Sustainable Pastoralism Development: TVET and University Education Access in Pastoral Areas

Sustainable Pastoralism Development: TVET and University Education Access in Pastoral Areas

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  Sustainable Pastoralism Development TVET and University Education Access in Pastoral Areas S.S. China
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  Pastoralism What isPastoralism? Significant production system in the world’s dryland ecosystems Over 20m people in Sub-Saharan Africa Arid Areas – isolated, remote, under-developed Environmentally destructive and economically unsustainable
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  Challenges to Pastoralism Drought, disease epidemics, conflict and famine Marginalization - geographically, economically and politically Poverty and vulnerability to hazards In appropriate policies and systemic barriers to the integration
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  Can Pastoralism Work? Pastoralism is a viable production system Enabling policy incentives and investments  It can protect the land resources from degradation
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  The Problem Consistentefforts have been made to address issues of access, equity, quality and relevance of education. Free primary education, fees waiver, curriculum reviews (relevance, overload), budget, etc. Despite all these efforts, the education sector is still beset with challenges.
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  Indicators of Educational Marginalization • Low completion rates • Low teacher to pupils ratios • Lower performance in national examinations • Low secondary to university transmission rates • Very few university campuses
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  Current Interventions MobileSchools Low cost boarding schools School feeding programmes Open and Distance Learning programme e.g. Kenyatta University Marsabit Open Learning Centre under (KU, KENET, HELB)
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  BARRIERS TO UNIVERSITY EDUCATION Poverty levels Low levels of primary and secondary school participation  Inadequate education infrastructures  Higher education access and admission policies  Cultural–attitudes, values
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  Affirmative Strategies toIncrease University Education Pre-university entry programmes Lower cut-off point in admission Financial support: bursaries, loans Pedagogical processes  Institutional commitment Mentoring  Aspiration – personal commitment
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  Expected Outcomes Increasednumber of students from ASAL areas accessing public universities  Professional skills Positive values  Increased completion and success rates  High transition rates to labour markets
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  END – THANKYOU