Implementation of School Plans and Regulations on Provision of Peace Education in Public Day Secondary Schools in West Pokot County,

Abstract

Peace education is about empowering and equipping students with knowledge, skills and attitudes in relation to positive social change. West Pokot County in Kenya is a highly volatile region and is characterized by regular conflict between its inhabitants and communities in neighbouring counties and northern Uganda region. The purpose of this study was to investigate the implementation of school plans and regulations and its effect on implementation of peace education in public secondary schools in West Pokot County, Kenya. The study objective was to determine how school plans and policies affect provision of peace education in public secondary schools in West Pokot county. The study adopted a pragmatist research paradigm and a descriptive survey research design. The sample size of 30% of principals and teachers constituted 24 and 198 respectively from a total population of 81 principals and 661 teachers in the County. Based on Yamane formula for sample size calculation, 385 students were sampled from a total of 10,035 students in West Pokot County. The schools were selected using stratified random sampling technique and purposive sampling. Simple random sampling was used to select students and teachers. Data was collected using questionnaires, interviews and focus group discussions. Quantitative data was analyzed using descriptive statistics and chi square test while Qualitative data was analyzed thematically based on the emerging themes. The study established that schools had put in place measures within their plans and regulations to promote the implementation of peace education in the county. It is recommended that there should be enhancement of: parental involvement in the formulation of school plans and regulations within the county.