School- Intrinsic Impediments in the Provision of Primary Education for Nomadic Pastoralist Afar Children in Ethiopia

Abstract

This study examines the participation of nomadic pastoralist Afar children in the primary schools of Afar regional state of
Ethiopia, and identifies major school intrinsic impediments. Descriptive survey research method was employed in order to attain this
purpose. The subject of the study are students, teachers, educational officials, Parent-Teacher Association members, Afar tribal chiefs
and ethnically Afar school dropout children. Diversified sampling techniques drew these participants. Basic information was solicited from
the sample respondents through questionnaires, interview, and FGD. The quantitative data were analyzed using statistical tools of
percentage, mean, SD, ANOVA, and correlations. A mixed method procedure of Sequential Explanatory Strategy was used to analyze
and interpret both the quantitative and qualitative data. The findings of the study indicated that the magnitude of nomadic pastoralist Afar
children participation in the primary education of the region is low as compared to other regions in the nation. Whereas, the dropout rate
of nomadic pastoralist children from primary schools in the region is high above the national average. School intrinsic factors like, school
distance, inflexible school calendar of formal schools, lack of school facilities and teachers, low motivation of teachers, irrelevance of
curriculum, inappropriate medium of instruction were found to be the major barriers. Feasible and appropriate recommendations were
forwarded so as to minimize the school intrinsic barriers and promote the participation of nomadic pastoralist Afar children in primary
education.