Assessing Awareness and Implementation of School Re-entry Policy in Primary Schools: A Study of Practices and Perceptions in Kuria East Sub-County, Migori County, Kenya

Alice Omariba; Eusabia Ondieki; Wycliff Mogoi

doi:10.37284/eajes.7.3.2095

Alice Omariba Murang’a University of Technology
Eusabia Ondieki Murang’a University of Technology
Wycliff Mogoi Murang’a University of Technology

DOI: https://doi.org/10.37284/eajes.7.3.2095

Keywords: Awareness, Implementation, School Re-Entry Policy, Practices and Perceptions

Share Article:

Abstract

This study investigated the awareness and implementation of school re-entry policy in primary schools within the Kuria East Sub-County, located in Migori County, Kenya. School Re-entry policies are crucial in facilitating the smooth return of learners, particularly girls, who drop out of school due to various reasons such as pregnancy or early marriage. The study employed a quantitative approach to gather comprehensive data. Data was collected through structured questionnaires distributed among learners. These questionnaires aimed to assess the level of awareness of existing school re-entry policy among learners and to gauge the extent to which these policies were implemented in practice. Findings from the study reveal varying levels of awareness among learners regarding school re-entry policy, with some demonstrating limited understanding of the provisions and procedures outlined in these policies. Moreover, while there is recognition of the importance of school re-entry policies in promoting educational equity and inclusion, the actual implementation faced numerous challenges. These challenges included societal attitudes towards school dropouts as a result of various factors not limited to early pregnancies and marriages, and gaps in coordination between schools, communities, and government agencies. The study also highlighted promising practices and innovative approaches adopted by some schools and community organizations to support school re-entry and retention of learners who have dropped out. These include the establishment of financial support, mentorship programs, and advocacy initiatives aimed at changing community perceptions and attitudes towards education, particularly for girls/boys. The findings underscored the need for concerted efforts by education stakeholders, government agencies, and community organizations to enhance awareness and implementation of the school re-entry policy in primary schools. Addressing the identified challenges and building upon successful practices can contribute to creating a more supportive educational environment for all learners in Kuria East Sub-County and similar contexts across Kenya. The study recommended enhanced training and sensitization programmes, community engagement, policy monitoring and evaluation among others, the school re-entry policy can be more effectively implemented, thereby enhancing educational opportunities for learners in Kuria East Sub County

Downloads

Download data is not yet available.

References

Achola, J. (2017). Challenges Facing the Implementation of Re-Entry Policy for Adolescent Mothers in Public Secondary Schools in Kisumu County, Kenya. Unpublished master's thesis, Maseno University.

Archambault, I., Janosz, M., Olivier, E., Dupéré, V. (2022). Student Engagement and School Dropout: Theories, Evidence, and Future Directions. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of Research on Student Engagement. Springer, Cham. https://doi.org/10.1007/978-3-031-07853-8_16

Bell, R., Warren, V. & Schmidt, R. (2022). The Application of Concurrent or Sequential Mixed-Methods Research Designs and Their Methodological Implications: Investigating Tacit Knowledge, Its Use, and Application in Automotive Development. Sage Publications Ltd.

Chali, M. T., Eshete, S. K., & Debela, K. L. (2022). Learning How Research Design Methods Work: A Review of Creswell’s Research Design: Qualitative, Quantitative and Mixed Methods Approaches. The Qualitative Report, 27(12), 2956-2960. https://doi.org/10.46743/2160-3715/2022.5901

Cheung, A. K. (2021). Structured Questionnaires. In Springer eBooks (pp. 1– 3). https://doi.org/10.1007/978-3-319-69909-7_2888-2

Chiyota, N, & Marishane, R. N. (2020). Re-entry Policy Implementation Challenges and Support Systems for Teenage Mothers in Zambian Secondary Schools. The Education Systems of Africa, 1–14. Springer. https://doi.org/10.1007/978-3-030-43042-9_44-1

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Eights Edition. New York: Routledge

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage

Global Partnership for Education. (2021). School re-entry policies for teenage mothers. Retrieved from Global Partnership.

Hirose M., Creswell J. W. (2023). Applying core quality criteria of mixed methods research to an empirical study. Journal of Mixed Methods Research, 17(1), 12–28. https://doi-org.uc.idm.oclc.org/10.1177/15586898221

Israel, G. D. (1992). Sampling the Evidence of Extension Program Impact. Program Evaluation and Organizational Development, IFAS, University of Florida. PEOD-5. October

Kenya Institute for Public Policy Research and Analysis (KIPPRA). Working Paper No. 29 of 2019 on Public Sector Reforms in Kenya: Challenges and Opportunities

Kimanzi, P. (2020). Challenges Faced by Re-Entry Girls in Secondary Schools in Mbeere South Sub-County, Kenya. International Journal of Education and Research, 8(4), 57-68.

Kombo, E. S., & Kishindo, P. (2017). Challenges Facing Implementation of Re-entry Policy in Public Primary Schools in Rongo Sub-County, Migori County, Kenya. International Journal of Research and Innovation in Social Science, 1(2), 124-133.

Levine, S. (2019). Getting in, dropping out and staying on: Determinants of girls’ school attendance in Nepal. In The Impact of Education in South Asia (pp. 11-36). Palgrave Macmillan, Cham

Mills, J. G. (2022). What is Sample: Sampling Types with Examples | Super Survey. www.supersurvey.com. https://www.supersurvey.com/Sampling

Mwacharo, J., Nyabuto, E., & Ong'onda, D. (2019). The Effect of Household Chores on the Academic Performance of Students: A Case of Kuria County, Kenya. Journal of Education and Practice, 10(2), 43-50.

Mwita, D., & Ntabo, S. (2016). Challenges Affecting the Implementation of Re-entry Policy in Public Primary Schools in Nyeri Town Sub-County, Kenya. International Journal of Education and Research, 4(2), 125-136.

Mutai, M. & Kimemia, M. (2016). Language Policy and Practice in Kenya: The Challenges of Implementing Language Policy in Public Primary Schools in Bungoma County. International Journal of Humanities and Social Science Invention, 5(3), 41-49.

Nyakundi, F., & Nyamwange, T. (2019). Factors Hindering the Implementation of Re-entry Policy in Public Primary Schools in Nyamira County, Kenya. International Journal of Humanities, Art and Social Studies, 4(11), 33-40.

Nisak, S. S. & Sugirhati, L. (2020) Gender Inequality and Women Poverty in Indonesia. International Journal of Innovation, Creativity and Change, 11 (9). pp. 375-387. https://repository.unair.ac.id/123872/

Ochieng, G., & Ondieki, C. (2019). Community Involvement in the Implementation of Re-entry Policy in Public Primary Schools in Nyamira South Sub-County, Kenya. International Journal of Research and Innovation in Social Science, 3(3), 245-254.

Odhiambo, P. (2018). The Re-entry Policy and its Effects on Girls' Education in Secondary Schools in Kisumu East Sub-County, Kisumu County, Kenya. Unpublished master's thesis, University of Nairobi.

Odhiambo, P., & Opiyo, D. (2017). Challenges Facing the Implementation of Re-entry Policy for Teenage Mothers in Secondary Schools in Bondo Sub-County, Kenya. Journal of Education and Practice, 8(25), 68-75.

Oketch, P., & Oanda, O. (2016). Parental Influence on Re-entry of Teenage Mothers in Public Secondary Schools in Bondo Sub-County, Kenya. Journal of Education and Practice, 7(12), 60-67

Okumu, J. (2020). Effects of teenage pregnancy on the academic performance of girls in secondary school in Ukwala Ward, Ugenya Sub County Siaya County, Kenya (Doctoral dissertation, University of Nairobi).

Omariba, A. (2023). Research Methods in Education and Social Sciences in the 21st Century; First Edition; KENPRO Publishers, Nairobi

Omollo, A. E. & Yambo, O. J. (2017). Influence of Peer Pressure on Secondary School Students Drop- out in Rongo Sub-County, Migori County, Kenya. Journal of Education and Practice 8(9), 73-80. Microsoft Word - JEP-Vol.8 No.9 2017 (rongovarsity.ac.ke)

Otieno, P., & Oanda, O. (2021). Challenges Facing the Implementation of Re-entry Policy in Primary Schools in Kisumu West Sub-County, Kenya. Journal of Education and Practice, 12(5), 19-27.

Othman, S. M.E., Steen, M. & Fleet. J.A. (2021). A sequential explanatory mixed methods study design: An example of how to integrate data in a midwifery research project. Journal of Nursing Education and Practice: https://doi.org/10.5430/jnep.v11n2p75

Pusztai, G., Fényes, H., Kovács, K. (2022). Factors Influencing the Chance of Dropout or Being at Risk of Dropout in Higher Education. Education Sciences 12 (804), 1-14. https://doi.org/10.3390/educsci12110804

Republic of Kenya. (2013). National Policy on the Re-Entry to School of Pregnant Girls and Adolescent Mothers. Ministry of Education, Science and Technology

Wanyama, T., & Khamala, F. (2017). Education Re-Entry Programmes for Girls in Kenya: A Case of Uwezo Fund Programme. International Journal of Education and Research, 5(5), 193-206.

Wambua, M. (2018). Awareness and Implementation of Re-entry Policy in Primary Schools in Kitui County, Kenya. International Journal of Education and Research, 6(4), 159-168.

Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Ed., New York: Harper and Row