Institutional Determinants of Implementation of Inclusive Education for Refugee Students in Public Universities in Kenya: a Case Study of the University of Nairobi

Abstract

Ensuring equitable education for refugees remains a substantial obstacle especially in places categorized as the global south. The specific demographic is regarded as vulnerable, especially given the ongoing crises; yet, they are often lumped together with other students. This study aimed to analyze the institutional elements that impact the execution of inclusive education in public institutions in Kenya, with a particular emphasis on the University of Nairobi. The study aimed to achieve four specific objectives: to examine how resource availability and support services affect the implementation of inclusive education for refugee students at the University of Nairobi, to evaluate the impact of different course delivery formats on the implementation of inclusive education for refugee students at the University of Nairobi, to determine the extent to which the lecturers’ training influences the implementation of inclusive education for refugee students at the University of Nairobi and to assess how the student population affects the adoption of inclusive education practices for refugee students enrolled at the University of Nairobi. The research drew upon two theoretical frameworks: the Classical liberal theory of equal opportunities formulated by Sherman Wood in 1982, and the bioecological theory codeveloped by Urie Bronfenbrenner and Stephen J. Ceci in 1994. The study utilized a descriptive survey methodology. The survey included a total of 132 instructors, 122 refugee students, and 2 faculty deans. The data collecting process utilized questionnaires, interviews, and document analysis as the primary instruments. The obtained data included both qualitative and quantitative information. The quantitative data was examined using the Statistical Package for Social Sciences (SPSS) software, with a specific focus on assessing frequencies and percentages. The qualitative data was methodically classified into multiple themes and narratives. The study's findings suggest that the institution fails to provide the required adjustments and support services to refugee students, even though these students are capable of efficiently integrating into the same classroom environment as their peers. The correlation between insufficient resources and the execution of inclusive education was found to be statistically significant, with a chi-square value of 47.127 and a p-value of 0.000. The survey revealed that professors have access to adequate information and communication technology (ICT) support. However, there is a noticeable lack of ICT aid for the learners. Additionally, the learners are not provided with a standardized set of norms for e-learning that regulates their behavior. Additional findings from the study suggest that a significant number of class sizes are considered unwieldy, thereby hindering instructors' capacity to offer individualized support to every student. The study revealed a strong correlation (p value= 0.00) between the number of students and the adoption of inclusive education for refugee pupils.The study also found that educators are deficient in the requisite training and expertise to adequately provide psychological support to refugee students, including social and emotional learning (SEL) and psychosocial support (PSS) (p value = 0.000). The curriculum has a significant level of rigidity. The institution must prioritize the implementation of a comprehensive program that focuses on improving the training of teachers in properly handling diversity. Furthermore, it is crucial to strengthen partnerships with groups that are actively engaged in promoting the expansion of inclusive education programs for refugees. Efforts to achieve inclusion require working together and cannot be successfully pursued alone; therefore, it is essential to cultivate relationships in order to attain this goal. In order to raise awareness about matters pertaining to refugees, it is advisable for the University of Nairobi to include World Refugee Day in its official schedule of activities. Further recommendations involve directing resources towards the creation of data collection systems regarding the educational requirements of refugee students, as well as devising a comprehensive policy or strategy framework that addresses the unique challenges and needs of this student population. In addition, recommendations for further research were also given.