in the development of all prevention, intervention and care
strategies; All University Departments shall be involved in the fight against HIV/Aids
education, prevention and care shall be viewed in broad social context;
Confidentiality shall be strictly observed vis-à-vis the HIV sero status of any staff or
student member; and the University will aim to achieve “best practice” standards in
all HIV/Aids interventions.
2.2.1.6.2 The Goals and Objectives of the HIV/Aids Policy
Under education and prevention of HIV/AIDS in the University the goals are: To
prevent the transmission of HIV through the provision of education and information;
To raise the level of understanding of members of the University community
regarding HIV and AIDS in all aspects of the work of the Institution; To identify and
disseminate the available resources to be used in the fight against HIV/AIDS and To
empower both women and men to make responsible sexual decisions.
Under Care and Support of PLWHAs in the University the goals are: To help those
people who are uninfected to remain free from infection; To provide HIV/AIDS

21

counselling; To create an environment where PLWHAs are safe to reveal their status
and seek appropriate support and counselling;To equip the University community
with skills that will enable them to live and work in societies with increasing rates of
HIV infection and To provide care to those infected and affected by HIV and AIDS.
2.2.1.6.3 University HIV/Aids Policy with respect to staffing on Employment and
promotion
There will be no restrictions placed on the employment of a person with HIV/Aids, as
long as that person’s health status enables him / her to perform the duties stipulated in
his /her employment contract. Prospective members of staff shall be required to have
medical tests prior to appointment. No staff member shall be required to undergo an
HIV test as a condition of employment, promotion, or provision of further training.
Staff members with HIV shall be treated no differently from other staff with other
life- threatening illnesses. A staff member shall not be dismissed, retrenched or
refused employment on the basis of HIV status.
2.2.1.6.4 University HIV/Aids Policy with respect to staffing on Testing and
confidentiality
No staff is obliged to reveal his/her HIV/Aids status except where a staff member
works in an environment where his / her illness may create a risk to him /herself or to
other members of the University or the public. Staff members will be encouraged to
consider revealing their HIV or AIDS status (if known to be positive) to an
appropriately professionally trained person in the support services. All persons with
HIV have the legal right to confidentiality about their HIV or AIDS, except in
exceptional circumstances and where legally otherwise indicated. Should a staff
member have HIV test, the result of the test remains confidential between the staff
member and the individual giving the result.
2.2.1.6.5 University HIV/Aids Policy with respect to staffing on Counselling, care
and support
Support and counselling can help to mitigate the effects of the epidemic. Counselling
can have a positive influence on attitudes, on persuading people to consider disclosing
their status, and on motivating them to change their sexual behavior. It also helps
people to feel more comfortable about informing their sexual partners and family
members of their infection; and it is an important means of helping staff to cope with
the deaths that this epidemic brings about.

22

All staff, at all levels of employment shall have access to counselling, care and
support provided by the University free of charge. Every effort will be made to train
sufficient counselors to ensure that care and support is provided to all those who need
them. The University will ensure that all records connected with the counselling and
support services are kept confidential. In addition where peer counselors are involved,
trained professional staff will be availed to supervise them. Staff who are offering
counselling and support services will be required to have had training in bereavement
counselling; and will themselves have access to counselling and support. The
University will encourage the establishment of support groups for staff with HIV/
Aids and for their families and colleagues. The University shall make condoms
accessible to members of the University community who decide to use them.
2.2.1.6.6 University HIV/Aids Policy with respect to staffing on Education and
training
All staff members shall have access to HIV/Aids education and to information about
such HIV/Aids related issues. Such education and information should, in long term,
have a positive influence on social attitudes and on the development of appropriate
intervention strategies.
2.2.1.6.7 University HIV/Aids Policy with respect to staffing on Individual
personal conduct
Staff members have an obligation to act as role models and as intellectual leaders.
Staff members with HIV/Aids have special obligations and responsibilities to ensure
that they behave in such way as to pose no threat of infection to any other person. All
staff members will be expected to respect the rights of other staff and students at all
times. Staff members will be expected to set an example in ensuring that they display
no prejudicial or discriminatory attitudes or behaviour towards PLWHAS, and that
they challenge prejudice and discrimination at all times. The University will tolerate
neither sexual harassment, sexual abuse nor the use of sexual favors by those in
positions of power.
2.2.1.6.8 University HIV/Aids Policy with respect to staffing on Day-to-day
managing of PLWHAS issues
A staff member who is PLWHAS has the same rights and responsibilities as other
staff members and shall be treated in a just, humane and life-affirming way. No staff
member has the right to refuse to work with PLWHAS. In event that unfair
discrimination occur PLWHAS, he/ she has recourse to agreed mechanisms for

23

redress. Also any unfair discrimination or prejudice will be dealt with by University
as a breach of employment contract and, if appropriate, a disciplinary action in
accordance with COR will be held.
2.2.1.6.9 University HIV/Aids Policy with respect to staffing on Staff
Development and Capacity building to deal with HIV/Aids
All staff in managerial positions will be provided with appropriate training in the
management of staff with HIV/Aids. All staff shall have access to education about
HIV/Aids, with special reference to related legal and ethical issues.
2.2.1.6.10 University HIV/Aids Policy with respect to staffing on Terms of
employment
At KU, continued employment, including promotion and training opportunities will
not be affected by a staff member’s HIV/Aids status, provided that the staff member
is able to perform his or her duties. When a staff member becomes too ill to perform
the duties as set out in his/her job description, alternative work may be offered, if
available. At all times, fair procedures of employment principles will be applied.
2.2.1.6.11 University HIV/Aids Policy with respect to staffing on Employee
benefits
KU staff members with HIV or Aids are entitled to the standard allocation of sick
leave as contained in their conditions of service. Request for additional sick leave
shall be negotiated with Deputy Vice Chancellor (DVC) - Administration and or the
Vice Chancellor.
2.2.1.6.12 University HIV/Aids Policy with respect to staffing on Performance
Appraisal
HIV/Aids shall not be used as justification for non-performance or failure to achieve
targets. When a staff that is PLWHAS is assessed and his/her performing is below
expectations the normal disciplinary procedures shall be followed.
2.2.1.6.13 University HIV/Aids Policy with respect to staffing on Termination of
employment
HIV-positive employees will continue to be employed until they become medically
incapacitated or it is medically advisable that they stop working. At this stage, general
University rules and relevant legislations governing ill-health retirement will apply.
Any decision regarding termination of employment will be made in fu;; consultation
with the staff member concerned, his/her choice of medical practitioner.

24

2.2.1.6.14 University HIV/Aids Policy with respect to staffing on Staff
associations
All staff associations shall be encouraged to make themselves aware of the
implications of HIV/Aids and to put policies in place for their members who are
infected with HIV/Aids. These policies should not be in conflict with the policy of the
University and should be based on principles of non-discrimination and support.
2.2.1.6.15 University HIV/Aids Policy with respect to staffing on Conditions of
service
All staff members will be informed of the University’s HIV/Aids policy, and all new
staff will be informed of this policy on appointment. Existing conditions of service
will be amended if necessary to take cognizance of the HIV/AIDS policy.
2.2.1.6.16 University HIV/Aids Policy with respect to staffing on financial
implications
KU shall conduct an audit as to the likely financial implications of HIV and Aids.
These include the costs of extra staff recruitment and training, the impact of changing
enrolments of students, the provision of healthcare and counselling support, the
potential burden on the benefit schemes (sickness and retirement) and possible
defaults on staff and student loans.
The University will determine and allocate an adequate budget to ensure a fair and
effective HIV/Aids management programme. The University will establish an
HIV/Aids Control Unit, accountable to the Senate, for effective programme planning
and implementation.
2.2.1.6.17 University HIV/Aids Policy with respect to staffing on Research and
intellectual leadership
KU has an obligation to provide leadership in the battle to combat HIV and Aids and
to ensure that programmes are effective and successful. Specific encouragement will
be given to HIV/Aids related research that: To better inform the University’s and
society’s effort to reduce / mitigate the impacts and spread of the disease; Generate
debate and stimulate creative responses to the epidemic within the University, the
state and the civil society.
2.2.1.6.18 University HIV/Aids Policy with respect to staffing on civil
responsibility and community service
KU will ensure that it collaborates with its local / regional community in striving to
achieve best practice in the care and support of people living with HIV/Aids, and in

25

containing the spread of the epidemic. KU will work collaboratively and to share its
experience of best practices and, where practicable, its skills and resources, with its
sister Universities in the Commonwealth regionally, nationally and internationally.

2.2.2 Introduction of Curricula compliant with HIV/Aids
According Kelly, July 2007, in the paper titled Teacher Formation and Development
International Institute for Educational Planning (IIEP) has a programme that provides
training for teachers in order to equip them with knowledge and skills to protect
themselves, their colleagues and students from HIV infection. In many of the
countries where the programme is being implemented, governments are not providing
such training opportunities to teachers, in spite of the obvious and urgent need for it.
Training plans and a long-term and systematic approach from the national education
authorities are currently lacking in the majority of countries. Greater emphasis needs
to be put on HIV and AIDS in teacher training and formation, both at the pre-service
and in-service stages.

The General Principles for Teacher Formation and Development are: Authentic
learning engages the individual in a way that leads to personal knowing, changes in
attitudes and the adoption of values. This is important to develop teacher capacity to
reflect critically on the epidemic in ways that engage the whole person and promote
motivation. Teacher formation programmes need to help teachers get in touch with
what HIV/AIDS means in their lives so that they can deal with it from a personal
perspective. This helps teachers to take charge of their own lives and to guide the
lives of the young people entrusted to them in an ethical human response to the crisis.
Teachers who have reflected upon their own attitudes, feelings, beliefs, experiences
and behaviors regarding HIV will be more effective as communicators with young
people.
Major areas that should be addressed in programmes for teacher education because
they should also appear in the school curriculum include: Information and
understanding this make teachers well-informed about all aspects of HIV/AIDS and
its impacts. Context and vulnerability these help teachers understand the situations
that prevent individuals from freely choosing the most responsible course of action.
Life skills this build the capabilities of teachers to teach students critical competencies
and need also to familiarise the teachers with the education sector HIV and AIDS

26

policy, the Ministry’s workplace policy, relevant codes of conduct, and working in
partnership with others (especially PLWHAS).
Goals of Teacher Formation Programmes are: Provide accurate information about
HIV, AIDS and human sexuality; Develop effective classroom communication skills;
Advise on teaching materials and methods; Develop personal comfort with HIV,
AIDS, reproductive and sexual health issues; Provide information on education sector,
workplace, school and community policies and Promote reflection on personal
attitudes, feelings, beliefs, experiences, and behaviors regarding HIV, AIDS and
sexuality.
The key Roles of the School in Relation to HIV and AIDS are the following:
Preventing HIV; The provision of care and support; facilitating access to ARV
treatment and mitigating the effects of the epidemic on individuals and society. The
School plays these roles in two ways namely; through education as education, that is,
by providing opportunities for young people in school to experience authentic
learning and acquire basic learning skills and Through what it teaches and how it
teaches, that is, through the curriculum. Adjusting the Curriculum in Schools and
Teacher Preparation Institutions
Curriculum adjustments at school level are usually thought of in terms of
incorporating HIV/AIDS, sexual & reproductive health, and life skills education.
Adjustments of the school curriculum in these ways demand corresponding
adjustments in teacher formation programmes. Both new and serving teachers should
be able to incorporate these areas into their teaching. As a matter of proper planning,
teachers should be well prepared for these areas before they are required to teach them
in schools.
The International Institute for Educational Planning (IIEP) findings how Teachers feel
about HIV/AIDS in the Curriculum are: Teachers often feel hopelessly incompetent
when confronted with questions posed on HIV and AIDS; They avoid difficult
questions to which they often simply do not have the answers; They tell their union
leaders about their lack of training and the poor supply of teaching and learning
materials; Education authorities are providing teachers with books but not the training
they need to be able to diffuse the knowledge contained in them and Teachers say
they often face resistance from parents and even the education authorities themselves
to teaching on HIV and AIDS related issues

27

Recommendations to respond to the Teachers’ Professional Concerns about teaching
HIV/Aids are: Ensure adequate teacher preparation; Develop a suitable curriculum
that will be an integral, required and examinable component of programmes at both
school and teacher training levels; Develop and disseminate large quantities of
suitable teaching-learning materials; Establish this teaching area as a subject in its
own right, on a par with other disciplines, and receiving the same kind of back-up
support that they do; Work in collaboration with various partners, especially
representatives of parent and community groups.
Recommendations to respond to the Teachers’ Personal Concerns about teaching
HIV/Aids are: Seeking the support of parents, community leaders, governing boards;
Establishing a strongly supportive school/college environment; Disseminating
research evidence that teaching about sex leads to more responsible behaviour and it
does not lead to promiscuous behaviour and Professionalize the subject area so that
teachers can deal with it more dispassionately.
Schooling and HIV/Aids Prevention, there is strong evidence that school-based sex
and HIV education interventions do not increase sexual activity among participants on
the contrary it has been reported that sexual activity are delay; Reduced participants’
number of sexual partners, Reduced participants’ frequency of sexual activity and
Increased participants’ use of condoms.
In the Pre-Service Programmes and where HIV prevalence is high (>1%) or rising.
We need to provide a separate, required, examinable subject in the curriculum for the
preparation of teachers at all levels; considering the possibility of additional optional
courses that deal with many of the areas in greater depth.
In the Pre-Service Programmes and where HIV prevalence is low (<1%) and stable.
We need that every teacher to acquire a minimum level of AIDS competence; achieve
by means of required and examinable modules as part of other subject areas
While the In-service Programmes for teachers: Design comprehensive and systematic
training programme; Provide intensive and extensive training to a core group of
trainers Develop a large quantity of materials, many of them suitable for self-study;
Organize teachers at school cluster or zone levels for the sake of peer-group study and
support; Ensure follow-up on training activities by support visits to participants in
their schools and colleges; Provide incentives and acknowledgement for teachers who
exercise in their classrooms the AIDS-competencies developed during training
programmes; Establish and implement monitoring and evaluation procedures for

28

Counselling and Care; HIV and AIDS create the need for counselling for distressed
educators and learners, and for counselling, care and support in response to the needs
of orphans and vulnerable children; Not possible for every teacher to be qualified in
these areas and But necessary that every teacher be sensitive to the problems and
needs. Hence the importance of treating these issues in teacher education programmes
(pre-service and in-service).
There are Teaching Methodology in the curriculum namely: A judicious combination
of teacher-led and learner-centred methodologies, Scope in certain areas for whole
class teaching in formal settings, Scope and need also for interactive processes of
teaching and learning, Considerable scope for activities that engage the whole person
– emotionally and affectively as well as cognitively and rationally, More reliance on
non-traditional teachers – peers, parents, religious leaders, community figures,
persons living with HIV and Responsibility of pre-service and in-service programmes
to promote life skills and how to teach them.
Panchaud, July 2007 in the paper Curriculum response to HIV and AIDS, the
UNESCO-Geneva)/ International Bureau of Education (IBE) aims to: Support
Member States in curriculum design and implementation, Improve practical skills of
curriculum specialists and Promote international dialogue on educational policies.
Existing contract between society, the State and educational professionals with regard
to the educational experiences that learners should undergo during a certain phase of
their lives: Why to learn; What to learn; When to learn; Where to learn; How to learn
and With whom to learn.
Panchaud, July 2007 observed that the curriculum is the product of a technical process
and of complex political, social and cultural processes. The introduction of a new
topic in the curriculum requires a comprehensive diagnosis that is the present
situation, problems to be solved, resources and weaknesses and so forth.
Panchaud, July 2007 in the plenary discussed issues and /or challenges about
HIV/Aids curriculum as follows: why HIV and AIDS education is added to already
crowded curricula? Why not enough time is specifically allocated to HIV/aids. When
part of the curriculum either concentrates on technical or scientific aspects
(knowledge-based)? How the curriculum overlooks aspects of values, attitudes and
behaviours. When sensitive issues are not addressed (sexuality, substance abuse,
violence…? When stigma and discrimination are not adequately challenged? Why
culture, local values and customs are not addressed and questioned? Why gender

29

issues are often missing. When teaching and learning material are poor, not available
and the inappropriate of Teaching methods are not appropriate. Other challenges are:
Résistance from teachers, parents, communities, local leaders and lack of support and
leadership at all administrative levels of the education system (MOE, decentralized
education authorities, school principals, and colleagues).
Panchaud, July 2007 recommended that the important changes in curricula are needed
to respond to HIV and AIDS quality of education these are: First focus on lifeskills
and provide opportunities to model skills either in the classroom or in real life
situations. Second Provide clear and straighforward messages on sexuality and other
sensitive issues, adapted to youth needs. Third Help learners to personalize risks, and
avoid stigma and discrimination. Fourth explore where to ask for help and support and
provide youth friendly services. Fifth Address resistance from parents and community
towards sexuality education in school. Sixth provide a safer and more supportive
environment for children (child-friendly schools). Seventh Provide a safer and more
supportive environment for school staff at all levels.
Panchaud, July 2007 observed that the main factors affecting integration of HIV and
AIDS education into curricula are: Stage of curricular reform, Structure or framework
of the design of curriculum that is either centralised or decentralised.
Panchaud, July 2007 said that main approaches for integrating the curricula are: as a
new stand-alone subject, integrated in an already existing main carrier subject, as a
cross-curricular issue (3-5 subjects), infused throughout the curriculum (all subjects)
and Extra- or co- curricular activities may complement HIV and AIDS education or in
some cases, they may be the only HIV-related activities in schools.
Panchaud, July 2007 in addition observed that HIV and AIDS education should be
integrated rather than add it into an already crowded curriculum and cautioned assess
well the advantages and the drawbacks of the different options.
2.2.3 Attitude change towards people affected/infected with HIV/Aids -
Discrimination and Stigmatization
According to Nkinyangi, June 2005, Kenya Association of Positive Teachers
(KENEPOTE) was formed in 2003 as a network to unite HIV-positive teachers in
Kenya in their fight against HIV and AIDS. The KENEPOTE promotes positive
living with the virus to prolong life and ensure continued productivity. KENPOTE has
grown in membership to 1,500 HIV-positive teachers from Nursery to University. Its
members come from across the country and are living positively with HIV/AIDS.

30

Effects of Implementation HIV and AIDs policy in Higher Learning Institutions in Kenya

Effects of Implementation HIV and AIDs policy in Higher Learning Institutions in Kenya

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