FROM COLLABORATIVE INTENTIONS TO EDUCATIONAL INCLUSION OUTCOMES FOR CHILDREN IN STREET SITUATIONS IN KAMPALA DISTRICT, UGANDA: EVIDENCE OF SCHOOL, FAMILY AND COMMUNITY SUPPORT SYSTEMS

نویسندگان

  • Annah Atuhaire Department of Education Management and Policy Studies, Moi University, P.O. Box 3900 – 30100, Eldoret, Kenya orcid.org/0009-0004-8032-0879 Directorate of Graduate Studies, Research and Innovations, Bishop Stuart University, P.O Box 09, Uganda orcid.org/0009-0004-8032-0879
  • John Mugun Boit Department of Education Management and Policy Studies, Moi University P.O. Box 3900 – 30100, Eldoret, Kenya orcid.org/0009-0001-1620-8231
  • Sammy Chumba Department of Education Management and Policy Studies, Moi University, P.O. Box 3900 – 30100, Eldoret, Kenya orcid.org/0000-0003-3175-8167

DOI:

https://doi.org/10.46827/ejes.v13i7.6920

کلمات کلیدی:

stakeholder collaboration, educational inclusion, support systems

چکیده

Although global commitments under SDG 4.5 continue to emphasize inclusive education for all learners, children in street situations remain among the least likely to enroll, participate and complete formal education. This study examined the contribution of stakeholder collaboration and support systems to the educational inclusion of children in street situations in Kampala, Uganda. Guided by Collaborative Leadership Theory, the study employed a survey design. Participants comprised 9 government officials, ten NGO representatives, 220 teachers and head teachers, and 33 caregivers, selected through proportionate random sampling. Data were collected using a structured questionnaire and analyzed using hierarchical multiple regression. Findings revealed significant positive effects of stakeholder collaboration on support system were found: Stakeholder Collaboration in Planning → School Support System (B = 0.479, t = 10.01, p < .05), Stakeholder Collaboration in Implementation → School Support System (B = 0.694, t = 14.71, p < .05), Stakeholder Collaboration in Planning → Family Support System (B = 0.495, t = 10.67, p < .05), Stakeholder Collaboration Implementation → Family Support System (B = 0.646, t = 13.22, p < .05), Stakeholder Collaboration Planning → Community Support System (B = 0.489, t = 10.10, p < .05), and Stakeholder Collaboration Implementation → Community Support System (B = 0.659, t = 13.09, p < .05).This study concludes that both stakeholder collaboration models that is planning and implementation positively and significantly influence school, family and community support systems for educational inclusion for children in street situations. This study recommends to the government of Uganda through her ministries and development partners to move education policies beyond emphasizing stakeholder collaboration as an end in itself and instead institutionalize collaborative support systems that operate at the school, family, and community levels and establish measurable standards for collaborative practices ensuring that partnerships are translated into coordinated interventions through coordinated systems capable of improving access, participation, retention, and successful educational outcomes for children in street situations.

بیوگرافی نویسندگان

  • Annah Atuhaire، Department of Education Management and Policy Studies, Moi University, P.O. Box 3900 – 30100, Eldoret, Kenya orcid.org/0009-0004-8032-0879 Directorate of Graduate Studies, Research and Innovations, Bishop Stuart University, P.O Box 09, Uganda orcid.org/0009-0004-8032-0879

    Annah Atuhaire is a PhD student offering Education Research and Evaluation at the Department of Educational Management and Policy Studies, School of Education, Moi University, Kenya, under the East and South African-German Centre for Excellence for Education Research Methodologies and Management (CERM-ESA) scholarship. She holds a Bachelor of Arts with Education (Economics and Geography) from Bishop Stuart University and a Master’s Degree in Educational Research from Moi University, Kenya, and a postgraduate diploma in monitoring and evaluation from Uganda Management Institute. Her research interests include educational research methodologies with a focus on inclusive education for children in vulnerable circumstances, aimed at advancing evidence-based educational practices and policy development. She is currently a lecturer at Bishop Stuart University, Western Uganda, under the Department of Economics, Statistics, Tourism and Management, teaching research methodologies and management-related courses both at undergraduate and post-graduate levels.

    ORCID: orcid.org/0009-0004-8032-0879

  • John Mugun Boit، Department of Education Management and Policy Studies, Moi University P.O. Box 3900 – 30100, Eldoret, Kenya orcid.org/0009-0001-1620-8231

    John Mugun Boit is a Professor of Higher Education Policy and Economics of Education at Moi University, Kenya. He holds a PhD and M.Ed. from the University of Bristol (UK) and a B.Ed. from the University of Nairobi. His research interests include educational financing, institutional access, gender equity, and education policy in developing countries. He has published peer-reviewed work and authored textbooks in educational management and research methods. Prof. Boit serves on the University Senate at Moi University and contributes to doctoral training in quantitative research methodologies. ORCID: orcid.org/0009-0001-1620-8231

  • Sammy Chumba، Department of Education Management and Policy Studies, Moi University, P.O. Box 3900 – 30100, Eldoret, Kenya orcid.org/0000-0003-3175-8167

    Sammy Chumba is an Associate Professor and holds PhD in Educational Management. He taught Chemistry and Mathematics and served as High School Principal in various schools before joining Moi University in the year 2008. Since then, he has taught Educational Management and Research courses both at undergraduate and post graduate level inclined towards quantitative methods. Currently he is The Associate Dean in the school of Postgraduate studies, Research and Innovation.

    ORCID: https://orcid.org/0000-0003-3175-8167

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دانلودها

چاپ شده

2026-08-06

شماره

دوره 13 شماره 7 (2026)

نوع مقاله

Articles

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