Determinants of transition rate to secondary education among primary school girls in Kenya: a case of Keiyo district

Abstract

The purpose of this study was to examine the determinants of educational transition rates to secondary school education, among primary school girls in Keiyo District for the year 2004-2008. Specifically, the study sought to: determine the percentage of girls who get access to secondary after primary education, assess social factors that determine transition rate of girls to secondary education, assess economic determinants of transition rate to secondary education among girls, identify cultural factors that determine transition rate to secondary education of girls and determine other school related determinants of transition rate to secondary education among girls in Kenya: A case of Keiyo District. The study employed a descriptive survey design. The study was guided by a conceptual framework modified from Sithol (1995)‟s gender ideology and welfare concept. Data of this study were collected from a total population of 6421 which comprised primary school head teachers, teachers, PTA members and pupils. One Division was selected through Cluster sampling. Stratified and proportionate sampling techniques were used to select a sample of seven schools out of the population of twenty three primary schools in the Division. The seven head teachers and 264 pupils were purposively included in this study whereas a sample of 58 teachers and PTA members were selected using simple random sampling techniques. In total 329 respondents participated in this study. The research instruments used in collecting data were questionnaires, focus group discussion and document analysis. Collected data was analyzed using descriptive statistical techniques like percentages, frequency tables and means. The research findings revealed that social, cultural, economic and school related factors are responsible for low transition rate of girls. These factors include: lack of encouragement/care from parents, lack of role models, cultural beliefs and customs, early pregnancies/marriages, gender multiple roles, poverty, gender inequalities in allocation of educational resources by parents in cases of limited resources, long distance walked from home to school, sexual harassment and lack of guidance and counseling in schools. The study concluded that girls are not given equal chances to access secondary education and this is as a result of social, cultural, economic and school related determinants. Arising from these conclusions, the study recommended community mobilization and campaigns to sensitize them against gender inequality in the provision of secondary education. This study further recommends implementation of policies and strategies to reduce poverty levels so that parents who cannot pay school fees can do so. In addition the government should provide full free secondary education and establish bursary schemes for the disadvantaged groups. Lastly, there is need to intensify and strengthen guidance and counseling in schools, use of role models to motivate the girl-child in education. Equally important is the establishment of boarding schools in ASALs region and enforcement of rules and regulations to curb sexual harassment. It is expected that the findings of this study will provide educational stakeholders, planners and policy makers with a better understanding of the nature, determinants of transition rate and assist in the on-going search for equity and efficiency in education. They will also provide a base for further research on transition rates to other educational levels.