ROLE OF PEACE CLUBS IN PEACE EDUCATION IN KENYA: THE CASE OF CARITAS NAIROBI PEACEBUILDING PROJECT

Abstract

Kenya has experienced inter-ethnic tension, land conflict and election-related violence since re-introduction of multi-party democracy in 1992 with the worst political violence occurring in 2007-08 following a disputed presidential election. Many peacebuilding programmes have been implemented over the years by various stakeholders and, whereas education is a powerful tool for building a culture of non-violence, little effort has been made to integrate peacebuilding efforts into the national education system, with even the few that are covered in the curriculum being scattered across different subjects. This is attributed to limited sharing of experiences from such efforts. The purpose of this study was to document and share experiences on peace education from the implementation of the Peace Clubs component of Caritas Nairobi Peacebuilding Project. The research objectives were to assess the success, establish challenges, determine effects and identify lessons learnt from implementation of the Peace Clubs strategy in the Archdiocese of Nairobi. The study used the descriptive cross-sectional sample survey research design. The target population was Peace Club members in primary schools in Holy Trinity Kariobangi Catholic Parish. The study used secondary and primary data. Secondary data was collected from project records and primary data from respondents using a questionnaire. Descriptive data analysis was carried out and the results were presented using tables and figures. The results indicate various project achievements such as the formation of Peace Clubs and publication of a Training Manual for Peace Club Facilitators. Implementation challenges include some schooviewing the intervention as an extra burden and fundraising for peacebuilding activities. The effects of the Peace Clubs strategy include Peace Club members maintaining high levels of discipline and acting as ambassadors of peace. The lessons learnt include the need for institutional support and voluntary involvement of members and teachers. The study concludes that the strategy has been successful and recommends its replication in other schools and introduction of peace education as a stand-alone subject in the national curricula.l