| dc.description.abstract | The Universal Declaration of Human Rights (1948) and the United Nations on
the Rights of the Child (CRC, 1989) both state that all children have a right to
education. This is underscored by the current Education for All (EFA) initiative
which seeks to ensure that by 2015 “all children in difficult circumstances
and those belonging to ethnic minorities, have access to education of good
quality”. The INEE states that education in emergencies and during chronic
crises and early reconstruction, can be both life-saving and life-sustaining,
providing physical, psychosocial and cognitive protection.The purpose of the
study was to establish protection-based factors influencing boy-child participation
in primary education in Lolgorian division, Narok County.This study
was guided by the following specific objectives. To establish the extent to
which physical protection influences boy-child participation in primary education
in Lolgorian Division, Narok County.The study found out that the boy
child was attacked on his way to school,and the school was not physically
safe. The second objective was to assess the extent to which psychosocial protection
influences boy-child participation in primary education in Lolgorian
Division, Narok County.The study found out that the boy child suffered trauma
during ethnic conflicts leading to low self esteem. Lastly, to determine the
extent to which cognitive protection influences boy-child participation in primary
education inLolgorian Division, Narok County.The study found out that
the content that was learnt in school was not relevant to the needs of the boy
child. The teachers were ill trained in subjects such as lifeskills and human
rights .The study therefore recommended that there was need to make schools
to be safe by providing enough security.Boys also should be escorted to and
from school.Play,art music and drama should be provided during and after
conflicts so that the boy can be psychologically healed hence suffer less trauma.
Teachers should be given refresher courses on how to effectively teach
life skills and child rights. In conclusion, the boy child should be made safe
the way their female counterparts are. More campaigns should be conducted to
sensitize the communities on the importance of making boy child education
more secure. The researcher employed descriptive design. Descriptive design
sought to uncover the nature of factors involved in a given situation, the degree
in which it existed and the relationship between them.The study population
constituted 28 head teachers, 120 teachers and 800 school going boys.
The study used simple random sampling technique to draw a sample from the
study population. Data collection was from two main sources; primary and
secondary. Secondary sources included relevant documents and reports. The
semi –structured questionnaire and structured questionnaire were the main instrument
of the study administered to the respondents.The study‟s major conclusion
was that boys, just like girls need to be protected by making them
equally access education. They should be furnished with knowledge and information
about child rights and defence mechanisms when they and their
families are under attack during ethnic conflicts. | en_US |
