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Education for all (EFA): reaching Nomadic communities in Wajir, Kenya - challenges and opportunities

Abdi, Ibrahim Abdi (2010)
M.Res. thesis, University of Birmingham.

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Abstract

This new study examined and discussed the challenges inhibiting nomads from accessing formal education in the light of Kenya’s domestication of Education for All (EFA) which the government committed itself at various world conferences. The research investigated the disproportionate disparity in school enrolment among the different regions in Kenya despite heavy investment and efforts in education. It looked at the programmes geared towards achieving EFA such as Free Primary Education, boarding schools, school feeding programme and bursaries. These and other features of EFA are discussed as they are deemed to provide a feasible route for educating nomads. The research used a mixed methods approach to collect data using semi-structured interviews designed for nomadic parents, focus group discussions with education officials and teachers, and a questionnaire for nomadic students in secondary schools. The research instruments were designed to find out the challenges, perceptions, preferences and policies concerning nomadic education from 78 purposively selected individuals comprising eight interviews, 50 questionnaires and 20 focus group discussion participants. The findings from the field illustrate the continuing under-participation of nomads in education. Informants cite the location of schools, poor facilities, poor transport, attitude of parents and poverty among other issues as the inhibiting factors affecting participation of nomads in formal education. If fuller participation is required, the main issues arising are the need to revamp existing facilities, entrench mobile schools in the Koran schools and strengthen legislation for compulsory education while concurrently improving the infrastructure for nomadic people. In this way, education can be provided that respects the nomadic lifestyle. The research concludes by proposing a multifaceted approach to the education of nomads. However, mobile schools with a non-formal curriculum package may be an especially attractive option due to expected suitability in nomadic setting and their relatively low cost, given expected financial constraints. It is also recommended that further research is routinely conducted to explore nomadic friendly learning programmes before the implementation of any of these recommendations.

Type of Work:M.Res. thesis.
Supervisor(s):Gorard, Stephen
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LB Theory and practice of education
Institution:University of Birmingham
ID Code:1053
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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