Abstract

This study explored the variations in the implementation of the Revised School Uniform Policy (RSUP), the reasons behind such variations, and their consequences on schools. The RSUP was introduced to reduce non-enrollment or dropouts due to lack of uniform, and to support the Free Primary Education (FPE) policy. The study used the qualitative research design and case study methodology. The data generation methods used in the study were semi-structured interviews, document analysis, and non-participant observation. The study outlines three main factors that affected the implementation of the RSUP. The first factor was economic statuses of the families/learners which meant that schools with poor learners tend to allow learners to learn without school uniform while in schools with well to do learners school uniform is encouraged. The second factor was misinterpretation/misunderstanding of the policy by stakeholders (teachers, parents, learners). They did not know exactly what the policy stated, thereby interpreting it in their own way. The third factor was lack of administrative will by the school leadership Primary Education Advisors (PEAS) and District Education Managers (DEM).The implementers did not own the policy thereby they did not feel obliged to implement the policy as stipulated. The implication of the results is that it is important to ensure that implementers should take part in the formulation of any policy so that they can contribute towards the policy. This ensures that they see that the policy addresses their needs and they own it fully

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School	: School of Education
Issued Date	: 2016

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