School Factors and Right to Primary Education in Jilab Idp Camp, Garowe, Somalia
| dc.contributor.author | Fardowsa Mohamed Khalif | |
| dc.date.accessioned | 2025-03-28T14:55:26Z | |
| dc.date.available | 2025-03-28T14:55:26Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | The purpose of this study was to assess school factors influencing the right to primary education for Internally Displaced Persons of primary students in Jilab IDP camp, Garowe, Somalia. This study was guided by the following specific objectives to establish the school curriculum on the right to primary education in Jilab IDP camp, Garowe, Somalia, to determine the effect of environmental factors on the right to primary education in Jilab IDP camp, Garowe, Somalia, to establish how the existence of teacher training facilitate the right to primary education in Jilab IDP camp, Garowe, Somalia, and to evaluate the effect of stakeholders’ participation on the right to primary education in Jilab IDP camp, Garowe, Somalia. The study was based on the capability theory approach (also referred to as the capabilities approach) is a normative approach to human welfare that concentrates on the actual capability of persons to achieve lives they value rather than solely having a right or freedom to do so. The target population included school-going children, parents, teachers local government education leaders, and community leaders; a total of 108 respondents of the targeted 150 provided data for the study, representing an overall response rate of 79.2%, a sufficient response index for data analysis and interpretation of the results. The aspects that were evaluated on school factors, included school structures (safe spaces), learning facilities, school learning resources, and trained teachers, Findings revealed that while the access aspect seemingly had not been significantly affected by the crises, and the integration of the IDPS had facilitated access to education in that students continued to access education, most educators, teachers, deemed the learning resources constrained, this is to be interpreted to imply that quality of education was deemed at the danger of compromise in such setups (integrated setups). Lastly, participation of the stakeholders in the school as an educational input geared at facilitation of access to quality education in IDP integrated setups indeed does highly influence access; findings revealed that stakeholders’ participation in the schools had been active and the areas that registered significant participation were; exposure on sanitation (cleanliness, hygiene, water usage, diseases, etc.), societal Ethics and life, Safety (wellbeing, protection, living), Awareness on environment protection, Life Skills and vocational training, and counseling. This study recommends the deliberate involvement of all stakeholders in the operational priorities for access to education in such crisis setups; these stakeholders are undoubtedly the closest relational proximity to children’s needs and are better placed to voice out needful, relevant educational interventions toward access, quality, and wellbeing of the target beneficiaries. | |
| dc.description.sponsorship | Kampala International University | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12493/14746 | |
| dc.language.iso | en | |
| dc.title | School Factors and Right to Primary Education in Jilab Idp Camp, Garowe, Somalia | |
| dc.type | Thesis |