Institutional Factors Influencing the Implementation of Child-Friendly Schools in Kenya

Abstract

This study sought to examine institutional factors influencing the implementation of Child-Friendly Schools (CFS) in Kenya focusing on health, safety and protection in schools. Secondary data was used and a total of twenty (20) studies were reviewed, ten (10) studies conducted in Kenya and ten (10) others from different parts of the world that used different methods that yielded varying results. This study revealed that few schools have elaborate child protection mechanisms where child abuse incidents are prevented, detected and reported. Discrimination based on gender, ethnic stereotypes and harmful traditional practices were also reported which are not conducive for learning. Themes identified in the analysis included collaboration, coordination, playing a role, misunderstandings, vulnerability, and support network. This study concluded that while making efforts to address challenges of implementation of child-friendly schools, stakeholders in the family, community and school institutions have not focused on the whole child by taking into account conditions in the family, community and school environment which are critical to the understanding the plight of children. This study recommends that all stakeholders in education be cognizant of the fact that different children face different situations and have diverse needs