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The desire for any government that values the economic growth of its country is to provide education to its citizens. Kenya has made innumerable efforts towards this end since independence. However, several decades down the line, this is yet to be realised. The nomadic pastoralist community is one such a group that has remained out of school due to its palpetic lifestyle. Generally, formal education is appropriate for people leading a sedentary lifestyle, thereby making nomadic pastoralist community be persistently excluded from accessing formal education. Nevertheless, in efforts to promote access to education among communities that are mainly nomadic pastoralists, the Government of Kenya has established mobile schools in Turkana County. Several studies have been conducted on factors contributing to low participation of nomadic pastoralists in education, but very little research has been done on mobile schools. Using a mixed methods research design, various County Government documents and official documents found in schools were reviewed to obtain information concerning Mobile schools in the area of study. Purposive sampling was adopted for this study to identify schools and the population for study. Focused Group Discussions were also held for parents and the learners of the final grade in mobile schools. The quantitative data was analyzed using descriptive statistics whereas thematic analysis approach was used for qualitative data. The findings were presented in verbatim and tables. This study found out that although mobile schools have promoted access to education among Turkana nomadic pastoralists, their level of participation in education is still significantly low. The study established that some of the conditions that enhance participation in education through mobile schools include: awareness and sensitization, community involvement and multi grade and multi shift approaches in education provision. Also importantly is adopting a multifaceted approach whereby there is both provision of education, food and security. This study recommends further research to establish ways of sustaining mobile schools in provision in provision of education among the nomadic pastoralists.
Journal of Education and Practice
An Empirical Investigation of Viability of Alternative Approaches to Basic Education among the Samburu Nomadic Pastoralists Of Northern Kenya2012 •
Journal of Popular Education in Africa
Nomadism and Provision of Basic Education in West Pokot County, Kenya2019 •
Learners in nomadic pastoralist communities face peculiar difficulties in accessing and continuing with education programmes whose design suits sedentary communities (Siele, 2009). Educating nomadic people in the context of rapid global socioeconomic change is a challenge of massive proportion (Krayli & Dyer, 2009). In Kenya, the government has taken several steps towards meeting the needs of pastoralist communities (Birch, et al, 2010).There are several Policy documents in Kenya currently, on Nomadic/Pastoralist Education. For instance there is a Policy document of 2009 on Nomadic Education, revised (2015). There is also a Constitution of Kenya (2010), the Basic Education Act (2013), among other policy documents. This paper aimed at examining the impact that policies on Nomadic Education have had on provision of Basic Education to deserving children in West Pokot Countyone of the regions that is earmarked as deserving Nomadic Education and where it should be mounted (Policy Framework for Nomadic Education in Kenya, 2015). This was because most parts of this County are categorized as either Arid or Semi-Arid Land and most of the occupants are mainly Pastoralists, who are normally seen moving with their children in search of pasture for their animals, instead of taking them to school. The target population included the County Director of Education; Sub-County Directors of Education; Officer in Charge of Pastoralist Education in the County Government of West Pokot, The Curriculum Support Officers and Board of Management Members of Primary Schools that were selected to participate in the study. The study was guided by Cultural-Ecological Theory. The study's design was Descriptive Survey and used Questionnaires, Interview Schedules, Document Analysis Guides and Focus Group Discussions as the main research tools to collect data. The resultant Quantitative Data was analyzed using Descriptive Statistics, while Qualitative Data was analyzed thematically. The study found that: the government had built and equipped Low-Cost Boarding Primary Schools in West Pokot County which were playing key role in providing Education to this ASAL County; Some of the schools were either lacking necessary facilities, or the available facilities were dilapidated; There was serious shortage of teachers; School-feeding programme, though going on, it had become unreliable, since food supply from the government was irregular; Plans to start Mobile Schools in this county in 2015 failed to take off under unclear circumstances; and There were still security challenges in some parts of this county. The study recommended that: The Government should put up more Low-Cost Boarding Primary Schools in the county; Abolish levies charged to pupils; Renovate dilapidated school facilities; Employ more teachers; School feeding programme should be enhanced; Mobile schools should be established in the county; and Insecurity concerns in the county should be addressed.
Journal of Education and Society Vol., 8(1), 73-84
Nomadic Education and Rural Development in Orelope Local Government Area of Oyo State, Nigeria2018 •
The nomadic populace of the country represents a section that could be said to be held with levity. The flame of literacy is close to being snuffed out among the nomadic masses. Not only should literacy be valued over illiteracy but literacy somewhat guarantees the nomads a life beyond their current one. It offers them a lifeline into the modern world, shedding the skin of illiteracy for that of the well-read. It is in line with this that a study was done in Orelope local government of Oyo State to find out if the establishment of nomadic schools have significantly modernized their lifestyle. The study also tries to know if there is any significant relationship between nomadic education and rural development, in terms of the availability of social infrastructures. The survey method was employed with a two-stage sampling technique to select a sample size of 125. The chi square method was then used to analyse the data collected. The study discovered that there is no relationship between nomadic schools and rural development. Also, the schools have not significantly changed the lifestyles of the nomads. Based on these, the study recommends that conducive learning environments should be made available, the amendment of the educational syllabus to suit the lifestyle of the nomads should be given priority.
Nomadic and Pastoralist communities in Kenya are among the most marginalized social groups and are widely excluded from the mainstream national policy making processes. Despite pledges by the government for education for all; their literacy levels remain low compared to non-pastoralist people groups. While the Kenya government had committed to achieving the Millennium Development Goal 2 (on universal education for all) as well as Sustainable Development Goal 4 (Ensure inclusive and quality education for all and promote lifelong learning), pastoralist and nomadic communities are far from achieving basic education leave alone accessing ICT supported learning. Mobile schools are schools that are established around homesteads and move with the pastoralists as they move with their livestock in search of pastures. They are mainly manned by local, unqualified or untrained teachers from local communities who have had basic numerical and writing skills. Mobile education on the other hand is learning that is delivered using mobile hand-held devices like mobile phones, PDAs, or tablets. E-learning refers to learning facilitated and supported using information and communications technology. Accessing education to nomadic and pastoral communities in Kenya comes with many challenges. Lack of adequate infrastructure, the remoteness of many pastoralist groups, and lack of an inclusive education policy that considers the indigenous people’s culture hinders the attainment of this goal. This paper looks at the prospects and challenges of Mobile Education and E-learning among the nomadic and pastoralists communities of Kenya. Key words: Nomadic, Pastoralism, Indigenous, Mobile Education, Mobile schools, E-leaning.
2010 •
Research on Humanities and Social Sciences
Progress towards attainment of Education for All (EFA) among Nomadic Pastoralist: Do Home-based Variables make a Difference in Kenya2013 •
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A Molecular Dynamics Simulation of the Binding Modes of d -Glutamate and d -Glutamine to Glutamate Racemase2005 •
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Competências e Diversidade. Mapeamento do Mercado da Comunicação Brasileiro
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The Israel Medical Association journal : IMAJ
Ethnic variability in warfarin maintenance in the community setting: a population-based study in a managed care environment in Israel2007 •
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Undergraduate students’ experience and self-assessed confidence in prosthetic dentistry2016 •
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The chemical speciation of zinc in human saliva: possible correlation with reduction of the symptoms of the common cold produced by zinc gluconatecontaining lozenges1999 •
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Historical Papers
Richard Roberts: A Case Study in Liberal Protestantism in Canada During the Interwar Years1995 •
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American Journal of Surgery
Cryoablation of unresectable malignant liver tumors1996 •
Macromolecular Research
Antibacterial Activity of pH-Sensitive Silver(I)/Poly(2-hydroxyethyl acrylate/itaconic acid) Hydrogels2019 •
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The Collective Research Project ChroTAll "Pleistocene chronostratigraphy of fluvial terraces between the Pyrenees and the Massif Central (Occitanie, France). Palaeoenvironmental and archaeological implications for Palaeolithic sites2022 •