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What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya

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  • Cha, Jihae

Abstract

Using an integrated sequential mixed methods design, this research examined the case of children and youth in Kakuma Refugee Camp in Kenya in relation to factors that influence school dropout. We used purposive sampling and snowball sampling to recruit children and youth who were enrolled in a formal education system and but were no longer attending and/or has not completed primary school. Drawing from 685 student surveys and 46 semi-structured interviews with out-of-school individuals, results suggest that factors such as inability to pay school-related fees, strict school policy on uniforms and supplies, poverty, and family responsibilities contributed to primary school dropout in Kakuma Refugee Camp. This article concludes with implications for addressing school dropout issues in a camp setting through ongoing professional development and intersectoral and collaborative approaches to refugee education.

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  • Cha, Jihae, 2024. "What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya," International Journal of Educational Development, Elsevier, vol. 111(C).
    • Handle: RePEc:eee:injoed:v:111:y:2024:i:c:s0738059324001998
    DOI: 10.1016/j.ijedudev.2024.103172
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    References listed on IDEAS

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    1. No, Fata & Taniguchi, Kyoko & Hirakawa, Yukiko, 2016. "School dropout at the basic education level in rural Cambodia: Identifying its causes through longitudinal survival analysis," International Journal of Educational Development, Elsevier, vol. 49(C), pages 215-224.
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    3. Xavier Devictor & Quy-Toan Do, 2017. "How Many Years Have Refugees Been in Exile?," Population and Development Review, The Population Council, Inc., vol. 43(2), pages 355-369, June.
    4. Holmes, Jessica, 2003. "Measuring the determinants of school completion in Pakistan: analysis of censoring and selection bias," Economics of Education Review, Elsevier, vol. 22(3), pages 249-264, June.
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