Factors influencing transition of pupils from primary to post-primary education: a case of Mashuru division, Central Kajiado District, Kenya

Abstract

As countries in Africa move towards achieving the Millennium Development Goals (MDGs) and Education for All (EF A), Kenya has demonstrated a leading example in the provision of free primary education for all. However, it is imperative to think beyond primary school. Kenya has made notable progress in increasing primary enrolment and improving gender parity, although much more remains to be done. This research project explores the factors that influence transition of girls and boys from primary to from primary post-primary education. The purpose of this study is to analyze factors that affect transition of boys and girls from primary to postprimary education and suggest the way forward.

The broad objective of this study is to analyze the factors that influence transition of boys and girls from primary to post primary education with specific objectives being to establish the economic factors influencing transition of boys and girls from primary to post-primary education; to determine the cultural factors influencing transition rates of boys and girls from primary to post-primary education; to examine the role social factors influencing transition of boys and girls from primary to post-primary education and to compare transition rates of boys and girls from primary to post-primary education. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two.

At the third phase of the study, focus group discussions will be held with the students. The study seeks to find out any gender disparities in transition from primary to postprimary education and whether boys are given preferential treatment. The research design was cross-sectional. The researcher utilized different groups of people who differ in age but share the same ethnicity, in this case the students of both Class 8 and Form 1, both from Mashuru Division of Central Kajiado District. Interviews were conducted with pupils in their final year of primary school (Class Eight pupils) as well as those newly enrolled in institutions of post-primary education (Form 1 students). This involved the use of structured interview to collect quantitative data using questionnaires with closed-ended questions. Focus group discussions were also held with the students.

Data collected was then analyzed using frequencies and percentages. The mean was used to analyze and compare the number of girls in institutions of post-primary education against the number of boys. From the study, it is apparent that boys were given more opportunities in transition to post-primary education with girls facing more challenges in transition to post-primary education. Socio-cultural practices have also had adverse effects on girls than boys. The study recommended the education of parents on the importance of postprimary education, provision and sensitization of students on Guidance and Counseling and its roles, provision of more schools to students within their home environment, creating awareness on importance of educating the girl child and educating the public on better practices for circumcision that will allow quicker recovery for boys and sensitization of parents on the dangers of FGM. If properly executed, these would bridge the gap between primary and post-primary enrolment.