Factors Influencing Provision Of Education For Pastoralists Children In Mobile Primary Schools In Marsabit North District, Kenya

Abstract

This study aimed at investigating factors influencing provision of education for pastoralists’ children in mobile primary schools in Marsabit North District, Kenya. Mobile schools provide a critical alternative link to provision of education services to communities in arid and semi-arid lands in Kenya. Despite efforts to promote pastoral education by the government and educational stakeholders, over 80% of the school going age in nomadic pastoralists’ areas still do not access the Free Primary Education introduced in 2003. Objectives of the study included investigating factors that influence provision of education for pastoralists’ children in mobile primary schools such as teacher training, teaching and learning facilities, households’ economic status and child labour. This study adopted a descriptive survey design to gather data from Yaa Odhola, Yaa Galbo, Yaa Algara and Yaa Sharbana mobile primary schools. Sample size included head teachers attached to the four mobile primary schools, teachers and pupils. Researcher did census on head teachers and teachers since they were few. For the pupils purposive sampling was used. Sample size consisted of 56 respondents; 4 head teachers, 4 teachers and 48 pupils. Questionnaires and Focus Group Discussions were used to collect data. Findings were analysed using Social Package for Social Scientists (SPSS) and presented in percentages and frequency tables. Findings showed that all factors had considerable influence on the phenomenon under study. On influence of teacher training all teachers strongly agreed that inservice and pre-service training was important and training teachers for mobile primary schools should be prioritized. A teacher training institution should be established, while teacher training should be culturally sensitive. Teaching and learning facilities did not seem to be major hindrances to provision of mobile primary education since they were available. However, water was major concern and policy makers and stakeholders should consider availing it to a greater measure.House hold’s economic status such as poverty levels andfamily size indicated significance influenceon provision of education. This implied that provision of mobile primary school education is a socio-economic issue that requires integrated approach therefore is relevant.Child labour featured as the strongest influence on provision of education. Household chores such as fetching firewood and water, grazing and caring for siblings were cited as negatively influencing provision of education in mobile primary schools. To solve these issues concerted efforts between all the education stakeholders should be encouraged and a long term plan of action put in place. Clean water should be availed, paid child labour eliminated and issues of planned family sizes within communities addressed by policy makers. Findings shed light on how mobile schools could offer more opportunities for school age going children and suggested necessary mitigation steps in planning of nomadic education. Researchers interested in Education in Emergencies could use the findings. Pastoralists’ children could benefit from improved provision of primary school education if the research findings are implemented. Further research is needed on the role of female teachers and factors influencing participation of family members in provision of education for pastoralist children in mobile primary schools.