LANGUAGE OF INSTRUCTION AND STUDENTS’ ACCESS TO SECONDARY EDUCATION IN KAKUMA CAMPS, KENYA

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.