dc.description.abstract | Peace education has become part of the school programme in many nations of the
world (Falade, Adeyemi & Olowo, 2011). It is all educational efforts, formal or
informal that aims at developing in the learners the attitudes, values and skills to
live with others in harmony, mutual understanding, trust and amicable resolution of
conflicts (Fwa, 2004). The purpose of the study was to investigate the factors
influencing implementation of integrated peace education curriculum after postelection
violence in primary schools in Naivasha Sub-County, Kenya. It was guided
by the following objectives: to establish the extent to which teachers’ in-service
training, teaching and learning materials, methods of teaching and teachers’ attitude
influence implementation of integrated peace education curriculum after the postelection
violence in Naivasha Sub-County. The study targeted headteachers,
teachers and standard eight pupils in primary schools. The sample population for the
study was 12 headteachers, 81 teachers and 100 pupils in standard eight in public
schools and 14 headteachers, 121 teachers and 100 standard eight pupils in private
schools thus, a total of 438 respondents. A total of 438 questionnaires were issued to
the respondents. Collected data was analyzed both qualitatively and quantitatively.
It was then presented in frequency distribution tables. The study findings revealed
that majority of both headteachers (53.8 percent) and teachers (85.9 percent)
indicated that they had not received any training on peace education during their inservice
training. Majority of the headteachers (73.1 percent) indicated that they
provide teaching and learning resources for integration of peace education
programmes in their schools however, majority of teachers 61.1 percent and 89.2
percent of pupils disputed to this fact. Moreover, all teachers and headteachers
indicated that teaching methods influence integration of peace education at a very
high extent. However, majority (76.9 percent) of the headteachers and (90.9
percent) of the teachers indicated that teachers have a negative attitude towards
peace education programmes. The study recommended that the school
administration and teachers should come up with effective programmes to train new
teachers during induction on peace education and that all school stakeholders should
create awareness to peaceful coexistence to ensure effective integration of peace
education programmes. Ministry of Education should enact a policy in primary
schools to ensure that peace education is taught as a separate subject to ensure
effective implementation of the programme in the society. A study to be carried out
to find out the effect of peace education programmes on peaceful coexistence of
pupils in primary school among conflict prone communities. | en_US |