Discus the factors that contribute to students dropping out of the school system in Kenya.

a) Poverty
Poverty is a major cause of learners dropping out of the school sys-tem. In the Economic Survey 2004, the Ministry of Planning and National Development defines poverty as "a deprivation of essential as-sets and opportunities to which every human being is entitled'. Kenya's absolute poverty line stands at KShs 2,648 a month for an adult in urban areas and KShs 1,238 for an adult in rural areas. Many families do not reach these targets. Lack of parental economic stability has led some children to absent themselves from school to search for food and offer their labour in such enterprises as tea and coffee picking, quarries, soap stone industries, sand harvesting, hawking, herding and as house helps.
Girls from poor families have at times been pulled out of school and married off or employed as domestic workers to ensure financial support for their families. Girls are sometimes married off to raise income to educate boys.

b) Cultural influence
Cultural practices such as female circumcision, early marriages and moranism contribute significantly to school dropout. A Study by Mukhongo (2003) among the Babukusu community in Kanduyi Division of Bungoma District, Kenya, found that primary school learners tended to drop out of school in large numbers during the circumcision period than at any other time. This practice was common among low socio economic status families. Although majority of parents from high socio economic status family supported traditional circumcision as a means of preserving their culture, most had their children circumcised in hospital. Their children did not spend school time soliciting funds for the ceremony nor rehearsing song and dance like their counterparts from low income families. In addition to this, they did not participate in pro-longed post-healing ceremonies. While children from poor families had their school time interfered with by participating in circumcision ceremonies, school attendance for children from rich families was not interfered with. Unable to cope with school work after prolonged absenteeism, some of the children frorn poor families drop out.
Among the Maasai and Samburu communities, seclusion during moranism takes a long time and usually results in school dropout. Female circumcision also contributes to drop out rates as many girls get married after the ceremony.
In North Eastern province, the nomadic culture has made it impossible for pupils to identify with a particular school. The frequent movement in search of pasture has disrupted education, resulting in school dropouts.

c) Methods of socialization
In some communities, socialization has emphasized aspects other than education. For example, among the Luhya of Western Kenya, boys who are circumcised in the traditional fashion feel they are `real' men and should therefore act accordingly. Being a real man means not allowing females to have all upper hand in anything. It also comes with a belief that females should be seen and not heard. These negative notions are sometimes reflected in schools. There is extreme rudeness towards female teachers. When punished or threatened with punishment, some perpetrators of such behaviour drop out of school. Some communities emphasize marriage and procreation as a way of extending the family lineage. They regard this as more valuable than education. This contributes to females dropping out of the school system.

d) Excessive demands from schools
Although public primary school education is free, parents must still pay for various requirements. These include school uniforms, books, desks and fees for clubs and school trips. Poor parents cannot pay for these requirements. The situation is worse in secondary schools where they must pay fees- and meet other requirements. This has forced many parents to withdraw their children from the school system, thus adding to drop out rates.

e) Insecurity
Insecurity, especially in crime prone areas, has greatly contributed to drop out cases in Kenya. Low income families are badly affected since they are forced to inhabit insecure areas where rent is low; for example slums. Some are forced to live in insecure places since this is where they were born and they lack capital to venture into new (safer) residences. Insecurity is also manifested in harassment of children on their way to school. Eventually, some stop going to school. High income families from can afford to live in affluent and secure areas. Therefore, their children feel secure to and from school.
In North Eastern province, the shifta menace has contributed to family displacements. This has resulted in pupils withdrawing from schools. In Elgeyo Marakwet and Pokot districts, cattle rustling have resulted in pupils and teachers avoiding schools and in the long run, some pupils dropping out altogether. The 1997 land clashes in Rift valley displaced many students. Many dropped out of the school system. Those affected were mainly from low socio economic backgrounds. Rich families in the affected areas took their children to prestigious boarding schools where their security was guaranteed. The hostile environment affects education adversely. Some children develop intense fear and insecurity and a phobia for leaving their immediate surroundings. Many of them drop out of school.

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francis1897 answered the question on August 19, 2022 at 07:59