Conflict related factors influencing pupils access to public pre-schools in conflict prone areas of Laikipia North Sub-county, Kenya

Abstract

The main priorities of education for all is provision of early childhood education, making sure access to quality primary education, offering unbiased access to learning and life skills programs, enhancing adult literacy and achieving gender fairness. The purpose of this study was to examine conflict related factors influencing pupils’ access to public pre-schools of Laikipia North Sub-County. The study objectives were: to determine the influence of cattle rustling, teaching and learning resources, displacement as well as assess the influence of community support on pupils’ access to public pre-schools in Laikipia North Sub- County. The study employed a descriptive survey research design where the target population comprised of 46 head teachers, 60 teachers and 200 pre-school parents. Simple random sampling was applied to sample 46 head teachers, 60 teachers and 20 pre-school parents. Quantitative data were analyzed using descriptive and inferential statistics like frequencies, percentages and multiple regression while data was presented using tables and bar graphs. From the study it was established that; cattle rustling significantly influences access to pre-school (p=0.001), teaching and learning resources significantly influences access to preschool (p=0.000), displacement significantly influences access to pre-school (p=0.000) and community support does not significantly influence access to preschool (p=0.591). It was concluded that for improved access to pre-school education, conflicts must be reduced/terminated and community must abolish cultures that hinder access to school. This study recommends that: education planners should evaluate, assess and avail teaching and learning resources; establishment of schools in IDPs camps and public sensitization about importance of education should be campaigned for by all stakeholders especially in communities.