Abstract:
The purpose of this study was to determine the effects of the language of instruction on refugee students’ access to secondary education. In order to identify the
barriers preventing refugee students in Kakuma camps from accessing secondary school, the research used an ex post facto design. The study was guided by the
social justice theory in educational contexts. Nine (9) principals and 180 teachers from nine (9) refugee schools were target population. The study employed
census sampling to determine a sample size of 189, which were made up of 9 principals and 180 teachers. Questionnaires and an interview schedule were used to
gather data. Validity and reliability of the tools were established through a pilot study that employed the test-retest methodology. A regression analysis was used
to analyse the data. The study established that the language of instruction has statically significant effects on refugee students’ access to secondary education in
Kakuma camps. Therefore, the study recommended that government and non-governmental organizations should cultivate ways of enhancing refugee students'
access to secondary education in Kakuma camps.
