Abstract
The Government of Kenya (GoK) has continuously provided grants to secondary schools to retain all children in school. However, there have been challenges in internal efficiency in form of boy child retention in schools. The main objective was to determine the socio-economic factors influencing retention of boy child in secondary schools in Mathioya Sub - County between 2005 and 2011. A descriptive survey design was used in this study. The researchers used stratified, simple random and purposive sampling to get a sample of 9 schools, 9 principals, 180 students, 54 teachers and 36 parents, Sub-County Education Officer (D.E.O) and Sub-County Quality and Assurance Officer. The study used questionnaires for principals and teachers, interviews were conducted for parents /guardians while Focus Group Discussion (FGD) was used to collect information from students. Quantitative data was analysed descriptively using frequency counts, percentages, frequency tables and bar graphs. Qualitative data was analysed thematically. Despite Free Day Secondary Education (FDSE), boys continued to drop out of schools. The study recommends that the government should unite with other stakeholders to conduct aggressive campaigns to sensitize community on importance of educating all children. Most important the GoK should unsparingly deal with the militia groups like Mungiki. Keywords : Boy child, Retention, Education for All, Militia group, Social and Economic activities DOI : 10.7176/JEP/10-29-10 Publication date :October 31 st 2019
Highlights
Background of the studyEducation and training remain the foremost tools for accelerating social and economic development for industrialization in the 21st Century as projected (Republic of Kenya, 2003)
To establish measures that can improve retention of the boy-child in secondary schools in order to enhance the achievement of Education for All (EFA) goals
(v) Two parents/guardians of the sampled schools whose boys were enrolled in secondary school and two parents who had no children in the school but within the reach of the sampled schools were sampled purposively making a total of 36 parents
Summary
Background of the studyEducation and training remain the foremost tools for accelerating social and economic development for industrialization in the 21st Century as projected (Republic of Kenya, 2003). Performing education sectors produce appropriate human resource capital that is integral in spurring productivity (MOEST, 2005). In this regard, education is considered as a key determinant of earnings and an important exit route from poverty. Government involvement in education and training is justified on the basis that human capital development has large social returns, (MOEST, 2005). It is in this regard that the Kenyan Government is committed to the provision of equal access to quality and relevant education and training opportunities to all Kenyans. As documented in universal declaration of Human Rights (1948), the United Nations Convention on Rights of the Child (1989), 1990 African
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