Abstract:
This study explores the role of life skills training as a child protection intervention within the context of community-based social institutions in Mwingi central sub-county. the study focuses on how social institutions like the family, schools, religious institutions, non-governmental organizations, and community-based organizations like women and youth groups use life skills training as an intervention in child protection. the study adopted sequential explanatory mixed-methods research design that combines both qualitative and quantitative data collection and analysis methods. the study employed both probability and non-probability sampling procedures. by use of simple random sampling method, 2 divisions, 5 locations and 10 sub locations were selected for the study. this study’s target population consisted of adult members of the households from 26,753 households and the sample size of 399 was calculated by use of the yamane formulae. Probability-stratified and systematic sampling methods were used to determine the relative number of households in each stratum. through purposive and snowball sampling methods, the study also targeted 24 students both in school and out of school while 10 key informants were purposively selected. the findings of the study revealed that close and extended members family, schools, religious leaders, and other community leaders were all involved in one way or the other in life skills training to children. the study's findings showed that community-based social institutions in Mwingi Central Sub-County recognized the value of life skills training as a child protection intervention and actively took part in its implementation. the study concluded that life skills training as a child protection intervention is highly appreciated and commonly practiced among the community-based social institutions in the Mwingi central sub-county. however, the study outlines several obstacles that need to be streamlined for effective implementation of life skills training among children and recommends that the departments of education and social services should develop and implement more well-structured life skills training programs within community-based institutions.
