The Influence of Community Partnership Benchmark on Management Outcomes in Child Friendly Schools of Makueni County, Kenya



Abstract Views
267

Downloads
269

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Feb 4, 2022
Published Apr 7, 2022
10.24018/ejedu.2022.3.2.275

Abstract viewed = 267 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

The Kenya government’s effort to adopt and implement the CFS model created a gap with some public primary schools becoming child friendly while others lagged behind. This paper reports a study on the influence of community partnership as a benchmark on the management outcome of child friendly schools. The study was conducted in Makueni County of Kenya in which Child friendly school partnership with Communities was significantly established. A population of about 45,102 was studied producing a sample of 402 respondents. In schools where community partnership existed, 63.6% have operational BOM committees, Parents provided funds for school projects and construction of buildings (58.1%), Parents participated in school’s decision-making process (59.4%) and Parents met at least once every month to discuss school development (59.8%). However, other than parents, partnership with other stakeholders was not clear. The study recommended strengthened implementation of community partnership with child friendly schools for the benefit of children.


 

Keywords: Benchmarks, Child Friendly School, Community Partnership, Management Outcomes, Public Primary Schools

References

  1. Burns, J. M. (1978). Leadership. New York : Harper & Row, (OCoLC)558179701
     Google Scholar
  2. Chidi, M. (2013). Assessment of the Implementation of the United Nations Children’s Education Fund Child Friendly School Initiative Programme In Enugu State, Nigeria. Nsukka, Enugu State. University of Nigeria.
     Google Scholar
  3. Creswell, J.W. (2006). Designing and conducting mixed methods research; choosing a mixed Methods design. Chapter 4.04-Creswell (Designing)-45025.qxd
     Google Scholar
  4. Denscombe, M., (2010). Research Guide For small-scale social research projects (Fourth Edition). Open University Press,
     Google Scholar
  5. Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research VL - 8. 10.46743/2160-3715/2003.1870. The Qualitative Report
     Google Scholar
  6. Makueni County, (2018). Mwau lauds NGOS for supporting schools. https://makueni.go.ke/partnerships/mwau-lauds-ngos-for-supporting-schools/
     Google Scholar
  7. Miske, S., (2010). Child-Friendly Schools - Safe Schools. Grand Assembly of Parliament Security General Directorate Ministry of National Education and UNICEF Ankara, Turkey April 24, 2010
     Google Scholar
  8. Moriarty, J. & Smallman, C. (2009). En Route to a Theory of Benchmarking. ResearchGate.
     Google Scholar
  9. https://www.researchgate.net/publication/228877160.
     Google Scholar
  10. Musau, N.M. (2012). Utilization of non-governmental organizations funds in planning and development of primary schools of Mtito-Andei division, Makueni County. https://erepository.mku.ac.ke/handle/123456789/3725
     Google Scholar
  11. Nduku, K.M., (2013). Effects of Flood Disaster Preparedness on Learning in Public Secondary Schools in Bunyala Ditrict, Busia County, Kenya. UON.
     Google Scholar
  12. Nduku, M.M. (2003). A study of factors influencing enrolment and grade retention rates in public primary schools in Yatta division Machakos district [Unpublished Med Thesis]. UON.
     Google Scholar
  13. Oloo, H., Wanjiru, M., & Newell, K., (2014). Female Genital Mutilation practices in Kenya: The role of Alternative Rites of Passage. A case study of Kisii and Kuria Districts. Population Council, Kenya, in partnership with Feed the Minds, UK, Education Centre for the Advancement of Women (ECAW), Kenya and Reach Women and Youths Development Organisation (RWAYDO), Kenya.
     Google Scholar
  14. Orodho, J., (2009). Elements of Education & Social Science Research Methods (2nd Edition). Maseno (Kenya): Kanezja publisher.
     Google Scholar
  15. Park, H. M. (2015). Linear Regression Models for Panel Data Using SAS, Stata, LIMDEP, and SPSS. Indiana University. IUScholarWorks. https://hdl.handle.net/2022/19739
     Google Scholar
  16. Shaeffer, S. (2009). Rolling out the Child-Friendly School Package in East Asia and The Pacific: Observations and recommendations for UNICEF’s consideration. UNICEF: EAPRO.
     Google Scholar
  17. Shona, M., (2019). Descriptive research. https://www.scribbr.com/methodology/descriptive-research/
     Google Scholar
  18. UNICEF (2013). UNICEF Malaysia; Child Marriages: 39,000 Every Day.
     Google Scholar
  19. https://www.unicef.org/malaysia/media_news13- child_marriages.html
     Google Scholar
  20. UNICEF (2010). Violence against children in Kenya; findings from a 2010 National survey. Downloaded from http://www.unicef.org/esaro/VAC_in_Kenya.pdf
     Google Scholar
  21. UNICEF (2009). Child-Friendly Schools; Emerging practices in Eastern and Southern Africa. A Human Rights-Based Approach. Nairobi, Kenya
     Google Scholar
  22. UNICEF (2009). A study of Socio-Administrative Influence on the Implementation of Child-Friendly Schools Initiative in Public Primary schools in Kenya [Unpublished Doctoral Thesis]. Moi University.
     Google Scholar
  23. UNICEF (2006). East Asia and Pacific Regional Office (EAPRO). Assessing Child‐ Friendly Schools: A Guideline for Programme Managers. Bangkok: UNICEF EAPRO
     Google Scholar
  24. World Bank (2014). Eliminating Child Marriage to Boost Girls’ Education. Education for global development. Worldbank.org/education/eliminating-child-marriage-boost-girls-education
     Google Scholar
  25. WUSC & KEEP (2013). Helping girls achieve their educational goals in Kenya. Tags: Basic Education, Empowerment of Women and Girls,
     Google Scholar