Factors Influencing Retention of Girls in Primary Education in Vumilia Resettlement Area

FACTORS INFLUENCING RETENTION OF GIRLS IN PRIMARY EDUCATION IN VUMILIA RESETTLEMENT AREA AT MAAI-MAHIU, NAIVASHA SUB-COUNTY, KENYA.

Redempta W. Kiarie

A Research Project Submitted in Partial Fulfilment of the Requirements for the Degree of Masters of Education, in Education in Emergencies

University of Nairobi

2014

DECLARATION

This research project is my original work and has not been presented for a degree in any other University

……………………………..

Redempta W. Kiarie

E55/67106/2011

This research project has been submitted for examination with our approval as university supervisors.

……………………………………..

Dr.Caroline Ndirangu

Lecturer

Department of Educational Administration and Planning

University of Nairobi

…………………………..

Dr. Ursulla Okoth

Lecturer

Department of Educational Administration and Planning.

University of Nairobi.

DEDICATION

This research project is a special dedication to my Husband Mr. Joel Riba and our children Ian, Billy, Albert, Victor and Frank Riba.

ACKNOWLEDGEMENT

First I would like to acknowledge the insightful guidance and assistance that I have got from my supervisors Dr. Caroline Ndirangu and Dr. Okoth Ursulla. Their insights at every stage of writing this research project were very instrumental in helping me gather the resources required.I will forever be thankful to my family particularly my husband Mr. Joel Riba and our children Ian, Billy, Albert, Victor, and Frank Riba for understanding while I was away conducting my studies and especially the research project.I acknowledge the enormous support I got from Head teachers, teachers and pupils in schools at Vumilia resettlement area who provided primary data.Finally I thank the entire staff at University of Nairobi for having provided a conducive learning environment. May God bless you for the constant encouragement, support and prayer.

LIST OF FIGURES

Figure Page

Figure 2.1 Shows Maslow’s Hierarchy of Needs...... 22

Figure 2.2 Conceptual framework showing the relationship of factors influencing girls retention in primary education 24

ABBREVIATIONS

CRC Convention on the Rights of the Child

FAWE Forum for African Women Educationists

FPEFree Primary Education

INEE Inter-Agency Network for Education in Emergencies

MDGS Millennium Development Goals

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations International Children Emergency Fund

WRCWomen’s’ Refugee Commission

ABSTRACT

In a case of emergencyand conflicts like the post-election in 2007, communities, especiallyin the resettlement areas struggle to keep their children in school because of instability, shortage of resources and the threat of violence. This study sought to examine the factors affecting retention of girls in primary education in Vumilia Resettlement Area, Naivasha District in Kenya. It was guided by the following objectives ; to establish how households, girls related factors, security and children separation from their families affect the retention of girls’ in primary education. The researcher used descriptive survey design in the study. The target population was 337 (251 girls and 76 teachers) in the study area. A sample of 203 girls and 43 teachers were selected through simple random sampling. A pilot study was carried out on different set of respondents to help plan for the research. Data collected was analysed and presented through tables and narratives. The research findings indicated that the retention of girls in primary education is hampered by girls being heads of households. Schools are organizing workshops to educate parents on the need to educate their girls. The study concludes that the community should be sensitized on the need for the girl child to be in school. There were incidences of girls dropping out of school to provide for their families. The study concluded that efforts should be made to tackle girl related problems to retain them in school. The community should participate fully in offering security. The study concluded that there is insecurity at the resettlement area. The study recommended provision of adequate security. The cases of children being separated from families were minimal an indication that many girls lived with their parents or legal guardians. Girls who live alone should be re-united with legal guardians or be accommodated in orphanages. These calls for strong partnerships between parents, teachers and pupils in conjunction with other arms of the government in order to ensure girls are and remain in school.

CHAPTERONE

INTRODUCTION

1.1 Background to the study

Education is a central element in the development of any country. All children have an absolute right to education without discrimination (United Nations Declaration of Human Rights, 1948). Withdrawal before attainment of primary education is one major problem facing education system.

The significance of the promotion of retention and completion rates among girls was stressed throughout the 1990’s in the World Declaration on Education for all, which states that “The most priority is to ensure access and improve the quality of education for girls and women and to remove every obstacle that hampers their active participation. All gender stereotyping in education should be eliminated (UNICEF, 1999). The emphasis lies not only on making education available to girls but also on the need to remove all barriers to attending school including those related to school and out of school problems.

This can be accomplished through the use of a well-designed education programme that delivers good quality activities. This will help protect children from different risks like physical harm, trauma and distress, exploitation, gender based violence, recruitment into armed groups, family separation and abuses related to forced displacement. In ensuring education to all children and more so girls, the country benefits a lot. Some of the benefits include health for their children as these girls are the future mothers, greater willingness to educate daughters and great earning potential for women in the later life (Internal Save the Children Alliance, 2006).

A number of positively correlational studies have established that family intactness is positively associated with measures of psychological well-being (Prewitt Diaz and Dayal, 2008). The psychosocial impact of crisis on an individual child’s life will depend on a range of factors. Losing a parent, witnessing violence, or experiencing a natural disaster can disrupt the long-term social and emotional development of younger children. Parents may also be physically or emotionally unable to provide the care that young children need (IASC, 2007). The very things children depend on, for instance, parental love, care, respect, a sense of belonging, values and beliefs, hope for the future, independence and freedom, may be under threat or gone altogether (Annan. et el, 2003).

According to Graca (1996) “fear and disruption make it difficult to maintain an atmosphere conducive to learning and this can take a grievous toll on school morale. In Palestine schools, surveys found that teachers and students have trouble concentrating, particularly if they have witnessed or experienced violence or had family members in prison or hiding. The United Nations Convention on the Rights of the Child (CRC) finds the family as key in ensuring the well-being of children. The child for the full and harmonious development of his/her personality should grow up in a family environment (CRC Preamable, 1989).

Basically, on average, 96% of girls in African countries, Kenya included, left primary education before finishing in 2003 (UNICEF, 2011). This rate of drop-out is attributed to multiplicity of school and out of school factors (Njau and Wamahiu, 1994). A report by Forum for African Women Educationist (FAWE) identified factors that hinder girls’ education attainment as lack of security within school, poor learning environment and rigid school curriculum, negative social practices, teenage pregnancy, poor teaching methods and limited prospects of labour markets (FAWE, 1998). By dropping out of school, girls remain entrapped in a vicious cycle of poverty. Keeping girls in school is one way of breaking the vicious cycle of under-development (Njau and Wamahiu, 1994).

Musigunzi (2007) reported that after the introduction of FPE (Free Primary Education) years (2002) and (2003), gender parity was almost fully achieved in pre-primary school up to grade 8 where 45% of all pupils were girls. Shocking revelation was that at grades 9 and 12, girls participation dropped to only 27%. The report stated that in Kenya, the overall girls’ participation from pre-primary to grade 8 was between 33%-40%. This is also the state of affairs at Vumilia Resettlement area.

1.2 Statement of the problem

All children have an absolute right to free and compulsory, primary education without discrimination of any kind. As per the Millennium Development Goals (MDGs) adopted by world leaders in 2000, which aims eliminate world poverty, achieve universal primary education by 2015 as well as eliminating gender disparity (United Nations, 2005).In a case of emergency and conflicts like the post-election in 2007, communities struggle to cope because of instability, shortage of resources and the threat of violence. They focus on survival and may find it difficult to be dedicated to girls’ education.

Education being a fundamental right to every child has not been accorded the seriousness it deserves in the Vumilia resettlement area at Maai-Mahiu. The resettlement came as a result of post-election violence witnessed in 2007. Schools around the resettlement area have tried to ease congestion in the resettlement area through admitting children in their school; especially Maai-Mahiu Primary School which has 75% of the displaced children. Despite this effort, girls are still dropping out of school, with at least 3% of the girls leaving school before completion (D.E.O office Naivasha Sub-County). It is on this light that the researcher sought to unearth the underlying problems that would be compelling girls to drop out of school. This led to the study on the factors influencing retention of girls in primary education in Vumilia resettlement area at Maai-Mahiu, Naivasha sub-County, Kenya.

1.3 The purpose of the study

The purpose of the study was to establish the factors influencing retention of girls in primary education in Vumilia resettlement area, Naivasha District, Kenya.

1.4 Objectives of the study

The following were objectives that guided the study:

i)To establish the extent to which child-headed households affect the retention of Girls’ in primary education at Vumilia resettlement area in Naivasha District, Kenya.

ii)To determine the extent to which girl related problems affects retention of girls in primary education at Vumilia resettlement area in Naivasha District, Kenya.

iii)To investigate how availability of security affects retention of girls in primary education at Vumilia resettlement area in Naivasha District, Kenya.

iv)To assess the extent to which child separation from families affects retentions of girls’ in primary education at Vumilia resettlement area in Naivasha District, Kenya.

1.5 Research questions

The following were the research questions:

i)To what extent does a child-headed household affect the retention of Girls’ in primary education at Vumilia resettlement area in Naivasha District, Kenya?

ii)To what extent do girl related problems affect retention of girls in primary education at Vumilia resettlement area in Naivasha District, Kenya?

iii)To what extent does availability of security affect retention of girls in primary education at Vumilia resettlement area in Naivasha District, Kenya?

1.6 Significance of the study

The findings of the study may be of help to stakeholders in education at Vumilia resettlement area to understand the underlying problems related to retention of girls in education. These are the MOE, School Heads, Teachers, Parent/Community and Red Cross and other NGO’s who are engaged in education for the girl child. They will be better positioned to an

It may bring to the light how the government in future can help arrest drop out rate of girls from school and also how much more in terms of money and human resources is needed to bring to a halt the trend of girls dropout.

1.7 Limitations of the study

Some of the study respondents had to be persuaded to respond to questionnaire by explaining the benefits of the study to the community. Some of the respondents were unwilling to share their experiences due to what they may have undergone initially. The researcher managed to convince the respondents to give accurate information by explaining that the study is purely an academic endeavor and not aimed at harassing or intimidating anyone.

1.8 Delimitations of the study

This study focused on the sampled population in Maai-Mahiu resettlement area and five public schools located within the settlement area. The study covered both public primary schools and three private schools for comparison purposes. Teachers and girls sampled for this study were assumed to give an impression of what exactly happens in the resettlement area and the findings may not be perfectly applicable to other areas of differing characteristics.

1.9 Basic assumptions

The basic assumption in the study was that the respondents gave honest and truthful responses to the question in the study instruments and the researcher can rely on them to answer the research questions.

1.10 Definition of significant terms

Child-Headed Households refers to children who have been separated from both parents and other relatives and not being cared for by an adult who by law or custom is responsible for so doing.

Girl-Related Factors refers to unique situations that specifically affect the girl-child and not the boys.

Learning spaces refers to places where teachings and learning happen. It includes private.

Psychosocial support refers to processes and actions that promote the holistic well-being of people in their social world. It includes support provided by family and friends, homes, child-care centers, pre-schools, temporary structures and schools.

Retention is defined as ensuring that the girl child remains in school.

Separated Children refers a situation where a child is without care of their parents or legal guardians.

1.11 Organization of the study

The study was organized in to five chapters, chapter One contained introduction, background to the study, statement of the problem, purpose of the study, objectives of the study, research questions, significance of the study, limitations and delimitations of the study, basic assumptions of the study, definition of terms and organization of the study. Chapter Two covered literature review on girl child retention in school, child-headed households, girls related problems, security and child separation from families. It also contains the theoretical and conceptual framework. Chapter Three covered research methodology, research design, target population, sampling and sample size, instruments validity, reliability, procedure for data collection and data analysis. Chapter Four covered analysis of data and interpretation of findings. Chapter Five covered summary of the research findings, conclusions and recommendation

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviews the related literature under the following subheadings: security to and within school, separated children from their families, girls’ related factors, and child-headed households.

2.2Girl child retention in school

There are two extremes of girl child retention. The first is when a child has normal progression, typical of a stayer, or retained student. This occurs when a student enrolls each term until the end of the school year. There are dropouts, or leavers who are pupils who join school but leaves before completing the curse and never returns to that or any other school. Between these two extremes are transfers, pupils who begin studies at one school and then transfer to another. From the pupils perspective, transferring is normal progress. From the perspective of the institution where the student first enrolled, the student has dropped out. Several factors lead to these situations especially for the girl child.

Factors Influencing Retention of Girls in Primary Education in Vumilia Resettlement Area

DECLARATION

DEDICATION

ACKNOWLEDGEMENT

TABLEOFCONTENTS

LIST OF FIGURES

ABBREVIATIONS