Resistant to Change Frustrates Maasai Girls’ Learning Outcomes in Secondary School Education in Kenya

Abstract

Education is fundamental human rights and precursor for achieving individual self-fulfillment and the national development (GOK, 2005; MoE, 2006). The government of Kenya has been working towards bridging the gender gap in senior government positions by putting a minimum of 30 percent representation of women in all sectors (Republic of Kenya, 2007). The Kenya Constitution (2010, CAP 4, Article 27, clauses 3 and 8) requires that both women and men have the right to equal opportunities. One issue of great concern in this study is the continual low transition rates and learning outcomes of girls in secondary schools in Narok County. There is no girl who has ever achieved a mean grade of A or A- in KCSE in Secondary Schools in Narok County since the inception of 8-4-4 education system. This demonstrates what is believed to be true or known that the number of girls accessing secondary and university education is at oblivion in marginalized communities. The consequence of this situation is limiting the number of women in leadership positions and inferior economic development. Arid areas which are dominated by nomadic pastoral communities in Kenya have lower participation and completion rates over the years despite intervention policies (Sifuna, 2005). The challenges facing provision of quality education in Kenya include; ineffective leadership, poverty, hidden Cost, low access, retention and completion rates, negative cultural factors, HIV/AIDS, distance and poor facilities, learners: book ratio, teacher: learner ratio and low individual returns. Primary and Secondary school completion rates have been increasing over the years. The proportion of girls not completing their education is higher than that of boys. There is wide regional and gender disparities in participation in education especially at the Secondary school and University level.