Cultural Diversity Inclusion and Implementation of Co-Curricular Activities in Primary Schools in Garowe District in Puntland, Somalia
DOI:
https://doi.org/10.70619/vol5iss1pp1-14Keywords:
Cultural diversity inclusion, implementation of co-curricular activities, primary schools, Garowe DistrictAbstract
Purpose: Putland has a diverse cultural landscape, which has resulted in variations in the level of importance attributed to co-curricular activities. This study investigated the influence of cultural diversity inclusion on the implementation of co-curricular activities in primary schools in Garowe District in Puntland.
Methods: The study used a descriptive survey design. The target population comprised 39 head teachers, 383 teachers, and 20,088 pupils totaling 20,510 subjects. The sample size was 250 however only 195 respondents participated comprising 7 head teachers, 32 teachers, and 156 pupils. Three sampling techniques namely: stratified sampling procedure, purposive sampling, and simple random sampling were used to select the respondents. Data was gathered using semi-structured questionnaires and interviews. Data was analyzed using descriptive statistics. Qualitative data was analyzed according to themes derived from the study objectives.
Results: Students exhibit a predominantly favorable disposition towards the inclusion of cultural diversity; however, a considerable number may not engage actively in activities with peers from varied cultural backgrounds. Most students view the incorporation of cultural diversity favorably, highlighting its contribution to enhancing co-curricular experiences and fostering mutual respect. A considerable number of educators recognize that the inclusion of cultural diversity positively impacts the execution of co-curricular activities, while also acknowledging the challenges posed by cultural differences. Headteachers generally view the inclusion of cultural diversity in activities favorably, despite certain challenges. Proactive measures are implemented to integrate diverse cultural elements.
Conclusion: Although there are favorable attitudes toward the inclusion of cultural diversity, challenges concerning active participation persist. Policies must be established to cultivate a supportive atmosphere that incorporates diverse cultural aspects within co-curricular activities. This may entail fostering intercultural comprehension and respect via initiatives like cultural exchange programs, diversity workshops, and inclusive event planning protocols for educational institutions.
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