School factors influencing implementation of child rights education in secondary schools in Athi River district, Kenya

Abstract

Child Rights Education is the process of acquiring knowledge, skills and desired attitudes that enable one to uphold the rights and responsibilities of the child. Both children and adults have rights enshrined in the United Nations Convention on Human Rights. There has been a high rate of school drop-outs in Athi River District due to the effects of child labour, deteriorating child health conditions, commercial sex engagements (by both learners and parents), drug abuse, early marriage and other negative cultural practices. The escalation of such child rights abuse activities may be due to low implementation of child rights education in the district.

The purpose of this study was to investigate school factors influencing implementation of child rights in secondary education in Athi River district, Kenya. Descriptive survey design was adopted. The target population of this study consisted of 22 secondary schools in Athi River District, with 22 head teachers, 130 teachers and 852 students. In this case, the researcher engaged 11 principals, 88 teachers and 253 students. Data collection was done using questionnaires, interviews and document analysis.

The study found out that the principals were uncertain on the adequacy of child rights reference materials in their school, neither were they sure of whether the teachers were comfortable with the workload on child right, education in the curriculum. The study concluded that teacher had not done enough competency trainings on child rights education; the policy framework needs improvements and that, learner awareness on child right education should be enhanced. The study recommends that there should be improvements on provision of physical facilities, teaching resources and refresher trainings for the teachers in order to keep abreast with expectations for desirable child rights education.