A child dying or getting maimed after receiving violent discipline in school is so disheartening. It is high time corporal punishment in schools came to an emphatic end.
The ban on corporal punishment in Kenyan schools, implemented in 2001, aimed to create safer learning environments for children and advance educational access and achievement.
However, two decades later, the policy's effectiveness remains compromised due to a lack of a comprehensive implementation plan. This failure to enforce the ban has serious implications for the realisation of national educational goals and the Sustainable Development Goals for 2030.
The heart of the problem lies in the reluctance of key stakeholders to commit to the ban on corporal punishment. Let's break down the challenges and explore potential solutions.
Context matters: Kenya's colonial history has entrenched corporal punishment in its education system. Many teachers experienced it themselves during their schooling, leading them to believe it is an effective method of discipline. Changing this deeply ingrained norm requires more than just legislation.
Parental attitudes: Some parents in Kenya have delegated the responsibility of disciplining their children to teachers, considering caning a legitimate form of discipline.
A lack of awareness about the negative consequences of corporal punishment perpetuates this cycle. The same pattern is observed in other countries, such as Malaysia and Zimbabwe, where parental support for the ban is lacking. Without community support, the policy cannot succeed.
Teachers' attitudes and behaviour: Kenyan teachers continue to employ corporal punishment despite the ban. Teachers' training programmes inadequately address alternative discipline methods, and experienced teachers often influence newer ones to resort to corporal punishment.
A recent study found that teachers may break the rule if they believe it's in the best interest of the child, highlighting the policy's lack of effectiveness.
Educational governance: Monitoring and evaluation mechanisms within schools to prevent teacher abuse of students are inadequate. Some headteachers even engage in corporal punishment themselves. The policy's communication and implementation have not been effectively conveyed to teachers, contributing to its failure.
Governance and administration: A broader governance issue exists when national policies fail to be enforced at the local level. The government's commitment to enforcing the ban is lacking, and little effort has been made to garner community support. Even a 2019 report on violence against children in Kenya failed to mention violence within schools, reflecting a lack of government commitment.
Better policy advocacy: Addressing these challenges requires a multi-pronged approach. Advocacy efforts should focus on changing the attitudes of teachers, parents and students through open discussions and community engagement. Teacher training curricula need revision to include non-violent discipline methods. In-service courses should be offered to existing teachers. Communities and local leaders must be involved to shift social norms.
Learning from global best practices: Jordan's successful reduction of violence in schools offers valuable lessons. Their approach combined school-based and community-based activities along with media campaigns to change social norms. Similar strategies could be applied in Kenya.
Better accountability and monitoring: Government accountability is crucial. Incentives for policy implementation should be provided. Routine inspections of schools, along with evaluations of guidance and counseling programmes, can help ensure compliance.
In conclusion, implementing the ban on corporal punishment in Kenyan schools requires a multifaceted approach that addresses the attitudes of teachers, parents and students, while also improving teacher training and enforcing accountability measures.
Only through a concerted effort can Kenya provide safer and more nurturing learning environments for its children, aligning with its educational goals and international commitments.
Child rights advocate and a teacher of English and Literature
