Nomadic Education Policy's Effectiveness in Enhancing Access to Primary Schools by Learners in Balambala Sub-County, Garissa County, Kenya
Keywords:
Nomadic Education, Policy Effectiveness, Primary Schools, Balambala Sub-County, Garissa County, KenyaAbstract
Primary schools in Kenya play a vital role in providing a strong foundation for education by imparting fundamental skills like reading, writing, and communication. Unfortunately, low access, retention, and completion rates have contributed to high levels of illiteracy in the country, according to the Republic of Kenya (2019). The purpose of the study was to investigate nomadic education policy's effectiveness in enhancing access to primary schools by learners in Balambala sub-county, Garissa County, Kenya. The design used in the investigation was descriptive. The target population was 33 public primary schools in Balambala Sub-County. The specific respondents were the 199 Sub-County Director of Education, Sub-County Director of TSC, Headteachers, teachers, Student Council representatives, and the Board of Management of Primary Schools. The data collection was achieved by utilizing questionnaires and interview guides. The researcher issued questionnaires and sufficient time was provided to allow them to respond to the instruments accurately. Quantitative data was analyzed using descriptive statistics including frequencies, mean, and standard deviation, and inferential statistics like single regression. Qualitative data was analyzed thematically as per the research objectives. A pilot study was conducted with 40 participants from ASAL Primary schools in Dadaab Sub County. Data was presented using tables, figures, and charts. The findings revealed a strong positive correlation (r = 0.750, p < 0.001) between the implementation of the nomadic education policy and access to education. Notably, the study revealed positive perceptions regarding the effectiveness of nomadic education policies, particularly in improving access and retention rates in schools. The study recommends that a longitudinal study should be conducted to assess the long-term impact of education policies and integrated solutions on access and retention rates in primary schools in Arid and Semi-Arid Land (ASAL) regions.
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