The purpose of this study is to analyze the influence of NGOs initiatives on management of gender based violence projects in public primary schools in Ndhiwa Sub County (Kenya). The study is guided by specific objectives. To establish the extent to which Support Group influence management of gender based violence, to determine how dissemination of information through digital platform influence management of gender based violence. And to examine the level at which sports development influence management of gender based violence and to determine how external factors moderate relationship between NGOs initiative and management of gender based violence in public primary schools in Ndhiwa Sub County.
The research is inclined to social learning and performance failure theories. The study adopted descriptive survey research design, collected and analyzed both qualitative and quantitative data. The study’s target population was 6000 respondents drawn from twenty public primary schools that have NGOs implementing gender based violence initiative projects. A sample size of 380 respondents was determined using Krejcie & Morgan table of 1970.The respondents were selected using proportionate allocation of the sample to all schools and systematic random sampling techniques. Data collection instruments comprised both self-administered questionnaire with a return rate of 95% and interview schedule for the NGO Project Managers and teachers at the schools. Pilot testing was conducted in Migori town to determine construct and content validity of the research instruments.
The prevalent rate of gender violence in Kenya is a major concern. About 36 percent of women who have experienced gender violence, the first experience of violence occurred at age 15-19. Schools are no longer the safe spaces that were considered to be as most of the violence is meted on children while they are either in school or the journey to and from school. It is against this backdrop that many organizations have tailored their programs around school related gender based violence with the key intention of reducing the prevalent rate, encourage school retention and improved academic performance.
Table of Contents
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of the Problem
1.3 Purpose of the study
1.4 Research objectives
1.5 Research Questions
1.6 Significance of the study
1.7 Basic assumptions
1.8 Limitation of the study
1.9 Delimitation of the study
1.10 Definitions of terms used in the study
1.11 Organization of the study
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Management of Gender based violence projects in Public Primary Schools
2.2.1 Forms and prevalence of gender based violence in schools
2.2.2 Physical Violence
2.2.3 Emotional violence (Bullying)
2.3 Support group and management of gender based violence projects in public primary schools
2.4 Emotional violence (Bullying)
2.5 Sports Development and Management of Gender Based Violence projects in Public Primary Schools
2.6 External Factors and Management of Gender Based Violence projects in Public Primary Schools
2.7 Theoretical Framework
2.7.1 Performance Failure Theory
2.8 Conceptual Framework
2.9 Summary of Review of Literature
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Target Population
3.4 Sample Size and Sampling Procedures
3.4.1 Sample size
3.4.2 Sampling Procedure
3.5 Research Instruments
3.5.1 Pilot Testing of instruments
3.5.2 Validity of Instruments
3.5.3 Reliability of Instruments
3.6 Data Collection Procedures
3.7 Data Analysis Techniques
3.8 Ethical Considerations
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSIONS
4.1 Introduction
4.2 Questionnaire Return Rate
4.3 Demographic characteristics of Respondents
4.4 Information on Gender based violence in Public Primary School
4.5 Management of Gender Based Violence projects in Public Primary Schools
4.6 Support Groups and Management of Gender Based Violence Projects in Public Primary Schools
4.6.1 Correlation Analysis between Support Group and Management of Gender Based Violence projects in Public Primary Schools
4.6.2 Regression Analysis between Support Group and Management of Gender Based Violence in Public Primary Schools
4.7 Dissemination Comprehensive Sexuality Education through digital platform and Management of Gender Based Violence Cases in Public Primary School
4.7.1 Correlation Analysis Dissemination of Comprehensive Sexuality Education through Digital Platform and Management of Gender Based Violence in Public Primary Schools
4.7.2 Regression Analysis between Dissemination of Comprehensive Sexuality Education through digital platform and Management of Gender Based Violence in Public Primary Schools
4.8 Sport development and Management of Gender Based Violence Cases in Public Primary Schools
4.8.1 Correlation Analysis Sports development and Management of Gender Based Violence in Public Primary Schools
4.8.2 Regression Analysis between Sports Development and Management of Gender Based Violence in Public Primary Schools
4.9 External factors and Management of Gender Based Violence Cases in Public Primary School
4.9.1 Correlation Analysis External Factors and Management of Gender Based Violence in Public Primary Schools
4.9.2 Regression Analysis between Sports Development and Management of Gender Based Violence in Public Primary Schools
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of Findings
5.2.1 Support group influence on management of gender based violence in public primary schools in Ndhiwa Sub County
5.2.2 Influence of Dissemination of Comprehensive Sexuality Education through digital platform and management of gender based violence in public primary schools in Ndhiwa Sub County
5.2.3 Influence of Sports Development on management of gender based violence in Public Primary Schools in Ndhiwa Sub County
5.2.4 Influence of External Factors on management of Gender based violence in Public Primary Schools in Ndhiwa Sub-County
5.3 Conclusions
5.4 Recommendations
5.5 Suggestions for further Research
5.6 Contributions to the body of knowledge
Research Goals and Thematic Focus
The primary objective of this research is to evaluate the effectiveness of Non-Governmental Organization (NGO) initiatives in managing Gender-Based Violence (GBV) projects within public primary schools in the Ndhiwa Sub-County of Kenya. The study seeks to address critical gaps in violence prevention, aiming to foster improved student retention, academic performance, and institutional safety.
- Evaluating the impact of peer-led psychosocial support groups on student healing and recovery.
- Analyzing the effectiveness of disseminating comprehensive sexuality education through digital platforms.
- Assessing how sports development programs serve as advocacy and awareness tools for GBV reduction.
- Investigating how external economic and cultural factors moderate the relationship between NGO initiatives and project success.
- Formulating strategies for better coordination between NGOs and school administrations to improve safety outcomes.
Excerpt from the Research
2.2.3 Emotional violence (Bullying)
Emotional abuse is the persistent emotional ill treatment of a child so as to cause severe and adverse effects on a child’s emotional development. It may involve: conveying to children that they are worthless or unloved; that they are inadequate or valued only insofar as they meet the needs of another person; age or developmentally inappropriate expectations being imposed on children; causing children frequently to feel frightened; or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may also occur alone (Association of International Schools in Africa, 2014). Insults, name-calling, isolation, rejection, threats, emotional indifference, and belittling are some forms of violence that can be detrimental to a child’s psychological development and well-being. This is made even worse if it comes from a respected adult such as a parent or a teacher (UN secretary General's study on violence against children, 2006).
Data on this form of violence is hard to come by as few in-depth studies into children’s experiences have been conducted. However, some insight can be drawn from studies on prevalence of corporal punishment. The most common effect of physical punishment on children was emotional distress, upset and hurt. Children developed low self-worth and suicidal thoughts. They also report feeling sad, bad, ashamed, upset, hurt inside, useless and embarrassed (UN secretary General's study on violence against children, 2006).
Emotional or the psychological violence is the worst form of abuse as the results cannot be physically touched and therefore some children may be suffering from emotional abuse which may go unnoticed and carried to adult life with greater consequences.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Outlines the prevalence of gender-based violence as a global human rights crisis and establishes the specific research context, objectives, and significance of the study within Ndhiwa Sub-County.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: Provides an extensive theoretical background on NGO-led interventions, including support groups, digital sexuality education, and sports as tools for social change, grounded in social learning and performance failure theories.
CHAPTER THREE: RESEARCH METHODOLOGY: Details the descriptive survey design, target population, sampling techniques (Krejcie & Morgan), and the data collection instruments used to conduct the study.
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSIONS: Presents the primary data collected from students, utilizing correlation and regression analyses to interpret the impact of various NGO-led strategies on GBV management.
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS: Synthesizes the core findings regarding the efficacy of NGOs and provides evidence-based recommendations for stakeholders, including schools and the Kenyan government, to strengthen protection measures.
Keywords
Gender-Based Violence, Non-Governmental Organizations, Public Primary Schools, Ndhiwa Sub-County, Comprehensive Sexuality Education, Support Groups, Sports Development, Adolescent Mental Health, School Retention, Corporal Punishment, Digital Literacy, Socio-economic Factors, Advocacy, Student Safety, Power Dynamics
Frequently Asked Questions
What is the core focus of this research project?
The research focuses on analyzing how various initiatives implemented by NGOs—specifically support groups, digital education, and sports programs—impact the management of Gender-Based Violence (GBV) in public primary schools in the Ndhiwa Sub-County of Kenya.
What are the central thematic fields covered in this study?
The study covers the prevalence of physical and sexual violence in schools, the impact of psychosocial support, the role of digital information dissemination in sensitive health education, and the moderating effects of local socio-economic and cultural factors on violence.
What is the primary objective of the work?
The primary objective is to evaluate the extent to which these specific NGO-led strategies influence the management of GBV cases and contribute to improving school attendance and academic performance among students.
Which scientific methods were employed?
The study adopted a descriptive survey research design using both quantitative and qualitative methods. This included self-administered questionnaires for 361 students and interview schedules for NGO project managers and school teachers.
What topics are discussed in the main body of the work?
The main body examines forms of violence (physical, sexual, emotional), the theoretical framework of Social Learning and Performance Failure, the influence of digital literacy, the effectiveness of sports as a neutral intervention, and the impact of external cultural norms on the perpetuation of violence.
What are the defining keywords for this research?
Key themes include Gender-Based Violence, NGO Initiatives, Ndhiwa Sub-County, Comprehensive Sexuality Education, and Psychosocial Support, among others.
How does the research analyze the role of technology?
The research explores the impact of mobile technology and digital apps as channels for reporting cases of abuse and accessing age-appropriate comprehensive sexuality education, while acknowledging barriers like affordability and digital literacy.
What conclusion does the author reach regarding the effectiveness of support groups?
The author concludes that support groups are highly effective psychosocial tools that allow students to heal from traumatic experiences by sharing pain in a safe, confidential environment, thereby improving both emotional well-being and class participation.
How do external cultural factors influence the management of GBV?
The study concludes that cultural practices and societal norms, such as patriarchal power structures, are significant moderators that must be addressed, as they often perpetuate silence and prevent survivors from seeking legal or institutional justice.
- Quote paper
- Valerie Opiyo (Author), 2019, NGOs and Gender Based Violence Projects in Public Primary Schools in Ndhiwa Sub-County, Munich, GRIN Verlag, https://www.grin.com/document/903573
