Report On The Global Hiv Aids Epidemic

Guidance and counselling

The National Institute of Education.

HIV/AIDS stigma and discrimination

Universalisation of primary education (UPE) has been a global issue since the early sixties, yet several decades later and even in the 21 st century, many countries in Sub-Saharan Africa are still grappling with it. Unlike their counterparts in the developed world, its realisation in developing countries has been faced with a myriad of constraints. Kenya has a long standing commitment to providing educational access to its primary school going children. This has been reflected in the country’s Economic Plans, Sessional papers and other development plans. Most importantly, Kenya acknowledges provision of basic education for its citizens as a human right, as is enshrined in the Constitution of Kenya (2010). Furthermore, Kenyan citizens have a right to free and compulsory education as is stipulated in the Basic Education Bill of 2012. Moreover, Vision2030 has acknowledged education as a component of the social pillars. Although the first step towards this was articulated by the Kenyan government immediately after independence in 1963 and later in 2003, little has been done to establish the extent to which Universal Primary Education has been advanced in Kenya. Therefore, there is need to do stock taking of the advancements made towards this goal. Furthermore, examining of the obstacles that have persistently hindered its success over the years is critical for realisation of universal education. This paper will therefore address the extent to which universalisation of primary education has contributed to advancement of access to basic education and the obstacles that have hindered its success.

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Universal Primary Education in Kenya: Advancement and Challenges.

Education plays a key role in human development through the process of empowering people to improve their well being and participation in national building. Dropout however poses a serious threat to gains in education despite the Government emphasis on Education for All by the year 2015. In Igembe District the problem is more pronoused among the male children. The study used the ex-post facto research design. The target and accessible population constituted of educational officers, head teachers, guidance and counseling teachers and pupils. A sample size of 364 was used for the study.This study sought information on causes of dropout among boys and strategies that could be adopted to address this problem. The study established that dropout of male pupils was a common problem that required urgent attention. The major factors leading to dropout included; child labour, family instability, initiation, drug abuse and lack of role models. The study recommends affirmative action for the boy child, abolishing of child labour and initiation of boys after completion of primary school as strategies that could address dropout among male pupils.

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Dropout among Male Pupils in Primary Schools of Igembe District, Kenya

The intention of this paper was to investigate the counselling needs of students in Kenyan universities. The counselling needs investigated were categorised into career/educational needs, personal needs, and life skills needs. The study employed descriptive survey research design. A sample of 487 respondents who comprised students, student counsellors and peer counsellors from six randomly selected universities of Kenya were used.  Stratified, Purposive and random sampling techniques were used to select the respondents. Data was collected by use of questionnaires for the students and the peer counsellors and an interview schedule for the student counsellors. Descriptive statistics was used for data analysis. The findings revealed that students in Kenyan universities experienced the three categories of needs. The results in weights and averages were: Career/Educational needs (WA=2.66), personal needs (WA=3.01) and life skills needs (WA=2.66). It was recommended that the universities carry out needs assessment on a continuous basis in order to develop or modify counselling programmes that are in line with the ever changing student needs.  The findings of this study may help the policy makers, university administrators and student counsellors to realise that students’ needs are ever changing and thus a continuous needs assessment is essential in order to offer guidance and counselling services that are congruent to the needs of the student in the Kenyan universities. Key words: Counselling Needs, Kenyan universities, students

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Assessment of Counselling Needs among Students in Kenyan Universities

Education plays an important role in curbing the spread of HIV and AIDS among the youth. However, there is little known how teachers’ motivation in teaching HIV/AIDS education affects students’ knowledge and attitudes towards sexual behaviour. The purpose of the study was to determine the relationship between teachers’ level of motivation in teaching HIV/AIDS education and students’ knowledge and attitude towards sexual behaviour in secondary schools in the Coast Region of Kenya. The study used descriptive survey research design. Proportional, purposive and random sampling methods were used to choose the participants. The samples comprised 421 respondents of which 33 were teachers and 388 students in 13 secondary schools. Questionnaires, document analysis and interview schedule were used to collect the data. Reliability coefficients of the instruments were 0.8 for both teachers and students. Both descriptive and inferential statistics were used in data analysis. The descriptive statistics that were used were frequencies and percentage. Chi-squire statistics was used to test the hypothesis in the study. The hypothesis testing was done at α = 0.05 level of significance. The data collected in this study was analysed using Statistical Package for Social Sciences (SPSS) computer programme version 20.0. The findings showed that there is a relationship between teachers’ level of motivation in teaching of HIV/AIDS education and students’ knowledge and attitudes towards sexual behaviour. It further revealed that majority of Form 4 students had negative attitude towards sexual behaviour. The study recommends that the Teachers Service Commission and other stakeholders should motivate teachers who teach HIV/AIDS education in secondary schools.

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Relationship Between Teachers’ Motivation Teaching HIV/ADS Education And Students’ Knowledge And Attitude Towards Sexual Behaviour In Secondary Schools In Coast Region, Kenya

David Bururia

Papers

Dropout among Male Pupils in Primary Schools of Igembe District, Kenya

Assessment of Counselling Needs among Students in Kenyan Universities

Relationship Between Teachers’ Motivation Teaching HIV/ADS Education And Students’ Knowledge And Attitude Towards Sexual Behaviour In Secondary Schools In Coast Region, Kenya