Inclusive and Sustainable Secondary Education in Kenya: An Explanatory Model
AUTHORS
Caleb Imbova Mackatiani,The University of Nairobi, Kenya
ABSTRACT
As stated in numerous international documents, participation is a goal that should be attained in a sustainable education system. All people have the right to an education, and inclusive education ensures that every child is present, actively participates, and advances. It is a challenging issue to shift from the way resources are now used to sustainable and inclusive education. This study makes the case for critical participation as a potential component of an inclusive and Sustainable Education (ISE) strategy. The model examined in this research provides school managers with a tool for the involvement of education stakeholders in public participation in educational matters before implementation. This concept responds to complaints about public involvement procedures and questions about managing schools. Critical ISE education emphasizes resource availability and efficient usage while fostering cognitive growth and personal empowerment. The idea is presented to enhance and facilitate stakeholders' involvement in education. They subsequently gave local stakeholders more authority to decide how best to address issues that impact inclusive education. The positive effects of critical ISE encompass the concepts of change, complexity, uncertainty, and conflict. The four areas are the primary themes when addressing inclusive and sustainable education. The study surveys three themes related to the management of secondary schools. At the local community level, the implications include cognitive development and personal empowerment, simplification of the frequently complex discourse encountered in administering schools, reduction of the sense of helplessness that members of the public often experience in assessment scenarios, reduction of ignorance regarding resource management issues; cognitive conflict resolution; and clarification of the opposing values, interests, or actions at the core of a conflict. Thus, this study proposes the re-development of policies for inclusion and engagement that support equal chances. A significant innovation of the study is the presentation of empirical research findings, which gives this inclusivity and sustainability process a scientific foundation. The study employed a mixed-methods design. A sample size of 375 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 sample is viewed from the viewpoint of the education stakeholders. Data collection was conducted in schools and education offices. Primary data for this study was collected through questionnaires. The information gathered was supplemented by documentary analysis. Factorial analysis and regression analysis were used to assess the outcomes. The study findings revealed diversity, having a high level of inclusion expertise, and modifying the system have had a positive impact. The study further revealed that expertise significantly reduces waste, such as in students' dropout and repetition rates. Also, the findings showed that Stakeholders' inclusion significantly enhances sustainable practices. To attain sustainability and inclusiveness in the school environment, implementers of educational policies might take heed of the findings.
KEYWORDS
Education system, Inclusion, Sustainability, Factor analysis, Kenya
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