CULTURAL PRACTICES AND THEIR INFLUENCE ON THE RETENTION OF PUPILS IN PUBLIC PRIMARY SCHOOL NAROK WEST SUB-COUNTY, KENYA

Abstract

Education is a powerful weapon for slaughtering change, for humanity's dignity and equity of opportunity, and for fair distribution of resources among individuals and communities. Indeed, many more children are enrolled in primary schools in Kenya, although this does not necessarily guarantee the children admission to higher levels of learning. For example, Narok West Sub- County is totally rural and as such; socio-cultural and economic impediments hinder the education benefits in relation to continuation and retention. The study investigated how cultural practices influences pupil retention in public primary schools. Specifically, it examined the impact of Female Genital Mutilation (FGM), early marriages, nomadic pastoralism, and poverty on retention. The study was anchored on Participation-Identification Theory which states continued engagement and identification with the school activities by learners are prerequisite elements that contribute to retention in school. A descriptive survey research design was adopted, as the sample studied by the study comprised 11 head teachers, 11 class teachers, 357 upper-primary pupils, and selected community opinion leaders. Structured questionnaires were used for data collection in closed-ended, open-ended, and matrix type questions. Quantitative data were analyzed through the Statistical Package for the Social Sciences (SPSS) and converted into frequencies, percentages, and descriptive statistics which were presented in tables and graphs. The qualitative findings were transcribed, coded, and thematically analyzed so as to augment and deepen the quantitative findings. This study reveals that the two major vicious cultural practices of FGM and early marriage have possibly impeded this education among learners. They interfere with school calendars, instituting a culture of social expectations and norms that keep girls out of school and engender negative perceptions about continued education. Additionally, nomadic pastoralism and poverty have been cited as barriers to children's attendance at schools and, at most, intensifying limitation of resource generation needed for study by pastoral-raised children. Individually and jointly, they act as structural barriers to retention and compound gender disparity. Indeed, the retention problem is rooted well in the socio-cultural and economic structures, with girls suffering disproportionately negative impacts. These barriers denying fair access to education for all threaten the broad plans of Kenya for inclusive and sustainable development. Mobilizing communities against the adverse effects of FGM and early marriages is quite imperative.