Examining Policy Implementation and Ground-Level Realities: A Mixed-Methods Study of Government Reintegration Programs for Out-of-School Children at the Secondary Level

Abstract

This study investigates the implementation of the government's reintegration programs for out-of-school children at the secondary level as well as the mismatch between policy intent and on-site experience. The convergent mixed methods research design was adopted to gather quantitative and qualitative data from the out-of-school children, reintegrated students, parents, teachers, school heads and education officials. The quantitative analysis revealed poverty, child labour, lack of awareness, distance from the school, gender-based restrictions, low follow-up of teachers and material support as the main obstacles to reintegration success. The qualitative results also showed that many families are not aware of programmes available and reintegrated students may have gaps in their curriculum, over-age placement, feelings of embarrassment and less continuity support. Safety concerns, cultural expectations, household responsibilities and lack of facilities for women in school were additional factors experienced by girls. The study revealed the effectiveness of a multi-pronged approach, which includes financial support, transport support, bridge courses, counselling, teacher follow-up and community involvement. The results indicate a need for a change in government reintegration program approaches from enrollment campaigns to implementation approaches focused on retention. Local planning, gender-sensitive approaches, better school-community partnerships and ongoing support and monitoring of readmitted children are essential to effective reintegration. The study adds to policy and practice by emphasizing that returning kids to school is just the beginning – keeping them there, engaged in learning and in school is the key to policy effect.