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Stakeholders’ perceptions of non-governmental organisations’ conflict interventions on enrolment rate of students in selected secondary schools in Moyale Sub-County, Kenya
Conflict prone areas mostly experience low access to secondary education due to disrupted livelihoods and financial difficulties escorting conflicts. Moyale is among the arid and semi-arid land (ASAL) sub-counties in Kenya with the lowest enrolment ratio of boys at 20.5% and girls only at 14.6% against the national average enrolment ratio of 47%. The purpose of this study was therefore to assess the stakeholders‘ perceptions of the non-governmental organisations‘ (NGOs) conflict interventions on the enrolment rate of students in selected secondary schools in Moyale Sub-County, Kenya. The objectives of the study were to assess the stakeholders‘ perceptions of the NGOs‘ sponsorship conflict intervention on students‘ enrolment rate , examine the stakeholders‘ perception of the NGOs‘ community peace building conflict intervention on the students‘ enrolment rate , explore the stakeholders‘ perceptions of the NGOs‘ capacity building conflict intervention on students‘ enrolment rate and to establish stakeholders‘ perceptions of the effectiveness of NGOs‘ engagements in conflict intervention on students‘ enrolment rate .The study was anchored on the Chaos theory by Edward Lorenz. A mixed method approach was used where a pragmatic paradigm and a concurrent triangulation design was employed in carrying out the study. The study population was 284 people from which 210 respondents were drawn through stratified sampling technique. The sample size from every stratum comprised 2 principals, 36 teachers, 134 students, 4 NGO representatives and 19 opinion leaders. The study used questionnaires, interviews and focus group discussions to generate data. Data analysis involved the use of both quantitative and qualitative analysis techniques. Independent sample t-test was used to establish the relationships of responses of different groups. The qualitative data were transcribed, coded, categorised and finally discussed thematically. The result of the independent sample t test triangulated with the qualitative findings indicate that, there is a significant difference between teachers and students response on the effect of sponsorship conflict interventions t(42.152) =4.715, P=0.001.Similarly, the findings relating to NGOs‘ community peace building interventions revealed that there was a significant difference between female and male responses on the items as indicated by t(165.094)=4.100 P=0.001 against a confidence level of P<0.05. The qualitative finding attributed this variation to the lack of inclusiveness with regard to the peace mediators. Stakeholders‘ views on the NGOs‘ capacity building revealed significant differences as well in terms of both gender and occupation. Similarly, as suggested by the qualitative findings, community empowerment programmes like cash transfer to support small businesses often target women groups and this excludes men from entirely benefitting. Based on the above study findings the following recommendations were made: First , five aspects of sponsorship interventions to be given more focus namely; fees for the needy students, boarding facilities , purchasing uniforms for the needy students , building classrooms and buying text books . Secondly, there was need to strengthen peace structures. Thirdly, there was need for more decision making and alternative livelihood support. Lastly, duplication of the programmes with fewer impacts should be minimised to avoid resource wastage. A comparative study between Moyale and another urban setting with higher students‘ enrolment and retention is recommended to establish the level of disparities.
Author: Galgallo, Roba | ORCID: https://orcid.org/0009-0007-9736-3789
Institution: Moi University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Thesis Supervisor(s): Bomet, Emily
Thesis Supervisor(s): Namubiru Ssentamu, Proscovia
Type: Theses | Master’s | English
Subjects: Education
Date: 2019 | Pages: xiv, 161
Copyright: The Author | License: Open Access
