| dc.description.abstract | According to the UNESCO Global Monitoring Report 2011,violent conflict is one of the
greatest development challenges facing the international community (UNESCO,2011).
Beyond the immediate human suffering it causes, it is a source of poverty, inequality and
economic stagnation. Children and education systems are often on the front line of armed
conflict.The purpose of the study was to establish the influence of armed conflict on
pupils‟ performance of KCPE in Mandera North Sub-County. The study was guided by
the four objectives:- to establish the effects of displacement of families during conflict on
pupils performance, establish the effects of teacher student ratio during conflict on
pupils performance, determine how destruction of school infrastructure in the area of
conflict affects the pupils performance and to examine the effects of destruction of
source of livelihood on pupils performance.The study adopted a descriptive survey design
since the study aimed at capturing respondents‟ opinions, attitudes, beliefs and
knowledge based on the impact of perennial armed conflict on schools in Mandera North
Sub-County. The sampled population for the study comprised of 8 head teachers and 112
pupils in primary schools in Mandera North Sub-County were randomly selected to
participate in the study comprising 30 percent and given questionnaires to fill.
Questionnaires were used for this study because they are much more efficient in that they
permit collection of data from a much larger sample. Analysis of data started with editing
to identify errors made by the respondents such as spelling and any un-responded to
items. Quantitative data derived from the demographic section and the closed questions
were analyzed using descriptive statistics, using percentages and frequencies to enable
meaningful description of the distribution.The study found out that displaced children
lacked support provided by educational structures as indicated by majority (62.5%) of
head teachers. The study also found out that displaced children in the schools were given
urgent need assistance and protection as indicated by majority (62.5%) of head teachers.
Majority (75.0%) of head teachers‟ agreed that displacement results from the disruption
of economic and social life of the pupils. Findings on the effects of teacher displacement
during conflict on pupils‟ KCPE performance revealed that displacement of teachers
during conflict had an effect on pupils‟ performance of KCPE as indicated by 100.0% of
head teachers. Majority (75.0%) of headteachers agreed that fear of physical attacks was
likely to hinder the teachers‟ ability to handle children in school and that the quality of
education suffers due to shortages of teachers during conflicts. Majority (87.5%) of
headteachers agreed that fear of sexual violence during conflict was likely to hinder the
teachers' ability to handle children in school. Findings on the effects of destruction of
sources of livelihood on provision of quality education found out that during conflict
household lose their sources of income as indicated by majority (62.5%) of head teachers.
Based on the study findings, the study concluded that displaced children lacked support
provided by educational structures, displaced children faced greater poverty and that
displaced children lack support provided by educational structures, displaced children
travelled great distances towards schools and they were the most frequent victims of
violence, disease, malnutrition and death. The performance of pupils suffers due to
shortages of infrastructure during conflicts and that conflict destroys schools and
educational infrastructure | en_US |
