EFFECT OF ETHNIC CONFLICTS ON MANAGEMENT OF SECONDARY SCHOOLS IN CONFLICT-PRONE REGIONS: A CASE OF THE LOWLAND AREAS OF BARINGO COUNTY, KENYA

Abstract

Kenya is made up of different ethnic communities with diverse cultures. This diversity brings about competition for scarce resources among the different groups resulting in ethnic polarization. Ethnic conflicts between communities have led to the violation of fundamental human and community rights. In addition, learning and instruction have been interfered with by ethnic conflicts because the environment is insecure, unhealthy and unsafe. However, schools can be used as bridges for building peaceful coexistence between communities. This study looked at the effect of ethnic conflicts in the management of secondary schools in conflict-prone regions in Kenya. The main study objective was to examine the prevalence of ethnic conflicts on the management of secondary schools in conflict-prone regions in Kenya. Specifically, the objectives of the study were to; determine the effect of ethnic conflicts on management of students in secondary schools, analyse the effect of ethnic conflicts on teacher management in secondary schools, establish the challenges faced by secondary school administrators and examine intervention mechanisms to conflicts employed by the management in secondary schools in the lowland areas of Baringo County. The study was significant in adding to the body of knowledge and in the generation of strategies for peaceful coexistence between communities. The study was guided by the Systems Theory founded by Ludwig Von Bertalanffy and Abraham Maslow’s Hierarchy of needs Theory. The study was carried out in the lowland areas of Baringo County, specifically in the areas around East Pokot (Tiaty), the lower part of North Baringo bordering East Pokot, and around Marigat (Baringo south) which suffer frequent violent ethnic conflicts. The communities living in this region are Tugen, Pokot, Illchamus and Turkana. The study was anchored on pragmatism philosophy which permits use of quantitative and qualitative methodological approaches. The target population for the study consisted of 22 principals, 88 executive members of Board of Management, 205 teachers and 88 student leaders. The sampling methods that were utilised in selecting respondents for this study were both probability and non-probability. Questionnaires and interview guides were used to collect data. The study used both inferential and descriptive statistics to analyse data. Data was presented in frequency tables, graphical illustration and narrations. All respondents for the study acknowledged the existence of ethnic conflicts that were manifested through cattle rustling and displacement of people from their homes. The study found that ethnic conflicts affected the management of students in that it led to incidents of absenteeism, truant behaviour and decreased academic performance among others. The study also established that ethnic conflicts resulted in teacher absenteeism, lack of syllabus coverage and high teacher turnover in schools. From the study it was clear that ethnic conflicts sometimes led to incidents of death of teachers and students and destruction of school facilities. In terms of strategy, the study found that the school management had started securing schools through perimeter fencing and engaging security personnel to provide security for students and teachers. Findings in the study concluded that ethnic conflicts had effect on the management of both students and teachers in secondary schools in Kenya. The study recommends that the government assists school management to put up more low cost boarding schools in the lowland areas. Further, the school Board of Management of different schools need to work together with county, national government and other non-governmental institutions to create awareness from time to time in students and community members on the value of peace for sustainable economic and social development.