COLLEGE OF ARTS AND SOCIAL SCIENCES

SCHOOL OF GOVERNANCE
PROFESSIONAL POLICE STUDIES

THE EFFECT OF POLICE OFFICERS’ACTIVITIES OF RECORDING AND

REPORTING ON CRIMES COMMITTED BY THE JUVENILES AT SCHOOLS
A CASE STUDY: MUSANZE DISTRICT.

Dissertation Submitted to the University of Rwanda in partial fulfillment of the requirement

for the Award of a Bachelor degree of Arts and social Sciences in professional Police Studies

(PPS).

BY SHEMA MOSES
REG. NO: 217205062

Supervisor: Mr. Philemon NSHIMIYIMANA

Musanze, March 2021

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DECLARATION

To the best of my knowledge I, SHEMA Moses, do hereby certify that this research project
entitled: “Effect of police officers’ activities of recording and reporting on the crimes
committed by juveniles at schools. A case study of Musanze District” is truly a product of
my own efforts and has never been submitted for any award to this or any other
university/institution. Where others’ ideas have been used here in, they have been
acknowledged in the reference list.

Signature ………………………......

SHEMA Moses

Date: ………/02/2021

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APPROVAL

This is to certify that SHEMA Moses, a registered research scholar in Professional Police
Studies in School of Governance, College of Arts and Social Sciences of the University of
Rwanda has completed his research work for Bachelor degree with the title of his dissertation
“Effect of police officers’ activities of recording and reporting on the crimes committed
by juveniles at schools. A case study of Musanze District”. SHEMA Moses has shown
originality in analyzing the issue addressed in his research study. The Dissertation has been
conducted under the supervision of Mr. Philemon NSHIMIYIMANA. I consider the
Dissertation complete in all respects and recommend its submission. I also certify that neither
this Dissertation nor any part of it has been submitted to any other University or Institute for
the award of any degree or diploma.

Signature: ………………………

Mr. Philemon NSHIMIYIMANA.

Date: ……/02/2021

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ACKNOWLEDGEMENT

In the context of my professed Religion, I give special gratitude and adoration to my creator
God who has made it possible for me to be sound in health and all aspect of my life. It is to
His glory that I have graciously witnessed a successful completion of my dissertation at
University of Rwanda, College of Arts and Social Sciences.

I acknowledge the good will to the government of Rwanda to promote education especially to
the Rwanda National Police for their sponsorship and facilities during all the time at
university. Prominent in my mind in this regard is the collective effort of my supervisor Mr.
Philemon NSHIMIYIMANA whose commitment, relentless support and guidance helped me
to sew together the threads of my research; your constant encouragement showed me that all
are possible with a willing heart. So, to you, I am forever grateful. I would like to
acknowledge a range of services I enjoyed from the Lecturers University of Rwanda, College
of Arts and Social Sciences, School of Governance from the beginning to the end of my
studies. I give kudos to you all. I am similarly indebted to my parents, John KARWANA and
Immaculate MUBERARUGO, and even my closest friend Mama KELLY for their both
material and moral. Lastly, I convey many thanks and blessings to my colleague students of
PPS for their encouragement and close collaboration within the academic environment. Your
agreeable efforts and support will always be recognized.

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 DEDICATION

To the Almighty God,

To my mother and late father

To my elder brother and sister,

To my relatives and friends

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ABSTRACT

This study was carried out in Northern Province in Musanze District to assess the effect of
police officers’ activities of recording and reporting on the crimes committed by juveniles at
schools” with a special emphasis of Musanze District. it aims at identifying the main types of
crimes committed by juveniles at schools, pointing out the recording and reporting activities
undertaken by police officers in relation to crimes committed by juveniles at schools and
analyzing the challenges faced by RNP in reporting and recording crimes committed by
juveniles at schools in Musanze District as well as putting forward the possible strategies to
improve police activities in recording and reporting crimes committed by juveniles at
schools. This study used a mixed research design involving qualitative and quantitative,
respondents were police officers and RIB investigator sampled at Musanze District.
Questionnaires were used to collected quantitative data while interview was used to gather
qualitative data. The first objective was to identify the main types of crimes committed by
juveniles at schools. Findings showed that larceny, status offences, prostitution and under age
alcohol consumption as well as illegal purchases were commonly recorded and reported
crimes committed by juvenile at school in Musanze District. However, the second objective
of this study was to point out the recording and reporting activities undertaken by police
officers in relation to crimes committed by juveniles at schools. Findings showed that Law
enforcement activities such as conducting investigations and patrolling school grounds.
Furthermore, the third objective was to analyze the challenges faced by RNP in reporting and
recording crimes committed by juveniles at schools in Musanze District. The findings
revealed that Negative perceptions of the police/stigma, weak community policing and weak
cooperation between school leaders and Police officers as well as hard to investigate secretive
crimes were the potential challenges faced police officers when reported and recorded crimes
committed by juveniles at schools in Musanze District. Moreover, Forth objective was to put
forward the possible strategies to improve police activities in recording and reporting crimes
committed by juveniles at schools. Findings showed adequate attention should be drawn to
the approach based on skill recognition and on more flexible career paths in order to improve
police activities at schools in Musanze District. This was done by sensitizing people around
those schools about the dangers of helping students to engage in crimes (prostitution, Under
I.D alcoholic consumption and drug consumption) and providing in-service training to police
in charge of recording and reporting such crimes.

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TABLE OF CONTENTS

DECLARATION........................................................................................................................i

APPROVAL..............................................................................................................................ii

ACKNOWLEDGEMENT........................................................................................................iii

DEDICATION..........................................................................................................................iii

ABSTRACT...............................................................................................................................v

TABLE OF CONTENTS..........................................................................................................vi

LIST OF FIGURES................................................................................................................viii

LIST OF TABLES....................................................................................................................ix

LIST OF ABBREVIATIONS AND ACRONYMS...................................................................x

CHAPTER ONE: GENERAL INTRODUCTION....................................................................1

1.1. Background to the study......................................................................................................1

1.2. Problem statement...............................................................................................................2

1.3. Research objectives.............................................................................................................3

1.3.1. The main objective of the study.......................................................................................3

1.3.2. Specific objectives of the study........................................................................................3

1.4. Research questions..............................................................................................................4

1.5. Significance of the Research...............................................................................................4

1.5.1. Personal interest...............................................................................................................4

1.5.2. Rwanda National Police...................................................................................................4

1.5.3. Academicians...................................................................................................................5

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1.6. Scope of the study...............................................................................................................5

1.6.1. Theme of the study...........................................................................................................5

1.6.2. Area of study....................................................................................................................5

1.7. Chapter layout.....................................................................................................................5

CHAPTER TWO: LITERATURE REVIEW............................................................................7

2.1. Clarification of key terms....................................................................................................7

2.2.1. Police................................................................................................................................7

2.2.2. Crime................................................................................................................................7

2.2.3. Juvenile............................................................................................................................8

2.2.4. Juvenile crimes.................................................................................................................8

2.2. Theoretical literature review relevant to the study..............................................................8

2.2.1. Problem behaviour theory................................................................................................9

2.2.2. Social learning theory......................................................................................................9

2.3. Theoretical Framework.....................................................................................................11

2.3.1. Types of crimes committed by juvenile at schools........................................................11

2.3.2. Types of role and activities undertaken by the police....................................................13

2.3.4. Mechanisms used by police to record and report crimes committed at schools............15

2.3.6. Challenges faced by police and the schools in preventing juvenile crimes...................17

2.5. Conceptual framework......................................................................................................19

CHAPTER THREE: RESEARCH METHODOLOGY...........................................................20

3.1. Research approach and design..........................................................................................20

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3.1.1. Qualitative approach......................................................................................................20

3.1.2. Quantitative approach....................................................................................................20

3.2. Population and sampling...................................................................................................21

3.3. Sampling size and Sampling techniques...........................................................................21

3.4. Nature and Type of Data...................................................................................................22

3.5. Data Collection Tools.......................................................................................................22

3.5.1. Structured questionnaire.................................................................................................23

3.5.2. Interview guide...............................................................................................................23

3.6. Data analysis and presentation..........................................................................................23

3.7. Ethical considerations.......................................................................................................24

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION...OF

THE RESULTS 25

4.1. Respondents ‘background characteristics.........................................................................25

4.1.1 Respondents’ categories by administered data collection tools......................................25

4.1.2. Gender of the Respondents............................................................................................26

4.1.3. Respondents’ distribution by Age..................................................................................26

4.1.4. Educational background of the respondents..................................................................27

4.1.5. Working experience of the respondents.........................................................................27

4.2. Presentation of data related to the specific objectives......................................................28

4.2.1. Types of crimes committed by juveniles at schools in Musanze District......................28

4.2.2. The activities undertaken by police officers to prevent juvenile crimes........................29

4.2.3 Challenges faced by RNP in reporting and recording juvenile crimes at schools..........30

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4.2.4. Strategies to improve police duties of preventing school juvenile crimes.....................31

4.3 Highlighting findings.........................................................................................................32

CHAPTER FIVE: SUMMARY . CONCLUSIONS AND RECOMMENDATIONS............34

5.0. Introduction.......................................................................................................................34

5.1. Summary of findings.........................................................................................................34

5.2. Conclusion.........................................................................................................................35

5.3. Recommendations.............................................................................................................36

5.3.1. Recommendations to the government of Rwanda.........................................................36

5.3.2. Recommendations to Rwanda National Police..............................................................37

5.3.3. Recommendations to school Leaders.............................................................................38

5.3.4. Recommendations for further studies............................................................................38

REFERENCES.........................................................................................................................39

APPENDICES..........................................................................................................................42

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LIST OF FIGURES

Figure 2.1: Police roles and activities in schools.....................................................................14

Figure 2.2: Configured by the researcher.................................................................................19

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LIST OF TABLES

Table 3.1: Respondents sampling selection breakdown..........................................................22

Table 4.1: Administered questionnaires and interview conducted..........................................25

Table 4.2: Distribution of respondents by Sex.........................................................................26

Table 4.3: Presentation of respondents by age range...............................................................27

Table 4.4: Showing Education of respondents.........................................................................27

Table 4.5: Distribution of respondents by experience at work................................................28

Table 4.6: Types of crimes committed by juveniles at schools...............................................29

Table 4.7: Activities undertaken by police officers against juvenile crimes...........................30

Table 4.8: Challenges faced by RNP in reporting and recording juvenile crimes at schools. .31

Table 4.9: Strategies to improve police duties of preventing juvenile crimes at schools........32

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LIST OF ABBREVIATIONS AND ACRONYMS

12 YBE : 12 Years Basic education

DCI : District Criminal Investigator

DIO : District Intelligence Officer

DPC : District Police Commander

DPU : District Police Unit

NO : Number

RIB : Rwanda Investigation Bureau

RNP : Rwanda National Police

SPSS : Statistical Package for Social Sciences

SROs : School resources officers

U.K : United Kingdom

UN : United Nations

UNESCO : United Nations for Education and Sciences Organization

UR : University of Rwanda

YVM : Youth volunteer’s Management

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CHAPTER ONE: GENERAL INTRODUCTION

This chapter presents the background, problem statement, general objective, specific
objectives, research questions, scope, significance and subdivision of the study

1.1. Background to the study

Worldwide many police agencies and communities attempt to reduce antisocial and criminal
behavior among juvenile at schools by making it more difficult for an offense to occur and
easier for an offender to get caught. Such situational prevention efforts, which may include a
variety of different strategies, have been shown to be effective (Martinez, 2017). One such
strategy, target hardening, reduces the opportunity for juvenile crime to occur at schools by
introducing police department in charge of recording and reporting crimes committed at
schools. Studies in West Germany found that the country’s rate of juvenile crimes committed
at schools reduced / declined substantially after some juvenile caught by police as result of
their offences (Robers et al., 2013).

High schools across the United States are characterized by juvenile crimes for example, in the
2009-10 school year, 83 percent of U.S. public high schools were criticized to have at least
one serious juvenile crimes (physical attacks or fighting, (b) distribution, possession, and use
of illegal drugs or alcohol, and (c) use or possession of a weapon (Robers, et al, 2015).
However, this calls for police intervention to make a regular record and report of crimes
committed by juvenile at schools (Skiba, 2010).

A major trend in public education over the past few decades has been the importation of law
enforcement into schools. This movement was fueled largely by public concerns about school
crime and violence in the 1990’s, punctuated by the rampage high rates of crimes committed
by juvenile students in most countries of Europe, Lindle, 2008). The countries attempted to
address these concerns by providing funding for a variety of initiatives, including placing
police in schools with the core functions of proactively record and report crimes. For
example, the Safe and Drug-Free Schools and Communities Program provided funding
geared toward improving school safety as part of James & McCallion in 2013, including the
ability to hire security personnel including police officers working close with school staffs
(Robers et al., 2015).

In South Africa, juvenile crimes occurrence was at high rate in last 10 years, crimes in most
schools of South Africa occurred when there is a confluence in time and space of three

1
factors: a suitable target, a motivated offender, and a lack of capable guardianship (Thomas
et al., 2013. Therefore, many schools in South Africa implemented School resources officers
(SROs) that may provide guardianship in spaces where students may have otherwise engaged
in problem behaviors, such as hallways or cafeterias. This would suggest that schools that
have implemented School resources officers should have lower levels of juvenile crime and
victimization and therefore lower rates of exclusionary discipline due to an added sense of
spatial guardianship provided by SROs. The routine activity framework is consistent with
other crime control and deterrence approaches that argue that the more surveillance and
guardianship there are in a school, the more likely it is that criminal behaviors will be either
prevented because of the increased threat of being caught and punished, or detected and dealt
with appropriately (Gottfredson, et al. 2011).

In Rwanda, law enforcement agencies estimated that there were 9,700 juvenile engaged in
crimes at schools. These crimes committed accounted for all crimes both violent and property
offenses. This number of school crimes committed by juvenile in 2017 was 59% lower than
the number of school crimes committed made in 2008; however it seems that juvenile crimes
rates have been making a steady increase since 2008. The majority of reported juvenile
crimes committed at schools are due to property crimes, namely theft and larceny (RNP, 2010
& RIB, 2018). The perceptions of continual rising juvenile crime rates as well as highly
publicized incidents generated demands for improvements in school safety (Addington,
2009). This motivates many researchers to carry out a research on role of police policing
strategy to prevent juvenile crimes committed at Schools. The researcher bases on this
backdrop to carry a study on the role of police officers in schools on reporting and recording
of crimes committed by the juveniles (vandalism, alcohol infractions, drug possession, and
shoplifting) in Musanze District.

1.2. Problem statement

Juvenile crimes simply refer to any crime committed by a person who is under 18years and
still considered a minor in the eyes of the slaw. Juvenile crime had been on the rise in the
1980s and early 1990s and tragic incidents of school violence resulted in concerns about
school safety (James & McCallion, 2013). The perceptions of continual rising juvenile crime
rates as well as highly publicized incidents generated demands for improvements in school
safety. Juvenile crime prevention has captured the imagination of policy makers, Rwanda
national Police inclusive, despite this ‘preventive turn’ and the growth in the associated

2
literature; juvenile crime prevention in schools is widely misunderstood as contrarily juvenile
crimes committed at schools increased by 59% from 2008 to 2018 (RIB, 2018 & RNP, 2010).
Really, all researches carried on role of police in preventing juvenile crimes such as the study
of (Morgan & Peter Homel 2011) among others are invaluable as these studies and research
are, they have generally failed to illuminate the density and diversity of juvenile crime
prevention activities operating in schools. They also fail to explore or explain the context in
which police crime records and reports are developed or implemented, or the connections
between juvenile crimes prevention effect.

A significant motivation for undertaking this research is to contribute to the limited but
growing role of RNP reports and records on school crimes committed by juvenile literature
and to fill some of these identified gaps. In attempting to address some of the existing gaps,
this research operates on two levels. The first relates to practical and applied dimensions of
juvenile crime prevention. The second level is the role of Police officer’s activities on
juvenile crimes prevention.

1.3. Research objectives

The objectives of this study are divided into two objectives namely main objective and
specific objectives.

1.3.1. The main objective of the study

The main objective of this study is to assess the effect of police officers’ activities of
recording and reporting on the crimes committed by juveniles at schools” (vandalism, alcohol
infractions, drug possession, and shoplifting) with a special emphasis of Musanze District.

1.3.2. Specific objectives of the study

The following specific research objectives guide the researcher:

1. Identify the main types of crimes committed by juveniles at schools in Musanze

District
2. Point out the recording and reporting activities undertaken by police officers in
relation to crimes committed by juveniles at schools
3. Analyze the challenges faced by RNP in reporting and recording crimes committed
by juveniles at schools in District

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 4. Put forward the possible strategies to improve police activities in recording and
reporting crimes committed by juveniles at schools

1.4. Research questions

Some research questions are raised to direct the researcher in order to achieve the above
objectives:
i. What are the main types of crimes committed by juveniles at schools in Musanze
District?
ii. What are the reporting and recording activities undertaken by police officers in
relation to crimes committed by juveniles at schools?
iii. What are the challenges faced by RNP in reporting and recording crimes committed
by juveniles at schools in Musanze District?
iv. What are the possible strategies to improve police activities in recording and reporting
crimes committed by juveniles?

1.5. Significance of the Research

This study is significant to the researcher, to Rwanda National Police and the academicians.

1.5.1. Personal interest

This study enables the researcher to obtaining the award of bachelor’s degree. besides it
allows him to assess the role of police officers in schools on reporting and recording of
crimes committed by the juveniles (Vandalism, alcohol infractions, Drug possession, and
Shoplifting) in Musanze District and in Rwanda and to improve his knowledge by combining
the academic skills with working place realities.

1.5.2. Rwanda National Police

This study assists RNP to learn more outcomes about the role of police officers in schools on
reporting and recording of crimes committed by the juveniles (vandalism, alcohol infractions,
drug possession, and shoplifting) in Musanze District and yielded to them more knowledge
and tactics to use in order to prevent, apprehend and investigate such cases of crime
committed by juveniles. Further, RNP leaders understanding of both the individual
characteristics and the background variables behind the delinquent behavior at present. this
study also increased RNP investigators’ experience in the field of investigation especially
juvenile crimes cases and it also helped in suggesting the measures for prevent vandalism,

4
alcohol infractions, drug possession, and shoplifting cases in Musanze District and in Rwanda
in general.

1.5.3. Academicians

This study was used not only by the researcher himself but it was used by the students in
similar field as document source of information. This study is an important for academic
training for those who needs to make research on this scientific task. The final copy of this
research enabled UR- School of Art and Social Sciences to assess itself whether the courses
offered shall allow the student to perform well on the field. Also the final project which
student provided was kept in the university library and become a tool of reference.

1.6. Scope of the study

This research is limited in space, time and within the theme of study.

1.6.1. Theme of the study

This current study rotates around the assess the role of police officers in schools on reporting
and recording of crimes committed by the juveniles, likewise, this study investigates the main
types of crimes committed by juvenile at schools , the challenges faced by RNP in reporting
and recording juvenile and related effects of Police officers’ recording and reporting on
juvenile crime as well as best possible strategies to improve police activities of preventing
juvenile crimes committed at schools in Musanze District.

1.6.2. Area of study

This research is limited in selected schools in Musanze District where more juvenile crimes
are highly recorded than other schools in the other towns of Rwanda.

1.7. Chapter layout

This study is subdivided into five chapters: The first chapter presents introduction which
includes the background of the study, problem statement, purpose, specific objectives,
research questions, scope, significance, and the subdivision of the study. The second chapter
is the literature review which covers what others have written in relation to the topic. Chapter
three gives a detailed explanation of the research methodology of the study. It includes
research approach and design; population and sampling; sampling size; method of data
collection; data analysis; method used to ensure validity and reliability; ethical
considerations; and literature review. The fourth chapter presents the analysis and

5
interpretation of outcome from the collected data. The fifth chapter is the conclusion and
recommendations as well as suggestion for further research.

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CHAPTER TWO: LITERATURE REVIEW

This chapter reviews the literature related to the effect of police officers’ activities of
recording and reporting on the crimes committed by juveniles at schools. Again, it describes
the main concepts used in this study followed by the theoretical review and framework which
identifies the main types of crimes committed by juveniles at schools in Kigali city, Points
out the recording and reporting activities undertaken by police officers in relation to crimes
committed by juveniles at schools, analyzes the challenges faced by RNP officers ‘activities
of recording and reporting crimes committed by juveniles at schools in Kigali city and Puts
forward the possible strategies to improve police activities in recording and reporting crimes
committed by juveniles at schools. The source of this literature has been academic journals,
the internet, newspapers and magazines, newsletters and District reports.

2.1. Clarification of key terms

Lee, et al,. (2010) comments that definitions concretise the intended meaning of a concept in
relation to a particular study. The following definitions explain the key concepts of the
research:

2.2.1. Police

Police is a trained person in crime prevention and investigation for the purpose of
maintaining the peace and security of the community (Stone, 2012), Beside, Stevens
described the police as, ‘the force that has the power to exercise reasonable control over
persons and property within its jurisdiction, in the interests of general security, health, safety,
morals and welfare, except where legally prohibited’ (Stevens, 2013). According to LaMotte,
at el,. (2010) , the people use the police as a means to achieve and maintain order. Their
efforts are founded on principles of public services and ultimate responsibility to the public
and their efforts are founded on principles of public services and ultimate responsibility to the
public.

2.2.2. Crime

Crime in legal perspective refers to harmful acts not only to some individual but also to a
community, society or the state ("a public wrong"), which are forbidden and punishable by
law (Onajole, 2010). Despite the difficulties attending the definition of crime, criminologists
such as Tappan (2013), defines crime as “an intentional act in violation of the criminal law
committed without defense or excuse, and penalized by the state”. He went further to stress

7
that, “a crime is an act in violation of a criminal law for which a punishment is prescribed;
the person committing it must have intended to do so and must have done so without legally
acceptable defense or justification (Tappan, 2013)”. According to McCold & Paul (2015),
crime and violence are associated with harm to individuals, destruction of property, and the
denial of respect to people and institutions and should be taken with high consideration by
everyone.

2.2.3. Juvenile

Juvenile is any young person who is not yet an adult. In most cases any young person is
considered to be a juvenile up to 18 years of age. Juvenile delinquency is the law breaking by
young people (Ndichu, 2011). According to Scott and Ytreber (2015), young is usually
defined as the person between six to ten or eleven years of age. Youth is best understood as a
period of transition from the dependence of childhood to adulthood’s independence and
awareness of our interdependence as members of a community (Onajole, 2010). Youth is
often indicated as a person between the age where he/she may leave compulsory education,
and the age at which he/she finds his/her first employment ( UN , 2017). UNESCO will then
adopt the definition of “youth” as used by a particular Member State. It can be based for
instance on the definition given in the African Youth Charter where “youth” means “every
person between the ages of 15 and 35 years” (UNESCO, 2017).

2.2.4. Juvenile crimes

Juvenile crimes simply refer to any crime committed by a person who is under 18years and
still considered a minor in the eyes of the slaw (Schneider, 2010). Youth crime had been on
the rise in the 1980s and early 1990s and tragic incidents of school violence resulted in
concerns about school safety (James & McCallion, 2013). Juvenile crimes, also known as
“juvenile offending”, are the act of participating in unlawful behavior as a minor or
individual younger than the statutory age of majority. Therefore Juvenile crimes can range
from status offenses (such as underage smoking/drinking), to property crimes and
violent crimes (Siegel, Welsh and Brandon, 2011). 

2.2. Theoretical literature review relevant to the study

The theoretical framework used in this study is a psychosocial framework for the explanation
of adolescent risk factors with regard to juvenile crimes (Nordberg, at el,. 2016). This

8
framework focuses on the following theories underpin this researcher; those theories are
problem behaviour theory and social learning theory.

2.2.1. Problem behaviour theory

Problem behaviour theory focuses on substance abuse in adolescence. Adolescents who are
alienated from the values and norms of their families, schools and communities show a high
tolerance towards deviance; resist traditional authority; are pleasure seeking, unconcerned for
their own safety, do not perform well at school and befriend drug-abusing peers (Roy, 2012).
The Problem Behaviour Theory consists of three independent but related systems of
psychosocial components. Firstly, it refers to the personality system which includes social
cognitions, individual values, expectations, beliefs, and attitudes (Robers et al., 2013).
Secondly, the focus is on the perceived environmental system, which consists of proximal
and distal social influence factors such as family and peer orientation and expectations
regarding problem behaviour (Crews et al., 2013).

The third component of the behaviour system consists of problem and conventional
behavioral structures that work in opposition to one another. Examples of the problem
behaviour structure include illicit drug use, tobacco use, alcohol abuse, and deviant behaviour
(for example delinquency, precocious sexual behaviour) (Roy, 2012). Jessor (2015) postulate
that these problem behaviours stem from an individual’s affirmation of independence from
parents and societal influence. In contrast, conventional behaviour structures consist of
behaviours oriented toward society’s traditional standards of appropriate conduct such as
church attendance and high academic performance (James & McCallion, 2013). Proneness to
specific problem behaviours entails involvement in other problem behaviours and less
participation in conventional behaviours (Ngale, 2014). Therefore this current study bases on
this theory to explain how juvenile’s behaviour is an influence factor to engage in those
crimes and how police depends upon this theory to prevent such crimes.

2.2.2. Social learning theory

Social learning theory suggests that individuals behaviour is influenced by environments or

ecological (macro-level) systems, where they reside or operate (Thomas et al., 2013). These
systems are the nuclear family, extended family, peer group, neighborhood and community,
including institutions such as the school, church and recreational activities (Gosling
&Weijters, 2017). Multi-familial and intergenerational processes, as well as the values,
attitudes and beliefs influence the family context (Villanueva, 2012). The assumption of this

9
theory is that Juveniles are not only exposed to social factors, which enhances criminal
activity (Wortley & Mazerolle, 2011).

Juveniles are highly influenced by their immediate environment. The environmental

perspective depends upon the principle that all behavior results from a person-situation
interaction (Wortley & Mazerolle, 2011). The environment does not only play an initiating
role to crime but also in shaping it (Richards, 2011). Furthermore, the environment is not
only used as a setting to commit the crime or a destination but a vital tool to influence deviant
behavior and some of the ongoing issues in which the environment presents itself as a
negative factor in the lifestyle of a juvenile is through, drug use, mental health problems
and/or educational, employment or family problems (Richards, 2011).

According to Ordonez (2015), the environment becomes a person-situation interaction in

which behavior is influenced by the offender to commit the criminal act because of their daily
challenges that become inevitable to prohibit. Comprehending the role of the environmental
perspective in which factors such as patterned crimes are identified, the distribution of crime
in time and space, and the influence of immediate environmental aspects are categorized to
constitute deviant behavior in juveniles. Solutions to prevent crime from environmental
influences must be induced by crime prevention practitioners and interested groups to
concentrate resources on particular crime problems in particular locations (Wortley &
Mazerolle, 2011).

Richards (2011) confined that prevention of crime will assist criminals to withdrawal from
criminal activity and perhaps recognize their deviant acts. When the opportunity to commit
the crime is removed, learning and performing becomes a disadvantage to the criminal role. It
no longer becomes a pattern nor an opportunity of time and space (Cook et al, 2010) .
Although the focus of juvenile delinquency is to reform and rehabilitate the offender the
focus of the environmental perspective is to prevent crime (Brown, 2016). This concept was
adapted and accepted by the environmental theorists because recognizing the location of the
crime enables the enforcement of awareness in that specific location, essentially preventing
juvenile delinquency (Cook et al., 2010). The study concludes saying that once the
opportunity to commit the crime is removed social order becomes relevant and the social
learning theory is able to act in accordance with the offender to rehabilitate and restore skills
that will be useful to succeed in society (Theriot, 2016).

10
In general, the theory of “learning” is either influenced through environmental aspects or
social influences, which becomes the tool in assisting criminal activity while the behavior
theory contents that behaviour is reinforced through deviant performances, which is
established through a system of patterns and social interactions (Gottfredson, 2011). Juvenile
deviance is affected through several exterior sources and social disorders; the environmental
perspective is classified as one exterior source that promotes deviance in society (Brady et al.,
2017).

2.3. Theoretical Framework  

2.3.1. Types of crimes committed by juvenile at schools

According to (Schneider, 2010), juvenile at schools may commit crimes. Some of these
crimes are the same as adult offenders commit while others are based more on their age or
other factors. Skogan (2009) identified the following crimes committed by juvenile at
schools:

2.3.1.1. Larceny

One of the most common juvenile crimes is stealing, otherwise known as larceny; juvenile at
school may steal each or steal school wealth (Theriot, 2013). They may target items that are
easily disposable and typically inexpensive. These crimes may go unsuspected or unreported.
The adolescent may increase the value of items that he or she steals if there have not been
consequences for the petty theft. Statistics indicate that theft is the most common juvenile
offense in most schools in Rwanda (RIB, 2011).

2.3.1.2. Assault

Another common juvenile crime at schools is assault as most of teens are more likely to get
in fights and they may be referred to a resource officer (Jackson, 2014). They could assault
victims as part of other crimes, such as stealing or purse snatching. Some juvenile offenders
act like bullies at school and may include physical violence along with emotional abuse or
taunting. People who get involved in the juvenile justice system may have problems with
authority figures, which may contribute to an altercation with an adult (Glaeser et al., 2012).

2.3.1.3. Illegal Purchases

Bell & Alexis (2010) advanced that It is a common rite of passage for teens to engage in
some risky behavior or wanting to take part in activities for which they are too young. Teens

11
may try to make illegal purchases such as buying cigarettes or alcohol as they may try to
convince older people to buy these items for them, or they may try to use fake identification
to secure these purchases (Higgins, 2011). In other situations, they may get involved with
drugs and when juvenile may be arrested for possession.

Merrick & Jane (2013) argued that illegal purchase is a agent agrees to acquire a good or
service for someone who is often unable or unwilling to purchase the good or service
themselves, and the agent transfers the goods or services to that person after purchasing them.
In general, illegal purchases are legal except in cases where the ultimate receiver of goods or
services uses those goods or services in the commission of a crime with the prior knowledge
of the straw purchaser, or if the ultimate possessor is not legally able to purchase the goods or
services.

2.3.1.4. Drug and alcohol crimes

Yacoubian (2013) cited that juvenile commit other drug and alcohol crimes and when may be
charged with possession of alcohol or drugs, they may be arrested for drunk and disorderly
conduct. A drug-related crime is a crime to possess, manufacture, or distribute drugs
classified as having a potential for abuse (such as cocaine , heroin , morphine and
amphetamines) Drugs are also related to crime as drug trafficking  and drug production are
often controlled by drug cartels , organized crimes and gangs (Mar, et al,. 2014). Some drug-
related crime involves crime against the person such as robbery or sexual assaults (Mar, et al,.
2014).

2.3.1.5. Violent Crimes

Teens may take part in violent crimes include addicted to drugs and commit violent crimes
like assault or robbery to get money for drugs and they may get into turf battles with other
drug dealers. Brown, Esbensen and Geis (2016) argue that people mostly fear violent crimes
(such as murder, rape, robbery and assault) Victims may be deeply angered when they are
swindled or their houses are broken into, but these emotions pale in comparison to the fear of
death or serious injury that can be inflicted by a violent crime. Sheley (2015) maintains that
violent crimes are more personal than any other type of crime because victims of violent
crimes are often fatally injured or physically injured or at least threatened with physical
injury. In addition, victims of violent crimes often suffer psychological trauma that can last
for months or years after their brutal encounter with criminals (Ntuli, 2014). According to

12
Klotter (2010) in Ntuli (2014) the terminology often refers to offences against the person and
offences against habitation, which means that this is an offence against the state in the form
of harm to the person as well as an offence against the state in form of harm to the society.
Such definitions are important because they directly influence against the state in the form of
trauma and instability on the society (Trulson, 2015). Violent crimes committed by juvenile
in schools in Rwanda were less recorded in Rwanda in last five years (RIB, 2018).

2.3.1.6. Status Offenses

It is acknowledged that some juvenile crimes are based on the teen’s age and laws that relate
to them due to this factor. For example, they may be charged with truancy if they miss too
many days of school. They may be charged with curfew violations if they are out late at
night. They may face charges for incorrigibility if they refuse to obey their parents (Finn &
McDevitt, 2015). Approximately half of all juvenile arrests are due to disorderly conduct,
drug abuse, simple assault, and theft or curfew violations (Weisburd, 2013).

2.3.1.7. Vandalism

Teens may commit acts of vandalism by themselves or with others. They may add graffiti to
buildings, homes or other property. The theme of this study focuses on some types of crimes
committed by juvenile at schools that include vandalism, alcohol infractions and drug
possession as well as shoplifting (Travis & Coon, 2005). All will be discussed in chapter
four.

2.3.2. Types of role and activities undertaken by the police

Police working with schools undertake a diverse range of roles and activities along a wide
spectrum of work, which extends from enforcement at one end, to strategic and multi-agency
preventative working at the other, as illustrated by Figure 1 below. In practice, the scope and
extent of police officers’ role can comprise any number of different roles and activities along
this spectrum.

13
Figure 2.1: Police roles and activities in schools
Enforcement and safety of Supporting improvements Strategic and multi‐
Juvenile in young people’s agency preventative
knowledge working
and  quality of life
 Tackling crime •anti-crime club activities •Shared recorded data
 Maintain order and •Anti-crime comapigns •Multi‐agency reporting
security on school •School assemblies works
grounds. •Fosters school-police •Reporting and recording
 Provide a positive partnerships Students profile
learning .Provided individual
environment guidance to students
 Making arrests
 Writing police
reports
 Patrolling School
Grounds

Source: (Travis & Coon, 2016).

Finn & McDevitt (2015) noted that the primary role is to maintain order and security on
school grounds and provide a positive learning environment. School police are encouraged to
engage with students, teachers, staff, and the community to foster school-police partnerships.
Finn et al., (2015) added that police in schools teach pupils about issues related to crime and
personal safety which will hopefully help juvenile not to be involved in crime (either as a
perpetrator or as a victim) in the future. Police shared recorded data with school staff to raise
awareness of young people’s vulnerabilities and a joined up approach among agencies such
as schools which are essential components of effective safeguarding and can prevent young
people engage in crimes at schools. Overall officers spent the most time serving the law
enforcer role (Travis & Coon, 2015). However, by breaking down the three functions into
their individual activities, it can be seen that a substantial percentage of schools have officers
performing activities for the additional roles as well. For example, all of the schools use at
least one law enforcement activity including making arrests, investigating leads about crimes,
writing police reports, and patrolling school grounds (Travis & Coon, 2015).

14
2.3.4. Mechanisms used by police to record and report crimes committed at schools

2.3.4.1. Law Enforcement Approaches

There are several mechanisms through which the law enforcement only approach may affect
crimes committed by juvenile at school. First, the mechanisms through which this approach
may decrease the crimes are discussed. Many advocate for the use of police because reporting
and recording crimes committed at school can serve as deterrent mechanisms to decrease
crime (Na & Gottfredson, 2011). Further, the law enforcement approach may also decrease
crime by allowing police officers to record and report crimes through proactive policing
strategy (Crews et al., 2013). Implementing their law enforcement duties may also decrease
crime because they can serve as more proactive measures in preventing crime (Johnson &
Crews et al., 2013).

Another possible mechanism for achieving this outcome is by increasing the clarity of school
rules and the consistency of rule enforcement. If students see officers actively performing law
enforcement functions and sensitize students about anti-crime procedures then they may
perceive the school rules to be consistently enforced and it may become clear as to which
behaviors will not be tolerated (Addington, 2013). Police report and record juvenile negative
outcomes such as dropping out of school, the inability to catch up on course material, and
removal from school peers and positive role models which are all likely to make juveniles
more inclined to commit crime (Cook et al., 2010) and therefore this reduced crimes
committed by juvenile at school compounds and outside (Thomas et al. 2013).

Jennings et al. (2011) suggested that role of police in recording and reporting crimes in
schools creates the schools as free crime environment because juveniles may have more
positive attitudes of the police if they are serving additional functions such as counseling
them, listening to their problems, or teaching them about interesting topics. Police officers are
often able to serve as a companion when the relationship between the youths and the school
guidance counselors is poor (Finn et al., 2015). This may be crucial because guidance
counselors may be the primary source that students seek for solutions to problems. If that
relationship is lacking, then it is important for someone else to step in. If the police officers is
able to become the person that students rely on to talk about their problems, then the
juveniles may view them more positively, which may make them more likely to comply and
less likely to commit crime (Gottfredson, 2011).

15
Additionally, in policing crimes at school affecting crimes recorded by the schools, there are
also mechanisms through which the mixed approach might affect crimes reported to law
enforcement. The reporting of crimes to the police may be decreased through the mechanism
of access to other services because mixed approach police may have a wide variety of
alternatives to use rather than reporting the juvenile to law enforcement (Jackson, 2012). For
example, Schlosser (2014) found that when police officers had caught two youths committing
an offense, their consequence was to go through a counseling session with the police as
opposed to being arrested and then possibly further sentenced to a harsher disposition.

The police officers instead discussed the offenses with the juveniles and counseled them
about decision making to prevent this from occurring again in the future (Schlosser, 2014).
This is an example of having alternative options to use rather than reporting the crimes to law
enforcement. Schools with mixed approach police may have the training to conduct these
counseling sessions or connections with additional agencies to use rather than reporting the
crimes which may decrease crimes reported to law enforcement (Addington, 2016).

2.3.4.2. Police officers role effects by crime type

Police officers role effects may vary by crime type. Na & Gottfredson (2011) found that as
schools increase their use of police, they record more crimes involving drugs and murder
(thus facilitating zero tolerance for these crimes), in Rwanda, zero tolerance to corruption
(RIB, 2014) and they report a higher percentage of property crimes to law enforcement.
Effects on other forms of crime were not found. It is also possible that specific police roles
might influence crime recording and reporting differently for different crimes. The
moderating effects of the use of mixed approaches are more likely to be observed for less
serious crimes because all law enforcement officers would be expected to implement zero
tolerance for more serious crimes (Wacquant, 2014)

Kalven and Zeisel’s (2010) liberation hypothesis can be used to justify the rationale as to
why there may be differential effects on the recording and reporting of different crimes by
police officers’ role. The liberation hypothesis was originally intended to describe the juror
decision making process in the sentencing literature. Specifically, the hypothesis suggests
that discretion is enhanced when the offense in question is a lower level crime (Kalven &
Zeisel, 2010).

16
In regards to more severe crimes, “jurors are less likely to be liberated to follow their own
sentiments and are restricted to following the law in making their decision” (Guevara et al.,
2011). This hypothesis can be applied to police officers decision making regarding crimes as
well. Police officers are likely to have more restrictions regarding the extent of discretion for
serious violent crimes because the severity of the offense makes it one that cannot go
unnoticed or unpunished (Crews et al., 2013).

According to Schlosser (2014), discretion may also be limited for crimes that are often
targeted by zero tolerance policies. On the contrary, there may be more discretion in terms of
less serious offenses. Further, discretion may vary by police officers role approach. For
example, mixed approach police officers may use their discretion to provide juveniles with a
counseling session for getting into a fight since it is considered to be a lower level offense,
whereas law enforcement only police officers may not have the training or resources to
provide an alternative option to use their discretion in this way.

As a result, the best approach to examining police officers’role effects by crime type may be
to examine three crime type categories: non-serious violent, property, and serious
violent/weapon/drug crimes (Hinds, 2019) Non-serious violent and property crimes can be
considered as lower level offenses and more discretion may be used for these crimes, but they
should be examined separately as Na & Gottfredson (2011) found that police presence was
associated with a reporting effect for property crimes, but not non-serious violent crimes.
Weapon and drug crimes can be grouped with serious violent crimes in terms of the amount
of discretion in recording and reporting these crimes because they are often the target of zero
tolerance policies (Leptin , 2015) Although the severity of serious violent crimes may differ
from the severity of some weapon and drug crimes, the focus on these offenses for zero
tolerance purposes may limit the discretion of the police officers regardless of the role
approach used (Fagan, 2018)

2.3.6. Challenges faced by police and the schools in preventing juvenile crimes

According to Readfearn (2014). Schools and police faced many challenges in recording and
reporting crimes, thus, schools and/or police can encounter the following difficulties:

2.3.6.1. Negative perceptions of the police/stigma

Some schools are initially reluctant to have officers in school and are wary of local
perceptions of why they might ‘need’ a police presence. Police wearing full protective

17
clothing in school can also be contentious as some schools feel this gives out the ‘wrong
message’. However, to not wear it would contravene police regulations (Tilley, et al, 2014).

2.3.6.2. Role definition

Lawrence Rosen (2011) emphasized that school staff and police officers, particularly at the
outset of this type of work, can be unaware of the responsibilities of the police role. This can
lead to different interpretations, causing confusion; to uncertainty about the level of
autonomy expected of officers; and, in some cases, a lack of accountability or too many
restrictions on the role. Moreover, police officers are generally charged with the apprehension
of suspects through reporting and recording suspsects crimes and assistance of the general
public. Police officers may be sworn to an oath, and have the power to report and recording
juvenile crimes at schools. Although many police officers wear a corresponding uniform,
some police officers are plain-clothed in order to pass themselves off as civilians. In most
countries police officers are given exemptions from certain laws to perform their duties of
reporting and recording all crimes committed at school (Dulaney & Marvin, 2016). 

2.3.6.3. Role boundaries

In view of Orde (2011), officers report that the role is very different to ‘normal’ policing and
can involve a steep learning curve. The role is felt to require a balance between keeping a
’police head on’ and being aware of the needs of the schools and of not criminalizing pupils.
Where a balance is achieved, pupils report different relationships with the police out in the
community to the ‘human face’ they are accustomed to in school.

2.3.6.4. Isolation

Burgess (2016) however, cited that there is a danger that officers can become isolated from
police colleagues when working autonomously in a school and therefore officer availability
and consistency: In some cases officers are pulled away from schools for other police duties.
Changes in personnel are problematic, and if an officer is moved from their school and
replaced by another officer, this can be very frustrating.

2.3.6.5. Working hours

Briers (2014) argued that school-based officers tend to work predominantly from 8am until
4pm, so they are usually on different shift patterns to their peers. This can exacerbate
isolation. They are usually expected to take their holidays in school holiday times, which may

18
not suit all officers. Furthermore, in the police, any over time worked is typically taken back
or paid, whilst in schools, working outside of school hours is standard practice (Guevara et
al., 2011)

2.5. Conceptual framework

This study intended to show the existing relationship between police officer’s recording and
reporting crimes at schools and juvenile crimes prevention. The independent variables
demonstrated the police records and reports of crimes at schools that prevent juvenile crimes
The dependent variables in this study is juvenile crimes that include vandalism, alcohol
infractions, drug possession and shoplifting. The intervening variables were school staffs
collaboration.

INDEPENDENT DEPENDENT VARIABLE

VARIABLE
Police activities at schools JUVENILE CRIMES

 Reporting crimes
 Vandalism
 Recording crimes
 Alcohol infractions

 Drug possessions

 Shoplifting

 Larceny/theft of
Intervening variables
property
 School staff
collaboration
 Parents collaboration

Figure 2.2: Configured by the researcher

Source: This researcher, 2021

19
CHAPTER THREE: RESEARCH METHODOLOGY

According to Bailey (2014) the researcher’s methodology determines factors such as how he
or she formulates the hypothesis and what level of evidence is necessary to make the decision
of whether or not to accept these hypotheses. Sarantakos (2013) further states that
methodology offers the research principles which are related closely to a distinct paradigm
translated clearly and accurately down to guidelines on acceptable research practices.
Methodology, therefore, is not determined by the research model but rather by the principles
of research entailed in a paradigm.

3.1. Research approach and design

Research procedures refer to the different steps and phases in a research project. There are a
number of research methods, but this research is a combination of two methods chosen from
a number of research methods. These methods are qualitative and quantitative research
methods. Babbie (2018) describes qualitative data as non-numerical data and quantitative
data as numerical data. Both qualitative and quantitative data were used in this research as the
research used both questionnaire and interview. These research methods are briefly described
in the next subparagraphs.

3.1.1. Qualitative approach

Sarantakos (2013) describes this type of research as a combination of a number of

methodological approaches based on diverse theoretical principles such as phenomenology,
hermeneutics, and social interactionism, employing data collection and analysis methods that
are non-quantitative, aiming towards the exploration of social relations, and describing reality
as it is experienced by the respondents. Maree (2017) goes further by stating that the goal of
this type of research is to explore and understand a central phenomenon, which is the focus of
the study. The sample size is small and it is purposefully selected from individuals who have
the most experience with the studied phenomenon (source). In addition, data are collected
from people immersed in the setting of everyday life in which the study is framed.

3.1.2. Quantitative approach

Rundell & Fox (2012) defines quantitative research as a process that is systematic and
objective in the way it uses numerical data from a selected subgroup of a universe or
population only to generalise the findings to the universe that is being studied. Sarantakos
(2013) points out that this type of research is based on the methodological principles of

20
positivism, and it adheres to the standards of strict research design developed before the
research begins. It employs quantitative measurement and the use of statistical analysis. The
main characteristic of this type of research is that it uses numerical data.

Apart for the above, triangulation is the technique of using quantitative and qualitative
research methods simultaneously in a study or research project. This combination increases
the researcher’s ability to rule out rival explanations for phenomena, and enables the
researcher to come up with strong research findings (Nieswiadomy, 2013). Although
quantitative and qualitative methods differ in specific areas, they are capable of
complementing each other. This multiple method of research is mostly used when it is
difficult to study a phenomenon in its totality using one method only. Triangulation is also
used to denote various measuring instruments for collecting data (Collins, du Plooy,
Grobbelaar, Puttergill, Terre Blanche, van Eeden, van Rensburg & Wigston, 2011).

In this study the triangulation technique was applied. Qualitatively the researcher collected
data through interviews with police officials who are involved in the implementation of
intelligence these are police officials who are immersed in intelligence led policing on a daily
basis. Different Cluster Offices, Crime Intelligence Stations, and Police Stations in Musanze
District was visited for observation purposes, quantitative methods were referred to using
numerical data in the form of numbers and percentages from the structured questionnaire.

3.2. Population and sampling

In order to obtain a sample of population which has suitable characteristics, the following
criteria were used: firstly, respondents had to be police officials regarding the theme of the
study (role of police ); secondly they had to be working in the operational environment like
crime prevention and visible policing or the operational support environment such as crime
intelligence, and, finally, the sample population consisted of participants on different levels,
in terms of rank and working environments. They comprised of 199 individuals (1 District
Intelligence officers, 1 District investigator of RIB and 197 police officers (132 male police
officers and 65 female police officers).

3.3. Sampling size and Sampling techniques

The sample size consisted of 66 police officials of different ranks, age and gender sampled
from a whole population of 197 police officers exclude 1 RIB official and District
Intelligence Officer who were purposively sample from the visible policing and crime

21
intelligence environments and RIB official. This sample was representative of all police
officials who are involved in intelligence led policing and Representative of RIN in Musanze
District. The sample consists of suitable respondents who are relevant to the research because
of their experience and working environment in the Police. Purposive sampling was used to
select two key informants because they are experience more with recording and reporting
juvenile crimes committed at Schools. Convenient sampling techniques were used to get
suitable, relevant, and available respondents, who are physically involved in intelligence and
led policing for 197 police officers. 66 respondents were systematically drawn from 197
Police officers in all 3 police stations and 2 post police stations made up Musanze DPU. I
managed to use this formula

n∗P1
n 1=
N

n1 represents the sample size for stratum one; n representing the total sample size; P1
representing the proportion of population in stratum one; and N representing the total
population. Therefore each station is equally represented in the sample.
Table 3.1: Respondents sampling selection breakdown

Musanze DPU Targeted population

Population Sample size
Muhoza 44 69∗19
15 n 1= =5.8=6
224
Cyuve 34 11
Kinigi 40 13
Other post stations 79 27
Total 197 66
Source: Researcher, 2021

3.4. Nature and Type of Data

Only primary data was collected using both structured questionnaire and interview guide.
Questionnaire was addressed to 66 police officers selected in DPU Musanze while interview
was conducted with 1 DCI of RIB and 1 District intelligence officer.

3.5. Data Collection Tools

The primary data was collected using both interview and questionnaire. The interview was
held with 2 mentioned agents. Questionnaire was responded by all sampled police officers in
DPU Musanze. Documentary tool was used by collecting secondary data in RIB reports
regarding crimes committed by juvenile at Schools in Musanze District.

22
3.5.1. Structured questionnaire

Kumar (2015) said that a questionnaire is justifiable in data collection mainly because it
enables the researcher to collect large amount of data within a short time period, it also
provides opportunity for respondents to give frank, anonymous answers. One set of
questionnaire was designed for sampled police officers operating in all police stations in
Musanze District the questionnaire included 11 close ended questions. The questionnaire was
written in a simple and clear language for the respondent to feel free while answering. In
addition to that the use of questionnaire is considered vital to the research since it provides
accurate information regarding the study.

3.5.2. Interview guide

In the humble view of the researcher, interview is defined as a technique which aims at
organizing a verbal communicative report between police respondents such as intelligence
police officers and the researcher in order to help him (the researcher) to collect some
information concerning the research objectives (Researcher, 2020). In this regard, the
researcher conducted face to face, phone and computer based interviews as a means to avoid
contracting COVID-19 pandemic. The interview guide was held with the respondents from
District intelligence officer and RIB District Investigator.

3.6. Data analysis and presentation

As has already been mentioned in the previous sections, data was collected by means of
interviews and questionnaire. Firstly, quantitative data was entered into Statistical Package
for the Social Sciences (SPSS) software. Descriptive statistics was referred to, to analyze
these data. The findings were presented using tables and percentages. Secondary, the
qualitative data was transcribed from tapes on to paper. The purpose was to clean and edit the
manuscripts by eliminating typographical errors and contradictions. Checking and editing, the
next step was to check and edit transcripts, preparing data for further analysis. Analysis and
interpretation categories were developed, coding and data reduction was completed, and
trends in the data were identified. During this process the researcher took all the collected
data, including field notes and interview transcripts, and began to form a clear understanding
of the information. The researcher coded the data, and conducted content analysis by
looking for specific words from which themes can be identified.

23
3.7. Ethical considerations

The identity of the respondents was treated with confidentiality, and prior permission was
obtained from the respondents and their commanders before the interviews were conducted.
The researcher also complied with University of Rwanda and he was provided with the
recommendation to undergo data collection. After obtaining the university recommendation
and visa approval for data collection, the questionnaire was administered to the target
respondents and the interview was held with concerned respondents.

24
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
OF THE RESULTS

This chapter presents the results obtained from questionnaire and interview and it interprets
the findings after data analysis in tables. . The data which were collected and analyzed were
based on the specific research objectives and questions, which were used as a guide during
the actual research work. The questionnaire was administered to 66 respondents while the
interview was held with only2 respondents. From 66 copies of questionnaire, 53 of them were
returned and received by the researcher for analysis, the retrieval rate of 80.3% (53*100/66)
as supported by Thietart (2011) that a response rate of over 75% for a sample size less that
500 but greater than 50 is considered adequate for academic study.

4.1. Respondents ‘background characteristics

4.1.1 Respondents’ categories by administered data collection tools

The findings of the study were analyzed and presented using tables showing the frequencies
and percentage of the respondents. The data were interpreted and analyzed quantitatively,
qualitatively, and according to categories of the respondents. The number of the respondents
involved in this research includes 53 police officers, members of staff of Musanze DPU.
Moreover, DIO and DCI of Musanze District were interviewed. Thus, the table below shows
how the questionnaire was administered and how the interview was conducted in this study.
Table 4. 2. Administered questionnaires and conducted interviews

Population Sample Questionnaires Questionnaires Interview

population distributed recovered conducted
Police officers 66 66 53 -
DCI 1 - - 1
DIO 1 - - 1
Total 68 66 53 2
Percentages 100% 100% 80.3 % 100%
Source: Field survey, February, 2021

The researcher had planned to administer 66 questionnaires and to conduct interviews with 2
respondents. , The results in the table above show that 66 questionnaires were administered
and 13 copies were not received back which rendered a retrieval rate of 80.3 %

25
4.1.2. Gender of the Respondents
This study involved fifty five (55) respondents. The respondents were police staff dealing
with crimes in Musanze DPU. Only 53 respondents were given the questionnaire in their
respective areas, while 2 respondents (District Intelligence Officer and District criminal
investigation) of Musanze DPU were interviewed. Findings related to the distribution of
respondents by gender are presented in the below table as follow:
Table. 4. 2. Distribution of respondents by Sex
Gender Respondents Valid Percentage
Female 16 29.0
Valid Male 39 71.0
Total 55 100.0
Source: Field survey, 2021

The results in the above table specify that 39 (71 %) respondents were males, while females
were 16 (29.0%). The increased number of male does not mean that the study was not gender
sensitive; it was due to the fact that there was a small number of female among the police
officers in Rwanda and in Musanze District in general. Though the study was dominated by
males, the ratio however depicts fair involvement of gender

4.1.3. Respondents’ distribution by Age

The study obtained details about the age groups of the respondents for purposes of
understanding their age and possibly the experience they possess in their respective positions.
This distribution is as presented in Table 4.3 below:
Table 4 3. Presentation of respondents by age range

Age range Respondents Valid Percentage

20 years and below -- --
21-30 years 11 20.0
Valid 31-40 years 19 34.5
41-50 years 21 38.1
51 years and above 4 7.3
Total 55 100.0
Source: Field survey, 2021
The results in the above table show that 21 (38.1%) respondents out of 55 respondents were
aged between 41 and 50. Those who were aged between 31 and 40 were 19 (34.5 while those
aged between 21 and 30 were only 11 (20. 0%). Only 4 out of 55 (7.3%) police respondents
were aged 51 years or above. This implies that all the respondents who participated in this

26
study are mature enough hence reliable and valid information from them on the subject under
study.

4.1.4. Educational background of the respondents

In most societies, especially under developed countries there are both educated and
uneducated people. Therefore educated persons are classified into different categories; these
categories are presented in the table 4.4 below.
Table 4 4.Respondents’ education levels
Level of Education Respondents Valid Percentage
Secondary 28 50.9
University 19 34.5
Valid Masters 1 1.8
Phd /doctorate - --
Others 7 12.8
Total 55 100.0
Source: Filed survey, 2021

The results in table 4.4.above show that more than half of the respondents 28 (50.9 %) had
completed senior six and hold A2 Certificate. The second category of respondents was those
who had studied up to university and hold a bachelor degree holder in different combinations
who were 19 (34.5%). These are followed by those who mentioned other levels who are
7(12.8%) while only 1 respondent (1.8 %) had a master’s degree. None of the respondents
had acquired a Ph.D. These results show that the respondents are adequately qualified
persons academically, and then the data given by those academic qualified respondents are
valid and relevant to this study.

4.1.5. Working experience of the respondents

The study investigated the length of period in years served by the respondents in criminal
investigation. All the respondents selected in this study, as it was mentioned above, they were
all police investigators in Musanze DPU., Their experience gives impressions that the results
of this study are likely to be reliable and adequate to the topic under study. The information
on respondents’ working experience is presented in table 4.5 below.
Table 4. 5. Distribution of respondents by experience at work
Experience in service Respondents Valid Percentage
Below 1 year -- --
1-3 years 1 1.8
4-7 years 23 41.8

27
Valid 8-11 years 19 34.5
12 years and above 2 3.7
Total 55 100.0
Source: Filed survey, 2021

Considering respondents experience, it is clear that the majority of the respondents, 23

(41.8%) had been working in criminal investigation between 4-7 years followed by 19
(34.5%) who are experienced between 8 to 11 years. Those who are experienced between 12
years and above were 3.7% and 1.8% of respondents are experienced between 1-3 years. No
respondent experienced below 1 year. This implies that almost all respondents (98.2%) had
served four or more years of experience in policing and criminal investigation and it is
therefore no doubtful that the information given by those experienced respondents is valid
and relevant.

4.2. Presentation of data related to the specific objectives

This section presents the key issues identified during fieldwork, during field work, key issues
identified include the main types of crimes committed by juveniles at schools in Musanze
District and the challenges faced by RNP in reporting and recording crimes committed by
juveniles at schools in Musanze. Moreover, study participants proposed applicable strategies
that improve police activities in recording and reporting crimes committed by juveniles at
schools.

4.2.1. Types of crimes committed by juveniles at schools in Musanze District

Respondents were asked to identify the main types of crimes committed by juveniles at
schools in Musanze District; details on findings are presented and discussed in the tables
below as follow:
Table. 4 6. Types of crimes committed by juveniles at schools
Types of crimes committed by juveniles at schools Frequency Percentage

Vandalism 4 7.5
Status offences 8 15.1
Drug possession 2 3.7
Shoplifting 6 11.3
Larceny 13 24.5
Assault 3 5.7
Illegal Purchases 11 20.7
Drug and alcohol crimes 6 11.3
Total 53 100.0

28
Source: Filed survey, 2021
Together with interviews conducted with DCI of RIB in Musanze DPU, the main types of
crimes committed by juveniles at school are henceforward discussed. The most frequently
committed crime by juveniles at Musanze district schools is larceny as reported by 13
(24.5%) respondents. Quantitative results do not reflect the interviewees’ points of view as
the latter thought that theft is the most common crime committed by students in many schools
in Musanze District. The next most committed crime by juveniles at schools in Musanze
district, as reported by 11(20.7%) is illegal Purchase (buying simple items such cigarettes or
alcohol).

As well, 8 respondents (15.01%) argued that status offenses (non-justifiable missing and
absenteeism at school and charged with curfew violations if they are out late at night. In this
case students may face charges for incorrigibility if they refuse to obey their school leaders
and try to fight them. This was followed by both drug and alcohol crimes as well as
shoplifting which were both reported by 6 respondents (11.4%). Likewise, interviewees
confirmed that shoplifting and drug and alcohol crimes used to be committed in some schools
in Musanze District.

Assault was also reported to be committed by 3 respondents (5.7%).This is true because even
one of the interviewees acknowledged that most students are more likely to get in aggregative
fights due to stealing or purse snatching. In view of this, the first research question and
objective which sought to identify the main types of crimes committed by juveniles at schools
in Musanze district were answered and achieved

4.2.2. The activities undertaken by police officers to prevent juvenile crimes

The second objective of this research sought to point out the recording and reporting
activities undertaken by police officers in Musanze District to crimes committed by juveniles
at schools and therefore the results are presented in table 4.7. as follow:

Table 4 7. Activities undertaken by police officers against juvenile crimes

Activities undertaken by police against juvenile crimes Frequency Percent

29
Teaching students 10 18.8
Provide guidance 5 9.4
Investigating crimes 12 22.6
Police acts as counselor/mentor, and teacher 5 9.4
Informal interactions in the hallways with students 7 13.3
Writing police reports 14 26.5
Total 53 100.0
Source: Filed survey, 2021
The results in table 4.7 indicate that a whopping 26.5 % of respondents asserted that police
officers record and report crimes committed at school. The results also indicated that 18.8%
of police officers investigated crimes committed at schools. To add to this, a small number of
respondents (9.4) believed that police officers provided guidance, mentorship and teach
juveniles about crime prevention activities.

Basing on findings in table 4.7, it is worth necessary to argue that the activities undertaken by
police officers against juvenile crimes are investigate duties, reporting and recording crimes
as well teaching and provide guidance to juveniles. The above findings answered the second
research questions related to the activities of police of recording and reporting crimes
committed by juvenile at schools in Musanze District.

4.2.3 Challenges faced by RNP in reporting and recording juvenile crimes at schools

This section presents findings related to the third objective of this study seeks to analyze the
challenges faced by RNP in reporting and recording crimes committed by juveniles at schools
in Musanze and therefore the findings for this objective is presented in table 4.8 below:

Table 4.8. Challenges faced by RNP in reporting and recording juvenile crimes at
schools

30
Challenges faced Police in preventing juvenile crimes at schools Frequency Percent
Negative perceptions of the police/stigma 10 18.8
Weak community policing 22 41.5
Inadequate equipment 7 13.3
Weak cooperation between school leaders and Police officers 10 18.8
Role definition - -
Role boundaries 3 5.7
Isolation - -
Long hours of work 1 1.9
Hard to investigate secretive crimes - -
Others , specify them - -
Total 53 100.0
Source: Field survey, 2021

As shown in table 4.8 above, 41.5 % of the respondents were challenged by weak community
policing, 18.8% were challenged by weak cooperation between school leaders and Negative
perceptions of the police/stigma respectively. However, 5.7% and 1.9% respectively were
challenged by both role boundaries and long hours of work.

Of course, this reveals that there weak community policing and poor cooperation between
school leaders and police make difficult police activities of preventing juvenile crimes at
schools in Musanze District.

4.2.4. Strategies to improve police duties of preventing school juvenile crimes

This section answers Forth objective of this study related to the possible strategies to improve
police activities in recording and reporting crimes committed by juveniles at schools in
Musanze District, details are presented using frequencies and percentages. Therefore, the
details of these analyses are shown in following cross tables 4.9.

Table. 4 9. Strategies to improve police duties of preventing juvenile crimes at schools

31
Strategies to improve police anti- school juvenile crimes Frequency Percent
activities
Trainings to police officers 16 30.1
Enforcing community policing 9 16.9
campaign to address juvenile behaviour 6 11.4
Anti-crimes clubs at school 10 18.8
Strengthening anti-crimes campaigns in the schools 5 9.5
Building effective partnership between police and school leaders 5 9.5
Others 2 3.7
Total 53 100
Source: Field survey, 2021

Findings show that the strategies to improve police duties of preventing juvenile crimes at
schools include trainings to police officers (30.1%), initiating anti-crimes clubs at school
(18.8%). This was followed by both campaign to address juvenile behaviour and Building
effective partnership between police and school leaders which were reported by 6
respondents (11.4%) and 5 respondents (9.5%) respectively.

Likewise, interviewees confirmed that sensitizing people around those schools reduce the
number of night clubs and liquor houses, as well closing illegal chate chewing would reduce
juvenile crimes and improve police duties of preventing juvenile crimes at schools.
Moreover, DIO believed that use of community policing which is a popular policing
strategy address the challenge of weak community policing. In this approach, police
departments, other government agencies, and members of the community have to work
together to solve crime issues.

4.3 Highlighting findings

Findings of this study are summarized based on the specific objectives which are: the main
types of crimes committed by juveniles at schools in Musanze District and the challenges
faced by RNP in reporting and recording crimes committed by juveniles at schools in
Musanze. Moreover, study participants proposed applicable strategies that improve police
activities in recording and reporting crimes committed by juveniles at schools. The following
are the findings of this study.

Results in table 4.6 revealed that larceny and illegal Purchase (buying simple items such
cigarettes or alcohol) as well as shoplifting and drug and alcohol crimes used to be committed
in some schools in Musanze District.

32
Results in table 4.7 showed that reporting and recording crimes and investigating crimes were
the Activities undertaken by police officers against juvenile crimes in Musanze District.
However, weak community policing and poor cooperation between police and school leaders
challenged police officers while reporting and recording crimes used to be committed in
some schools in Musanze District. to overcome those challenges , the respondents suggested
sensitization of people around those schools reduce the number of night clubs and liquor
houses and build strong community policing were paramount important .

33
CHAPTER FIVE: SUMMARY . CONCLUSIONS AND RECOMMENDATIONS

5.0. Introduction

This chapter presents summary, conclusion and recommendations based on the finding of the
study. Generally, this study sought to assess the effect of police officers’ activities of
recording and reporting on the crimes committed by juveniles at schools in Musanze district.
The study identified the main types of crimes committed by juveniles at schools, pointed out
the recording and reporting activities undertaken by police officers in relation to crimes
committed by juveniles at schools and analyzed the challenges faced by RNP in reporting and
recording crimes committed by juveniles at schools.Finally, the study suggested possible
strategies to improve police activities in recording and reporting crimes committed by
juveniles at schools. Summary, conclusion and recommendations are presented in thethe
following paragraphs.

5.1. Summary of findings

Findings of this study are summarized based on the specific objectives which are: Identify the
main types of crimes committed by juveniles at schools in Musanze District , point out the
recording and reporting activities undertaken by police officers in relation to crimes
committed by juveniles at schools and analyze the challenges faced by RNP in reporting and
recording crimes committed by juveniles at schools in District as well as Put forward the
possible strategies to improve police activities in recording and reporting crimes committed
by juveniles at schools. Summarized findings were obtained from the interview conducted
with the key informant analyzed using thematic content analysis through a qualitative
approach, the data support that were collected using questionnaires with police officers
selected in Musanze District.

The following are the findings of this study. Findings for the first objective showed that the
most frequently committed crime by juveniles at Musanze district schools is larceny as
reported by 24.5%, illegal purchase (buying simple items such cigarettes or alcohol) by
20.7% and status offenses (non-justifiable missing and absenteeism at school and charged
with curfew violations if they are out late at night) by 15.01% as well as shoplifting which
were both reported by 6 respondents (11.4%).

The second objective of this study was to point out the recording and reporting activities
undertaken by police officers in relation to crimes committed by juveniles at schools.

34
Findings showed that police officers record and report crimes committed at school (26.5 %) ,
police officers investigated crimes committed at schools (18.8%) and police officers
provided guidance, mentorship and teach juveniles about crime prevention activities (9.4% ),

The third objective was to analyze the challenges faced by RNP in reporting and recording
crimes committed by juveniles at schools in District. Findings showed that 41.5 % of the
respondents were challenged by weak community policing while 18.8% were challenged by
weak cooperation between school leaders . moreover , findings revealed that and Negative
perceptions of the police/stigma and role boundaries as well as long hours of work were the
challenging factor to police investiagtors at schools in Musanze District. Of course, this
reveals that there weak community policing and poor cooperation between school leaders and
police make difficult police activities of preventing juvenile crimes at schools in Musanze
District.

Findings four the fourth objective that reads as possible strategies to improve police
activities in recording and reporting crimes committed by juveniles at schools revealed that
fro RNP to address the challenges which make difficulty their work at schools, sensitizing
people around those schools , reduce the number of night clubs and liquor houses, as well
closing illegal chate chewing would reduce juvenile crimes and improve police duties of
preventing juvenile crimes at schools. Moreover, findings showed that use of community
policing which is a popular policing strategy address the challenge of weak community
policing.

5.2. Conclusion

The data presented in this research underscores what Rwandan people already know: it is
important for police officers to work hand in hand with school leaders to suppress crimes
committed by juvenile at school. This study was carried out in Northern Province in Musanze
District to assess the effect of police officers’ activities of recording and reporting on the
crimes committed by juveniles at schools”in Musanze district.

This study used a mixed researchapproach involving qualitative and quantitative,

wherebyrespondents were police officers and RIB investigatorssampledfrom Musanze
District. Questionnaires were used to collected quantitative data while interview was used to
gather qualitative data. Qualitative data collected with the use of semi- structured
questionnaire were coded, entered and produced statistically using Statistical Package for

35
Social Sciences (SPSS). oftware for Data that was provided by police respondents. Tables
drawn for SPSS were used to present quantitative data. Narrative way was also used where
necessary. On the other hand, qualitative data were edited, coded and produced using paper
pencil technique and presented also by themes in narrative way. first objective was to identify
the main types of crimes committed by juveniles at schools. The findings showed that
larceny, However, the second objective of this study was to point out the recording and
reporting activities undertaken by police officers in relation to crimes committed by juveniles
at schools. Teaching students, informal interactions in the hallways with students and writing
reports made it more likely that officers would detect more crimes and subsequently report
more as well. It is likely that the mentoring and teaching roles of police officers at schools
were added to those activities. Furthermore, the third objective was to analyze the challenges
faced by RNP in reporting and recording crimes committed by juveniles at schools in
Musanze District.

Moreover, the fourth objective was to put forward the possible strategies to improve police
activities in recording and reporting crimes committed by juveniles at schools. The findings
showed that adequate attention should be drawn to the approach based on skill recognition
and on more flexible career paths in order to improve police activities at schools in Musanze
district. This was done by sensitizing people around those schools about the dangers of
helping students to engage in crimes (prostitution, under I.D alcoholic consumption and drug
consumption) and providing in-service training to police officers in charge of recording and
reporting such crimes. supplying modern equipment including computers, smart phones, and
modern to help police officers to overcome the challenge of insufficient logistics and this
would build up their capacity in recording, reporting and preventing crimes committed by
juvenile at schools in Musanze District

5.3. Recommendations

Basing on the findings of this current investigation, the researcher advocates the following
recommendations.

5.3.1. Recommendations to the government of Rwanda

 The government of Rwanda should increase budget because Due to the extra costs of
reporting and recording juvenile crimes at school and the evidence suggesting that
police officers do not achieve the intended goals of reducing the reporting and
recording of crime, it may be more appropriate to allocate resources to other services.

36
  The government of Rwanda through the ministry of education should order school
leaders to initiate and implement anti-crimes clubs and make a regular monitoring to
ensuretheir effectiveness
 It is recommended to the Government of Rwanda to Develop sound cooperation with
the media and Public education and awareness campaigns (radio, newspapers, TV) on
the role preventing juvenile crimes at schools in Musanze District
 The governemt of Rwanda through Musanze District should enforce community
policing beceuse community policing is a third popular policing strategy. In this
approach, police departments, other government agencies, and members of the
community should work together to solve crime issues.

5.3.2. Recommendations to Rwanda National Police

 It is recommended to RNP to create partnership with community, schools and
correction functions of the country and train police officers in the full assessment of
juveniles before making arrest decisions. This would change juveniles’ behaviour of
committing crimes.
 RNP should establish the pilot stations and foot patrol in pilot neighborhood ensuring
visibility and easy access to the police as means of regular schools ground patrolling
 Teaching and mentoring by police officers in schools in Musanze District should be
implemented to reduce crime and positively influence student’s behaviour and reduce
juvenile crimes at high percentage.
 Records of juvenile crimes shall be kept strictly confidential and closed to third
parties. Access to such records shall be limited to persons directly concerned with the
disposition of the case at hand or other duly authorized person and records of juvenile
crimes shall not be used in adult proceedings in subsequent cases involving the same
offender. This is necessary to protect the student’s informants.
 Simple Narcotic drugs especially Marijuana and a local brew commonly known as
‘Kanyanga’ are among the most consumed illegal substances by juvenile when they
escape their schools boundaries due to its availability in Musanze District. It is
recommended to RNP to control all premises surrounding schools in Musanze District
that trade such substance. This would help to reduce drug consumption among
juvenile

37
5.3.3. Recommendations to school Leaders
 Schools could implement evaluated mentoring programs such as Big Brothers Big
Sisters which is designed to match a youth with an adult on various qualities to ensure
that the match will evolve into a relationship filled with guidance and support as well
as other positive outcomes among juveniles at school in Musanze District.
 School leaders should use strict punishment to the misbehaviuor of students /leaners
to ensure required discipline
 School leaders have to collabaorate with police in sharing information regarding
juvenile crimes committed at schools

5.3.4. Recommendations for further studies

The strengths of this study including the use of both qualitative (Semi-structured questions to
youth volunteers in Musanze District) and qualitative method (Unstructured interview given
to DCI and DIO in Musanze District police unit) for data collection which helped to get in
depth information about the topic under investigation. However, the fact that all sampled
respondents were not interviewed may be a limitation to this study because they should have
provided more information on case under the study. Finally, the sample used in this study is
not nationally representative, although this sample did originate from the nationally
representative police officers deployed at school to report and record crimes. This study
suggested further research whereby this qualitative research may be used in the same field to
allow getting more in depth information. Further research includes: Collaboration between
RNP and community in preventing crime committed by juvenile at school and Police
functions in the context of juvenile crime prevention and enforcement at school.

38
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41
APPENDICES

42
APPENDIX I: PERMISSION FOR DATA COLLECTION

a
b
APPENDIX II: RESEARCH TOOLS
QUESTIONNAIRE FOR DISSERTATION RESEARCH TO POLICE OFFICERS IN
MUSANZE DPU

My name is SHEMA Moses a student at University of Rwanda (UR), college of Arts and
Social Sciences, School of Governance specifically in Professional Police Studies. I would
like to conduct a research on “ Effect of police officers’ activities of recording and
reporting on the crimes committed by juveniles at schools. A case study of Musanze
District. This study was undertaken to provide relevant information on how police officers’
activities of recording and reporting affect the commission of crimes committed by juveniles
at schools. This provided RNP with significant information that helped in planning for further
recording and reporting activities. Participation to this study is deliberate and there will be no
negative consequences to you if you drop your participation. All answers to questions will
stay confidential between me and you. Your views are very important to this endeavour and
you are, kindly, requested to participate in this research. Due care will be taken to ensure
anonymity and confidentiality, as you do not have to indicate your name anywhere on this
questionnaire. Please answer as much honestly as you can.

Thanking for voluntary and valuable participation to this study

Thanking you in advance

c
SECTION A: Demographic characteristics of the respondents

1. What is your gender?

a. Male
b. Female
2. Which of the following categories describes your age?
a. Below 20 years

b. 21-30

c. 31-40

d. 41-50

e. 51 and above

3. Which of the following categories is your level of education?

a. Secondary
b. Diploma (A1)
c. Bachelor degree
d. Master degree
e. Ph.D./Doctorate

4. Which of the following categories is your working experience?

a. Below 1 year
b. 1-3 Years
c. 4-7 Years
d. 8-11 Years
e. 12 and above

SECTION B: TYPES OF CRIMES COMMITTED BY JUVENILES AT SCHOOLS IN

KIGALI CITY

d
Q5. What do you think is the most committed crime by juveniles at school in Musanze
District? (tick only one answer)
a) Vandalism

b) Alcohol infractions

c) Drug possession

d) Shoplifting

e) Larceny

f) Assault

g) Illegal Purchases

h) Drug and alcohol crimes

i) Others , specify them

-------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------

Q6: What are the activities undertaken by police officers in relation to crimes committed
by juveniles at schools?
a) Teaching students

b) Provide guidance

c) Investigating crimes

d) Police acts as counselor/mentor, and teacher

e) Informal interactions in the hallways with students

f) Investigating leads about crimes

g) Writing police reports,

h) Patrolling school grounds

e
 i) Making arrest

j) Others , specify them

-------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------

Q7.What are the challenges faced by RNP in reporting and recording crimes committed by
juveniles at schools in Musanze District?
a) Negative perceptions of the police/stigma

b) Weak community policing

c) Inadequate equipment

d) Weak cooperation school leaders and Police officers

e) Role definition

f) Role boundaries

g) Isolation

h) Long hours of work

i) Hard to investigate secretive crimes

j) Others , specify them

----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------

f
Q8. What are the possible strategies to improve police activities in recording and reporting
crimes committed by juveniles?
a) Trainings to police [ ]
b) Enforcing community policing [ ]
c) Compaign to address juvenile behaviour [ ]
d) Strengthening anti-crimes campaigns in the schools [ ]
e) Others , specify them---------------------------------------------------------------

g
INTERVIEW GUIDE TO THE DISTRICT CRIMINAL INVESTIGATOR

1. What are the main types of crimes committed by juveniles at schools in Musanze

District?

2. What are the reporting and recording activities undertaken by police officers in

relation to crimes committed by juveniles at schools?

3. What are the challenges faced by RNP in reporting and recording crimes committed

by juveniles at schools in Musanze District?

4. What are the possible strategies to improve police activities in recording and reporting

crimes committed by juveniles?

h
INTERVIEW GUIDE TO THE DISTRICT INTELLIGENCE OFFICER

1. What are the main types of crimes committed by juveniles at schools in Musanze

District?

2. What are the reporting and recording activities undertaken by police officers in

relation to crimes committed by juveniles at schools?

3. What are the challenges faced by RNP in reporting and recording crimes committed

by juveniles at schools in Musanze District?

4. What are the possible strategies to improve police activities in recording and reporting

crimes committed by juveniles?