Causes of dropouts in Ildamat section, Kajiado district, Kenya
| dc.contributor.author | Kobaai, David | |
| dc.contributor.author | Kuntai | |
| dc.date.accessioned | 2020-07-22T07:41:05Z | |
| dc.date.available | 2020-07-22T07:41:05Z | |
| dc.date.issued | 2007-12 | |
| dc.description | A research project submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirement for the award of the Degree of Bachelor in Special Needs Education of Kampala International University | en_US |
| dc.description.abstract | The role of education in facilitating development across nations is well documented. Equally agreed upon is the importance of basic education in society as whole, as determined by both social and private returns from primary education. Making education accessible to all is a major challenge to the govermnents, with the declining enrolment trends in Africa experienced since the 80's and the continents commitment to achieving the education for all (EF A) goal (Darar forum, 2000 and millennium development goals (MAGs)], primary education becomes a crucial issue and needs to be addressed urgently. Strategies put in govermnents is an endeavor to realize these goals are varied. For Kenya the boldest move so far is the declaration of free primary education to all in 2003. Enrolment in ASAL areas has been far below the national average. Enrolment in Kajiado in 1999 was approximately 53% compared to the national average which has approximately 86%. In Ildamat section enrolment is high in lower primary. From standard 4-8 the graph drops drown wards indicating a dropout of pupils in those classes. The study employed descriptive survey methods to determine the causes of school dropouts Based on the findings of the study dropout of pupils in Ildamat schools is contributed by so many factors. They are social cultural, social economic, school related and student personality and characteristics. The study recommended that; a) Create community awareness to stop negative cultural practices which contribute to pupils' dropouts. b) The school learning environment should be conducive to facilitate quality education which leads to quality grades. Pupils would also not repeat classes because of poor performance. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/10048 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, Institute of Open and Distance Learning | en_US |
| dc.subject | Dropouts | en_US |
| dc.subject | school | en_US |
| dc.title | Causes of dropouts in Ildamat section, Kajiado district, Kenya | en_US |
| dc.type | Other | en_US |