Education for Masai girls: Socio-economic background

Abstract

The aim of this study is to identify major factors that influence both participation and performance rates of the maasai girls in school, and relate these factors to the changes of pastoral economy. An attempt has been made to study these changes utilizing theories of under- development on micro-level as the basis of the the- oretical framework. All attempt has also been made to analyse these factors utilizing descriptive statistics, correlation and regression analyses with the help of the Statistical Package for Social Science (SPSS) Programme available at the Institute of Computer Science, University of Nairobi. Data for the analyses were collected by using a combination of two methods. First, the historical research was done on the Kenya National Archives materiaIs, published books and journals, and the local press. Second, fieldwork covering sampled out primary school headteachers, pupils and parents has carried out using questionnaires. From the study, it has been found out that availabiIity of schools not the major index of measuring educational opportunities. The ability to use the existing facilities is equally important.This in turn depends the socia-economic background of the girls. Educational background and occupation o f the parents, and educational level and occupation of the elder family members are important factors that influence both participation and performance rates of the girls in school. Religious background of the parents, ownership of land, movement of families and the girls' sibling positions influence educational demand but do not seem significant in explaining performance variations. Various policy suggestions are made as to ways of increasing educational opportunities for the girls and narroHing the socio-economic inequality that exist between the pastoral regions and the rest of the Kenyan regions. This in turn implies active Government participation towards these processes besides its traditional role of providing social services, schools and financing the building of infrastructures. The study is divided into five chapters. Chapter one is the introductory chapter and is composed of the purpose of the study, the literature review, theoretical framework, methodology and limitations of the study. Chapter two and three deal with the historical background incorporating the development of education in the country. Chapter four deals with the analyses of data and then Chapter five concludes by trying to point out recommendations, policy implications and areas of further research.