| dc.description.abstract | The purpose of this study was to investigate factors influencing pupils’ participation
in primary education in Molo Resettlement Scheme in Kenya. The farms under the
scheme are Baraka Shalom, Kangawa Phase 1, 2 and 3 and Mlima Farms. The major
purpose of this study was to asses factors influencing children’s participation in
primary the factors assessed include age and gender,customery practices, parental
beliefs, pupils’ characteristics and economic challenges. Data was collected by use of
questionnaires among 4 head teachers, 13 class teachers and 403 pupils. Data analysis
was done by use of frequencies and percentages and the results p resented in form of
tables, pie charts and bar graphs. The analysis was done in relation to the study
objectives. Findings revealed that pupils’ characteristics contributed to low
participation in primary education among the resettled IDPs. These factors included
age and gender. Customary practices such as early marriages and FGM were also
attributed to lack of participation by the resettled IDP pupils in primary education.
There are parental beliefs such as traditional and religious practices. It also revealed
that most parents were economically challenged in the sense that they lost their
livelihoods during the 2007 post-election violence and therefore were finding it hard
to provide for the pupils’ basic needs as well as school requirements. Lack of
encouragement from parents and poverty within the family contributed a lot to low
participation of learners in primary education. It was also revealed that Children
especially girls were exposed to severe assault and violence in the school environment
perpetuated by male teachers and male pupils. As a result of high poverty levels, some
parents were not able to financially provide essential commodities to their children
such as school uniform and sanitary towels especially for girls and other hidden
school costs. The study therefore recommended that there is need for the government
and other stake holders to train the resettled IDP parents and the entire local
community on skills needed to know the importance of education and treat all the
children with equal learning opportunities. It also recommended that all teachers
should be given in-service courses on education in emergencies so they may not affect
the participation of pupils in primary education. | |
