Findings on child rights advocacy
4.1.1 Duration of stay
The researcher sought to establish the duration of stay of the respondents participating in the
study. The results were tabulated and recorded in the table below for interpretation purposes.
Table 4.1 Duration of stay
Frequency Percent
0-2 years 28 30.4
3-5 years 37 40.2
6-9 years 14 15.2
over 10 years 13 14.1
Total 92 100.0
The study illustrates that, 30% had stayed for 0-2 years, 40% had stayed between 3-5 years, 15%
had stayed for 6-9 years while 14% had stayed for over 10 years.
0-2 years
3-5 years
6-9 years
over 10 years
0 5 10 15 20 25 30 35 40 45
30.4
40.2
15.2
14.1
Series1
The study shows that majority of the respondents had stayed for between 3-5 years. This
percentage and year of stay was ideal since they were well informed to respond to the
questionnaires more appropriately.
From the study above, 23.3% of the respondents were aged between 20-30 years. On the other
hand, 23.3% were aged between 30-40 years, 10% were aged between 40-50 years while 20%
aged above 50 years.
Figure 4.1 Ages of the Respondents
Percentage
0
10
20
30
40
50
60
14.6
54.9
19.5
11
Series1
20-30 years
30-40 years
40-50 years
above 50 years
The study indicated that the population was well distributed to carry out the research and that
both age groups were well represented.
4.1.2 Gender of the Respondents
The researcher sought to establish the gender of the respondents. The results were recorded and
tabulated in the table below.
Table 4.2 gender of the respondents
Gender
Frequency Percent
Male 68 72.3
Female 24 25.5
Total 92 100
From the study above, 72% of the respondents were male while 26% were female. However,
both genders were well represented to carry out the study.
4.1.4 Education Level of the Respondents
The researcher sought to establish the education level of the respondents. The results were
recorded in the table below.
Table 4.4 education level
Frequency Percent
Certificate 49 53.3
Diploma 28 30.4
Degree 15 16.3
Total 92 100.0
From the study above, 53% of the respondents had a certificate, 30% a diploma while 16% have
degree.
Figure 4.4 Education Level
0
10
20
30
40
50
60 53.3
30.4
16.3
Certificate
Diploma
Degree
The education level of the respondents was ideal because the respondents could read, interpret
and answer questionnaires appropriately.
4.2 Specific Information.
4.2.1 Child rights advocacy
The researcher sought to establish whether there was child rights advocacy in respondents’
County. The results were recorded and tabulated in the figure below for interpretation purposes.
Figure 4.5 Child rights advocacy
78.3
21.7
yes
no
From figure 4.5 above, 78% had child rights advocacy in their counties while 22% had not. It is
therefore apparent that majority of the respondents had child rights advocacy in their counties.
This was attributed to the idea that, the state has made alimentary education free and compulsory
to all. Thus the cost of schooling at early years are been made obsolete.
4.2.2 Organizations involved in child rights advocacy
The researcher sought to find out if there were organizations involved in child rights advocacy.
The results were recorded in table 4.5 below for interpretation purposes.
Table 4.5 Organizations involved in child rights advocacy
Frequency Percent
Churches 2 2.2
NGOs 41 44.6
Individuals 11 12.0
Children homes 38 41.3
Total 92 100.0
The study above indicates that, churches involved in child rights advocacy as shown by 2%, on
the other hand, 45% of the respondents reckoned that NGOs were involved, 12% were
individuals while 41% were for children homes.
From the study, it apparent that NGOs were most involved in child rights advocacy. Access to
fundamental education is one of the most and vigorous advocated for idea by NGOs. As a result,
the government has realized the importance of this fact by making it easily accessible.
4.2.3 The local government support child rights advocacy
The researcher had to find out whether the local government support child rights advocacy. The
study was recorded in table 4.5 below.
Table 4.5 the local government support child rights advocacy
Frequency Percent
Yes 81 88.0
No 11 12.0
Total 92 100.0
The study above illustrates that the local government support child rights advocacy as supported
by majority of the respondents of 88%. However, only 12% did not agree.
4.2.4 Tangible results in terms of enrolment
The researcher observed that reasonable efforts have been made to ensure children access to
education. The result sought to establish if there were any tangible results. Figure 4.6 shows the
responses.
Figure 4.5 Tangible results in terms of enrolment
82.6
17.4
Yes
No
The results above shows that 83% of the respondents agreed that there were tangible results in
terms of enrollment. On the other hand, only 17% disagreed. They attributed this idea to the fact
that the number of enrolment in lower classes has swollen to an extent of overwhelming teaching
and learning resources. Classes and teachers ratio to the number of children is unbalanced as
there are many children than both.
4.3 Child Rights Advocacy on Access to Preprimary Education
The researcher had to establish the relationship between child rights advocacy on access to
preprimary education. The results were recorded below.
4.3.1 It has increased the number of enrolment in pre primary
The researcher had to establish whether the child rights advocacy had increased the number of
enrolment in pre primary where SA-strongly agree, A-agree, U-undecided, D-disagree while SD-
strongly disagree
Table 4.6 it has increased the number of enrolment in pre primary
Frequency Percent
SA 64 69.6
A 6 6.5
U 5 5.4
D 10 10.9
SD 7 7.6
Total 92 100.0
From the study above, majority of the respondents agreed that child rights advocacy has
increased the number of enrolment in pre primary as supported by 70%. On the other hand, 5.4%
were undecided, 11% disagreed while 7.6% strongly disagreed.
4.3.2 Teachers and parents are opposed to pre primary advocacy
The research sought to find out whether teachers and parents are opposed to pre primary
advocacy. The results were recorded in table 4.7 below for interpretation purposes.
Table 4.7 Teachers and parents are opposed to pre primary advocacy
Frequency
Percent
SA
7
7.6
A
3
3.3
U
3
3.3
D
13
14.1
SD
66
71.7
Total
92
100.0
The study above illustrates that 7.6% of the respondents strongly agreed, 3.3% agreed, another
3.3% were undecided, 14% disagreed while 72% strongly disagreed with the idea that Teachers
and parents were opposed to pre primary advocacy.
From the study above, it is apparent that majority of the respondents were opposed to the idea
that teachers and parents were opposed to pre primary advocacy. The respondents attributed this
to the idea that, pre primary education was key to child’s psychological development and
physical well being.
4.3.3 It has no impact on enrolment
The researcher had to establish whether advocacy had impact on enrollment. The results were
recorded in table 4.8 below for interpretation purposes.
Table 4.8 it has no impact on enrolment
Frequency
Percent
SA
11
12.0
A
8
8.7
U
11
12.0
D
38
41.3
SD
24
26.1
Total
92
100.0
The study above shows that 12% of the respondents strongly agreed, 9% agreed, 12% were
undecided, 41% disagreed while 26% strongly disagreed with the idea that child advocacy has no
impact on enrolment.
4.4 Challenges in Implementation
The researcher had to establish the challenges respondents face in implementation of pre primary
education. The results were recorded below.
4.4.1 Inadequate resources
It was important for the study to establish whether inadequate resources were a challenge in
implementing pre primary education. The results were recorded in table 4.9 below for
interpretation purposes.
Table 4.9 Inadequate resources
Frequency
Percent
SA
18
19.6
A
9
9.8
U
4
4.3
D
30
32.6
SD
31
33.7
Total
92
100.0
The study above shows that 20% strongly agreed, 10% agreed, 4% were undecided, 33%
disagreed while 34% strongly disagreed with the idea that Inadequate resources was a great
challenge in implementation of pre primary education. The respondents attributed this idea to the
government’s efforts to fund this program and ensure that each and every child access education
as a fundamental right though through pressure from civil societies and individuals.
4.4.2 Crowded classrooms
The research sought to establish whether crowded classrooms were a challenge to
implementation of pre primary education. The results were recorded in table 4.10 below for
interpretation.
Table 4.10 Crowded classrooms
Frequency
Percent
SA
45
48.9
A
24
26.1
U
13
14.1
D
8
8.7
SD
2
2.2
Total
92
100.0
The study above shows that 49% strongly agreed, 26% agreed, 14% were undecided, 9%
disagreed while 2% strongly disagreed with the idea that crowded classrooms was a challenge to
implementation of pre primary education.
