Implementation of Inclusive Child Friendly Schools Policy in Public Primary Schools in Nyandarua County, Kenya

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dc.contributor.authorWahungu, Daniel Kirogo
dc.date.accessioned2019-03-26T06:28:13Z
dc.date.available2019-03-26T06:28:13Z
dc.date.issued2017-10
dc.descriptionA Thesis Submitted to the Department of Educational Foundations in Partial Fulfilment for the Award of Master of Education (Sociology of Education and Policy Studies) In the School of Education of Kenyatta Universityen_US
dc.description.abstractThis study addressed the implementation of inclusive child friendly primary schools policy in Nyandarua County. The Inclusive Child Friendly Schools (CFS) policy has become the vehicle through which the government is providing quality education for all children by creating a learning environment where all children can learn, all children want to learn, and all children feel included in the classrooms and schools. However, studies show that the conditions in schools are not adequately adapted to accommodate diversity of learners and that even many more children of school going age are still left out of school due to factors like ill health, poverty, livelihoods, school based factors, inaccessibility and HIV and AIDS. The objectives of the study were to find out whether public primary schools’ management and teaching staff were aware of the inclusive CFS policy, examine the practice in public primary schools in line with the inclusive CFS policy, limitations of implementing inclusive CFS policy in public primary schools and suggestions on appropriate strategies for implementation of inclusive CFS in public primary schools. To achieve these objectives, the study utilized a descriptive survey using both qualitative and quantitative methods. Data collection instruments entailed questionnaires, interview schedule, focus group discussions, observation schedule and document analysis which were first piloted to improve validity and reliability and the accruing data was then analyzed thematically as per the study objectives. The findings of the study indicated that there was a substantial gap between CFS policy expectations and its actual day to day practice in the schools. Schools had the CFS messages engraved variously in the schools but had not made significant alteration in line with the policy. Based on the study findings, a number of policy recommendations including adopting CFS policy to internal contexts so that individual schools look for ways of developing and utilizing self-assessment indicators of CFS at the school levels were made. Chapter one spelled out the problem that was addressed by the study, the purpose and outlined the objectives and research questions that guided the study. This was followed by chapter two which entailed a systematic identification, location and analysis of documents containing information related to the research guided by subjects as per the objectives of the study. Chapter three presented details about the methodology adopted and elaborated on the research methods chosen and the reasons for their selection. Chapter four dealt with data analysis, presentation and interpretations for both qualitative and quantitative data. Finally, chapter five was a presentation of the summary, conclusions and recommendations of the study and presented propositions for further research. Though the area of CFS is relatively new, it was hoped the study would shed light on the way forward for inclusive child friendly school programme in Kenya. For further study, the research recommended that future studies could widen the scope of the study and look at all five components of CFS and also establish the role of school-community linkages towards the success of inclusive CFS.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/19280
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleImplementation of Inclusive Child Friendly Schools Policy in Public Primary Schools in Nyandarua County, Kenyaen_US
dc.typeThesisen_US
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