Factors Influencing Nomadic Pupils’ Participation In Primary Education In Wajir North Subcounty, Wajir County, Kenya

Abstract

The main objective of this study was to investigate the factors influencing nomadic pupil’s participation in primary education in Wajir North Sub-county, Wajir County, Kenya. The specific objectives included; the influence of clan conflict on nomadic pupil’s participation in primary education in Wajir North Sub-County; to investigate the influence of displacement on nomadic pupil’s participation in primary education in Wajir North Sub-County; to investigate the influence of security on nomadic pupil’s participation in primary education in Wajir North Sub-County and to establish the influence of food security on nomadic pupil’s participation in primary education in Wajir North Sub-County. The study was carried out in 12 public primary schools in the sub-county due to the manageability of the population size. The study used simple random sampling to select a study sample of 180 respondents (144 pupils, 24 teachers and 12 head teachers) and questionnaires were sent. Out of those, 142 (10 head teachers, 20 teachers and 112 pupils) questionnaires were filled. This therefore represents a 78.9 percent response rate. The data was processed using Statistical Package for Social Sciences (SPSS). The study adopted a descriptive survey research design since the study aimed at capturing respondents’ opinions, attitudes, beliefs and knowledge based on the impact of perennial clan clashes on schools A research permit was obtained from the National Council of Science and Technology on application on obtaining the permit, permission was also obtained from the area DEO to carry out a research in the district. Analysis of data started with editing to identify errors made by the respondents such as spelling and any un-responded to items. Quantitative data derived from the demographic section and the closed questions were analyzed using descriptive statistics using percentages and frequencies to enable meaningful description of the distribution. Conflict resolution and human rights modules be entrenched in the curriculum, interventions to bridge the gap between various ethnic communities, facilitation of inter-ethnic dialogue between traditional elders, youth and women as well as trust-building with the local administration, and making religious education a compulsory subject in both primary and secondary schools