Abstract

The objective of this analysis was to provide the readers with a sound link on the policy, accessibility, and quality of education in the Kakuma Camp and with some arguments about the leadership of the refugee children’s education in the camp. There is a great belief that a creative leader will design, articulate, and put into operation in the school, visions that will help the school to bring about a new and better environment. As such, the leadership expectations have become the main focus of school affairs in every society. The fact is that the current school environments are complex and diverse and required a great vision which is supplemented by moral ethics. These leaders will use their skills in communication, collaboration and community building to ensure that their visions become a reality for the success of any school environment. And even though there has been some disagreeing arguments made against the leadership in the school environments, there is still no doubt that every success had a strong leadership behind it. The roles that the policy, accessibility and quality of education have played in the Kakuma Camp were a motivated reason for doing this interpretative research. Therefore, this analysis is an attempt to look at the policy, accessibility, and quality of education and how leadership has supported schooling in the Kakuma Camp. This analysis poses such question like: Were the refugee children satisfied with the education that they were receiving in the Kakuma Camp? 

Key words: Kakuma Camp, Kenya, Refugee children, education, policy, accessibility, quality, and analysis