School response to the Presidential Initiative on AIDS Strategy for Communication to Youth (PIASCY) Program in Wakiso District, Uganda.
This study set out to investigate the school response to the Presidential Initiative on AIDS Strategy for Communication to Youth (PIASCY) Program in Wakiso District, Uganda. The initiative, a brain child of President Yoweri Kaguta Museveni was designed to provide all school going age children and teachers with information on HIV&AIDS. The study had 3 major objectives: Describe the different school characteristics and their influence on PIASCY implementation, assess the existing school capacities to support PIASCY Implementation and establish the nature and extent of stakeholder involvement in PIASCY implementation. The study adopted a descriptive study design with qualitative data collection approach used to enable the researcher undertake an in-depth study of the PIASCY Program. The study employed qualitative data collection methods involving document review (content analysis), key informant interviews, focus group discussions and observation. Focus Group Discussions were used for teachers (including senior women teachers) and pupils to enlist views on how they were implementing the programs in their respective schools and on how they were participating respectively. The research was undertaken in 3 sub-counties that included rural (Kakiri), peril urban (Katabi) and urban (Makindye Sabagabo).The study was conducted in 9 primary schools located in 3 Coordinating Centres supervised by Centre Coordinating Tutors (CCT) who are under the overall supervision of Kibuli Primary Teachers College. The study unearthed many findings, key among which were that rural schools faced difficulties in implementing the program, PIASCY was not prioritised in private schools, Religious influences affected school participation in the program. Teacher skills, motivation, attitudes and schedules determined their involvement. Key stakeholders such as pupils, parents, support staff, NGOs, religious leaders and school management committee played varied roles for the success of the program although they often were limited by competing responsibilities, limited funding and low commitment. The key recommendations of the study are that rural and private schools should be supported to implement the program better. Teachers retraining particularly in counselling should be undertaken by MoES. The ministry should revisit its transfer policy with a view of minimising disruptions of PIASCY focal teachers. PIASCY support supervision in schools should be strengthened. There should be an increased allocation of resources to support PIASCY activities at all levels. Enhance community participation in PIASCY activities.