| dc.description.abstract | Mobile schools have been identified as an alternative way of promoting access to
education in ASAL areas among nomadic communities. However, due to their mobile
nature, these schools are faced with numerous challenges which affect their
effectiveness. The study sought to establish factors influencing effectiveness of
mobile schools in Moyale Sub-County. The study objectives were to establish ways in
which provision of teaching and learning facilities, provision of school personnel,
socio-cultural factors and learner characteristics influence effectiveness of mobile
schools. The study was guided by the classical liberal Theory of Equal opportunity
and Social Darwinism; adopted a descriptive survey design and targeted 6 mobile
schools with a population of 12 teachers, 6 school managers and 1 Education officer.
Data collection instruments included in-depth (detailed) questionnaires, interview
schedules and an observation guide. Qualitative data were analysed using content
analysis while quantitative data were analysed using descriptive statistical analysis
such as frequency and percentages. The study is significant as it may provide
information to the Ministry of Education, other stakeholders on the factors influencing
effectiveness of mobile schools. In regard to school facilities, the study revealed that
all mobile schools had inadequate teaching and learning resources thus were relying
on well-wishers for provision these facilities. It was also revealed that these schools
lacked classrooms and offices and learning was taking place under trees and in tents
provided by NGOs and by government. According to the findings, all teachers were
not trained and therefore teacher competency is a factor affecting the effectiveness of
mobile schools. Most of these teachers were volunteers who were paid allowances
whenever funds were available. The study findings further show that socio-cultural
practices such as FGM and early marriages in the community do not favour girl-child
education. From the findings, the number of girls enrolled was below that of boys and
that girls were recording slightly higher dropout rates. The study also show that more
boys than girls had been successfully integrated into regular schools. The findings
further show that pupils absenteeism was high and was attributed to parents' negative
attitude towards education, pupils' lack of interest in education, female genital
mutilation, early marriages, parents' education levels, lack of role models and
numerous cultural ceremonies that kept pupils especially girls from enrolling and
remaining in school. Based on the findings, the study recommends that the
government and other stakeholders fund the provision of teaching and learning
resources, fund the construction of permanent structures, hire trained teachers and
post them to mobile schools, provide a permanent solution to water shortage by
sinking more boreholes in the district to minimize the need for residents to keep
moving froni one place to another, put in place measures to enhance security,
organize more forums/barazas to sensitise members of the community on the dangers
of retrogressive cultural practices such as FGM and early marriages in order to
encourage parents to embrace the girl-child education and to sensitise communities on
the importance of education and on the availability and importance of mobile schools.
A similar study should be replicated in other ASAL areas to establish factors
influencing effectiveness of mobile schools in these areas in view of the diverse
socio-cultural conditions in these areas.' | en_US |
