MONITORING AND EVALUATION OF PEACE EDUCATION AND IMPLEMENTATION IN PRIMARY SCHOOLS IN UASIN GISHU COUNTY, KENYA
Rose Kemunto Momanyi - Department of Curriculum Instruction and Educational Media, School of Education, Moi University, Kenya
ABSTRACT
Kenya has experienced occasional times of conflict where members of various Kenyan communities have turned against one another. In an effort to address the issue of peace among Kenyan people, Peace Education (PE) was introduced in primary schools in Kenya. This study therefore sought to assess the implementation of peace education in Uasin Gishu County. The study utilized the curriculum development and implementation theories by Gross et al (1971) and Fullan (1991). The study was guided by the following objective: to determine the relationship between monitoring and evaluation of peace education and implementation of peace education. A survey research design was used and the mixed method approach was utilised to collect data. The target population included primary school head teachers, teachers and pupils. The study used questionnaires, interview schedules, focused group discussions and document analysis to collect data. Multiple regression models were used to construct models that were used to explain the relationships. The study established that teacher monitoring and evaluation (β=0.510, P<0.05) was significant determinant of implementation of peace Education in public primary schools in Uasin Gishu County. The finding that were established can be used by curriculum developers, teachers of peace education, and by the Ministry of Education that can use the knowledge obtained to develop appropriate policies of peace education programmes and in service programmes for teachers of peace education.
