THE FUTURE OF KENYAN HIGH SCHOOL DROPOUTS: ADULT LEARNERS’ PERSPECTIVES ON GOING BACK TO SCHOOL

Lombo S. Lombo

Abstract


High school dropouts in Kenya have limited chances of returning to school and to continue with education, despite few adult education schools having been established in the recent years to exceptionally bridge this gap. This paper is based on a case study that sought to investigate the perceptions of the learners on going back to school after dropping out of high school. The study is therefore aimed at examining the future of this category of learners. The author as a result, explores how an adult learning center (Baraka Adult Learning Center (BALC)) in Kenya educates high school dropouts and helps them to gain access to vocational training or higher education. The study addresses the pedagogy, learning experiences, and curriculum of BALC focusing on how BALC met students’ aspirations, needs and goals based on the perceptions of adult learners and how this impact on the future of the learners. Data was collected from classroom observations, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal and thereafter analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that the adult learners perceived returning to school as getting a second chance and were therefore willing to take up the chance.

 

Article visualizations:

Hit counter

DOI

Keywords


high school, dropout, adult learning, vocational training, higher education

Full Text:

PDF

References


Blount, T. (2012). Dropout prevention: Recommendations for school counselors. Journal of School Counseling, 10(16) 1-33. Creswell, J. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston, MA: Pearson. Featherston III, 2010.

Freudenberg, N. (2007). Reframing school dropout as a public health issue. Preventing chronic disease, public health research, practice and policy, 4(4). Retrieved from: http://www.cdc.gov/issue/2007/oct/07.0063.htm.

Kenya Ministry of Education (2010). National adult and continuing education policy. Nairobi, Kenya: Government Printers.

Kim, H. (2012). Creative personality and anti-creative environment for school dropouts. Creativity Research Journal, 24 (2/3), 169-176. doi:10.1080/104004192012677318

Ministry of Education Science and Technology (2003). An overview on human development through education and training: Policies and program priorities. Nairobi, Kenya: Government Printers.

Nesbit, T., & Welton, M. (2014). Editor’s notes. In T. Nesbit & M. Welton (Eds.), Adult education and learning in a precarious age: The Hamburg Declaration revisited (1-7). San Francisco, CA: Jossey-Bass.

Patrick, O. (2012). School dropouts pattern among senior secondary schools in Delta State, Nigeria. International Education Studies, 5(2), 145-143. doi:10.5539/ies.v5np2p 145

Sang, A., Koros, P., & Bosire, J. (2013). An analysis on dropout levels of public secondary schools in Kericho in relation to selected school characteristics. International Education Studies, 6(7), 247-259. doi:10.5539/ies.v6n7p247

Schoeneberger, J. (2012). Longitudinal attendance patterns: Developing high school dropouts. Clearing House, 85 (1), 7-14.

Somers, C., & Owens D., Piliawsky, M. (2009). Study of high school prevention and at-risk ninth graders’ role models and motivation for high school completion. Education, 130(2), 348-35.

Tavakolian, H., & Howell, N. (2012). Dropout dilemma and intervention. Global education Journal, 1(1), 77-81.

Wangenge-Ouma, G. (2012). Public by day, private by night: Examining the private lives of Kenyan public universities. European Journal of Education, 47(2), 213-227. doi:10.1111/j.1465-3435.2012.01519.x Wanjohi, A. (n.d), Kenya Project http:www//kenpro.hubpages.com/#mycontenteducationandsciencehubs

Werunga-Ouma, G., Kikechi R., Musera, G., Sindabi, O. (2011). Factors affecting transition rates from primary to secondary schools: The case of Kenya. Problems of Education in the 21st Century, 32, 129-139. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2738

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Lombo S. Lombo

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).