Effects of Pastoralists Communtity on Quality Education In Mandera County-Kenya.

Abstract

One of the most significant current discussions in the education arena is the provision of quality education. Education in Kenya is considered as basic tools for sighting poverty and ignorance, that is why it is considered as a basic right and basic need for every child to get education. The study focus on the following factors such as school-level factors with specific focus on; teacher qualification, socio-economic factors and community involvement to improve quality of education. Nomadic pastoralist is a subsistence system based on domesticated animal’s production. There two forms of pastoralist nomadic and transhumance. Nomadic pastoralist do not have permanent settlements and often follow a seasonal migratory patterns whose living destinations are determined by needs of the herd animals for water and fodder; Pastoralists are seen as a minority community whose way of life and values are poorly understood and threatened by dominant social and political forces. The mobility of nomadic communities is likely to be affected by poor retention of teachers in rural areas. Owing to the generally low education levels in these communities, it is difficult to recruit enough teachers from the region. Therefore the areas are characterized by hash ecological zones that are prone to periodic droughts, low unreliable rainfall and a fragile environment that is subject to degradation. The lifestyles of the communities in the areas are also highly vulnerable in terms of poverty and insecurity. Due to unpredictable weather pattern that are characterized by inadequate rain full, nomadic pastoralist practices a mobile lifestyle in order to balance the water and grazing requirements of their livestock. There some hindering factors to girls’ education and among these factors are the negative attitudes of the girls’ parents and communities towards education such as boy-child preference, female genital cutting (FGC), early marriage, and excessive girl-child labour are the orders of the day. Given the prevalent high levels of poverty, provision of opportunities and material resources for girls’ education was very limited. The main recommendations were community sensitization and mobilization, girls’ own actions to pressure their parents to take them to school, provision of all-girls’ schools staffed by female teachers, and grants and bursaries for poor bright girls.