Role of Transition from Secondary to Tertiary Educational Institutions on the State of National Ethos, Social Cohesion and Integration among Students in Kenya

Abstract

This work examined a ‘peculiar phenomenon'' observed among secondary school students in Kenya aged on average (14 -18 years), whose levels of social cohesion and integration rapidly deteriorated after transiting to tertiary institutions. This paper examined the actual state of social cohesion and integration in secondary and tertiary institutions in Kenya. The findings reveal that the transition from secondary to tertiary institutions resulted in significant deterioration of national ethos, social cohesion and integration among students. A sample population of 440 students at four public tertiary institutions in Kenya were interviewed to establish their perception of the state of social cohesion and integration at their current tertiary institutions in comparison to the secondary schools they attended. The responses indicate that social cohesion in secondary schools was found to be excellent compared to tertiary institutions (Colleges and Universities). Among the respondents 391 students (89%) reported having school friends from diverse social backgrounds while studying at secondary school level. The relationships among students in secondary schools was described as; (excellent=34%, 150 students; cordial= 59%, 260 students and hostile=7%, 31 students). The relationship between students and teachers in secondary school was reported to be; (excellent=30%, 132 students cordial=37%, 163 students and hostile=33%, 145 students respectively). The results were replicated across all secondary schools in the country i.e. (national, county, extra-county, private and day-schools) found that there existed a harmonious and cordial relationship among students and teachers. The social cohesion recorded in all the categories of secondary schools was fostered by; (positive engagement between the students and administration, participation in various social and academic clubs including the amani ‘peace clubs', religious associations, drama and music festivals and the use of English and Kiswahili in communication).The respondents reported that transition to tertiary institutions resulted in a rapid and significant deterioration in levels of social cohesion among students and community. The state of social cohesion at the tertiary institutions was described as; (excellent= 12%, 53 students cordial=27%, 119 students and hostile= 61%, 268 students). Deterioration in social cohesion and integration recorded in tertiary institutions was attributed by the respondents to: (negative ethnicity, interference by external actors, social class disparities, religion and segregation occasioned by courses studied). In conclusion, tribal social associations formed by students in tertiary institution were found to contribute to declining levels of social cohesion, integration and ethos among students.