- 1Anuna Kalulo, 2Benard Lango, Phd, 3Jonathan Omuchesi, Phd
- *Catholic University of Eastern Africa
- FAR Journal of Arts, Humanities And Social Studies (FARJAHSS)
- DOI
Abstract
This
study assesses the influence of stakeholder relationships on the performance of
Instant Network School (INS) projects in Kakuma Refugee Camp, Turkana County,
Kenya. It focuses on key dimensions of stakeholder engagement, conflict
resolution, collaboration, and trust-building and how these influence the
availability, quality, and accessibility of learning resources in the refugee
education context. Adopting a mixed-methods approach, the research involved 377
students, 10 teachers, 2 INS coaches, and 6 parents. Quantitative data were
analyzed using descriptive and inferential statistics, while qualitative data
from interviews and focus group discussions provided contextual depth. Results
indicate that strong stakeholder collaboration (mean = 4.1, SD = 1.0),
effective conflict resolution (mean = 4.0, SD = 1.1), and high levels of trust
(mean = 4.4, SD = 0.8) are significantly associated with enhanced learning
resource availability (β = 0.42, p < 0.05), improved quality (β = 0.39, p
< 0.05), and better access (β = 0.44, p < 0.05). The qualitative findings
highlight the importance of inclusive participation, transparent communication,
and sustained engagement in building positive stakeholder relationships. The
study concludes that strengthening stakeholder relationships is critical for
the success and sustainability of education initiatives in refugee settings. It
recommends continuous stakeholder involvement, targeted capacity building, and
trust-centered collaboration to improve the performance of INS projects.
