Access to Basic Education in the Context of Intercommunal Conflict and Learning of Primary School Going Children in Turkana County, Kenya
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Date
2024
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Kenyatta University
Abstract
Access to basic education in conflict-prone communities is a significant challenge in Kenya. Empirical reviews had suggested that, during intercommunal conflicts, various factors influencing access to basic education were compromised. However, these influences manifest differently in distinct situations and locations. There has been limited research on how access to basic education was affected following intercommunal conflicts in Kapedo, Turkana County. The study aimed to examine access to basic education in the context of intercommunal conflict and the learning of primary school-going children in Kapedo ward of Turkana County. The specific objectives of the study were: to determine the effects of availability of learning resources and facilities on learning of primary school going children; to examine the effect of family income levels on learning of primary school going children; to establish how cultural practices and tradition affect learning of primary school going children; to interrogate how school infrastructure affects learning of primary school going children in Kapedo ward, Turkana County- Kenya. The study drew on three theories: Relative Deprivation theory, System Resource Theory, and Hierarchy of Needs Theory. It employed a descriptive survey research design, and the census approach that ensured participation of the entire population with two Ministry of Education officials, four headteachers, and twenty-four teachers as respondents. Data collection used a semi-structured questionnaire and an interview schedule, ensuring voluntary participation, confidentiality, and clarity of the study's purpose. Prior to data collection the instruments were subjected to validity check with help of university experts, and reliability tests using the Cronbach Alpha threshold of 0.7. The analysis combined descriptive statistics (frequencies, percentages, and averages) and inferential statistics (regression analysis) and presented results through charts and tables, with qualitative data analyzed thematically. The study revealed that despite intercommunal conflicts in Kapedo, Turkana County, learning resources remained accessible, correlating with better academic performance among primary school children. Family income affected education, with conflict-induced economic instability leading to resource allocation challenges and school attendance issues, especially for girls. Cultural practices diverted children from education, causing absenteeism. Parental negligence hindered progress, despite a positive correlation with conducive practices and learning outcomes. School infrastructure challenges persisted, with a positive correlation to learning outcomes but not guaranteeing success in conflict-affected areas. Holistic interventions, considering teacher quality, safety, and resource availability, were recommended. The study recommends that the Ministry of Education and Local Authorities maintain the provision of essential learning resources, emphasizing administrative functionality, classroom safety, and resource access to enhance learning outcomes. Non-Governmental Organizations and Donors should support programs to address economic challenges during conflicts, offering financial assistance, livelihood opportunities, and scholarships for children's education. Community leaders and elders should promote education-friendly cultural practices, discouraging those hindering access to learning and resolving conflicts affecting cultural obligations. Government Authorities should prioritize school infrastructure reconstruction in conflict-affected areas, including classrooms, furniture, and security measures, recognizing their significant impact on learning outcomes.
Description
A Research Thesis submitted to the School of Law, Arts and Social Sciences in partial fulfillment of the Requirements for the Award of the Degree of Master in Public Policy and Administration of Kenyatta University, May 2024.