Factors influencing pupils' participation in primary education in Molo resettlement scheme, Kenya
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.