Children Rights to Education using ADDIE Model Approach in Arid and Semi Arid Lands (ASAL), Kenyan Perspective
Rights-based approaches are a recent phenomenon in the education sector. Without learning, education fails to keep its promise of eliminating extreme poverty and creating a shared opportunity and wealth for all this was observed by the world Development Report of 2018. The purpose of the study was to develop a practical approach of Analysis of the situation, Design of content, Development of resources, Implementation of the model, and Evaluation (ADDIE) model of knowledge delivery that is relevant and practical oriented for the provision of basic education ensuring the achievement of the children’s’ right in Arid and Semi Arid Lands (ASAL) region in Kenya- based on the German model of Learner-centered approach to learning. The study aimed at establishing the effects of hunger on the delivery of education in the ASAL region of Kenya, determining the challenges encountered in the provision of education within the ASAL regions and the possible use if the ADDIE model in the implementation of the children right to education. The study utilized a triangulation approach with a focus on exploratory descriptive survey design. The participants were six schools from Turkana County, in Northern Kenya. The Unit of analysis comprised of six head teachers, six deputy head teachers, and 60 teachers. The study findings revealed that the effects of hunger on the provision of education are diverse ranging from psycho-social to economic effects and that the effects were detrimental to the realization of the children’s rights in ASAL regions of Kenya. It was observed that the ADDIE model can be utilized to enhance children right to education in ASAL regions in Kenya. It is hoped the ADDIE model will infuse knowledge and skills for self-reliance contributing to the attainment of sustainable development goals.
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