Assessing Awareness and Implementation of School Re-entry Policies in Primary Schools: A Study of Practices and Perceptions in Kuria East Sub-County, Migori County, Kenya

Abstract

This study investigated the awareness and implementation of school re-entry policy in primary schools within the Kuria East Sub-County, located in Migori County, Kenya.  School Re-entry policies are crucial in facilitating the smooth return of learners, particularly girls, who drop out of school due to various reasons such as pregnancy or early marriage. The study employed a quantitative approach to gather comprehensive data. Data was collected through structured questionnaires distributed among learners. These questionnaires aimed to assess the level of awareness of existing school re-entry policy among learners and to gauge the extent to which these policies were implemented in practice. Findings from the study reveal varying levels of awareness among learners regarding school re-entry policy, with some demonstrating limited understanding of the provisions and procedures outlined in these policies. Moreover, while there is recognition of the importance of school re-entry policies in promoting educational equity and inclusion, the actual implementation faced numerous challenges. These challenges included societal attitudes towards school dropouts as a result of various factors not limited to early pregnancies and marriages, and gaps in coordination between schools, communities, and government agencies. The study also highlighted promising practices and innovative approaches adopted by some schools and community organizations to support school re-entry and retention of learners who have dropped out. These include the establishment of financial support, mentorship programs, and advocacy initiatives aimed at changing community perceptions and attitudes towards education, particularly for girls/boys. The findings underscored the need for concerted efforts by education stakeholders, government agencies, and community organizations to enhance awareness and implementation of the school re-entry policy in primary schools. Addressing the identified challenges and building upon successful practices can contribute to creating a more supportive educational environment for all learners in Kuria East Sub-County and similar contexts across Kenya. The study recommended enhanced training and sensitization programmes, community engagement, policy monitoring and evaluation among others, the school re-entry policy can be more effectively implemented, thereby enhancing educational opportunities for learners in Kuria East Sub County