PhD thesis Title Page Final _Richard Juma - Victoria University ...

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Kenya and Sudan. There are shortfalls in human capital relating to education (including training), health, and skilled labour. Education and Training: Education is one of the most important factors that determine the quality of human capital. The current education system in Kenya is basic school (eight grades), followed by secondary school (four grades), and then university (four years). In the Turkana District, there are a total of 161 primary schools and eight secondary schools (see Table 1). While analysing the enrolment situation in the Turkana District in 2002, out of the 115,989 children aged between five and 13 years who were of primary school age, only 37,483 (32 ) were enrolled in primary schools (see Table 1 and 2). Also noted is the dropout rate in primary schools, which stood at 62.9 per cent, and is higher than the enrolment rate of 33.9 per cent. During the same period (2002), the enrolment rate in secondary schools was 4.95 per cent against the dropout rate of 24.1 per cent (see Table 1). It was my observation that the low enrolment rate is because the existing service provision in the Turkana District does not take into account the nomadic nature of pastoralism. Mobile schools could solve this problem, but so far these have not been delivered in sufficient measure. It could be reported further that given the high dropout rate at both the primary and secondary levels, it may be quite hard to find many formally qualified people amongst Turkana society. The government of Kenya has also pointed out that there is a great shortage of teachers in the Turkana District, and that the teacher pupil ratio is 1:70 and 1:40 for primary and secondary schools respectively (Republic of Kenya 2002). The few schools with classrooms are overcrowded since the rooms are too small. Consequently, most children learn under trees and sit on stones. My respondents informally explained that staff shortages in schools are exacerbated by the fact that Turkana is a hardship area, and that many teachers from other parts of Kenya are unwilling to take up a teaching 113
position in that district. The climate is hot, and most teachers are not willing to lead a semi-nomadic life. Table 1: Education status in the Turkana District. Total number of households Pre-Primary Schools 80,921 Number of pre-primary schools 277 Enrolment in pre-primary schools 27,102 Teacher/pupil ratio in pre-primary Primary Schools 1:74 Number of primary schools 161 Number of boarding schools 41 Primary school going age (6-13) 115,989 Number of enrolled pupils in primary schools 37,483 Enrolment rates in primary schools 33.9% Dropout rates in primary schools 62.9% Teacher/pupil ratio in primary schools 1:70 Average years of school attendance Secondary Schools 5 Number of secondary schools 8 Secondary school going age (14-17) 50,097 Enrolment rate in secondary schools 2,466 Enrolment rate in secondary schools 4.95% Dropout rate in secondary schools 24.1% Teacher/Pupil ratio in secondary schools Adult Literacy 1:40 Number of adult education learning centres 163 Enrolment in adult education learning centres 2,803 Average class attendance 1,488 Number of adult teachers 163 Teacher/Learners ratio Source: Republic of Kenya 2002:10. 1:11 There is a high degree of illiteracy in the study areas. The education situation for girls is especially poor, as they rarely get the opportunity to study. Noted with interest was girls’ low enrolment in both primary and 114
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Turkana livelihood strategies and a
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Abstract Drought and famine in Sub-
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Acknowledgement This work was carri
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Table of contents Abstract ........
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4.7 demographic considerations ....
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CHAPTER 8 SUMMARY AND CONCLUSION OF
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Figure 22 Percentage loss in livest
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Chapter 1 INTRODUCTION 1.1 Historic
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settlers and indigenous farmers. Si
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esults in increased deterioration o
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prolonged droughts as herders 3 los
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disease infection as they became vi
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Figure 1: Map of Turkana the study
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temporary assistance to impoverishe
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local patterns of adjustment to dro
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stress (Soja 1968). The ability to
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strategies 19 and achievement of su
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Therefore, the main goal of this st
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Devereux and Naeraa (1996); Hussein
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neighbours, such as the Samburu, an
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occupation of the poor (Robinson 19
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are aimed to directly reduce pressu
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1.6 Justification for the study. Th
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placed on the contribution of socia
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CHAPTER 2 THEORETICAL FRAMEWORK 2.1
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2.2 Emergence of the sustainable li
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livelihood to cope with and recover
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change and development. Here, it im
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Figure 3: A framework for micro-pol
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draw when pursuing different liveli
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2.3 Symbolic interaction theory and
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egging, and the pawning of women an
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to stress, especially to rapid popu
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climate, and socio-economic conditi
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livelihood security and sustainabil
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somewhat overlooked by the liveliho
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and the degree of variations (or ho
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The reasons for choosing Morulem as
Page 78 and 79: Figure 5: Total households in each
Page 80 and 81: Sampling key informants: There was
Page 82 and 83: Library research was carried out at
Page 84 and 85: Once I had found somewhere to live
Page 86 and 87: interviews (nine days for Morulem a
Page 88 and 89: constituted changes in response to
Page 90 and 91: interviewing the Turkana pastoralis
Page 92 and 93: directly and gave me the reasons wh
Page 94 and 95: a vehicle could bring to a rural pa
Page 96 and 97: with my 3 rd wife. Obviously, it wa
Page 98 and 99: interviews and/or interviewees. The
Page 100 and 101: in reciprocal claims and social net
Page 102 and 103: to thorough analysis to eliminate a
Page 104 and 105: me for a period of two years to ass
Page 106 and 107: CHAPTER 4 THE TURKANA REGION: HISTO
Page 108 and 109: 4.2 Brief historical background of
Page 110 and 111: group rapidly expanded and migrated
Page 112 and 113: Pokot. East of the Pokot and in the
Page 114 and 115: The Turkana know their environment
Page 116 and 117: July. Precipitation is somewhat cor
Page 118 and 119: Figure 7 Population projections by
Page 120 and 121: normally get access to graze their
Page 122 and 123: and Suguta. According to Norconsult
Page 124 and 125: forming a canopy forest with little
Page 126 and 127: capital, and the material culture o
Page 130 and 131: secondary schools, as compared to b
Page 132 and 133: the medical services and end up dea
Page 134 and 135: stock, greatly depends on the avail
Page 136 and 137: Traditionally, livestock ownership
Page 138 and 139: The importance of livestock in the
Page 140 and 141: informants, relatives, neighbours a
Page 142 and 143: to pay bridewealth (Key Informant I
Page 144 and 145: For instance, Apthorpe (1986) estab
Page 146 and 147: the same clan, and to avoid giving
Page 148 and 149: Figure 13: Married Turkana women. 9
Page 150 and 151: Informants argued that when a widow
Page 152 and 153: has made visible efforts to develop
Page 154 and 155: people overtime. It is argued here
Page 156 and 157: stems from arguments raised by hist
Page 158 and 159: the history of the Turkana, drought
Page 160 and 161: also lead to conflict with other he
Page 162 and 163: 5.2.2 History of Negative Policy En
Page 164 and 165: an ideological justification for co
Page 166 and 167: mobilisation of young men into well
Page 168 and 169: the British administration in Turka
Page 170 and 171: of northern West Kenya. The colonia
Page 172 and 173: fishing (Turkana Development Annual
Page 174 and 175: The project failed due to lack of s
Page 176 and 177: Similar problems hampered other dev
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influence of irregularly - and some
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uild shelters, the satellite camps
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neighbourhoods in an area of about
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As discussed previously, the Turkan
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Figure 17: Territorial sections in
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Each age-set has distinct character
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cutting of these species of trees f
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considerable period of time. He wou
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unsustainable costs. The Turkana lo
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CHAPTER 6 THE 2005-2006 DROUGHT IMP
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drought as compared to the 1979-198
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also foot and mouth disease which a
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informants explained that camels, u
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On the defence of pastures during p
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Crude computation of the data gives
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Figure 19: Interpretation of the ca
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ebellious warriors and their genera
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partly help to explain why not many
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interviews. It represented a consen
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asking for assistance is not only a
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able to maintain a fairly steady su
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limits. In 2006, the 10 public prim
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Number of students enrolled 90 80 7
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than group solidarity. 142 However,
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Table 11: Gifts exchanged by Turkan
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iii) Gift exchanges in Turkana duri
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Another respondent narrated how he
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when to give, sell or slaughter an
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that emerged during the 2005-2006 d
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passively, but ventured out creativ
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CHAPTER 7 FACTORS THAT IMPINGE ON A
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According to Table 14, the two stud
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To appreciate the analysis in Table
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estimating global income poverty fi
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it was clear that respondents were
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‘poor’ category though reduced
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Notes: • Households in each categ
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environment became quite marked. Ap
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Notes: I) The food sources were arr
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7.5 Chapter summary The major focus
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strategies in one approach. How pas
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the puzzling problem with numbers.
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The sustainable livelihood model ha
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that Turkana people are passive and
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nation is usually caught unaware of
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Baker, M. J., and Lovenbury, H. T.
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Chambers, R. (1995). Poverty and Li
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Dietz, A. J., and Salih, M. A. M. (
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Goldschmidt, W. (1969). Kambuya's C
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Kabeer, N. (2000b). Resources, Agen
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McCabe, J. T. (1990). Success and F
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Pennings, J. M. E., and Smidts, A.
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Soja, E. (1968). The Geography of M
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Von Hohnel, L. (1894). Discovery of
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Appendices Appendix 1: Household Pr
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3………………………….. 1
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Appendix 3: Key Informants Schedule
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Appendix 5: Gender and the Division
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Appendix 7: Introductory Letter fro
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Appendix 9: Pre and Post the 2005-2
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Appendix 10: Pre and Post the 2005-
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285
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287
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