Social protection practices and retention of girls in primary schools in Pokot West Sub-County, Kenya

Gloria Kwatsima Murunga; Paul Akumu Ogenga; Jason Nganyi

doi:10.51867/ajernet.6.3.88

Authors

Gloria Kwatsima Murunga Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0000-1949-0247
Paul Akumu Ogenga Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-4543-2646
Jason Nganyi Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-4685-7152

DOI:

https://doi.org/10.51867/ajernet.6.3.88

Keywords:

Counseling Services, Feeding Programs, Marginalized Communities, Primary Schools, Retention of Girls, Social Protection Practices

Abstract

This research article investigates the impact of social protection practices on the retention of girls in primary schools in the Pokot West Sub-County of Kenya. Guided by the Education Production Function Model, the ex post facto research design was chosen, giving a picture of the enrolment and retention data from 2020 to 2023. Data was collected using questionnaires and interviews with 147 headteachers and the Sub-County Director of Education. Qualitative and quantitative data analysis were carried out. Quantitative data underwent several linear multiple regression analyses, whereas qualitative data underwent thematic analysis. Cronbach's alpha (coefficient of 0.887) was used to determine the reliability. The results of the multiple linear regression indicate that schools adopting social protection practices, such as feeding programmes and counselling services, have retention rates that are 15-20 points higher compared to schools that do not implement these practices (p = 0.014), after accounting for the type and location of the school. The findings support the fact that social protection can help develop attendance and alleviate vulnerabilities, which is consistent with the evidence from the world on the use of similar practices to empower girls in disadvantaged regions. These practices can help retain women as well as promote gender equity by managing obstacles. The paper suggests institutionalising social protection practices to enhance girls' retention and promote educational equity in marginalised areas.

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