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

Annah Atuhaire, John Mugun Boit, Sammy Chumba

Abstract


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.

Keywords


stakeholder collaboration, educational inclusion, support systems

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6920

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