| dc.description.abstract | Education is widely seen as one of the most promising paths for individuals to realize better,
more productive lives and as one of the primary drivers of national economic development.
Particularly, post-primary education is critical for equipping learners with the knowledge,
skills and attitudes necessary to transition to work or higher education, and to be healthy and
productive citizens. However, studies point to increased gender gaps during adolescence,
with adolescent girls more vulnerable than boys to dropping out of school, shouldering heavy
labor demands in the household, being subjected to sexual coercion and violence, being
infected and/or affected by HIV and AIDS and facing harmful practices such as early
marriage. These socio-cultural obstacles interact with other socio-economic factors and bring
an end to a girl’s education. Educated girls have greater voice and decision-making power,
greater knowledge and self-confidence, and generally develop better outcomes in future
income, health status, motherhood and civic participation. Girls engaged in post-primary
education serve as role models for other girls to pursue further education necessary to build a
base of future professionals. To promote equity and prevent wastage of human potential, the
post-2015 development agenda need to re-think approaches to schooling beyond primary
school particularly among girls. The general objective of this study was to determine the
influence of socio-cultural factors on transition of girls to post-primary education in Isiolo
County. The target population composed of 163 respondents, drawn from various groups of
actors in education in Isiolo County. Cluster sampling technique was used to select the
sample. Questionnaires and interview guides were used as the primary data collecting tools.
Descriptive statistics and inferential statistics were used to analyze the data. Content analysis
was used to analyze the interview schedules. The findings of the study will provide in-depth
understanding of the influence of early marriage, gender violence, HIV and AIDS and
mentorship on post-primary education of girls. The government and other planners will
benefit from the information generated to form and/or strengthen policies that can be used to
improve post-primary education in Kenya. The study established that early marriage makes
girls drop out of school never to continue with education. The study further established that
when parents die from HIV and AIDS, it is likely that girls will assume the parenting role.
The study conclude that gender-based violence has the highest effect on girls transition to
post-primary education, followed by early marriage, then HIV & AIDS while mentorship
having the lowest effect on the girls transition to post-primary education among Ngaremara
Ward, Isiolo County, Kenya. Among other suggestions, the study recommends the integration
of formal education system with the non-f | en_US |
