Challenges of implementing inclusive education for urban refugees in primary schools within Eastleigh, Nairobi, Kenya

Abstract

The purpose of this study was to investigate the challenges of implementing inclusive education for refugee children in primary schools within Eastleigh, Nairobi, Kenya. Eastleigh has a large number of refugees but all do not access learning despite the fact that basic education should be free at elementary levels. Four research objectives were designed to guide the study: determine how teacher factors affect implementation of inclusive education; establish how the learning environment affects implementation of inclusive education; determine how government policies affect implementation of inclusive education and establish how other stakeholders affect the implementation of inclusive education for refugee learners in Eastleigh Nairobi. Studies from other regions show the efforts that have been put in place towards achieving inclusive education for all children. The study used descriptive survey design. The sample comprised of all the 238 teachers, the 7 head-teachers and the TAC Tutor in the zone totaling to 245 respondents. The study used questionnaires as the research instrument for data collection. These were administered to the teachers and the head-teachers. Data were analysed by use of qualitative and quantitative techniques while the results were presented in frequency tables. Data revealed that several teacher factors affected the implementation of inclusive education for refugee children in primary schools in Eastleigh Nairobi. It was also revealed that teachers faced difficulties in handling refugee children especially because of the language barrier. The study also revealed that the learning environment affected the implementation of inclusive education for refugee children in Eastleigh. It was also revealed that classrooms were not refugee learner- friendly. Cultural issues hindered refugee pupils’ full integration in the school. The study also revealed that government policies together with the input of stakeholders influenced the implementation of inclusive education for refugee children in primary schools. Further, parents need to fully participate in the inclusive education of refugee children by ensuring that their children attend all classes, making follow up, show commitment by, ensuring that the pupils do their homework and by providing supplementary learning materials. Based on the findings of the study, it was recommended that the government should seek ways of in-servicing teachers so that they are able to handle refugee children in primary schools. The school administration, teachers and parents should create an environment that is conducive for quality inclusive education for refugee children. There should be clear government policies on how refugee children should be included in the formal education and finally parents and SMC should be fully involved in the issues of refugees in the education. The study suggested that a study on factors influencing academic performance of refugee children be conducted; a study on the influence of children background on refugee pupils participation in primary schools be conducted and lastly a study on influence of government policy on refugee pupils participation in primary education be conducted.