Factors Influencing Education Development in West Pokot County, Kenya

Abstract

The Pokot community is conservative and has resisted change in its culture from any quarter, including government policies, which have had little impact in the region since the colonial period to date. This situation has militated against school enrolment witnessed in many schools of the County and reluctance to use modern technologies in farming and SME activities. Political power has lacked recognition among the Pokots and, consequently, has had no impact on the region's social, economic, and technological developments. The purpose of this study was to establish factors influencing education development among the Pokot people of West Pokot County. The research was guided by four objectives, which included: To determine the influence of schooling on education development in West Pokot County, Kenya To investigate the influence of religion on education development in West Pokot County, Kenya To examine the influence of population explosion on education development in West Pokot County, Kenya, and To assess the influence of devolved government on education development in West Pokot County, Kenya This study was guided by the Human Capital Theory propounded by Theodore W. Schultz in 1960, who believed education and training enable the acquisition of knowledge, skills and abilities, which increase human value. The target population was 200,000, which is the number of people in active life who are creating wealth for their families in West Pokot County. A sample of 400 respondents was used to provide data, 100 from each constituency, namely: Kapenguria, North Pokot, South Pokot and Central Pokot. Stratified and purposive sampling techniques were used to select the respondents. Interview schedules were used to collect data, and the test-retest technique was used to test the validity and reliability of the instruments. Data collected was analyzed, and relationships between the independent and the dependent variables were established. The findings established that high levels of poverty were prevalent, and the bulk of the population was illiterate with no innovative or entrepreneurial skills. The study established that traditional education was designed to encompass control of livelihood in the region, making it difficult for new forms of education and ideas to be accepted. The study made four recommendations: The county government should expand social facilities such as schools and health units in the region The county government should abolish repugnant cultural practices The county government should provide credit facilities to the active population in the county for entrepreneurial activities, and The government and non-governmental organizations should make provision for training selected groups of the community population on micro, small and medium-sized enterprises to boost wealth creation for education development