The Potential Contribution of Public Primary Schools in Attaining Ten Percent Tree Cover in Kenya

Abstract

Purpose: This paper demonstrates the influence of school land-use practices on tree population in public primary schools in Kisumu County.

Methodology: A descriptive cross-sectional research design was employed and systematic random sampling used to select 124 schools (20% of 615). Primary data came from self-administered questionnaires to school heads and harmonized using focus group discussions with teachers and pupils. Further, key informant interviews, observation, photography and desk studies were also used. Results: From the study, the average land size of a public primary school is 3.26Ha with approximately 23.7% unused spaces. 32.26% of the schools do not have a documented land use plan hence rely on sheer instincts and ad hoc decisions of the administration or Board of Management (BoM) for space allocation to any land cover. There is a significantly positive correlation between school land-use practices (r²=0.843) and tree population. Out of the common land use practices identified; forestry (p=2e-16), tree nursery (p=2e-16) and kitchen gardening (p=0.017) had a significant positive influence on the total tree population in schools. The findings show that land use practices positively influence tree population in public primary schools.

Unique contribution to theory, practice and policy: The study demonstrates that school administration should take advantage of the unused spaces to provide adequate room for establishment of woodlots and gardens to facilitate the achievement of the 10% forest cover.

Key Words: Land cover, Land use practices, Public Primary schools, school land size, tree population