Assessment of stakeholders’ redress mechanisms for improving access to primary education in Kopsiro Ward, Mt. Elgon, Kenya

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.