Challenges of implementing inclusive education for urban refugees in primary schools within Eastleigh, Nairobi, Kenya
Abstract
The purpose of this study was to investigate the challenges of implementing inclusive
education for refugee children in primary schools within Eastleigh, Nairobi, Kenya.
Eastleigh has a large number of refugees but all do not access learning despite the fact
that basic education should be free at elementary levels. Four research objectives were
designed to guide the study: determine how teacher factors affect implementation of
inclusive education; establish how the learning environment affects implementation of
inclusive education; determine how government policies affect implementation of
inclusive education and establish how other stakeholders affect the implementation of
inclusive education for refugee learners in Eastleigh Nairobi. Studies from other
regions show the efforts that have been put in place towards achieving inclusive
education for all children. The study used descriptive survey design. The sample
comprised of all the 238 teachers, the 7 head-teachers and the TAC Tutor in the zone
totaling to 245 respondents. The study used questionnaires as the research instrument
for data collection. These were administered to the teachers and the head-teachers.
Data were analysed by use of qualitative and quantitative techniques while the results
were presented in frequency tables. Data revealed that several teacher factors affected
the implementation of inclusive education for refugee children in primary schools in
Eastleigh Nairobi. It was also revealed that teachers faced difficulties in handling
refugee children especially because of the language barrier. The study also revealed
that the learning environment affected the implementation of inclusive education for
refugee children in Eastleigh. It was also revealed that classrooms were not refugee
learner- friendly. Cultural issues hindered refugee pupils’ full integration in the
school. The study also revealed that government policies together with the input of
stakeholders influenced the implementation of inclusive education for refugee
children in primary schools. Further, parents need to fully participate in the inclusive
education of refugee children by ensuring that their children attend all classes, making
follow up, show commitment by, ensuring that the pupils do their homework and by
providing supplementary learning materials. Based on the findings of the study, it was
recommended that the government should seek ways of in-servicing teachers so that
they are able to handle refugee children in primary schools. The school
administration, teachers and parents should create an environment that is conducive
for quality inclusive education for refugee children. There should be clear government
policies on how refugee children should be included in the formal education and
finally parents and SMC should be fully involved in the issues of refugees in the
education. The study suggested that a study on factors influencing academic
performance of refugee children be conducted; a study on the influence of children
background on refugee pupils participation in primary schools be conducted and lastly
a study on influence of government policy on refugee pupils participation in primary
education be conducted.
Citation
Degree of Master of Education in Education in EmergenciesPublisher
University of Nairobi School of Education
Description
A Research Project Report Submitted in Partial Fulfillment of the Requirements
for the Award of the Degree of Master of Education in Education in Emergencies
of the University of Nairobi
Collections
- Faculty of Education (FEd) [5964]