Factors influencing implementation of integrated peace education curriculum after post election violence in primary schools in Naivasha sub-county, Kenya

Abstract

Peace education has become part of the school programme in many nations of the world (Falade, Adeyemi & Olowo, 2011). It is all educational efforts, formal or informal that aims at developing in the learners the attitudes, values and skills to live with others in harmony, mutual understanding, trust and amicable resolution of conflicts (Fwa, 2004). The purpose of the study was to investigate the factors influencing implementation of integrated peace education curriculum after postelection violence in primary schools in Naivasha Sub-County, Kenya. It was guided by the following objectives: to establish the extent to which teachers’ in-service training, teaching and learning materials, methods of teaching and teachers’ attitude influence implementation of integrated peace education curriculum after the postelection violence in Naivasha Sub-County. The study targeted headteachers, teachers and standard eight pupils in primary schools. The sample population for the study was 12 headteachers, 81 teachers and 100 pupils in standard eight in public schools and 14 headteachers, 121 teachers and 100 standard eight pupils in private schools thus, a total of 438 respondents. A total of 438 questionnaires were issued to the respondents. Collected data was analyzed both qualitatively and quantitatively. It was then presented in frequency distribution tables. The study findings revealed that majority of both headteachers (53.8 percent) and teachers (85.9 percent) indicated that they had not received any training on peace education during their inservice training. Majority of the headteachers (73.1 percent) indicated that they provide teaching and learning resources for integration of peace education programmes in their schools however, majority of teachers 61.1 percent and 89.2 percent of pupils disputed to this fact. Moreover, all teachers and headteachers indicated that teaching methods influence integration of peace education at a very high extent. However, majority (76.9 percent) of the headteachers and (90.9 percent) of the teachers indicated that teachers have a negative attitude towards peace education programmes. The study recommended that the school administration and teachers should come up with effective programmes to train new teachers during induction on peace education and that all school stakeholders should create awareness to peaceful coexistence to ensure effective integration of peace education programmes. Ministry of Education should enact a policy in primary schools to ensure that peace education is taught as a separate subject to ensure effective implementation of the programme in the society. A study to be carried out to find out the effect of peace education programmes on peaceful coexistence of pupils in primary school among conflict prone communities.