Review of Social Economic Factors and Status of Primary Education in the Northern Region of Kenya
Achieving the ambitious sustainable development goal number 4, and to bring the 59 million children out of school globally back to the classroom, requires substantial increases in the effectiveness of resources and equitable distribution of education resources to all children. The purpose of this study was to analyze and unpack the existing data to identify the social economic factors and the status of primary education in the Northern Regions of Kenya. Specifically, the study sought to assess the social-economic push and pull factors influencing access, retention and completion of pupils in the primary school sector; and to determine the options available to participation in primary education in the Northern Region of Kenya. The study utilized the inclusive literature review design. The document analysis method was used to review academic, and international and government education policy documents and records. Findings indicated that both supply-side and demand-side factors are major barriers to education participation in the Northern Regions of Kenya. A major recommendation is the need for the government and others education stakeholders to address the barriers at the same time to contextualize education to the pastoralists' lifestyles and creation of a flexible system that addresses the society needs at the same time meet the curriculum objectives.
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