Education and Development for Nomads:

Krätli, Saverio; Dyer, Caroline

doi:10.2307/j.ctv287sfk7.6

Cited by 6 publications

(6 citation statements)

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“…The observed magnitude of the negative influence of the selected cultural factors on pupils transition to secondary schools is consistent with the findings of an earlier study by CAMFED (2009) which demonstrated that repugnant cultural factors like FGM and early marriages were critical risk factors to girls' transition to post primary institutions in rural parts of Africa, more so the ASALs. Similarly, a number of studies in Kenya (e.g., Koskey Chang'ach, & Kipsoi, 2012; Kratli, 2001;Nkoyiai, 2011) observed that some of the risk factors to pupils progression in primary schools and eventual transition to secondary school in the county were FGM, strong attachment to traditional labour practices which disadvantaged school going children, early marriages, and teenage pregnancies.…”

Section: Standard Deviation (Sd)mentioning

confidence: 97%

Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

Mwangi

Kanjogu

Ngunjiri

2018

int.jour.sci.res.mana

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From 2017, the government of Kenya aimed at attaining 100 percent transition rate of pupils from primary to secondary schools. In Laikipia West Sub-County whose primary schools are focused by the study, transition from primary to secondary schools averaged at 54.9% from 2008 to 2015. Cultural factors are highlighted in literature as to undermine transition of pupils from primary to secondary schools. The purpose of the study was to determine the extent to which cultural factors influence pupils’ transition from primary to secondary schools in Laikipia West Sub-county in Kenya. Using ex-post facto research design, data was collected using self-delivered questionnaire from a target population of 1064 respondents. The study was carried out on a randomly sampled population of 411 respondents, composed of 280 teachers and 131 PTA chairpersons in public primary schools in the area of study. Data was analyzed using simple regression at .05 alpha level. Findings from the study revealed that cultural factors were significantly influencing transition of pupils from primary to secondary schools (β= - .790) at 0.5 significance level. The study recommended that local leaders should organize for civic education in order to address the identified transition challenges so as to attain a 100% rate of progression to secondary schools.

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Section: Standard Deviation (Sd)mentioning

confidence: 97%

Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

Mwangi

Kanjogu

Ngunjiri

2018

int.jour.sci.res.mana

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“…Therefore, strategies are required for all levels of education, learning, and skill acquisition that help pastoralists deal better with economic diversification, rising productivity, and the state. Furthermore, a comprehensive plan like this must consider the differences between the sexes, not just in age, and address the needs of both children and adults (Krätli 2000).…”

Section: Respondents' Level Of Educationmentioning

confidence: 99%

A case study of the Handeni District (Tanzania) examining drought coping strategies and risk management among pastoralists based on livestock

MWAKALONGE

Chingonikaya

2023

Intl J Trop Drylands

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Abstract. Mwakalonge HL, Chingonikaya EE. 2023. A case study of the Handeni District (Tanzania) examining drought coping strategies and risk management among pastoralists based on livestock. Intl J Trop Drylands 7: 1-11. A case study was done to learn more about how pastoralists in the Handeni District, Tanzania, cope with drought. Drought poses a serious threat to pastoralists' way of life globally. The purpose of this research was to analyze and record data on the efficacy of livestock-based risk management and coping mechanisms in mitigating the negative consequences of drought. Despite the common belief that pastoralists can't make a living without their animals, there is a lack of information on how to make pastoral communities more resistant to drought and other dangers, information that is essential for any system of sustainable management. Many efforts have been made to deal with the drought, but it continues to worsen. Therefore, a cross-sectional research strategy was adopted to learn more about cattle risk management and coping strategies. Questionnaires, focus groups, and interviews with key informants were used to gather socio-economic information from 160 herders. Frequencies and percentages were calculated using a statistical software package for social sciences. A regression model was used for inferential statistics to establish a connection between the socio-economic status of pastoral households and the independent variable of interest. A negative correlation with age was found (? = -0.451; p = 0.808), a positive correlation with education (? = 43.821; p = 0.497), a positive correlation with family size (? = 3.379; p= 0.50), a negative correlation with marital status (? = -53.979; p = 0.847), and a positive correlation with the land area (? = 58.898; p = 0.004). Herd mobility positively influenced the socio-economies of pastoral households (? =91.749; p = 0.01), as did the availability of an early warning system (? =; 316.537; p = 0.00) and the timely availability of a market (? = 11.516; p = 0.021). A total of 3.666 animals out of 57,785 were lost due to the effects of the drought. The death rate was 6.34%.

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“…The literature on nomads and education is relatively scarce, disparate and inaccessible. The studies on individual countries or even regions are usually no more than a sparse handful of secondary sources, different in nature and relevance, distant in time from one another and focusing on different areas (Krätli & Dyer, 2009).…”

Section: Nomads Educationmentioning

confidence: 99%

“…They include some of the poorest and most vulnerable of all southern populations. Reaching them with formal schooling has become a major challenge, and millions of nomadic children remain outside the education system (Krätli, 2001). This will continue until more effective ways are found to bridge the gap between what formal education systems now try to teach and what pastoral children need and want to know.…”

Section: Introductionmentioning

confidence: 99%

English Language Teaching Problems in the Nomadic Society in Iran

Ahmadishokouh,

Janani,

Samadi

2023

IJMMU

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Education occupies the center stage in human life. Therefore, the importance of education has been adequately documented in the literature. In spite of the important role played by nomadic society in Iran, this society seems to be a neglected part of this Islamic country. When it comes to teaching English the problem becomes severe. Therefore, this study was carried out to highlight the burning issues ahead of English language teaching in the nomadic society in Iran. In order to go to the roots of problems in teaching and learning English in nomadic schools, researchers interviewed some English teachers and stakeholders in the nomadic educational center in Lorestan. Moreover, to find the possible differences between nomadic and non-nomadic students in terms of learning English as a foreign language, a total number of 75 nomadic students and 80 non-nomadic students participated in this study. Independent sample t-test was used to find the differences between the mean scores of two groups of students. The results of the study showed that the main obstacles in the way of English language learning in nomads are: formal school, Curriculum, student related problems, teachers-related problems, learning facilities and technological equipment, under norm problem and multimethod-multilevel classes.

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Education and Development for Nomads:

Cited by 6 publications

References 0 publications

Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

A case study of the Handeni District (Tanzania) examining drought coping strategies and risk management among pastoralists based on livestock

English Language Teaching Problems in the Nomadic Society in Iran

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