Provision of Primary Education for Pastoral Afar Children in Afar Region- Challenges and Opportunities
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Date
2004-06
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Addis ababa univeresty
Abstract
The main pUlpose of this study was to examine the status oj primwy school participation of pastoral nomad Afar
children of 'he Afar region, identify the major constraints that hinder 'heir participation
Gild
indicate possible
intervention strategies for educational planners and policy makers to alleviate the educational
marginalization of pastoral nomad Afar children.
To this end, descriptive survey method was employed. Apart from consultation of documents Fom relevant
sources, data were gathered from 573 Afar students, 188 teachers and 19 educational officials, eight
educated Afars, four primary school PTA members and two Afar tribal chiefs. Applying diversified
sampling techniques drew these respondents. The data obtained Fom questionnaires were analysed using
statistical tools like, percentage, mean, ANOVA, Scheefe methods and Pearson rank order correlation.
The data Fom documentary analysis indicated that the status of pastoral Afar children participation in the
primary schools of the region is low. Based on findings FOIll data analysis, socio- cultural constraints like,
early marriage tradition of Afar society (Absuma and Abi-beda), belittling of the value of education
(especially that of girls), circumcision, gender role socialization and stereotyping, fear of marriage of Afar
girls with non Afars, lack of role modelJear of losing of time of training of pastoralism have been identified
as major problems in the educational participation of pastoral Afar children.
On top of this, socioeconomic constraints like mobility, poverty, child labour, parents illiteracy, conflict,problem of health and market center have been found to be major constraints. Moreover, school intrinsic
factors:- school distance, lack of school facilities and teachers, inflexible school calendar, irrelevance of
curriculum and inappropriate medium of instruction were considered as barriers. Furthermore,
administrative factors like, low administrative capacities, absence of policy and strategy to the education of
pastoratists, low sensitization of the people are also found to be major barriers to the educational
involvement of pastoral Afar children.
Hence, it is concluded that, in most cases, the participation of pastoral Afar children in the primary schools
of the region was a function of socio-cultural, socioeconomic, school intrinsic and administrative problems.
Depending 011 the results of findings, formulation of policy and strategy for pastoral Afar education, school
location mapping, flexible educational calendar, semi-sedentQly multi-grade school, sensitization of the
society on value of education, boarding schools, mobile tent schools, hostels, reforming of the curriculum
and language of instruction, sustaining the school feeding program, participatOlY conflict management
approaches, lion formal educatioll, mobile health service and promoting capacity building training
programmes for educatiollal personnel were recommended.
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Keywords
Education