Investigating on How Maasai Parents’ Experiences on Secondary Education Influence Their Provision of Teaching and Learning Resources to Their Children in Longido and Monduli Districts-Tanzania (Published)

This study investigates the engagement of Maasai parents in providing teaching and learning resources to facilitate formal education in the Longido and Monduli districts. Guided by the participatory model of development, which emphasizes collaboration and open communication channels among stakeholders, the study adopts a phenomenological research design, aligning with qualitative research principles. This approach enables the exploration of Maasai parents’ lived experiences of formal education within the context of their culture. The study focuses on Maasai parents in the two districts, employing a purposive sampling technique to select a sample of 72 parents. Twelve focused group discussions were conducted, with six groups from Longido and six from Monduli. Additionally, snowball sampling was utilized to identify and include 10 Maasai traditional leaders from both districts. Data collection involved the use of an interview guide, and the collected data were transcribed and analyzed to identify emerging themes, which were supported by verbatim quotations. The findings of the study indicate a gradual shift in Maasai parents’ attitudes towards formal education. In recent years, there has been an increased awareness among Maasai parents regarding the importance of formal education. The provision of school necessities for their children is comparatively satisfactory, and there is a willingness to utilize household resources to support their children’s education. Moreover, the study reveals a fair degree of gender sensitivity among Maasai parents in resource provision. Despite the challenges of poverty, cultural constraints, and a harsh environment, Maasai parents are cognizant of their responsibility to meet their children’s educational needs. Based on the study’s conclusions, it is recommended that the central government, local government authorities, education stakeholders, and the general public continue to sensitize Maasai parents about the significance of active participation in their children’s education. By doing so, it is anticipated that the quality of education offered in Maasai schools can be enhanced.

Keywords: Formal education, Maasai parents’ engagement, secondary school and house holding learning resource

The Culture of Early Sex and Schooling of Girls in Kilifi County, Kenya (Published)

This study sought to find out the social structures and the underlying norms, attitudes and behaviours that obstruct girls’ empowerment and participation in formal education, in Kilifi County. Notably, Kilifi County makes a significant contribution to the Kenyan economy through tourism. However, a majority of its locals languish in poverty and hold onto retrogressive cultural practices that negatively influence education. The study used a total of 220 informants, including school girls, boys, head teachers, teachers and parents. Interviews, observation, FGDs and whole class mapping activities were used to generate data. Findings indicate that sexual intercourse was a reality among school girls. In conclusion, early sex is a deeply rooted cultural practice among girls in Kilifi that has negative implications to education for sustainable development. The paper recommends working on safety of school compounds, sensitizing communities on implications of early sex and initiating income generating activities for families among other things.

Keywords: Culture, Formal education, Girls, Re-Entry Policy, sex