| dc.description.abstract | Education has received unmatched attention as the best method of achieving
economic and social growth. Governments, development partners, households and
other stakeholders in education invest heavily in education. Consequently, notable
achievements have been realised in many countries, including Kenya, in enrolment
and the increasing number of educational institutions at all levels. However, education
has progressively faced critical challenges. In the developing countries, chief among
the challenges facing education is the quality and relevance of education, and gender
equity in education. Several reasons have been put forward as to the cause of failure
by educational institutions to achieve the desired educational goals and set objectives.
These include: high dropout rates; outside interference; forced repetition of pupils and
students; and, a congested curriculum. But none of these weighs heavily on the
education scene and the school as does school indiscipline. School discipline is a great
concern to the Government, school managers and administrators, teachers, parents,
pupils and students, key stakeholders in education and the entire community. This
study was particularly concerned with the upsurge of violence in secondary schools in
Kenya. Minor cases of school indiscipline include smoking of cigarette and bhang,
and drinking of beer and other alcoholic spirits. School indiscipline reaches its highest
height when disturbances turn violent and tragic. Acts of violence are often
uncontrollable and have resulted in major crises. Some of these have been tragic
resulting in destruction of property, physical and psychological injury, rape and even
death. The present study investigated the extent to which schools and teachers were
equipped to deal with violence. Findings indicated that schools and teachers were not
prepared to handle violence and that is why such situations could not be defused, and
hence often exploded unexpectedly resulting in tragedy. | en |
