| dc.description.abstract | The purpose or this study was to assess the implementation of child rights curriculum in public secondary schools of Kaloleni District, Kenya. Five research questions were form u rated to guide the study. The research questions were aimed at eliciting information on awareness of child rights, extent of incorporation and implementation of survival, developmental, protection and participatory elements of the child rights in the curriculum; how teachers pre service and in-service training influence the implementation of the child rights and constraints schools are experiencing in implementing child rights curriculum.
The study applied a descriptive survey design and target population and sample size of 19 principals, 181 teachers and 234 students were involved. Data was collected using principals, teachers and student questionnaires.The data was analyzed using descriptive statistics such as frequencies and percentages. Tile findings indicate that there is heightened awareness or child rights especially based on the provisions or the Children's Act 200 I.
Principals (89%) and Teachers (66%) are aware of the provisions of the Act and child rights in a few subjects they were teaching. Students too are aware of their rights as children, and are involved in upholding these rights though they feel that, more needs to be done.
The findings indicate that a few (34%) of the teachers had received a form of training in child rights curriculum. This assertion would help explain the
feeling that the training was not adequate for those that received child rights education. The potential child rights hold in pedagogy can only be attained if the elements of child rights can be handled through guidance and counseling, child rights clubs, co-curricula activities, purchasing of appropriate reading materials including text books and creating enabling environment.
Survival, developmental, protection and participatory elements or child rights education had been incorporated and implemented. Since, all the elements mentioned empowered the children with knowledge on what they expect from society. Participatory elements (80%) or the student spoke freely in school
'Barasas' and (69%) chose clubs and societies to join
The key challenges identified were from the resistance the schools faced from some public members activities of advocacy on child rights against societal norms and impact of poverty.
The study recommends that schools create better school-community relations to improve the prospects of' implementing child rights education.
Suggestion fen further research, a study be done on teachers attitudes and perceptions towards the integration of child rights teaching and learning. | en |
