Abstract:
Pastoralists are livestock keepers occupying the marginal lands of the world. Governments and development partners have been putting enormous resources to see success of Education for All. Participation of pastoralists in education still remains a challenge despite the efforts put on the sector. It is estimated that 104 million children are not enrolled in school and 80 percent of them are from pastoralist communities. In Kenya west Pokot County records one of the lowest enrolments. The main purpose of this study was to investigate the quality implications of foe implementation in West Pokot County. In Kenya the nomadic pastoralists of west Pokot have lagged behind in education matters. It was to determine the quality indicators of FPE among the pastoralist’s communities. This study adopted a descriptive survey research design. The target population comprised of head teachers, students, parents and the County Director of Education in West Pokot County. The study involved 401 respondents which comprised of 300 students simply randomly selected from 50 primary schools in the entire West Pokot county, 50 purposely selected head teachers, 50 parents and 1 County Director of Education. This study was grounded on the rational action theory by Golthorpe and Breen. This study adopted the pragmatist philosophical paradigm. Data was coded and analyzed with the help of computer package for social scientists. Data was analyzed using descriptive statistics particularly frequencies, percentages, mean and standard deviation. It is also realized that the people of Pokot cherish their culture and wish not to be interfered by education. The results of this study provides an insight to the Ministry of Education, county governments, school managers, teachers and parents in West Pokot County, on the measure of emphasis to engage in to ensure a sustainable education policy for all the children of pastoralist communities in Kenya. The study recommends that the County Government needs to take a holistic approach to assess and address the needs of pastoralist communities, groups and individuals. Secondly County Governments should strive to put in place quality and quantity of instructional resources, regularly in-servicing teachers to improve their pedagogical skills and economically empower parents. The County Government should formulate policies and strategies that will govern financing of FPE program. Furthermore the County policy makers need to listen to the concerns and opinions of pastoralist. Lastly the national government needs to increase the budgetary allocations to the schools in pastoralist counties to improve the quality and quantity of input such as instructional materials and physical infrastructure. Finally, a research of the same kind should be conducted in other Counties with similar pastoralist characteristic. This study acts as an eye opener to the inhabitants of pastoralist regions to adopt new strategies which may enable the FPE policy implementation sustainable and to wit stand the test of times in pastoralists regions