Geo-economic Quandaries and Educational Exclusion in the Context of pastoralists The Case of Dasanech Children in Southern Omo, Ethiopia

Abstract

The intent of this study was to examine the status of educational exclusion of pastoral Dasanech children in the primary schools of South Omo Zone, and identifying the major geo-economic impediments in their educational inclusion. To serve this purpose, descriptive survey research method was employed. The data were gathered from the sample of students, teachers, and educated personnel from Dasanech ethnic group, Parent-Teacher Association members, tribal chiefs and ethnically Dasanech school dropouts. Applying diversified sampling techniques drew these respondents. Apart from document analysis, information was solicited from the sample respondents through questionnaire, Interview and Focus Group Discussion. Mixed method procedures of Sequential Explanatory Strategy were used to analyze and interpret both the quantitative and qualitative data. The findings indicated that the status of educational exclusion of pastoral nomad Dasanechs’ children in the primary school of the south Omo zone is low as compared to other ethnic groups. Whereas, the dropout rate of children from primary is high above the regional average. Based on the findings, geo-economic predicaments, like poverty, conflict, parents’ illiteracy, nomadism, high demand of child labor and problem of health have been found to be the major geo-economic constraints. Formulation of specific policy and strategy for pastoral children education, school location mapping, flexible academic calendar, construction of semi-sedentary education centers and boarding schools, and introducing mobile tent schools, promoting participatory conflict management approaches were recommended.

DOI: 10.5901/mjss.2013.v4n13p305