ABSTRACT
Education is fundamental for human development and economic growth. All children have a right to quality education. Education is key to every government both globally and nationally. However, much of the resources invested in education have been wasted due to many factors. This study sought to investigate the influence of parental child neglect on educational wastage among grade two pupils. This was achieved through the assumption that Physical, emotional and educational neglect by parents may affect a child’s education. Education wastage is revealed through school dropout, repetition, performance and absenteeism from school. The purpose of this study was to establish the prevalent types of parental child neglect among grade two pupils; to find out whether parental child neglect influences educational wastage among grade two pupils and to explore the measures schools have adopted to curb parental child neglect in Machakos County. The study was guided by UrieBronfenbrenner Ecological System Theory which states that a child’s environment affects how the child grows and develops. The conceptual framework adopted in this study takes the assumption that the child’s family need to provide an environment conducive for his or her education. The study target population was 29 schools, 29 head teachers, 153 teachers, 2310 learners, and 2310 parents. However, the study purposively sampled 10 public schools, 10 head teachers, 15 teachers, 150 children, and 150 parents. The study adopted descriptive research design. A questionnaire for teachers, head teachers and parents and interview guide for children was used to collect data. The data was analyzed using descriptive statistics and presented using frequency distribution tables, bar graphs, and narratives. The study found that 51% of the children experienced educational neglect, 40% encountered physical neglect and 9% suffered from emotional neglect. The main recommendation is that parents should be advised on the importance of ensuring that their children are always in school. Further, the study recommends that the government should have strict rules and guidelines that will discourage child neglect which was noted as the main cause of high grade two educational wastage.
CHAPTER ONE
INTRODUCTION AND CONTEXTUALIZATION OF THE STUDY
- Introduction
This chapter presents an overview of the influence of parental neglect on education wastage of grade two children in Machakos County. It covers statement of the problem, purpose of the study, objectives of the study, research questions, significance of the study, limitations and delimitations, assumption, theoretical and conceptual framework, and operational definition of terms.
Background to the Study
The term education wastage is used in the field of education to demonstrate aspect of failure of an educational system to achieve the country’s educational objective of its children (Yusuf, 2014; Ojo, 1980). Education is widely seen as one of the most promising paths to children to realize better and more productive lives and as one of primary drivers of active economy (Glennerster, Kremer, Mbiti, & Takavarasha, 2011). It is also seen as a primary mean of social mobility, national cohesion and active social economic development (Wood hall & Parcharopolous, 1985) and human capital development (Kiumi & Chiuri, 2005). Unfortunately, Global Monitoring Report (2013; 2014) explicitly confirms that education wastage is hindering the achievement of universal education and its benefits.
Consequently, effort should be put into retaining children in school to ensure higher transition to upper grade level in schools. Thus, there is need to understand how parental child neglects influence education wastage. Education wastage may arise through children class repetition, children dropping out of class, premature withdrawal from school, lack of employment after
school (Ajayi & Mbah, 2008; UNESCO, 1977; 2013; 2014) and underutilization of teachers and educational material resources (Salami,1993). On the other hand, parental child neglect may be failure of parent to provide appropriate supervision to the child to the extent of failing to attend school and do desired class work leading to under-achievement (Tanner & Turney, 2003).
Parents who absent their children from school to baby seat their young sibling, to hawk or accompany them to social economic endeavors, or fail to supervise or assist children to do homework at home, fail to provide basic needs then risk their children being forced to repeat classes (Uwezo, 2013). Thus, these children may lack self-esteem and finally dropout of school before completing primary grade level education circle (UNESCO, 2014). Furthermore education achievements are categorized as profitable in life and most effective path of reducing poverty and improving children’s life (UNESCO, 2011).
All children have a right to education and this is fundamental to achieving quality social and economic development. It is with this regards that funding of education has been given a top priority (UNESCO, 2008). Unfortunately, about 404 million children under the age of 18 years do not attend school, while 190 million children between ages 10 and 14 are on the streets (Global Educational Journal, 2015). These children may fail to attend school to utilize resources and acquire educational skills leading to education wastage. A very worrying trend is that 18% of early school leavers in European Union Countries have only completed primary grade education (Commission Staff Working Party, 2010) and this trend is especially strong in Bulgaria with 38% and Portugal with 40%.
The UNESCO, (2004) survey noted that repetition rate in developing countries are usually surprisingly high and highest rate being in Sub Saharan Africa countries where each year about
22% of primary grade children repeat classes. The study further notes that worldwide 60% of primary grade children repeat a grade level where the highest repetition rate being observed in West and Central Africa 18.8% while East Africa having 12.3% primary school children having to repeat grade who later on dropout of school. Investigation (Kenya Demographic & Healthy Survey, 2010) among the children aged 6 to 13 years’ enrolment improved from 87% to 94%
between 1998 and 2009. However nearly 8000 (6%) are out of school with only 47% completing primary grade level.
The Kenya government for example, over the years has vigorously expanded educational institutions to ensure equity and access to quality education and relevant system of education in line with Basic Education Act (2013) and Vision 2030. Although the Kenyan government has tried to provide access to quality education for all children to participate in learning unfortunately children participation in learning in public primary schools remains elusive today due to parental child neglect in Kenya. For instance, 3 out of 10 children in grade 2 are learning below grade level in Machakos-County (Uwezo, 2011; 2012; 2013; 2014). This indicates that these children are educationally under-achieving.
A study by Kenya National Examinations Council (KNEC, 2010) indicated that 7 out of every 10 children, regularly absent themselves from school due to sickness, lack of school uniform, being forced by parents to stay at home to do domestic chores and baby seating young siblings. Often these children are educationally under-achieving in their classroom (KNEC, 2010). These factors may contribute to education under-achievement leading to children’s class repetition and dropping out of school before completing primary schooling circle creating a vicious cycle of underachievement. However, improved early years education is fundamental to creating effective
human capital (Jomtien, 1990; Munina, 2011). However, the education for all has remained elusive for school completion rate have remained low. The question of provision of equal opportunities in education as well as ensuring the number of children who enroll and complete education have been a concern worldwide (Kimatu, 2007) and Kenya is not an exceptional.
Research evidence strongly support the view that parental child neglect may lead to poor cognitive development and educational underachievement (Prior, & Glaser, 2006). Investigation by Uwezo, (2011), show that there is high education wastage in Kenya as reflected by high number of children from lower primary, upper primary, secondary and university who do not complete education cycle due to parental child neglect. However, research studies on parental child neglect on education wastage have not presented robust studies on parental child neglect and its influence on education wastage (Chapple, Tyler, & Bersani, 2005) and most of these studies are from western countries. It is therefore in the light of this scenario that this study critically examined the influence of parental child neglect on education wastage among grade two children and identify the types of neglect that influence education wastage in Machakos County.
Statement of the Problem
Education is a fundamental right for human development and for this reason it has been strongly emphasized by international conventions and treaties globally. Kenya education system is marred by high school dropout, repetition and poor academic achievement which lead to education wastage. In response, Kenyan government has provided both human and material resources to ensure access to quality education, retention, and education completion to maximize the benefits of education but education wastage problem still persists. Studies have been conducted on education wastage in Kericho County, Baringo County and Nyeri County respectively. However,
there is no evidence of empirical studies that has been conducted on influence of parental child neglect on education wastage in, Machakos County where grade two children are learning below their grade level. In a bid to establish possible mitigation strategies of arresting education wastage in Machakos County, this study embarked on an investigation to establish the influence of parental child neglect on education wastage among grade two children in Muvuti Sub-County, Machakos County.
Purpose of the Study
The purpose of this study was to find out the influence of parental child neglect on education wastage in Machakos County. Specifically, this study was concerned with identification of the types of parental child neglect that influence educational wastage in Machakos County. Specifically, the study was to establish possible measures to alleviate education wastage in Machakos County.
Objectives of the Study.
This study was set to:
- Establish the prevalent types of parental child neglect in Machakos County.
- To find out how parental child neglect influences education wastage among grade two Children.
- Explore the measures schools have adopted to curb parental child neglect in Machakos County.
Research Questions.
- Which are the prevalent types of child neglect in Machakos County?
- Does parental child neglect influence education wastage in Machakos County?
- What Mitigation strategies have the schools used to help curb parental child neglect in Machakos County?
Significance of the Study
The significances of this study are two folds. First the ministry of Education, Science and Technology and the County Government may use the findings to come up with policies such as feeding programmes in schools, training of parents on the importance of school attendance, supervision of homework and on reasonable family size. Secondly, teachers may use the results of the study to curb school truancy in Machakos County and beyond.
