Empowering Male Children for Sustainable Development

Empowering Male Children for Sustainable DevelopmentEDUCATION AND BOY-CHILD authority FOR SUSTAINABLE DEVELOPMENT IN KENYA THE CASE OF BUSIA COUNTYCHAPTER ONE1.0 Background of the topicThe United Nations Convention on the Rights of the Child rural atomic number 18as that every tike has a right to essential upbringingal activity and of which should be free. The son shavers require and interests have been neglected and marginalised by well-nigh trainingal policies, pagan practices, need, and numerous more factors which tend to subject the son electric shaver to stressful conditions or alienate the son squirt from the implicates of acquiring education, intra-family priorities, and the restriction culture in Kenya. When affirmative action gained currency in Kenya, the needs and aspirations of the misfire electric razor were prominently amplified by the civil society, donor agencies, and vestibule groups who included feminist scholars. This was followed by the concerted effort by the judicature of Kenya to address the plight of the girl peasant in Kenya. Today, a make let on of attention has been directed to the girl peasant leaving the boy baby bird quite vulnerable. Most programs in more or less(prenominal) the public and personal domain are focused in improving the welfare of the girl pincer in education, health, and in the recruitment process.Hence, this psychoanalyse addresses the plight of the boy pincer so that adequate effort is made to ensure that he accesses education with extinct due regard to sexual activity affiliations. The boy baby of today has reach vulnerable physic on the wholey, mentally and economicalally. The simplest way to let step forward past achievements in child development is to observe the behaviour patterns of the current adult race. The fig up of manful battery in Kenya, the increase in topics of substance abuse amongst the youth, the rise of crime levels, the sharp increase in traff ic accidents attributed to benevolent error, the glowing of public service vehicles during night hours, and the increase in the number of oblivious fathers is a reflection of bleeding Kenyan society.The larn contends that the empowerment of the boy child through education to avoid early down out is quintessential to economic, social and political growth of Kenya as a whole. In general, insufficient government policies, widespread poverty, heathenish practices that negate boy child education, partisan focus towards the plight of the girl child has negated the empowerment of the boy child educationally.1.1 Statement of the research ProblemThe efforts which have been employed since independency to achieve sex activity parity in education have failed its objectives and per body effectively the empowerment of the boy child in Kenya. In shock of the government effort to enable both the boy child and girl child participation and access to education, there is still a game vanish out rate in both primary and alternative levels. In an economic perspective, education is known to be a key determinant of economic growth and premature completeout means loss of potential productivity for the boy child. In an educational perspective, dropout raises the cost of achieving a targeted proportion of the population having some level of nurtureing (Hanushek, Lavy, and Hitomi 2006). Although drop out may appear peanut in proportion but it is preponderant among the poor which thereupon turns the wheels of intergenerational transmission of poverty against them. At personal level, dropping out of indoctrinate leave mean consigning one to a future of low-income trajectory and funky poverty. The aim of this field of honor is to identify these governmental policies, personal problems, and societal practices of the Luhya and Iteso communities in Busia County that account for advanced-pitched dropout levels of the boy childs education. However, the dropout rate across gen ders has been a eonian problem in the Kenyan education system. Similarly like many parts of Kenya, Busia County has been experiencing a high dropout rate of male educatees in both primary and indirect coil schools. This rent seeks to investigate the reason for this trend.1.2 Research QuestionsThe enquiry seeks to answer the following questions-What are the school establish factors that keep the boy child out of school?What socio-cultural factors lead to drop out of the boy child in Busia County?What personal factors lead to boy child drop out from primary and supplementary schools?What are the executable factors of retention of the boy child in schools?Does death penalty among the boys affect their dropout rate?What are the thinkable policies gaps that encourage boy child drop out from schools?1.3.General objectiveThe main objective of this fill is to investigate the factors take to drop out of the boy child from primary and secondary schools and the role of government in ensuring the boy child is empowered educationally in Busia County.1.3.1 Specific ObjectivesThe rule objectives of this field of view areTo determine the school ground factors that lead to drop out of the boy child in schools.To establish socio-cultural factors that lead to drop out of the boy child in schools.To establish boy childs personal factors that lead to drop out from schools.To suggest possible ways of enhancing retention of the boy child in schools.To establish indemnity based factors that lead to drop out from schools.1.3 Significance of the airfieldThe study is significant in that-The research findings and recommendations of the study would assist educational stakeholders, planners and policymakers toIdentify, leaven and apply principles for triple-crown achievement of gender balance in enrolment, successful completion of study and transition to the labour marketPromote the measure out of neutral governmental policies in ensuring both the girl child and the bo y child attain their full educational potentialThe research would furnish information to the government of Kenya and other educational stakeholders on how to expand educational opportunities for both the boy child and girl childThe research will provide information on the role of cultural practices in curtailing or improving boy child education, and ways to reverse a ostracize trendThe study would be important in its attempt to identify ways that education stakeholders can initiate to set up community affair in the development of education in Kenya1.4 Scope of the take aimThe study is to be confined to primary pupils, secondary school scholarly persons, teachers, head teachers, parents, free pupils, and county education officials in Busia County.1.5 Definition of TermsDrop out proterozoic withdrawal of pupils and savants from primary and secondary schools respectively without completing the required primary or secondary school years and the concerned pupils or students do not enroll back to school again.Gender Social and cultural distinctions between men and women where distinctions refer to roles, relations and identities associated with sex. Those roles associated with male are called male while those associated with female are called feminine.Transition Refers to changing from one state to another. It means the pupils who complete the primary school beat and move to the secondary school. Once in secondary school, they complete the secondary school cycle and proceed to university.Schools Primary and Secondary institutions of learningCHAPTER TWO2.0 Literature check overThis chapter outlines the literature that is based on studies that have been conducted and are directly or indirectly related to this study.2.1 Overview of boy child education around the military manFrom 1990, UNESCO has played a key role in making preparation for All a priority. This extent, most segments of society have accepted that human rights, good governance and an educ ated citizenry are the best and strongest in achieving development, economic growth and stability (UNESCO/World Economic Forum, 2008).2.2 Overview of boy child education in AfricaIn 1970s, Tanzanias successful applicants to public secondary schools represented 11% of primary school leavers but the number dropped to win 1% of primary school leavers in 1984 because Tanzania neither permitted private secondary schools nor expanded public primary schools due to its socialist system. But when Tanzania began licensing private schools in the mid 1980s enrolment grew rapidly and it exceeded the enrolment in public schools. This growth demonstrated the previously unmet demand for secondary education in Tanzania (Word Bank, 1995).2.3 Overview of boy child education in Kenya knowledge in Kenya is still a challenge due to lack of enough facilities to drink in the ever increasing number of pupils who successfully achieve high tag in the Kenya Certificate of Primary direction (KCPE) examinati ons. This has resulted in many pupils miss an opportunity to voice secondary schools due to inadequate facilities to accept the high demand. An estimated 206,282 (28%) of pupils who sat for KCPE examinations in 2010 did not get a slot to join form one in 2011 because the maximum number of enrolments in secondary had been reached (Daily Nation, January 11th 2011). Although this represents a transition rate of 72 % as compared to the millenary Development Goals target of 70%, the number of pupils missing to join form one is still very high in Kenya and this includes boys.2.5 Overview of boy child in Busia CountyKingdon in his studies on Where has all the bias gone? spying gender-bias in the household allocation of education expenditure found out that the most important factors impact educational attainment are enatic background, wealth, opinions, somebody ability, age-at-marriage and the quality of the primary school attended. (Kingdon, 2005)2.5.1 Personal factors atomic number 82 to students dropout from schoolThe concerns of the boy child can cause him to drop out of school. The socialisation process in schools will either lead to the integration of the boy child to the education system or feel out of place. check to Wrigley (1995), there is a simple relationship between education and gender equality. Schools act as sites of pervasive gender socialization. Wanyoike (2003) argues that the pupil or student peer groups if not guided well can lead to grim outcomes like engaging in substance abuse, unprotected sex and disobedient study habits. This will eventually lead to dropping out of school.2.5.2 Socio-cultural factors leading to students drop out from schoolSocial cultural factors leading boy child drop out from primary and secondary schools will be viewed under family set up and beliefs, early marriage and family economic experimental condition in both rural and an urban setup will be observed.2.5.2.1 Family set up and beliefsAccording to the Worl d Bank (1996), there are socio-cultural practices that affect the functioning of schools in developing countries. Brown (1980) observed that that some children are withdrawn from schools by parents in rural areas to assist in household chores like babysitting younger children, escorting parents to public functions, ferry urine from long distances, caring for the sick relatives, grazing of cattle among others. This eventually affects the performance of the boy child and in most cases lead to drop out. This study will therefore determine the extent in which family set up leads to the boy child drop out of school in Busia County2.5.2.2 betimes MarriageThe problem of early marriage has been considered a problem affecting the girl child alone. there are some traditional practices much(prenominal) as male circumcision and other initiation ceremonies that force the boy child out of school early to start his own family. These factors will be investigated in Busia County to determine wh ether they are prevalent.2.5.2.3 Family Economic StatusThe situation abstract survey done in Kwale county in 1995 points out that poverty as the most important factor for students dropping out of school (33 %t and 64 %). (Okumu, 1995) Report by the Ministry of reading (2007) indicates that 58% of the Kenyan population is living below the poverty line. This however leads to inability of the poor to meet education cost for their children be it boys or girls. As a result, this becomes a barrier to the education for boys who withdraw from school to engage in promiscuous trade such as bodaboda a factor which the study seeks to investigate. Psacharopoulos and Woodhall (1997) further point out that those families that can barely sustain their livelihoods due to abject poverty opt to keep their children out of school and use them as labourers to earn extra income for bare minimum survival.2.5.3 School based factors leading to boy child drop out from schoolThe school based factors on the causes of male students drop out from primary and secondary schools will be looked at by observing discrimination, and sexual harassment by fellow pupils or students and teachers.2.5.4 Student discrimination by teachersBlackmore and Cooksey (1981) explain that when a student is admitted into primary and secondary schools, there are certain snatch procedures that take place. The pupil or student is subject to command from the teachers. This study will therefore confirm whether the drop out of male pupils or students is related to discrimination by teachers in Busia County.2.5.5 Sexual harassmentThere has been a growing number of reported cases pupil or student sexual harassment by teachers or fellow students. The Ministry of Education (2007) argued that gender insensitive school environment include attitudes of the key stakeholders in the school leads to many reported incidents of sexual harassment and gender based biases.2.5.6 indemnity based factors leading to boy child drop out from schoolAccording to the Ministry of Education report on KCPE examination registration per county in 2013, there has been a decline in the number of boy child registration in several counties including Bungoma, Nyandarua, and Machakos among others (Ministry of Education, 2013). This study will seek to determine the reasons as to why this trend is emerging.2.5.7 Theoretical bodworkTheoretical frame work used in this study will be based on theories such as rational selection possible action and liberalist theory. Rational Choice Theory is a framework for understanding and a good deal formally modelling social and economic behaviour. Rational choice theory can help shed light on the motives of influential national, county and topical anesthetic actors and interests groups involved in making education policies in Kenya. This will enhance access, retention and completion rates. It is therefore imperative to adopt rational choice and classical liberalism theories because the both theories will bring out the influences of society and individual decisions that affect the education of the boy. Thus the need to utilize the theories as the study seeks to establish the factors leading to drop out and low boy child empowerment in education in Busia County.REFERENCESAbagi, O. (1992). Addressing the Gender Gap in Education in an Emerging Democratic Society of Kenya A make-up prepared for the workshop on democratic and democratization in Kenya. capital of Kenya Department of foundation Kenyatta University.Brown, F.B. (1980). A Study of the School Needs. Phidela Kappan. p. 61, 537 540.Borg, W. R. S. Gall, M.D. (1985) Education Research An Introduction.4 Ed. NewYork Longman Publishers.Fatuma, N.C. . Sifuna, D.N. (2006) Girls and Womens Education in Kenya Gender perspectives and trends. capital of Kenya UNESCO.Hanushek, E., Lav, V., . Hitomi, K. (2006) Do student care about school quality Determinants of dropout behaviour in developing countries. NBER Working Paper Cambridge, Massachusetts National Bureau of Economic Research.Kingdon, Geeta, 2005. Where has all the bias gone? 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