IMPLEMENTATION OF THE COMPONENTS OF THE CHILD FRIENDLY SCHOOLS’ PROGRAMME IN PUBLIC PRIMARY SCHOOLS IN TURKANA COUNTY, KENYA

Abstract

The purpose of this study was to investigate the implementation of the components of the Child Friendly Schools’ programme in public primary Schools in Turkana County, Kenya. The study evaluated impact evaluation of the pilot phase of the child-friendly schools (CFS) in public primary schools in Turkana County, Kenya while focusing on its effectiveness, efficacy, efficiency, success, usefulness with numerous potentials for expansion. The CFS was designed to create a supportive, inclusive and effective learning environment in a region challenged by poverty, insecurity and socio-cultural barriers, obstacles and hurdles. The study aimed to address all educational challenges in public primary schools in Turkana county by improving access to education, social justice, retention, transition, dropout rates, school equity, quality and ensuring a safe learning environment which were noted to be retrogressive in learning institutions in the region before the advent of the CFS intervention in 2002. Qualitative data were collected through grounded theory, while quantitative data were gathered using an ex post facto causal-comparative design. The evaluation was guided by the Context, Input, Process and Product (CIPP) model. The target population comprised 1096 participants drawn from public primary schools across Turkana County. The study applied both probability and non-probability techniques, including stratified, cluster and purposive sampling methods, with the sample size determined using the n=30 Rule of Thumb guideline. Data collection instruments included structured questionnaires, in-depth interview guides, observation guides and document analysis guides. Validity was assessed using the content validity index (CVI), while reliability was established via the test-retest method. Descriptive statistics, such as frequencies, means, modes, standard deviations and graphical representations were used along inferential statistics to present the data. The Chi-square (X²) tests and analysis of variance (ANOVA) was used to analyze the data and test hypotheses. The study assessed the effectiveness of implementing various components of the CFS in public primary schools in Turkana County. The study assessed the effectiveness of implementing various components of the CFS in public primary schools in Turkana County. This involved evaluating the practical application of the programme’s strategies and their integration into the local education system. The results indicated that, despite some setbacks, the programme's key components were generally effective, particularly in areas such as safety, gender responsiveness and inclusion. The third evaluation question examined the adequacy of resources for implementing the programme. In the context of Turkana County, which faces significant resource constraints, the study found that lack of sufficient infrastructure, teaching materials and healthcare facilities posed significant challenges to the successful implementation of the CFS. In their instructional roles, administrators ensured that the pedagogical process was both structured enough to enable measurable learning progress and flexible programme meant to incorporate various techniques that promoted the achievement of learning outcomes and other objectives of the child friendly schools programme. They should establish rules and regulations that are fair, just and in the best interest of the learners. These rules should transparently, accountable and democratically be applied while ensuring that they do not result in the humiliation or suppression of learners thereby undermining the authority of teachers and school managers, or alienate schools from the communities they serve. This in itself allowed both learners and teachers to interact freely and fully participate in the successful implementation of the CFS programme in the institution of learning in Turkana County.