Influence of Cultural Practices on Transition Rate from Primary to Secondary Schools in Isinya Sub County, Kajiado County, Kenya

Abstract

Education is a fundamental human right because it empowers individuals with the knowledge and skills needed to increase production and income, as well as enabling individuals take advantage of employment opportunities in order to reduce poverty (UNESCO, 2010). It is the valuable thing that society can give its membership. It helps fight ignorance and the acquisition of knowledge creating a better citizenry in terms of prospects in life (Fanuel, 2011). This research paper presents findings of a study on the factors influencing low transition rates of pupils from primary schools in Isinya sub county, Kajiado County. The study was guided by the following objective: To investigate the extent to which cultural practices influences the transition rates from primary to secondary schools in Isinya sub county, Kajiado County. The study was prompted by the fact that transition in Isinya Sub County is low compared to the neighbouring sub counties. There was also no evidence of researchers who had carried out a similar study in Isinya Sub County, Kajiado County. The study employed a mixed methods approach research design since the target population consisted a total sample of 173 respondents was engaged from the sample drawn. These included 28 secondary school principals, 39 head teachers and 106 learners. Stratified random sampling method was used to pick the respondents. Questionnaires were the major tools for data collection. The implications and findings of the study were analysed and formed the basis for the study recommendations and conclusions. From the findings there was a notable gap on cultural factors and lack of peer role models were also established to weigh in heavily in inhibiting education transition among learners in the area of study. Key recommendations have been made to the said effect and it is the hope of the researcher that this work will not only serve for the intended academic purpose but largely inform relevant departments on the need to address the burden of transition in the county of study.