Social-Economic Factors Related to Miraa Farming Affecting Retention of Boy-Child in Public Secondary Schools in Mbeere South-Sub County, Kenya

Rachel K. Nderi; M. Kimosop; J. Kinyua

doi:10.2022/ajest.v7i2.815

Rachel K. Nderi Department of Education, Karatina University, P.O. BOX 1957—10101, Karatina, Kenya
M. Kimosop Department of Education, Karatina University, P.O. BOX 1957—10101, Karatina, Kenya
J. Kinyua Department of Education, Karatina University, P.O. BOX 1957—10101, Karatina, Kenya

DOI: https://doi.org/10.2022/ajest.v7i2.815

Keywords: Enrolment, Retention, Socio-Economic Factors, Public Secondary Schools

Abstract

The Government of Kenya, in its efforts to achieve vision 2030, aims at enhancing transition rates in basic education. This effort however is frustrated by increasing dropout rates particularly in public secondary schools which is attributed to a number of factors among them cultural, environmental, school based and socio economic. One of the factors that has been singled out as a cause for increased drop out in secondary schools is child labour in agricultural farms. The purpose of this study was to establish the socio-economic factors related to miraa farming affecting school retention of boy child in public secondary schools in Mbeere-South Sub-County. The study was guided by the Social Systems Theory as advocated by Shultz. The study employed the survey research design. The location of the study was specifically the miraa growing areas of Mbeere South Sub County. The target population was 160 respondents comprising of 12 principals, 140 teachers and eight local administrators. The teachers included 12 senior teachers, 48 class teachers, and 80 general subject teachers. The local administrators comprised of two chiefs, two assistant chiefs, two village elders, and two nyumba kumi members. Twelve schools from the miraa growing areas of Mbeere South Sub-County were purposively sampled for the study. Purposive sampling was also employed to select the 12 principals and eight local administrators while stratified random sampling was used to select 36 teachers from specific schools. Teachers were stratified according to their designation in the school as outlined in the target population. A questionnaire was used to collect data from the teachers while interview schedules were used for the principals and the local administrators. Test-retest method was used to establish the reliability of the questionnaire. The reliability test yielded a coefficient of 0.87 which was considered as reliable. Qualitative data was analyzed through content analysis by grouping the data along similar themes as per the objectives of the study. Quantitative data was analyzed using descriptive statistics such as percentages, means and standard deviations and was presented by use of frequency distribution tables. The study found that miraa farming and business contribute to low retention rates of the boy child through offering opportunities of employment to the students. Dropping out is caused by parents’ lack of financial strength to cater for school needs and other levies due to the UK ban of miraa exportation. Secondary school boys are engaged in the miraa farming and business through, tending the miraa trees, harvesting, packaging, transporting, hawking in towns and shopping centers and also preparing the produce to external markets. Based on the findings of the study, the Ministry of Education may develop policies that may streamline the retention of the boy-child in public secondary schools.

References

Agure, S., Mbakaya, L. C. M., Muniu, E., Kaduka, L., Kirumbi, L., Kirui, F., ... & Karimi, M. (2019). Schooling in the Midst of KHAT Growing, Chewing and Trading. OSR Journal of Research & Method in Education 9(2) PP 59-67

Biswal, K. (2011). Secondary Education in India. Development Policies, Programmes and Challenges. CREATE Pathways to Access Research Monograph No. 63. London: Institute of Education.

Gatumu, J. C., Njue, N., & Chandi, J. R. (2012). Women participation in Miraa (Khat) business and the academic performance of primary school children in Runyenjes Division, Embu, Kenya. International Journal of Social Science and Humanities, 2(17), 1-6.

Glick, P. & Sahn, D.E. (2015). School of girls and boys in a West African Country: the effects of parental education, income and household Structure. Economics of education review journal, 19, 63-87.

Gravenir, F. Q. (2010). ‘‘An Assessment of Trends in Public Financing of Education in Kenya’’ Journal in Education, 1, 1-5.

Guyo, J. H. (2019). Influence of Miraa business management on students’ participation in secondary school education in Marsabit Central Sub- County, Marsabit county, Kenya (Doctoral dissertation, University of Nairobi).

Inonda, M. & Riechi, S. (2009). Radical Reforms in Kenya’s Education Section Sector: Implementing Policies Responsive to Vision 2030. Policy Issue 4, Nairobi. IPAR.

Jager, A.D. & Sireling, L., (2013). ‘‘Natural History of Khat Psychosis’’. Australian and New Zealand Journal of Psychiatry, 28(2).

Jesso, Z. A., (2012). The Economic and Psychological Aspects of Miraa trade from the Horn of Africa to the European Countries. An International Reference Hand Book. Damtew and Teferra : Indiana University Press.

Kariuki, D.G. (2013). The Levels, Trends and Patterns of Drug addiction in Nairobi Schools. (Unpublished Thesis). Kenyatta University, Kenya.

Kiambuthi, K.N. (2013). Drug Abuse in Selected Public Secondary Schools of Kiambu District, Kenya. (Unpublished Thesis). Kenyatta University, Kenya.

Kithao, A. W. (2015). Influence of Miraa business on pupils’ performance in Kenya certificate of primary education in Igembe East division, Meru County (Doctoral dissertation, University of Nairobi).

Kithao, W. (2015). Influence of Miraa Business on Pupils’ Performance in Kenya Certificate of Primary Education in Igembe East Division, Meru County. (Unpublished Thesis). University of Nairobi, Kenya.

Lee, M. & Miltberger, S.D. (2011). School Refusal Behaviour: Classification, Assessment and treatment Issues, Education and Treatment of Children. 19(4).

Lewin, K. M. (2008). Expanded Access to Secondary Schooling in Sub-Saharan Africa: Key Planning and Finance Issues. CREATE Pathways to Access Research Monograph, No. 8. Brighton: University of Sussex.

Lynn, B. (2010). Truancy Prevention and Intervention in Secondary Schools in Developed Countries. New York: Oxford University Press.

Mutura, T.A., (2013). The Negative Effects of Miraa Chewing on the Sexual Prowess of Men and Women in East Africa. London : Oxford University Press.

Mwenda, J.M. (2012). ‘‘Effects of Khat (Catha edulis) Consumption on Reproductive Functions’’ : A Review. East African Medical Journal, 7(2).

Nabuzoka, D., & Badhadhe, F.A., (2011). Use and Perception of Khat among Youth Somalis in United Kingdom City. Addiction Research. 8(1).

Ngeno D.K. (2013) : Drug abuse and its Effect on Students Learning Behaviour. (Unpublished Thesis). University of Nairobi, Kenya.

Njeru, L. K. (2013). Influence of Khat (Miraa) Production, Trade and Consumption On Primary School Dropout among the Boys in Kangeta Division, Igembe South District, Kenya (Doctoral dissertation, Egerton University).

Ohba, A. (2012). Does Free Education enable the Poor to Gain Access? CREATE Pathways to Access, Research Monograph No. 21. Brighton: University of Sussex.

Randell, T. (2013). ‘‘Khat Abuse Fuels Somali Conflict, Drains Economy’’. Journal of the American Medical Association, 269 (1).

Rassool, G.H., (2013). An Overview of Psycho-active Drugs in : Rassool G.H. Ed. Substance Use and Misuse : Nature, Context, and Clinical Interventions. London : Blackwell Science.

Sifuna, D.N. (2005). Increasing Access and Participation of Pastoralist Communities in Primary Education in Kenya. Review of Education, 51, 499-516.