TITLE: CAUSES OF CATTLE RUSTLING IN TURKANA COUNTY

INSTITUTION: ELDORET TECHNICAL TRAINING INSTITUTE

PRESENTER: COSMAS LOMOE

INDEX 5091111131

COURSE NAME: CERTIFICATE IN SOCIAL WORK AND COMMUNITY

DEVELOPMENT

COURSE CODE: 1405

SUPERVISOR: MRS. BRENDA

SUBMITTED TO: KENYA NATIONAL EXAMINATION COUNCIL IN PARTIAL

FULFILLMENT FOR THE AWARD OF CERTIFICATE IN

SOCIAL WORK AND COMMUNITY DEVELOPMENT

SERIES: AUGUST, 2021

i
 DECLARATION

This research project is my original work and has not been presented for any other degree in
any other institute

STUDENT COSMAS LOMOE

DATE ……………… SIGN…………………..

This research project has been submitted for examination with our approval as institute
supervisors

LECTURER MRS. BRENDA

DATE ……………… SIGN…………………..

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 DEDICATION
This research is dedicated to my family

iii
 ACKNOWLEDGEMENT
I thank God the Almighty for the gift of life, health, strength and protection that I have
received throughout my studies. The success of this study has been the result of a combined
effort, support and cooperation from several people to whom I owe a lot of gratitude.

TABLE OF CONTENTS

iv
DECLARATION...............................................................................................................................ii
DEDICATION.................................................................................................................................iii
ACKNOWLEDGEMENT................................................................................................................iv
TABLE OF CONTENTS..................................................................................................................v
LIST OF TABLES...........................................................................................................................vii
LIST OF FIGURES........................................................................................................................viii
ABSTRACT.....................................................................................................................................ix
CHAPTER ONE...............................................................................................................................1
INTRODUCTION.............................................................................................................................1
1.1 Background to the Study.............................................................................................................1
1.2 Statement of the Problem............................................................................................................3
1.3 Purpose of the study....................................................................................................................3
1.3.1 Objective of the study...............................................................................................................3
1.4 Research Questions.....................................................................................................................4
1.5 Significance of the study.............................................................................................................4
1.6 Limitation of the Study................................................................................................................4
1.7 Delimitations of the Study...........................................................................................................4
1.8 Assumptions of the study............................................................................................................4
1.9 Definitions of Significant Terms.................................................................................................5
CHAPTER TWO..............................................................................................................................6
LITERATURE REVIEW..................................................................................................................6
2.1. Introduction................................................................................................................................6
2.2 Overview of boy-child participation in education.......................................................................6
2.3 Cattle rustling and the boy child participation in primary education...........................................7
2.7 Summary of Literature Review.................................................................................................13
2.8 Theoretical Framework.............................................................................................................13
2.9 Conceptual framework..............................................................................................................14
CHAPTER THREE.........................................................................................................................15
RESEARCH METHODOLOGY....................................................................................................15
3.1 Introduction...............................................................................................................................15
3.2 Research Design........................................................................................................................15
3.3 Target Population......................................................................................................................15

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3.4 Sample Size and Sampling Procedure.......................................................................................15
3.5 Research Instrument..................................................................................................................16
3.6 Instrument Validity....................................................................................................................16
3.7 Instrument reliability.................................................................................................................16
3.8 Data collection procedures........................................................................................................17
3.9 Data Analysis Techniques.........................................................................................................17
3.10 Ethical and considerations.......................................................................................................17
CHAPTER FOUR...........................................................................................................................18
RESEARCH FINDINGS AND ANALYSIS...................................................................................18
4.1 Introduction...............................................................................................................................18
4.2 Questionnaire return rate...........................................................................................................18
4.3 Background of respondents.......................................................................................................18
4.3.1 Gender of respondents............................................................................................................18
4.3.2 Length of service for teachers and head teachers....................................................................19
4.4 Months of the year in which cattle rustling is frequent..............................................................20
4.5 Causes of cattle rustling according to respondents....................................................................21
4.6 Cattle rustling and pupils’ impaction paretic in Primary education...........................................22
4.7 Cattle rustling and pupil dropout rate in primary.......................................................................23
4.8: Cattle rustling and pupils’ in retention primary........................................................................24
CHAPTER FIVE.............................................................................................................................26
SUMMARY OF THE STUDY, CONCLUSIONS AND RECOMMENDATION..........................26
5.1 Introduction...............................................................................................................................26
5.2 Summary of the study................................................................................................................26
5.3 Findings of the study.................................................................................................................26
5.4 Conclusions...............................................................................................................................27
5.5 Recommendations.....................................................................................................................27
5.6 Suggestions further research......................................................................................................28
REFERENCES................................................................................................................................29
APPENDIX I: HEADTEACHERS’ QUESTIONN.........................................................................31

LIST OF TABLES

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LIST OF FIGURES

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 ABSTRACT
The purpose of this study was to investigate causes of cattle rustling in Turkana County .The
study sought to determine how cattle rustling affect academic performance and dropout rate
in these schools. In addition the study also examined how cattle rustling have affected student
retention rates in public primary and its effects on student class attendance. This study was
conducted at Turkana County with a target population of 1394 students, 120 teachers and 15
principals. Descriptive research survey design was employed whereby 1394 students, 120
teachers and 15 principals were sampled. Qualitative and quantitative data were collected by
use of a questionnaire. All analyses were descriptive in nature. Through data analysis the
study established that the poor academic performance of pupils in Kainuk Location, Turkana
Countyborder is as a result of cattle rustling which is prevalent in the area. The study
established that when cattle rustling occurs pupils perform dismally in their examinations
because rustling contributes to high pupils‟ absenteeism fear of being killed, lack of
concentration of pupils when in class as they fear to be killed, loss of property and lives,

viii
hence affecting pupils performance in examinations. Such experiences would on their studies
which would be reflected on poor academic performance. The study also established that
cattle rustling increase dropout rate in primary schools by making parents of the children in
school keep on migrating from one place to another, dropout is also affected by some
children opting to stay at home for fear of being attacked as they go to school. The absence of
teachers at school during the time of cattle rustling also make pupils not attend school
because there is no one to teach them. On retention rate, the study established that there are
low retention rates in primary schools in Turkana County border due to frequent interruption
of school system. Based on the findings of this study it is recommended that; The government
should eradicate black market for cattle to reduce cases of cattle rustling as this is brought
about by the commercialization of animals. In order to improve the situation on the area the
government in partnership with Non-Governmental Organizations should set up more
boarding schools to shorten the distance and improve on security by building police camps
near the boarding schools. The warriors should be enlightened to stop the practice of cattle
rustling as it causes teacher facilities, hence disrupting learning. All security agencies and
relevant line ministries should collaborate with each other and with key education stake
holders to ensure that the conflicts are promptly and effectively resolved. Further studies can
be carried out in order to establish remedies to cattle rustling in Turkana County border.

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 CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is considered the most effective way to reduce poverty, give people opportunity to
improve their lives and raise their voice, improve their health, productivity and foster
participation in civil society (Angrist, 2000; Preece, 2007). Education broadens employment
opportunities; increases income levels, improves child and maternal health and helps to slow
down the transmission of major preventable diseases in the world including HIV/AIDS. The
benefits of education extend beyond the family to the wider community and even the nation
(Woodhall, 1985).Increasing the number of pupils‟ who finish school leads to eco stability,
decline in the crime rate, improved social services, adoption of new agricultural innovations,
improved family health (Schultz, 2002; Glewwe,2002). Empirically, there is a strong
negative correlation between educational attainments arid various measures of crime
(Hjalmarsson, 2006).

While the need to provide education to all those eligible remains a fundamental requirement
to communities and governments, it is reported as of 2006, more than 125 million children
around the world lacked such fundamental human right and did not attend school or any type
of educational institutions (United Nations Education, scientific and Cultural Organization,
2006); These figures have continued to decrease over the years especially after the Education
for all interventions ( United Nimba Citizen Council, 2011) majority of such children reside
in low- and middle- income countries, especially in the Asian and sub Saharan African
nations. These two regions still experience many hurdles in terms of participation to
education opportunities which is a result of, historical injustices, activities of early missionary
activities, increasing urbanization and the existing political environment (Achoka, 2007)
these conditions have continued to perpetuate inequity to education participation at all levels.

Understood in the traditional sense, cattle-rustling, was considered to be a deeply entrenched

cultural practice where young men, known as Morans would steal livestock as a means of re-
stocking or acquiring more heads of cattle for various purposes, which included raising
enough animals for the payment of dowry, or as a show of heroism and/or a means to wealth
enhancement (Kanas Human Rights Commission 2010).Traditionally cattle-rustling used to
occur during specific times since it was mainly associated with rites of passage into
adulthood. After circumcision, the newly initiated men took part in cattle raids to demonstrate

1
their prowess and valor. These expectations may be compelling men to engage in cattle
rustling activities in order to replenish after loss or increase their herds (Mkuta, 2000).

In Middle East countries such as Afghanistan and Pakistan continue to face insurgent groups
who have repeatedly attacked education institutions and as a result security fears have
resulted in the closure of over 70% of schools in Helmand province of Afghanistan (The
United Nation Children‟s Eme Fund 2009). In Gaza, the occupied Palestinian territory,
Israeli military attacks in 2008 and 2009 left 350 children dead and 1,815 injured, and
damaged 280 schools. The types of attack included the burning, shelling and bombing of
schools, the occupation of schools by armed forces, the murder, torture, abduction and rape of
teachers, students, education aid workers and school staff by armed groups or military forces,
and the forced recruitment of child soldiers ese(O‟Malley,attacksleadtothedeath
2010)ofteachers Th and students, the destruction of infrastructure, and also result in severe
psychological trauma to those exposed to them. In the face of repeated incidences of cattle
rustling and threats of attack, children are afraid to go to school and parents are scared of
sending them to school whereas teachers are afraid to go to work. With such magnitude of
violence in place schools have closed to prevent attacks and the government may be reluctant
to reopen schools because threats of attack may still be present. (Mulkeen, 2007).

In Africa, violent conflicts such as cattle rustling severely affect the quality and functioning
of educational institutions and the expansion of technology (Otach, 3 2008). According to
UNHCR (2008), African countries ravaged by civil wars are characterized by physical
destruction and as a result interrupted the education of children through the damage to
schools, absence of teachers, fears of insecurity and changes in family structures and
household income (Mincer, Malin and Kennedy, 1994). Blattman & Migual (2010) observes
that around 28 million children of primary school age in conflict-affected countries in Africa
are out of school. African countries totally devastated by civil wars such as Somalia have
witnessed classrooms, teachers and pupils been seen as legitimate targets. This type of
scenario instills fear among children to attend school, among teachers to give classes, and
among parents to send their children to school (Commission on in Liberia in 200 1-2003
damaged or destroyed school infrastructure and an estimated 23 percent of all primary
schools were destroyed while 16 percent suffered major damages (Kumssa, 2009)..

The declaration of the Free Primary Education (FPE) policy in 2003 by Kenya government
(Republic of Kenya, 2005) was a move in the right direction to try and address some of the

2
concerns raised in the Koech report. However, this policy lacks the affirmative action
component to make it more relevant to areas that have been underdeveloped over long
periods of time (Crosby, 2003). Despite the introduction of the FPE policy, Elgeyo-Marakwet
county just like other counties in Kenya has continued to lag behind in education
participation of boy child with little care from the stakeholders to address them (Achoka,
2007). It is in the interest of Kenya as a country that education participation for the pastoralist
boys is given a fresh look and those factors that hinder boy child participation in primary
school education in Kenya be identified and tackled with haste so as to enhance the
achievement of the EFA goal. One of the main factors that can explain low level of
participation in primary education in the county is the harsh climatic conditions and
environment and the nomadic life style of the people. Another factor is the high poverty level
index that is noted in the urban as well as rural areas of the county. Due to inadequate
resources, there arise frequent conflicts between the Elgeyo-Marakwet pastorali outside
Kenya which causes insecurity and lose of lives (Republic of Kenya TDDP, 2002-2008).
Cattle rustling was one of the major challenge the government faced in its effort to implement
free primary education in the marginalized parts of the country. With the rise in number of
cases of cattle rustling in Elgeyo-Marakwet area in the past one decade, most people feared
for their lives hence disruption of normal daily routines. As a result most areas that
experienced cattle rustling recorded low pupil enrolment since most parents feared for the
lives of their children. Most schools in these marginalized areas also register high dropout
rates due to insecurity reasons. Teachers on the other hand have been forced to desert duty
and relocate to other places. All these happenings cause serious problems towards
participation in primary education (Katam, 2012).

1.2 Statement of the Problem

Despite the significant increase in the number of children since the government of Kenya
introduced Free Primary Education (FPE) in 2003 so as to ensure participation to education
by all children, the participation of boys in primary education is still low in Kainuk Location,
Turkana Countyborder, this problem is brought about by cattle rustling Education being a
basic human right entitlement to all children, the Kenyan government had made enormous
efforts to boost primary school participation. These included introduction of FPE,
employment of more teachers yearly, grants and scholarships to poor students and more
opportunities in the national schools for well performing students from public primary

3
schools. Yet, boy child participation in education in Elgeyo-Marakwet has remained low.
Hence, this study examined causes of cattle rustling in Kainuk Location, Turkana County.

1.3 Purpose of the study

Purpose of the study was find out causes of cattle rustling in Kainuk Location, Turkana
County.
1.3.1 Objective of the study

i. Establish the effect of cattle rustling on boy child participation in education in

Turkana County
ii. Assess the effect of a cattle rustling on boy child drop-out rates in Turkana County
iii. To establish the effect of cattle rustling on boy child retention rates in Turkana
County
iv. To identify the effect of cattle rustling on the boy child attendance rates in Turkana
County

1.4 Research Questions

i. How does cattle rustling affect boy child participation in education in Turkana County

ii. How does cattle rustling affects the boy child drop-out rates in Turkana County

iii. What is the impact of cattle rustling on boy child retention rates in Turkana County

iv. How does cattle rustling affect boy child Attendance rates in Turkana County
1.5 Significance of the study
The findings of this study may bridge the gap of lack of sufficient information on the effect
of cattle rustling areas. The results of this study may be useful to the Ministry of Education
policy formulation on the need to enforce security measures for schools in cattle rustling
areas. The results of the study are likely to influence further scholarly research by other
researchers who may be interested in this field of knowledge and initiate appropriate
mitigation.

1.6 Limitation of the Study

Financial constraints were another problem as the researcher could not hire assistants to assist
in the study and come up with good responses. These led to the use of drop and pick later
method, and made the researcher have little control over completeness in responses. Due to

4
the short time constraints, the researcher could not carry out a pilot study as earlier intended,
to help in examining and refining the tools of data collection. This posed a great challenge in
validity and reliability of the data. To overcome this, same questions were posed to different
cohorts of the study. This allowed the check for consistency in the responses. Responses from
qualified interview contenders were given more weight in considering the responses as other
information were used to consider the reliability.

1.7 Delimitations of the Study.

The studies were limited to effect of cattle rustling on boy child education participation in
primary school in Kainuk Location, Turkana Countyborder; hence the findings were not
generalized to other constituency in the region as such. The study will only cover 15 public
primary school in Kainuk Location, Turkana Countyborder

1.8 Assumptions of the study

The basic assumptions in this study were

i. The respondents were truthful and sincere information during the interview
ii. The schools and education offices were having proper records on attendance,
retention, dropout of pupils in the targeted areas.
1.9 Definitions of Significant Terms

Cattle rustling Refers to stealing or planning, organizing, attempting aid or betting the
stealing of livestock by any person from any other community where there is theft
accompanied by dangerous weapons and or violence

Academic performance is the extent to which a student, teacher or institution has achieved
their educational goals.

Dropout rate a student who withdraws before completing a course of instruction.

Retention refers to the amount of information a pupil can keep after undergoing a lesson in
class.

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 CHAPTER TWO
LITERATURE REVIEW
2.1. Introduction
The section is subdivided into the following sub headings: Overview of boy-child
participation in education; Cattle rustling and boy child Academic performance in primary
school; Cattle rustling and boy child dropout rate in primary school; Retention rates in
primary education in conflict areas; Summary of Literature Review, theoretical framework
and conceptual framework.

2.2 Overview of boy-child participation in education

Cattle rustling are an old practice among the cattle rearing communities in Kenya. However,
in post-modern Kenya, cattle rustling has transformed from being customary means of
livestock restocking where traditional weapons such as bows and arrows and spears were
used to a commercial practice where sophisticated weaponry is used, Brophy (1996). In
Australia, such stealing is often referred to as duffing, and the perpetrator as a duffer. In
North America, especially in Cow boy culture, cattle, cattle theft is duped rustling and an
individual who engages in it is a rustler. In the American Old West rustling was considered a
serious offence and it did frequently result in lynching by vigilantes.

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The act of cattle rustling in Kenya involves forceful acquisition of livestock and it is quite
common amongst pastoralists in the arid and semi-arid regions of Kenya. This practice is
more pronounced in Marsabit, Samburu, West Pokot, Baringo North in Kenya. Traditionally,
cattle rustling often involved small-scale violence and theft of the best livestock or
replacement of animals lost through drought or disease, Todaro (1985). Loss of human lives
was rare, and when this occurred, compensation in the form of cattle was paid by the killers‟
families to the victims o contemporary situation has however changed due to proliferation of
small arms and commercialization of cattle rustling.

(Dos (2008) argues that the commercialization of cattle rustling where wealthy businessmen,
politicians, traders or local people finance raids among the pastoral communities has greatly
interfered with the future and assets of the pastoralists. This has forced pastoral communities
to arm themselves for protection against intruders. The threats caused by the increasing
numbers of human deaths and livestock losses due to cattle rusting and other organized raids
probably influences the pastoralists mobility and/or their migratory decisions as well as herd
size, thereby undermining their asset base and livelihood sources. Thus, besides lack of
pasture and water, pastoralist migration could also be 13 influenced by the perceived threats
of cattle rusting and the insecurity generated by it.

2.3 Cattle rustling and the boy child participation in primary education
Teachers are integral body in the implementation of the curriculum and consequently in the
achievement of educational goals. Studies have shown that trained teachers that are also
highly motivated reflect high achievement of educational goals, On the other hand. Dorado
(1997) observed that incompetence and low motivation of teachers lead to poor performance
in primary and secondary education. Dorado says that the deficiency of learning method and
curriculum are closely related to the inadequate competence and motivation of most teachers
who are usually unpaid and without incentives or opportunity to learn more themselves than
they look at their states. Further claims that the situation is hardly better for the
administrators.

Black (1993) asserts that textbooks, libraries, laboratories and workshops available in a
school are essential towards academic achievement desired. Ongulla (1996) report
established that established that educational research conducted mainly in developed
countries showed that there was a relationship between characteristics of teachers and
pupil.

7
This is supported by Brophy (1996) who argued that teachers could influence the boy child‟
academic performance thr established on the atmosphere that is conducive to effective
learning and providing boy child‟ with regular fee characteristics identified that leads to
quality teaching and highly educational achievements are and not limited to: teaching
strategies and preparation of lessons, assessmentteacher‟s ability, teacher‟s teacher‟s task or
achievement oriented professional commitments, teachers experience.

Godia (1988) observers that a person desire to emulate those personalities in the society who
have succeeded, as a result of their academic achievement was strong driving force behind
the ch goes further to justify that children illiterate parents who may not value education
discourage their children in pursuing the same by involving them in house hold duties and
other out of school activities like cattle rustling.

Muola (1990) on the research on the effective academic achievement, motivation and home
environment academic performance concur with Godiaa bove. Muola assert that boy child
depends on the close relationship betwe performance in English. Todaro (1985) development
for the thirdtheparents areworld”highly was educated there was a high demand for education
for their children more especially a mother with high education is a motivation for their
family education as well. Violence in the cattle raiding areas has also compromised the
teacher‟s attitude towards working, dimin is being reflected by the poor performance of the
learners in this school in national examinations.

Sigmund (2000) refers to critical stage of development, which youth go through and there is
need for parents, teachers and learners to understand and help them. Eshiwani (1983) in the
study carried out in Western Province reported that students who are not supervised and lack
direction from both parents and teachers realizing poor terminal turn over. The findings found
it true that most schools in the livestock raiding areas are always deserted and lack teachers
and parental guidance, from the finding over 60% of the schools in Elgeyo-Marakwet county
had no formal preps or homework, or assignments and in some schools where preps were
done, it is unsupervised by teachers resulting in the boy- child‟ doing r their example
imitating own on work for how to use firearms how to take off and attack. Such a work by the
boy child‟ is not academic of school hence and joins other many drop members of the
community in raiding activities, Eshiwani (1983).

8
Mungai (1987) in his research in Kiambu District observes poor administration in form of
frequent transfer of head teachers which discourage and destroy their moral. He also sets it in
terms of their time, evidence with a high rate of absenteeism.

Mackay report and Ilo report of (1971) are in agreement that 14 national aims of education
is to promote national unity, national development and to prepare leading roles in life
of the nation. Thus, the school has a responsibility to plan, supervise, direct, control and
makes decisions on the youth. But if the schools are not well managed due to insecurity, this
will remain an elaborate hypothesis.

Nalyanya (1998) studying the finding of the World Bank policy study on education in sub-
Sahara Africa observes that management is a crucial component of effective teaching an
earning. She goes further to say those deferent leadership styles realize deferent results.
Olembos and Karugu (1992:44) confirm that lack of sufficient numbers of inspectorial
personnel was in part responsible for the poor performance in national examination. worse
still, the few inspectors in the field in Wamba division have removed from the classroom and
bestowed with the positions they hold now without necessary training hence they are made
handicapped due to lack of qualities of an inspector/inception, they harass teachers thus
demoralizing a few that they are.

Olembo (1992:143) assert that most inspectors of the schools have never received any pre-
service training as inspector or supervisors. Hostility of the environment in this raids prone
area has left teachers to use their old methods of handling students or disciplining students
i.e. through corporal punishment, giving boy child duties they cannot manage due to age or
difficulty in the form of punishment given. This is so because there is no supervision in the
area to guide the students on the current ways of changing schools into child friendly schools
as a result of lack of knowledge, the teachers –pupil relationship is poor which hinders the
student and the teacher output. Harsh treatment from the teachers cause stress in students and
likewise students tends to hate the subject as well as the teacher concern. They can use their
brothers who are in possession of firearms to threaten and intermediate the teacher, hence this
situation hinders the student and the teacher output. Harsh treatment from the teachers cause
stress in students and likewise student tends to hate the subject as well as the teacher concern.
They can use their brothers who are in possession of firearms to threaten and intermediate the
teacher hence this situation hinders the roper acquisition of knowledge and determination in
academic performance.

9
As Mbiti (1974) states that punishment scolding or threat are methods that place a barrier
between teacher and boy child. They breed fear and hatred rather than respect and cause the
boy child to feel more rejected and misunderstood. Mobile schools which are common in the
area due to insecurity propagated for lecture method of teaching due to lack of permanent
structures. This method lead to passive method of learning as students do not have the chance
for them 26 to interact among themselves, their environment and critically examine concept
through discussion. This eventually forces the students to switch off and remain unmotivated
during the lesson Selber and Wilder (1973:105) confirms this by acknowledging that the
lecture method is characterized by higher degree of passivity and a low degree of inter-
student communication.

Cattle rustling and the boy child dropout rate in primary education
It is believed that violent conflicts around the world have involved around 300,000 children,
both boys and girls, under the age of eighteen (Blattman et al 2010, World Bank 2005). More
than 27 million children are estimated to be out of school as a result of emergency situations.
According to the 1996 United Nations report, two million children died during armed
conflicts between 1986 and 1996 in Mozambique. Six million children were seriously injured
or permanently disabled, and millions more were separated from their families, physically
abused, abducted into military groups and, particularly in the case of girls, traumatized by
sexual violence and rap.

In sub-Saharan Africa alone, 10 million children drop out of primary school every year. In
Pakistan, almost half of children aged 7 to 16 from the poorest households are out of school,
compared with just 5 percent from the richest households. In conflict affected poor countries,
28 million children of primary school age are out of school constituting 42 percent of the
world total. Children in conflict-affected poor countries are twice as likely to leave schooling
before completion as compared to other conflict free areas. Only 79 percent of young people
are literate in conflict affected poor countries, compared with 93 percent in other poor
countries. State and non-state parties involved in armed conflicts are increasingly targeting
civilians and civilian infrastructure. Schools and school children are widely viewed by
combatants as legitimate targets, in clear violation of international law. With over 60 percent
of the population in many is critical to overcoming the economic despair that often
contributes to violent. Too many children entering school systems fail to complete a primary
education cycle (UNHCR 1994).

10
In 1996, Graça Machel presented report on children trapped in armed conflict to the United
Nations General Assembly. The report revealed the hidden face of conflict the face of a child
subjected to unspeakable brutality. This is a space devoid of the most basic human values, the
Machel report commented. Such unregulated terror and violence speak of deliberate
victimization. There are few further depths to which humanity can sink. The international
community must denounce this attack on children for what it is intolerable and unacceptable
(Machel, 1996). According to UNESCO (2012), approximately 42 percent of children in Sub-
Saharan Africa drop out of school early. Ensuring that children enter school at the appropriate
age, that they are prepared for school and that schools can deliver high quality education in
the early grades are among the key requirements for reducing dropout rate (Ibid, 1996).
Although rapid significant progress has been made in providing access to education for a
number of children in the past decade, there is still over 11.4 million school aged boys who
are out of school in the Eastern and South African region (UNESCO 2008). It is believed that
violent conflicts around the world have involved around 300,000 boys, under the age of
eighteen (Blattman 2010, World Bank2005). More than 15 million boys are estimated to be
out of education as a result of emergency situations. A large proportion of these are internally
displaced (Mooney, Craven &Halse, 2005).

In Kenya, recurring conflicts such as cattle rustling have often disrupted learning and
adversely affected school systems and substantially damage. Boys keep moving with
poisoned arrows in defense of their cattle (Kikechi 2012). At this time due to the insecurity in
the area [Link]-rustling menace in some parts of Elgeyo-Marakwet leads to many deaths.
Boys are not spared the agony and those who survive suffer poverty and neglect.
Consequently, affected parents of cattle rustling together with their children hide in market
places, local chiefs‟ camps, religious for security and maintenance. These parents are not able
to finance their children‟[Link] noted that the psychological trauma the children suffer
is likely to hurt them for the rest of their lives. Many of these children have been forced to
leave school (Katam, 2012). Institutional factors in relation to effects of cattle rustling on
school factors include the environment of teachers and the learning space. In extreme cases of
violent conflict, schools have been used as battlefield for conscripting child soldiers and
attacking teachers. In the conflict in Mozambique, for example, 45per cent of the primary
schools were destroyed, and in Rwanda 66 per cent of the teachers fled or were killed
UNESCO (2012). During and after the Intifada, Israel forced the closure of schools for

11
Palestinian children in occupied territories, in some cases for two years or longer and this
seriously disrupted learning.

The destruction of infrastructure, the absence of teachers and reductions in schooling capacity
during violent conflicts across the world affects primary schooling disproportionately
(Aguilar & Retamal, 1998). Due to the destruction of industries and infrastructure, job
opportunities for skilled labor like teaching may become scarce where schools do exist they
tend to be temporary, under-resourced, overcrowded and limited to primary education.

According to Mooney (2005), armed groups involved in conflicts have always targeted
educational facilities with classrooms routinely bombed, burned or threatened. The combined
effect of attacks on children, the fear, insecurity and trauma experienced by people living in
conflict zones, and damage inflicted on schools is holding back progress on all the education
for all goals. It should be noted with concern that the promise of action tomorrow is a poor
response to children who are today losing their only chance of an education. Journeys to
school become a life threatening experience and conflict and displacement have grave
consequences for education. It is believed that education systems cannot be fully insulated
from the effects of violence (Mooney, 2005).

Cattle rustling and boy child-child Retention rates in primary education

Teachers are also prime targets, largely because they are regarded as important community
members and are frequently more than usually politicized (Graham Brown, 1992). This
affects the amount of knowledge imparted to boy child. The boy child on the other hand is
under pressure and cannot easily retain information taught. In Turkey, teachers have been
caught in the middle of political conflict: The Turkish authorities have pressured teachers to
inform on their boy child and their families, making their position untenable in the local
community. At the same time the rebels threatened teachers for continuing to teach the
Turkish curriculum, which denies Kurdish identity (Graham-Brown, 1994). During the crisis
in Rwanda, more than two thirds of teachers either fled or were killed. Most were Tutsis.

Teachers in Somalia would not work in schools outside their clan area for fear of violence;
the reduction in female teachers due to poor security was especially notable (Jama, 1992).
There was also a dramatic decrease in the number of boy child in Somalia. The closure of
many rural schools and the long distances between those institutions that remained open left
very few educational facilities that were considered suitable for boys. As tribal warriors and
looters, school-age boys became crucial to family survival and defense, making education

12
participation impracticable for them also. A survey in Mozambique revealed that more than
one third of children had experienced damage to or destruction of their school during the war
(Raundalen & Dyregrov, 1991). By 1989, 45 per cent of all primary schools had either been
closed or wrecked (Graham-Brown, 1994). The provinces of Tete and Zambezia, those most
affected by Renamo actions, were deprived of 80 per cent of their schools. On ta was poor,
showing poor retention rates.

In Somalia many schools were destroyed by the warring factions, while others were closed
down or looted (Jama, 1992). Reserves of school materials and supplies were very low,
mainly because of transport problems. Almost half of primary schools in Rwanda and all of
the generally better equipped secondary schools were ransacked, even when boys are able to
continue attending school, their ability to learn maybe seriously impaired by psycho-social
distress or poor physical health.

Cattle rustling and boy child-child attendance rates in primary education

Children learn under deplorable conditions instead of having them learning at schools. Most
of the schools in the county have been recording fluctuating number of enrolled pupils as
people in the area keep on fleeing the villages in fear of cattle rustlers to even kill.
Stakeholders in the education sector have warned that more schools are likely to close down
while others will end up under populated. These conditions discourage leaders as they seek
transfers as others resign from the service fearing for their lives due to insecurity. Kenya
daily nation oct.2014.

Due to cattle rustling, Intrinsic factors are the conditions within the education system that are
primarily responsible for its proper functioning and, therefore, good participation. These also
affect the attendance and participation in primary education. These include motivation of
teachers, school facilities, scholastic materials and school management. A number of studies
undertaken on education in Kenya tried to show a link between intrinsic factors and child-
child attendance rates in primary education in primary education. Intrinsic factors have been
indicated in the literature to influence child-child attendance rates in primary education.

According to Kakande and Nalwadda (1993), the above is compounded by poor motivation
of teachers. The study noted that teachers, like other civil servants are poorly remunerated, to
the extent that they are forced to teach in more schools, coach pupils after school hours, farm,
run retail shops and become proprietors of pre-school institutions. It noted that this has
resulted into widespread absenteeism and watering down participation in primary education

13
since the teacher's time for preparation, teaching and assessment are considerably reduced in
order to attend to personal business to supplement official wages. In addition, school facilities
also affected the child-child attendance rates in primary education.. Kakande and Nalwadda,
(1993) noted that facilities such as classrooms and furniture were grossly inadequate and
consequently affected child-child attendance rates in primary education.

2.7 Summary of Literature Review

The foregoing researches are inclined to say that educational participation whether good or
poor depend on several factors as observed by a number of researchers, this include and not
limited to lack of essential school facilities such as library, laboratory, classroom, poor
quality of teachers, lack of proper supervision by the administrators, lack of commitment by
the community, boy child and politicians, involvement of boy child on other activities which
are not academic, poverty among parents, poor teachers attitudes, interruption by the
insecurity, lack of regular study habits, high dropout rate of potential high achievers and
finally admission of weak boy child academically in primary school especially in cattle
rustling areas.
2.8 Theoretical Framework
The theoretical framework identified in this study is based on Peace Building Theory of
Redekop (2002). The theory stipulates that deep rooted conflict is about identity the beliefs,
values, culture, religion, meaning systems, history, and imagination that form the core of an
individual and by extension, their group. This identity can be described as human identity
needs. Individuals are, therefore, prompted to react against social environments that threaten
their identity. Such threats include cattle rustling, ethnic violence, insecurity, displacement of
populations, among others.

In this study, for example, the areas of conflict include inter community status, parent
economic status and history which lead to disruption of children’s education in Elgeyo-
Marakwet south. insecurity which dehumanizes the affected communities. They no longer
find meaningful value in their livelihoods. When values linked to specific identity needs of a
group are violated, the immediate reaction is communal conflict. Conflict often subjects the
affected people to look for a serene environment conducive for continuing with their normal
activities like farming, cattle keeping and learning, among others.

14
 2.9 Conceptual framework
The conceptual diagram shows the relationship between the variables. These variables are
assumed to be directly and indirectly related such that a change in the independent variables
causes a change in the dependent variable. Figure 2.1 shows that in order to improve
participation in education, dependant variable there needs to be good Academic performance
in schools, low drop-out Rates, retention and school attendance. In the course of the process,
there is a cattle rustling, which affects the output process by having direct or indirect impact
on the input process.

Fig 2.1: Conceptual Framework

Independent variables Dependent variables

Boy Child Participation

Boy Child Drop-Out Rates

economic development
Boy Child Retention Rates

Boy Child Attendance Rates

Source; (Researcher, 2020)

15
 CHAPTER THREE
RESEARCH METHODOLOGY

3.1 Introduction
This chapter covers the research design, target population, sample size and sampling
techniques, research instruments, instrument validity, instrument reliability, data collection
procedure and data analysis techniques.

3.2 Research Design

A research design is a plan or blueprint of how the researcher intends to conduct the research
(Babbie & Mouton, 2001). The study used descriptive survey research design. According to
Kothari (2007) descriptive survey research design is a type of research used to obtain data
that can help determine specific characteristics of a group. A descriptive survey involves
asking questions (often in the form of a questionnaire) of a large group of individuals either
by mail, by telephone or in person. The main advantage of survey research is that it has the
potential to provide us with a lot of information obtained from quite a large sample of
individuals. By employing this study design, this study focused on obtaining quantitative data
from a cross-section of project members. It also used to collect qualitative data from key
informants.

3.3 Target Population

A population refers to the specific cases that the researcher wanted to study (Neuman, 2000).
According to Babbie and Mouton (2001) population can also refer to the collection of all
individuals, families, groups that the researcher is interested in finding out about. This study
were conducted in 15 public primary school in Kainuk Location, Turkana Countyborder
namely while study population were 315 principals/teachers and 3846 were boy child.

3.4 Sample Size and Sampling Procedure

Sampling is the process of selecting individuals for a study to represent the whole population.
According to Gay (1987) and Hilton (1995), a sample of 10% of the population is considered
to be the minimum while 40% of the population is required for a smaller population. This
study sample 40% of the pupils and teachers. Using the above technique, the sample size was
calculated as follows:

16
 Target Sample size Sample size

Principals 15 15 100.0

Teachers 300 120 40.0

Students 3486 1394 40.0

Total

3.5 Research Instrument

The researcher employed self -administered questionnaires to gather data for the study. There
were three sets of questionnaires, that for the head teachers, teachers and for the pupils.
Questionnaire is a fast way of obtaining data as compared to others instruments (Mugenda &
Mugenda, 2003). Questionnaires give the researcher comprehensive data on a wide range of
factors. Both open-ended and closed-ended items were used. Questionnaires allow greater
uniformity in the way questions are asked, ensuring greater compatibility in the responses.

3.6 Instrument Validity

Orodho (2009) defines validity as the accuracy and meaningfulness of inferences which was
based on the research results. In other words, validity on the research results obtained from
the analysis of the data actually represents the phenomenon under study. Due to time
constraints, the research instruments were not piloted on a sample to find out if everything
works well and detect any potential misunderstanding or biasing effects of different
questions. However, the questions were posed across the cohorts and responses of more
qualified respondents were used to determine the validity of the responses of the lesser
qualified contenders. To improve the validity of the instruments, open ended questionnaires
(Appendix II, appendix III, appendix IV) were used in order to obtain personal responses
from the respondents.

3.7 Instrument reliability

Orodho (2009) defines reliability as a measure of the degree to which a research instrument
yields consistent results or data after repeated trials. The stability of questions was assessed in
terms of test-retest reliability. Due to time constraints, the questionnaires were not
administered twice to the same group of respondents. However, the questions were posed
across the cohorts and responses of more qualified respondents were used to determine the
reliability of the responses. Questions used in the questionnaires were open ended to
influence personalized responses from the contenders. These were then monitored for
consistency across the responses and ascertain reliability of the questions. rxy= N Σxy- (Σx).
(Σy)
√{N ({x2)-(ΣX) 2} N (Σy2)-(Σy) 2}
Where:
N = number of pairs of scores

ΣXY = sum of the products of paired sco ΣX = sum of X scores ΣY = sum of Y

scores

17
ΣX2 = sum of squared X scores 37

ΣY2 = sum of squared Y scores

The results showed that the correlation coefficient was 0.8543 which was close to 1 making
the instrument reliable

3.8 Data collection procedures

The research permit was obtained from National council of science and Technology (NCST).
A copy of the permit and the introduction letter was presented to the District Education
Officer (DEO) and District Commissioner, and head teachers of all schools where the
researcher intend to carry out the study. After securing permission from the relevant
authorities the researchers proceed and visited the selected schools. The researcher started
with the office of the head teacher and formally introduces herself, the purpose of the visit
and the rationale for choosing their schools as part of research study. All respondents were
assured of confidentiality and security.

3.9 Data Analysis Techniques

Technically speaking, data processing implies editing, classification, coding, and tabulation
of collected data so that they are amenable to analysis (Kothari, 2007). Data analysis involves
computation of certain measures along with searching for patterns of relationships that exist
between the dependent variables and independent variables. The data was analyzed according
to variables and objectives of the study. Descriptive statistics was used to analyze, present
and interpret data. Descriptive analysis wills involve use of frequency distribution tables and
figures which was used to generate values between dependent and independent variables used
in the study. Content analyses were used for the qualitative data from the open ended
questions in the questionnaire.

3.10 Ethical and considerations

The researcher considerate enough and followed the regularities of the sample populations.
The researcher will seeks permission from the school administration to allow the researcher
to conduct the study. The researcher assured the respondents of proprietary measures that the
findings were accorded and were used only for academic purpose and a copy would be
availed to them upon their request. The researcher will maintain confidentiality at all time.

18
 CHAPTER FOUR
RESEARCH FINDINGS AND ANALYSIS

4.1 Introduction
The following chapter presents the findings of the study. The chapter is organized based on
the three segments of target population, that is, the head teachers, teachers and pupils. The
findings were generated using an SPSS software which was used to generate values upon
which interpretation of findings were made. Analysis of findings for this study was made
using 120 teachers and 15 head teachers.

4.2 Questionnaire return rate

Questionnaire return rate is the proportion of the questionnaires that are returned after they
have been administered to the respondents. All the 1529 questionnaires which were given out
to head teachers, teachers and pupils were returned making the questionnaire rate to be 100%.

Table 4.1 the questionnaire return rate

Respondents Frequency Percentage %

Head teachers 15 100.0

Teachers 120 100.0

pupils 1394 100.0

Total 1529 100.0

According To table 4.1, it was revealed that all of the respondents return their Questionnaires
were 100.0 percent.

4.3 Background of respondents

The study sought to establish background information of the respondents such as age, level of
education and length of service.

4.3.1 Gender of respondents

The study sought to establish the gender of the teachers and Head teachers, this aimed at
establishing whether the views of all genders were considered for the study. The results are as
in Table 4.2

Table 4.2 Gender of respondents

Teachers Head teachers

Gender Frequency Percentage% Frequency Percentage%

19
 Male 72 60.0 11 73.0

Female 48 40.0 4 27.0

Total 120 100 15 100

According to Table 4.2, it was revealed that majority of the respondents within the
category of head teachers and teachers were comprised of the male which accounted for
71.0 percent while female head teachers were 30.0 percent.

4.3.2 Length of service for teachers and head teachers

The length of teachers‟ service and h leadership position was sought. This aimed at
establishing the length of service for the teachers in order to find out their experience. This
was based on the assumption that those teachers who have taught for a long time are able to
clearly link cattle rustling w results are as presented in Table 4.3

Table 4.3 Length of service for teachers and head teachers

Teachers Head teachers
Frequency Percentage Frequency Percentage
0-5 years 36 30.0 0 0.0

6-10 years 48 40.0 3 20.0

10-15 years 24 20.0 4 30.0

Above 12 10.0 8 50.0

15years
Total 120 100 15 100
Table 4.3 shows that 10% of the head teachers have served for more than 15 years. This is an
indication that for one to be a head of a school one must have served for a long time as a
teacher. This confirms that the responses given by the head teachers were based on the
experience on teaching and therefore the responses are reliable. Table 4.3 also shows that
majority of teachers 10% have served as teachers for 6-10 years an implication that their
responses is grounded on wide experience on teaching. When determining the frequency at
which the cattle rustling occur in the region the majority of the respondent stated that it is
often with 40.0%, very often 38.0% and 22.0% of the respondents who think it is rarely
occurs.

20
4.4 Months of the year in which cattle rustling is frequent
The respondents were asked to indicate which months of the year cattle rustling was frequent.
Results are indicated on Table 4.4

Table 4.4; Months of the year in which cattle rustling is frequent

Months of the year Frequency Percentage (%)
January 98 6.4

February 83 5.4

March 72 4.7

April 98 6.4

May 110 7.2

June 106 6.9

July 297 19.4

August 174 11.4

September 171 11.2

October 117 7.7

November 120 7.8

December 83 5.4
Total 1529 100.0
When the respondents were asked of the month of the year which they think most of the
cattle rustling vices frequently occur. According to table 4.4 most of the cattle rustling occur
between the month of May to November due to cultural or traditional way of life which
coincided with those months and some are as a result of revenge attack. When head teacher,
teachers and pupils were asked of measures which head teachers are taking to increases boy
child participation in primary education majority of the respondents (633) said that offering
motivation talk by head teacher to affected young boys are of great impact, followed by
motivation of teachers especially non local which in one way may be demoralize due to harsh
working condition of the area (321) and 437 of the respondents think that head teacher
increase boy child participation by provided adequate teaching material.

21
4.5 Causes of cattle rustling according to respondents
In a bid to establish the effects of c education the respondents were asked to identify the
causes of rustling in the areas, several reasons were given for the cause of cattle rustling. The
results are as presented in Table 4.5.

Table 4.5: Causes of cattle rustling according to pupils

Causes of cattle rustling Frequency Percentage %

Availability of guns 563 40.0

Traditional value attached to the activity 181 8.0

Commercialization of the raided cattle 373 24.0

Poor leadership in the area 327 22.0

Need to have livestock to pay dowry 85 6.0
N=15
According to Table 4.5 the respondents were of the opinion that the prevalence or massive
use of guns in cattle raiding is the major cause of and persistent cattle rustling in the area.
40% of the boy child reported that, availability of guns is the major cause of cattle rustling.
The other cause of cattle rustling is the traditional value attached to the activity as reported by
8% of the boy child. The boy child were of the opinion that a cattle rustling has been taking
place in the area for a long time and therefore the practice has been accepted in the
community as one of the values of the society. This makes cattle rustling to be a vice that
cannot be wished off anyhow.
These activities implied raiding had become a source of livelihood to those who owned guns
and a means of making quick wealth for themselves. Traditional values such as dowry/bride
wealth were identified as factors that encouraged the youths to participate in cattle rustling
accounting for 6.0%. The respondents reported that bride wealth is as high as 20 –60 cows
and 10-40 goats for one to get a wife. This factor alone is responsible for the high turnout of
raids conducted by neighboring communities.
The findings of this study mimics the work of JETEMS (2010) report which alluded that the
arming of communities in preparation to war contribute to cattle rustling, they further said
that illicit arms and light weapons can easily be concealed and transported from one place to
another. The JETEMS report also indicates that physical boundaries cutting across traditional
migratory routes and cattle rustling among the pastoralist communities is one of the main

22
contributors of cattle rustling. The competition resources such as water and pasture escalate
cattle rustling due to animosity created as the communities fight for these resources.

4.6 Cattle rustling and pupils’ impaction paretic in Primary education

Objective one of this study was to establish the influence of cattle rustling on pupils‟
participation Elgeyo-Marakwet south in constituency primary. The educate respondents were
therefore asked to indicate the extent to which challenges related to cattle rustling as
indicated in Table 4.6 affects pupils participation in education.

Table 4.6: Head teachers, teachers’ extent of cattle rustling on boy child’ participation
in Primary education
Effects of cattle Extent at which it affects boy-child participation
rustling Large extent Very large extent
Frequency Percentage Frequency Percentage

Poverty due to 700 45.8% 829 54.2%

stolen cattle
Death of parents 300 19.6% 1229 80.4%
to support pupils
Children 800 52.3% 729 47.7%
involved in
cattle rustling
Lack of learning 1021 66.8% 508 33.2%
facilities due to
destruction
Inability for 272 17.8% 1257 82.2%

pupils to
travel to
schools due
to
insecurity
n=1529
Table 4.6 shows that there are several factors that affects boy child participation in education
in Elgeyo-Marakwet county, such factors includes; Inability for boy child to travel to schools
due to insecurity as attested by 82.2% of the respondents who said it greatly affect boy child
participation, Death of parents to support boy child as indicated by 80.4% of the head
respondents who said it affects to a very large extent,. When the respondents were asked of

23
other effects of cattle rustling on boy child participations on education. Results are indicated
on Figure 4.3 teachers in school as a major effect of cattle rustling followed by fear of attack
while in school with the Marakwets who practice cattle rustling have no opportunity for
accessing education as effects score the list amount while 93.0 of the respondents decided not
to respond to the question.

4.7 Cattle rustling and pupil dropout rate in primary

The second objective of the study was to establish the influence of cattle rustling on pupil
dropout rate in primary. Both teachers and head teachers were asked to indicate whether
cattle rustling affect pupil dropout rate in primary schools. Both teachers and the head
teachers agreed that cattle rustling affect pupil dropout rate as shown by declining enrolments
as shown in Table 4.7.

Table 4.7: Pupil drop-out rate in primary schools according to school pupils’ registry-
2013 records from 2011

Year 2011 2012 2013

dropout rate 318 292 540

Table 4.8: Effects of cattle rustling on boy child drop-out Rates in primary school
according to respondents (n=1529)
When the head teachers, teachers and pupils were asked to indicate the extent to which the
given factors associated to cattle rustling contributed to boy child drop out in primary school,
they highlighted several factors as in Table 4.8

Effects of cattle rustling Dropout rate

Agree Strongly agree

Frequenc Frequenc
y (%) y (%)

Cattle rustling lead to pupils drop out 700 45.8% 829 54.2%

Fighting causes insecurity in learning 521 34.1% 1008 65.9%

institutions

Cattle rustling disrupts learning 27 1.8% 1502 98.2%

24
 activities in schools

Fighting leads to death of parents 921 60.2% 608 39.8%

Cattle rustling leads to poverty 1027 67.2% 502 32.8%

Insecurity forces teachers to desert 59 3.9% 1470 96.1%

duty

Insecurity lea 723 47.3% 806 52.7%

shortages

Revenge forces children to join 1344 87.9% 185 21.1%

armed conflicts

N=1529

Table 4.8 clearly indicates the rate at which cattle rustling lead to boy child drop-out rate
from primary school is very high and it is alarming issue which the government and local
leaders should step in fast to tamed it, with all respondents (1529) both head teachers,
teachers and pupils agree and strongly agree that the stated variable have effect on boy child
drop-out of primary school, with both cattle rustling disrupts learning activities in school and
insecurity forces teachers to desert duty leading with 98.2% and 96.1% of the respondents
who were strongly agree.

4.8: Cattle rustling and pupils’ in retention primary

Student retention rate is measured as the rate at which students remain in a learning
institution, in relation to the required amount of time the student should spend in the learning
system. This implies that high retention rates means high number of students who remain in
the learning system to the completion point while low retention rate implies few students
enrolled in schools stay in schools to the completion point. In this study, the main focus on
student retention rates was specifically channeled towards how cattle rustling influences
retention rates. The findings are as presented in Table 4.9

Table 4.9 Effects of cattle rustling on pupils’ teachers, head teachers and pupils

25
Head teachers, teachers and pupils were asked to indicate whether cattle rustling affect pupil
dropout rate in primary schools. Both Head teachers, teachers and pupils agreed that cattle
rustling affect pupil retention rate as shown in Table 4.9.

Causes of cattle Frequenc

rustling y Percentage %

Lack of fees 531 37.0

Poor performance 112 6.0

Lack of concentration 306 22.0

Cattle rustling 451 27.0

Death of parents 129 8.0

Total 1529 100

The findings in Table 4.9 show how cattle rustling influences retention rates among the
pupils rate fraternity in Kainuk Location, Turkana Countyborder. The high is Lack of fees,
37% and Cattle rustling, 27% was attributed to male students opting to join the community in
cattle rustling activities. poor performance, 24% due to lack of syllabus coverage, lack of
concentration 22% due to fear of being attacked as they are in school and 8% death of parents
due to being killed by the raiders. This is a similar finding to Kratli (2000) on why formal
education cannot fit in the nomadic pas is attributed to the economic dependence on
pastoralism, which is used to raise fees for children. This is impaired in case of cattle rustling.
The gravest effect of cattle rustling to the society is death of community members.

CHAPTER FIVE
SUMMARY OF THE STUDY, CONCLUSIONS AND RECOMMENDATION
5.1 Introduction
This chapter focuses on the summary, conclusions and recommendations of the study

26
5.2 Summary of the study
The purpose of this study was to establish the influence of cattle rustling on boy
child‟pationin primaryparticieducation in Kainuk Location, Turkana County. The study was
guided by four objectives that focused on the influence of cattle rustling on boy child‟, partici
retention, drop rate and attendance of primary course. The study embraced descriptive survey
design and data was collected using questionnaires and interview guide. The data was
analysed using SPSS and presented by use of graphs and charts.

Through data analysis, this study established that the boy child participation part in
primary school in Elgeyo-Marakwet County is as a result of cattle rustling which is prevalent
in the area. The study established that when cattle rustling occurs boy child perform dismally
in their examinations because it results to high boy child’s absenteeism rate, teachers‟
absente lack of concentration of boy child when in class as they fear to be killed, loss of
property and lives, hence affecting boy child performance in examinations.

Such experiences would most likely affect boy’s concentrate studies which would be
reflected on poor academic performance. This shows a relatively big magnitude that cattle
rustling has on the quality of education.

5.3 Findings of the study

The study also established that cattle rustling affect dropout rate in primary schools by
making parents of the children in school keep on migrating from one place to another, drop
out is also affected by some children opting to stay at home for fear of being attacked as they
go to school. The absence of teachers at school during the time of cattle rustling also make
boys not attend school because there is no one to teach them. The lack of school fees
attributed to stolen animals affects dropout rate because boy child cannot be able to buy
school materials such as uniform or pay for other levies required in school. The death of
parents also affects drop out because elder children stay at home to take care of the young
ones due to orphanage.
On retention rate the study established that there are low retention rates in primary schools in
Kainuk Location, Turkana Countyborder. The low retention rate is attributed to cattle rustling
which contributes to lack of school money to meet educational demands, poor performance
which make boy child repeat classes hence dropping out eventually, lack of concentration in
class due to fear of attack, absenteeism associated to fear of reporting to school especially
when rustling occurs and death of boys in the process of cattle rustling process.

27
The major findings of this study are cattle rustling contributes to poor performance in
examination because children are forced to be out of school for a long period of time as
indicated by 100% of the teachers and head teachers who attested that cattle rustling in-deeds
affects boy child‟ participation in education. The other finding is that; cattle rustling results
to low participation rates of boy child in school. This was attributed to chronic schools
absenteeism by teachers and boy child and indicated by 17% of teachers and head teachers
and boy child fearing to go to school due to insecurity as shown by 25% of the respondents.
Another major finding is that cattle rustling affect performance from one class to another.
Cattle rustling affects performance from one class to another by making children repeat
classes especially when they are absent from school for a long period of time due to
insecurity instigated by cattle rustling.

5.4 Conclusions
Through data analysis the study established that cattle rustling in-deed is a great hindrance to
access quality education in Kainuk Location, Turkana Countyborder.

From this study, it denies the access to quality education mainly by causing insecurity which
claims lives of education participants, school dropouts and migration of inhabitants to safer
areas. This leads to poor academic performance and minimized retention and dropout rates in
schools.

Cattle rustling pose a big problem to the pastoralist communities in Kenya and the world.
From the findings of this study, cattle rustling affect various aspects of the learning process
which need to be addressed in order to improve the quality of learning in Kainuk Location,
Turkana Countyborder.

5.5 Recommendations
Based on the findings of this study it is recommended that;

The community should be enlightened on better methods of dowry payment other than cattle
as this will reduce cases of rustling. In addition, the governmental and non-governmental
organizations should demarcate the land to avoid conflict due to competition of pasture and
water. This will help in improving boy child participation in primary education in Kainuk
Location, Turkana Countyborder.

28
In order to improve the situation on the area the government in partnership with Non-
Governmental Organizations should set up more boarding schools to shorten the distance and
improve on security by building police camps near the boarding schools. With this regard
learning environment will be conducive thus improve retention; dropout rate, performance
and attendance rates.

The warriors should be enlightened to stop the practice of cattle rustling as it causes teacher
and boy child‟ facilities, hence disrupting learning.

All security agencies and relevant line ministries should collaborate with each other and with
key education stake holders to ensure that the conflicts are promptly and effectively resolved.

The government should have an appropriate action taken against cattle rustlers.

5.6 Suggestions further research

Out of this study, it could be recommended that in the absence of interventions,
further studies can be done on:

i. Improved ways of formal education that can be adopted in nomadic pastoralist areas
that can improve the quality of education.
ii. There is a need to carry out a study on the perception of boy child about education,
this could help improve retention and dropout rate because boy child‟ perception on
education co rustling.
iii. There is also need to carry out a study of this nature in a large area to establish
whether the influence of cattle rustling on retention and completion rates is the same
throughout the entire pastoralist community.

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APPENDIX I: HEADTEACHERS’ QUESTIONN
SECTION A: Background Information

1. Please indicate your gender? Male [ ] Female [ ]

2. How long have you been in this position?

1-5 years [ ] 5-10 years [ ] Over 10 years [ ]

How frequent does cattle rustling occur in Kainuk Location, Turkana
3. Countyborder

Often [ ] very often [ ] rare [ ]

4. Which months of the year is cattle rustling frequent

Section B: Effects of cattle rustling on boy child drop-out Rates
Kindly indicate the extent to which you agree with the following statements as effects of
cattle rustling on boy child drop-out Rates in primary education

8. Use the scale of: 1= strongly 2=Disagree 3= Not disagree 4= Agree Sure 5= strongly agree

Statement 1 2 3 4 5

Cattle rustling lead to pupils drop out

Fighting causes insecurity in learning
institutions
Cattle rustling disrupts learning activities in
schools
Fighting leads to death of parents
Cattle rustling leads to poverty
Insecurity forces teachers to desert duty
Insecurity leads to Revenge forces
children to join armed conflicts
Please indicate any other effect of cattle
rustling on boy child drop-out Rates
9. What Measures are being taken by head teachers to reduce drop rate in primary
school---------------------------------------------------------------------------
Section D: Effects of Cattle rustling to Attendance rates in Education.
Please indicate the extent to which the following challenges related to cattle rustling
affect boy child Attendance rates in education. Use the scale of: Use the scale of: 1=
Very small extent 2=Small extent 3= moderate extent 4= Large extent 5= to A very
large extent

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 No. Factors 1 2 3 4 5

1. Insecurity

2. Poverty

3. Death of guardians

4. Revenge attacks after cattle rustling

5. Fear of attack while at school

10. Kindly indicate any other effects of cattle rustling that affect participation to
education by boy child.

11. What Measures are being taken by head teachers to increase boy child
participation in primary education?

33