Institutionalized Schooling: A Prison in Disguise of Quality Education in Kenyan Elementary Schools
AUTHORS
Caleb Imbova Mackatiani,The University of Nairobi, Kenya
ABSTRACT
This study examined the mechanisms in Kenya that turn basic education institutions into prisons. These mechanisms include headship jurisdiction, education policies, and curriculum. Learners drop out of school due to the consequences of punitive policies. This results from a misunderstanding of how quality education is being implemented. To free students from incarceration, the de-schooling component needs to be improved. Recalibrating the child's innate joy of learning is the goal of de-schooling. The study's goal was to raise awareness and protest against outdated educational practices in Kenya's basic education establishments. The study findings would play a pivotal role in formulating and executing educational policies that would facilitate the efficient provision of inclusive and quality education in Kenya and Sub-Saharan Africa. Organizational theory served as the basis for this investigation. The theory concentrates on the structuring of institutions. The outcome of these structures results in carrying out specific normative goals, which are pertinent to this investigation. To gather, examine, and "mix" quantitative and qualitative research to comprehend a research problem, the study employed a mixed-methods design. A sample size of 396 was adopted for the study. The sample size conformed to a confidence interval of 0.05, a confidence level of 95%, a Z-score of 1.96, and a standard deviation of 0.5. The study revealed that the head teacher's jurisdiction influenced institutionalized schooling due to retrogressive school policies. The study concluded that diversion from implementation of enacted legal frameworks contributed to students' high dropout rates and indiscipline in schools.
KEYWORDS
Access, De-schooling, Indiscipline, Institutionalization, Liberation, Prison, Protest. Retrogressive
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