TITLE

AN INVESTIGATION ON FACTORS THAT INFLUENCE TO

THE HIGH DROP OUT RATE OF PRIMARY SCHOOL GIRL

PUPILS FROM MASAI COMMUNITY:

BY

BRIGHTON JUMA MWANG’ONDA ED 624/T2012

A research proposal submitted in partial fulfillment of the

requirements for the Degree of Bachelor of art with Education

at Eckernforde Tanga University Tanzania.

………,………, 2015

SUPERVISOR NAME: JONAS MKWIZU DATE: 18-06-2015

SIGNATURE………………………………..

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TABLE OF CONTENT PAGE

CHAPTER ONE…………………………………………………………………...3

1.0. BACKGROUND………………………………………………………………4

1.2. OBJECTIVE OF THE STUDY ……………………………………………...5

1.3. RESEARCH QUESTIONS……………………………………………………5

1.4. LIMITATION OF THE STUDY………………………………………….…..

1.4. SIGINIFICANCE OF THE STUDY…………………………………………5

1. 5. DELIMITATION OF THE STUDY…………………………………………6

7

1.7. THEORETICAL AND COCEPTUAL FRAMEWORK……………………7

1.8. DEFINITION OF TERMS………………………………………………….…10

CHAPTER TWO…………………………………………………………………....11

2.0. LITRETU RIVIEW……………………………………………………………11

CHAPTER THREE…………………………………………………………………18

3.0. RESEARCH DESEIGN AND METHODOLOGY….....................................18

3.1. INTRODUCTION……………………………………………………………...18

3.2. RESEARCH DESIGN…………………………………………………………19

3.3. POPULATION AND SAMPLE……………………………………………….19

3.4. SAMPLING PROCEDURES AND TECHNIQUES………………………..19

3.5. DATA COLLECTION PROCEDURES……………………………………..21

3.6. DATA ANALYSIS PROCIDURES…………………………………………..21

3.7. QUESTIONNARES…………………………………………………………….21

3.8. INTERVIEW GUIDENS………………………………………………….……28

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ABSTRACT

The aim of this study was to find out factors that contribute to the high drop out of girl

child from primary school in Masai community in Tanzania specifically at Arusha region.

We considered as a case study at Arusha district. The selection of the sampling was

through stratified random sampling. The data was collected through the use of

questionnaires and interview. I finally analyzing at he data using frequencies and

percentages. The study reveals that parent ignorance, attitudes towards girls’ education,

some of the cultural values and distribution of schools in Masai land. Moreover bribes

which is reserved by the teachers who are pointed to teach in the schools present in Masai

land reported by some of the parents to contribute in some girls to withdraw from the

school and get marriage. Some teachers reserve money or cattle from Masai parents and

let them marriage.

In other cases some parents are ignorant in the sense that they have never been to school

hence they fail to see the need of educating their children especially girl child

Cultural practices like a circumcision was found to contribute much to withdraw girl

child from the school, as after initiation practices girls are regarded as mature to married.

Also teachers attitude towards circumcised girls involving by them in some activities like

playing punishments which considered inappropriate for adults, contribute to drop out of

some girls from the school in Masai community.

The research made some recommendations include: Provision of adult literacy to Masai

parents through promoting girls education by including positive attitude towards formal

education among the Masai community. To build more schools in Masai land so as to

reduce the distance from home to school which cause many Masai parents to refuse their

daughters from going to school due to insecurity on the way.

In addition the research suggests that, some cultural practices such as early marriage

should be discourage through executing of the laws by the Government, which aim at

punishing parents who withdraw their girls from school. For teachers who reserve bribe

to let some girl pupils to be marriage, the government should insert bylaws to court them

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since they violet child’s basic right of education. Also teachers should create conducive

environment for their pupils to learning.

1.0. BACKGROUND OF THE PROBLEM.

According to Farrant (1981), drop outs in education are pupils who despite having the

ability to complete an education course fail to do so. The problem is most commonly in

rural areas where children form a recognized part of the family’s labor force. Unless

parents see the values of schooling, they tend to give their children work in the home or

on the farm that prevents their attending school. Dropout may also occur where parents

unable to pay the fees charged by schools. In town drop out is more commonly caused by

the factors that lead to chronic truancy such as academic failure, bullying or fear of

certain teachers.

Sadker (1997) claims that, students who are poor, minority or attending schools in cities

are far more likely to drop out of school. Also children are more likely to drop out from

the school if there are member of large families and if their parents are poorly educated or

working in low paying jobs factors related to poverty. Moreover students from low

income, low skills, and low education family backgrounds are several times more likely

to drop out of school than students from wealthy families. In town the commonest reason

for students to drop out of school are poor grades and teenage pregnancy.

In Tanzania there are some communities whereby drop outs of primary pupils are severe;

like in Masai community drop out of pupils from primary education is high especially for

girls.

Masai are pastoralist and nomadic people who reside in both Tanzania and Kenya. They

are known for moving from one place to another in searching for green pasture for their

animals. In Tanzania the origin place of Masai is Arusha, but they migrate to other parts

of Tanzania like Tanga, Morogoro, Iringa and Kilimanjaro mostly in Arusha District

and other places. These people still hold their traditional ways of life dearly until recently

many Masai parents detested western education and viewed it with suspicions. The

perception that western education erodes the Masai culture is still held by many Masai

parents today. These parents are mostly convinced that once their children receive

formal education, they would forget their Masai community and seek to live in the urban

areas. The Masai parents are also convinced that some of the graduates have little to give

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back to community once they complete their studies. As a result of this perceived notions

of western education many Masai parents are reluctant to send their girls children to

school fearing that the girls children would detach from the Masai culture and

community. Though this trend is slowly changing by parents embracing the western

education and its important in modern society, there is a discrepancy in the inscription of

boys and girls in education. It is very difficult for a Masai family to freely allow their

daughters to continue getting form education in school especially at age of eleven and

above. The reluctance is two fold. First is because the elders regard the western education

as a tool of distorting their culture. Second allow girls to continue with primary education

and above, denies the community wealth because girls are regarded as source of wealth in

terms of bride price.

1.1. STATEMENT OF THE RESEARCH PROBLEM

UN (http://www.un.org) stated that, Education is a fundamental human right: Every child is entitled to it. It is critical to our development as individuals and as societies, and it helps pave the way to a successful and productive future. When we ensure that children have access to a rights-based, quality education that is rooted in gender equality, we create a ripple effect of opportunity that impacts generations to come.

Education enhances lives. It ends generational cycles of poverty and disease and provides a foundation for sustainable development. A quality basic education better equips girls and boys with the knowledge and skills necessary to adopt healthy lifestyles, protect themselves from HIV/AIDS and other sexually transmitted diseases, and take an active role in social, economic and political decision-making as they transition to adolescence and adulthood. Educated adults are more likely to have fewer children, to be informed about appropriate child-rearing practices and to ensure that their children start school on time and are ready to learn.

UNICEF works tirelessly to ensure that every child – regardless of gender, ethnicity, socioeconomic background or circumstances – has access to a quality education.

Too many of the world’s children are out of school or receive spotty, sub-par educations. Each one of these children has dreams that may never be fulfilled, potential that may never be realized. By ensuring that every child has access to quality learning, we lay the foundation for growth, transformation, innovation, opportunity and equality.

Whether in times of crisis or periods of peace, in cities or remote villages, we are committed to realizing a fundamental, non-negotiable goal: quality education for all.

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Children must at hearts of our thinking on climate change, on the education, on the food crisis, and on the other challenges we are addressing on a daily basis.

TETPO (1978) shows education as the basic right of a child. The major objectives of

primary education are: to lay out the socio-cultural foundations which ethically and

morally characterized the Tanzania citizen and nation; to prepare every citizen to

continue on the unending journey of life long education training and learning process

among others.

From the literature reviewed it has been shown that ,there is no other research have been

done concerning the factors contributing in to the high drop-out rate of girl child from

Masai community in Same district. The current study aims to investigate the factors that

contribute to the high drop out of girl child from primary schools in Masai community.

Also the research intended to find out the possible measures that will help the Masai girls

to complete their primary education.

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1.4. SIGNIFICANCE OF THE STUDY.

The findings of the study will be important in the following ways:

To improve and even to eradicate the problem of high drop out of girls from

primary education in Masai community and other parts of our county which face

such problem, also to improve enrolment of girl pupils in our county.

To promote girls education by including positive attitude towards formal

education among the Masai community, through ministry of education, the

Government should set special programs in mass media to create awareness

among parents on benefits of formal education.

To remove gender disparity in both access progression and accomplishment at all

levels of education. This could be done by creating awareness of importance of

girls’ formal education among the Masai through seminars, adult education

parental association and any interested groups who are helping in promoting girls

education and equality of female and male in the society.

To encourage the Government to execute by laws, which aim at punishing the

parents who withdraw their girls from schools? The Government here should

make sure that those parents, who involve purposely in withdrawing their girls

from schools in order to marry them off, are punishing accordingly to save as a

lesson to others.

1.2. OBJECTIVES OF THE STUDY.

The main objective of the study is to investigate the factors which lead to the high drop

out rate of Masai girls from primary schools.

The specific objectives of this study are:

To find out the attitude of the Masai parents towards girls education

To find out the possible measures towards challenges of the Masai girls

education.

To examine Masai culture towards girls education.

To let the Masai parents be aware for the importance of formal education in their

society.

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1.3. RESEARCH QUESTIONS.

The research will be guided by the following research questions:

How do Masai parents consider girls education?

What are cultural practices among the Masai that hinder girl education?

What measures can be taken help to encounter the challenges of the Masai

girl’s education?

What are the factors which contribute to the drop out of Masai girls from

primary school?

What are the problems Masai girls might face in their future life if they can

not complete primary education?

1.4. LIMITATION OF THE STUDY.

The problem that the researcher will may face are:-

Transport. This because Masai in Same district found in remote areas and their

home stead is scattered.

The researches may face the problem of shortage of resources like fund and time

as a result she/he would not extend her study to other places of Tanzania which

Vface the same problem

Language problem .The researcher may face the problem of language barrier

during data collection and this problem it may course inadequate information.

1.5. DEFINITION OF THE KEY CONCEPT AND TERMS

GENDER: It may be described as a term which refers to the cultural

construction of male and female identities

SOCIETY: This is a particular community of people who share the same

customs, laws, culture and other common things.

CULTURE: Include customs, arts and social institution of a particular group of

people or nation

FORMAL EDUCATION: This implies education that occurs within academic

institution like schools, colleges and what is taught in carefully structured by

means of syllabus.

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GIRL CHILD: According to the right of the child (CRC) Girl child is a female

person from birth to 18 Years

1.6. LITERATURE REVIEW:

2.1. INTRODUCTION.

The chapter provides the review of literature concerning the factors that contribute to the

high drop out of girl child from primary school among the Masai community. The review

related literature was done so as to examine the gaps in knowledge concerning the factors

contribute to the high drop out of girl child from primary education. The factors based on

two parts. Cultural practices and Geographical factors

Ole T (2000) in his study observes that, parents’ low level of education and altitudes

towards girls’ education is another problem. This low level of education means that they

are not well informed on the importance of education for their children.

The same findings further asserts that some parents seem to be ignorant of the issue of

education for girls which is shown by the fact that they would rather have married off

their girls to get more cattle from their dowry than letting them complete school.

Chege and Sifuna (2006) reported that, some parent believe that boys are more intelligent

that they perform better in school and that they are better in educational investment than

girls. They went further to add that a factor that is often ignored in patrilineal inheritance

system is the prime beneficiaries of family assets; boys are favored in human capital

investment decision.

In addition, parents worry about wasting money on the education of girls who are likely

to get pregnant or married before completing their schooling. There is also the strong

belief that once married, girls become part of another family, and parent investment is

lost.

Jomtien, Thailand (1990) Gender discrimination against girls, Notes from the world

conference on education to all, the discrimination in girls; access to education persists in

many areas occurring due to inadequate and gender biases, teaching and educational

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materials and lack of adequate accessibility of schooling facilities. The same finding

notes that in some countries, many parents do not send their daughters to school if they

feel that the curriculum is promoting ideas that are not odds with prevailing social norms.

In Guinea for instance parents perceived subjects such as home economic, childcare,

sewing, gardening and handcraft as important for girls and criticized their absence from

school curriculum.

UNICEF (2006), in the state of the world’s children acknowledges that gender gaps in

secondary education are even more pronounced. The UNESCO’s survey in developing

countries reported that, only 22 out of 75 countries were on course to meet MDG1’3

target of gender partially at secondary school level, while 25 were far from the goal. Girls

exclusion from education in comparison to boys especially in south Asia, Sub-Saharan

Africa the middle East and North Africa is one of the clearest statically indicators of

gender discrimination. The same Survey- indicates that, gender plays major parts in

determining which children and up being excluded from essential service and is therefore

most risk of missing out the millennium agenda.

The forth, world conference on women which held in Beljing Chence 4-15 September

(1995) reported that, educational process including curriculum, educational, reinforce

existing gender inequalities. The same report notes that, although the number of educated

children has grown in the past 20 Years, in same countries boys have been

proportionately favored much well than girls.

Same Africa (1997) reports that, despite the increasing recognition at the international

and national level of benefits of female education but to the national as whole, girls in

many parts of the world continued to be excluded from the education system of their

countries.

According to UNESCO in the GCWD (1997), study indicates that, illiteracy level are

higher in several key groups, such is in rural areas and among the indigenous women.

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These groups are mostly disadvantaged because of social – economic and cultural factors,

which place their reference in educating boys as girls are confronted with cultural and

economic constraints, which hinder them from completing their education.

Gender tales from Africa (2001) conducted interview among girls who dropped out from

school due to forced marriage. The girls reported how their parents force them out of

school in order to get married. One of the girl reported that her mother come to school

and told her that there was a rich man in their village who wanted to marry her and the

parent had already accepted three cows as part of the dowry. In that case, she had no

choice than dropping from school.

FAWE (1996) notes that, Masai culture considers women and girls as inferior sex,

Educated women are seven as a threat to man’s absolute authority. The same repot notes

that there are some parents who fear that the educated females will feel superior and thus

undermine the authority and that of their chauvinistic husband. The study also reveals

that once a Masai girl gets circumcised she is considered to be mature for both sex and

marriage. Masai cultural is so permissive that once a girl circumcised she may be

approached by any man on sexual terms. Girls normally are circumcised the age of 9 – 12

and therefore most of them do not go back to school after the practice. This culture

therefore is a great hindrance to girls’ education.

According to Rosaine (2002) circumcision is an important rite of passage to Masai people

and it involves both the male and female 90% of students’ respondents supported this

point. The girls under go initiation into adulthood which leads to early married hence

they drop out of school after initiation because they feel so mature to be in school with

the rest of the students.

UNICEF (2004) in the state of the world’s children, reports that girls are kept at home to

help with domestic tasks. Girls may also be dropped from school because they have to

fetch waters from traditional well or remote water pump. The same finding reports that in

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Ethiopia, Guinea and the United Republic of Tanzania, girls specialized in domestic work

such as looking as siblings, preparing and cooking food, cleaning the house and fetching

water and fire wood. In this case girls help their families more than boys.

FAWE (1994) indicates that the schools careers of many girls are short because they are

expelled from school on becoming pregnant, pre-marital pregnancy among girls is

stigmatized in Africa communities even though its determining factors remain un

addressed. In Guinea, Malawi and Tanzania where girls are now encouraged to return to

school after pregnancy, few girls do so, partly because of parental fears, that they would

become pregnant again and partly because girls are afraid of ridicule.

Maglad (1994) employs the distance to school as a means of the price of schooling. He

gives an example of society like Masai who require land recourses to their cattle, their

villages are constructed far a part each other. As the results one school must serves

several villages typically within a 15 – 20 Kilometers radices. There are no cars, buses,

Horses or even Bicycles available to Masai children, so they must walk this great

distance. Many girls are denied on education solely because of parental concerns for their

safety during these long walks.

Even for those who make it to school, the long walks undermine education. The same

findings added that, teachers report that children who have spent two to five hours

walking to school in the morning, often without having had anything to eat are tired and

their ability to concentrate is imparted. Also it is of tern when children arrive home of

tern such long walks, and they still required doing chores. Even if still have the desire and

energy to study offer they are finished with responsibility at home it is often too dark and

there is no electricity or artificial light. His opinion was that the availability of school

inside the village made it possible for children to attend school at low indirect costs.

Creighton (1995) notes that the average distance from homes declines as the expansion of

primary and secondary system proceeds. However, remote habitations and dispersed

population continued to suffer disadvantages based on the back of physical access and

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this remain problem particular at secondary level in many countries, hence distance is a

factor and girls feel the effect more severely.

The same finding discovers that, some parents are reluctant to send girls to school far

from home. Reasons cited were that girls were considered weaker than boys hence were,

unable to expend the energy required to walk to and from school. A more fundamental

concern however was for their safety enroot.

Tumbo (1994) explain bride wealth as a commonest form of marriage transaction in

Africa. It resources the movement of which correspond to movements of rights over

spouseless usually women, She further explains that basically bride wealth consists of

circulating pool resource which goes to bride male kin typically brothers in order that

they can themselves take wives. Thus a man is dependent (Upon Sisters) for bringing the

wealth and father for distributing it. Tumbo shows pride wealth as a major factor which

cause dropping out of girl child primary schools.

Goody and Tambiah (1973) say that bride wealth as a kind of rational system. What goes

out for a bride has to come in for a sister? Hence a father has to ensure that the bride

wealth he gets for a daughter will be enough to get him a daughter – in –low. This

circulation tends to reinforce the authority of the sister.

In case of Masai culture that is polygamous, a man’s wealth is determined by the number

of cattle and children he has. Daughter’s marriage increase the wealth of Masai girls’

family through combined cattle and husbands’ family upon marriage is also worsened by

the increasing poverty of the Masai people, which leads Masai to marry their daughters at

increasingly young ages.

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3.0. RESEARCH DESIGN AND METHODOLOGY.

3.1. INTRODUCTION

This chapter describes in details the place where the research will be conducted,

population sampling technique and how the information obtained from the field. It also

provides methods and techniques which will be used during data analysis and provide the

adequate reasons as to why methods and techniques are used.

3.2 RESEARCH DESEIGN

The research design employed in this study will be survey design. The survey designs

used to carry out the research because qualitative data is collected by the use of

questionnaires for the teachers and pupils and interview will be given to the parents.

3.3. POPULATION AND SAMPLE.

The population taken will be five schools which contain Masai pupils among the primary

schools present in Same district. The participants in research will consist pupils, teachers

and parents from sampled schools throughout Same district.

3.4. SAMPLING PROCEDURES AND TECHNIQUES

The sampling techniques that will be used in the research selected are stratified samples

sampling techniques whereby it ensures that different groups in population are

represented in the sample.

The population taken will be five primary schools which have Masai pupils. The

researcher will take sample from standard 4, 5 and 7 from each school. Standards 4 and

5 are selecting to participate in the exercise because they are majority of population that

is vulnerable to the cultural factors that affects education in the Masai community. This is

because the parents view them as having a long way before they complete their

education. Standard seven will be selected because the researcher wants to know how

many Masai girls succeed to complete standard seven per year in the Masai land in Same

district. Twelve pupils will be taken from each school as a sample, this means four pupils

from each class under research, involving two male and two female pupils from Masai

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community. The aim is to get view from both male and female pupils. The pupils will be

randomly sampled because they are homogeneous. Three class teachers from each

sampled school will be taken as a sample using stratified sampling the class teachers are

given priority because they interact closely with the pupils from the respect classes. Thus

they are aware of some of the problems which face girl pupil so as not to complete

standard seven then contribute the number of Masai pupils to be few in secondary

schools. Also ten parents will be taken as sample using stratified sampling from the

population that is one female and one male from each school. The purpose of this is to get

view from both fathers and mothers from Masai community.

3.5.0. DESCRIPTION OF INSTRUMENTS.

3.5.1. QUESTIONNARES

The researcher will prepare two questionnaires, one for teachers and the second for

pupils. The questionnaires will compose of both open ended and closed ended questions.

Open ended questions will give respondents freedom on their opinions while closed

ended questions restrict the respondents to choose from the available answers on which

they think is the most appropriate for each question. The aim of questionnaires for pupils

and teachers is to collect precise and sufficient information for the study.

3.5.2. INTERVIEW GUIDE

The researcher also will prepare interview for the parents. Structural oral interview guide

questions which will involve a face-to-face approach will help to obtain responses from

the informants about the problem under the study. The aim of the interview for the

parents is because most of them do not know how to read and write and some speak only

Masai language, hence it is easier for a researcher to use translator in interview than in

questionnaire and also in interview immediate feedback will quarantined.

3.6 DATA COLLECTION PROCEDURE.

The researcher will appoint one assistant from each school sampled to carry out the

distribution of the questionnaires to the selected respondents.

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The source of data collected will be from both primary source such as questionnaires

answers and interview responses and secondary source such as information obtained from

the literature reviewed.

The primary information will be obtained from the field through the use of

questionnaires, interviews and researcher own experience under the study.

The secondary data is from related literature reviewed on the topic done elsewhere and in

particular on factors contribute to the high drop out of girls in primary education.

3.6. DATA ANALYSIS PROCEDURE.

Descriptive statistic will be used in analyzing the findings of this study. It divided into six

areas mean, median, standard deviation, percentile, frequency and percentage.

The findings are then presented in frequency and percentage tables, whereby frequency

and percentage will calculate from the data obtained for table drawing

ABBREVIATION

ECWD –Early Childhood and Women Development

UNESCO-United Nations Educational Science and Cultural Organization

FAWE-Forum for Africa Women Education

UN- United Nations

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REFERECE:

Tumbo,Zubeida M. (1994) The Dilemma of Teenager Girls. Nordiska Africa

instituteMontreal.Unpublished Thesis .MC Gill University

Rosaine P. (2003), Can equality in Education be Attained? Evidence from Ethiopia,

background paper for EFA Global Monitoring Reporty.2003)/2004 Social Change

UNICEF (2006),The State of World Children. New The Gender and York. UNICEF

Chege,F. N and Sifuna, N.D (2006), Girl Child and Women’s Education in Africa.

Gender perspective and trends

FAWE (1997),The News Magazine about Girls and Women Education in Africa. Volume

No1: FAWE

Goody, Jack and Tambiah, S. J Pride wealth and dowry. Cambridge University press

Jomtien Thailand, (1990),The World Declaration on Education for all. Meeting Basic

learning Needs,Jmtien,Thailand 5-9 March.

Maglad, N. (1994), School Supply: Family Background and Gender- Student Enrollments

and Attainments in Sudan. “East Africa Social Sciences Research Specific Schools

Review”

Ole Daniel (2000), Factors influencing the enrolment of pastoralist Masai children in

early child education.

Saroni,S (1986), Pastoralists Education participation and social change among the

Masai. Unpublished PhD Dissertation, MoGill University

UNESCO (2003), Education for All lead to Equality, UNESCO publishing

http:// www.un.org/ cyberschoolbus/humanrights/about/history.asp

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RESEARCH TOOLS

Please fill the required information.

DATE………………………………………

NAME OF THE SCHOOL………………..

SEX: MALE ( )

FEMALE ( )

Please answer all questions

Respond by a tick (√) in the bracket or by stating your answers in the space

provided.

1. Are all pupils in your school from Masaai community?

Yes ( )

No (

2. What percentage of pupils in your school from Masai community?

3. How is the ratio between boys and girls pupils from Masaai community in your

school?

CLASS BOYS GIRLS

Standard I

Standard II

Standard III

Standard IV

Standard V

Standard VI

Standard VII

4. Parents in Masai community appreciate the need of formal education especially

primary education for their girls?

Agree ( )

18

Disagree ( )

Uncertain ( )

5. Girls participation in domestic affairs is highly recognized by parents than taking up

primary education?

Agree ( )

Disagree ( )

Uncertain ( )

6. Girls primary education is greatly supported by;-

a) Teachers ( )

b) Parents ( )

c) Government ( )

d) Name

others………………………………………………………………………………

……..

7. Masai parents have been the main obstacles of girl’s access to primary education?

Agree ( ) Disagree ( ) Uncertain ( )

8. Parents co-ordinate with teacher to monitor girl’s progress and performance in school?

Agree ( )

Disagree ( )

Uncertain ( )

9. Parental illiteracy is a major contribution of few girls in primary education from Masai

community?

Yes ( )

No ( )

10. Cultural values greatly contribute towards early marriage among girls in Masai

community?

Agree ( )

Disagree ( )

Uncertain ( )

11. Parent from Masai community can be educated on importance of the girl’s child

education through.

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a) Seminar ( )

b) Adult literacy ( )

c) Workshop ( )

d) Name others………………………………………………………………………..

12. Girl child education can be promoted in our schools through the following ways.

a) Parents and teachers association ( )

b) Human Rights groups ( )

c) Effort from the Government ( )

d) Many female teachers.

13. What are the factors that contribute to girls from Masai community dropping out of

school before finishing their primary education?

(a)……………………………………………………………………………………..

(b)………………………………………………………………………………………

(c)…………………………………………………………………………………….

(d)……………………………………………………………………………………….

INTERVIEW SCHEDULE FOR PARENTS

1. What is the level of your education?

2. How many children have been to school from your family?

3. Given a chance to educate in your family, between boy and girl child whom you

prefer most?

4. Give reasons for your choose above.

5. State benefits you can get from girls when she finishes her, school.

6. What are some of the disadvantage of educating girls?

7. Girls are source of wealth in your community?

8. A girl has no say to whom to marry and when?

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9. What is the position of a Masai family which has 7 – 14 daughters’ in terms of bride

wealth?

10. And what is the position of a Masai family which has no daughter?

11. At what age is a girl given in marriage to a man in a Masai community?

12. What happen to Masai girls if she finishes her students at the age of 26 – 30 before

marriage?

13. It is a prestigious to marry a very young girl about 14 – 17 years in Masai culture?

14. What do you think is wrong in the education of girls in the present education system?

15. What quality do you expect in an educated Masai girl?

16. As parents can you give some suggestion on how to help Masai girls to obtain

primary education?

17. Give some suggestions on how you would like the education system to be improved?

4. O. PRESENTATION OF THE FINDING

4.1. INTRODUCTION

This chapter presents data analysis from the questionnaires that were given to the thirty

pupils and fifteen teachers also the responses from the interview given to ten parents.

Fourteen teachers and twenty eighty pupils were returned their questionnaire. Ten parents

were interviewed and the responses recoded

Sampled Schools

School Standard 1V Standard V Standard V11 Total pupil Girls Boys

Emuguri

Lesirwai

Ruvu

Ngama

Kitamri

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