Abstract:
This study assessed stakeholders' redress mechanisms for improving access to primary
education in Kopsiro Ward, Mt. Elgon, Kenya. The research aimed to establish
stakeholder engagement extent in promoting educational access, examine
documentation practices' influence on access, investigate sensitization programs' role
in enhancing awareness and enrollment, and explore mediation mechanisms for
resolving education-related conflicts. A descriptive survey design employed stratified
and purposive sampling to select 138 participants from 580 stakeholders, including
head teachers, classroom teachers, parents/guardians, community leaders, Ministry of
Education officials, and NGO representatives. Data collection utilized questionnaires
and interview guides over four weeks, with instruments validated through expert review
and pilot testing, achieving Cronbach's Alpha coefficient of 0.78. Quantitative data
underwent descriptive statistical analysis via SPSS, while qualitative data received
thematic analysis. Regression analysis revealed strong relationships (R = 0.821)
explaining 67.4% of educational access variation (R2 = 0.674). Policy engagement
demonstrated highest impact with PTA meetings (mean = 3.8), documentation practices
peaked with student records (mean = 3.85), sensitization programs achieved 64-65%
strong agreement for community workshops and local partnerships, while mediation
programs showed effectiveness with parent-teacher mediation (96% recognition) and
government subsidies (85%). All predictor variables exhibited positive significant
coefficients, confirming that improvements in policy engagement, documentation,
sensitization, mediation, and conflict management directly enhance educational access.
The study concludes that comprehensive multidimensional approaches yield greatest
impact on primary education access. Key recommendations include strengthening
stakeholder involvement in policymaking, improving documentation infrastructure,
expanding sensitization programs, establishing robust mediation systems, and
implementing context-specific interventions with longitudinal research for
sustainability assessment. These findings provide evidence-based recommendations for
targeted interventions addressing specific barriers in Kopsiro Ward, contributing to
achieving Sustainable Development Goal 4 for inclusive and equitable quality
education.
