Evaluation of the Efficacy of Education Policies on Truancy in Secondary Schools in Narok North Sub-County

Abstract

Subtleties of policy implementation and its effectiveness in ensuring regular school attendance remain unexplored for further policy reviews. Mitigation of truancy and student absenteeism remains the sine qua non in ensuring better academic outcomes and educated communities. This study evaluated efficacy of education policies on truancy in secondary schools in Narok North Sub-County. The objectives of the study were to assess policy implementation in schools, evaluate policy awareness and enforcement impact, evaluate effectiveness of education policies on truancy and identify better practices and recommendations based on their effectiveness. This study utilized the social control theory as anchor theoretical framework developed by Travis Hirschi (1969) who alludes that conformity to societal norms is maintained through social bonds including attachment to others, commitment to conventional goals, involvement in activities, and belief in the legitimacy of social rules and regulations. Mixed methods design with quantitative and qualitative insights were gathered through document analysis, survey questionnaires, interviews and focus groups. The study targeted a population of 3,245 participants (8 school administrators, 168 teachers, 8 parents, 3,061 students and one policy enforcement officer at the subcounty education office) in eight secondary schools in Narok north sub-county of Narok County. A sample size of 340 was used in the study constituted by eight school administrators, eight parent representatives purposely sampled. Simple random sampling technique was employed in sampling a total of 48 teachers proportionately distributed in the 8 schools. A total of 276 students were sampled through simple random sampling technique distributed proportionately across the 8 schools and across the three forms (strata). Findings revealed both quantitative and qualitative perspectives on the effectiveness of education policies with an indication of a high level of awareness of school policies amongst students (at 74%). Truancy was revealed to be persistent at 31% with family responsibilities and domestic issues (48%) and lack interest in schooling (37%) being the leading causes of school absenteeism. Parental & community involvement in schooling activities (66%) and guidance & counselling (61%) were perceived to be the most effective policies that ensured school retention. Education policies were generally perceived to have a significant impact in ensuring school attendance (at 63%). Snags in community involvement (59%) Inadequate resources for consistent policy implementation (41%) were cited to be the greatest undoing towards effective policy implementation in schools with glares in findings revealing themes of corporal punishment in schools and child abuse through cheap labor in the farms within the schools’ catchment areas. The study recommends the department of basic education to mandate regular monitoring and annual audits of the policies established to ensure school attendance, revamp Guidance & counselling and parental & community involvement in school and ensure a supportive school climate & wellbeing. Further studies could explore the role of digital technologies in truancy monitoring or assess teacher perceptions of truancy policy implementation challenges.