Sustainable Pastoralism Development: TVET and University Education Access in Pastoral Areas
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Transcript of Sustainable Pastoralism Development: TVET and University Education Access in Pastoral Areas
Sustainable Pastoralism Development
TVET and University Education Access in Pastoral Areas
S.S. China
Pastoralism
What is Pastoralism?Significant production system in the world’s
dryland ecosystems Over 20m people in Sub-Saharan AfricaArid Areas – isolated, remote, under-
developedEnvironmentally destructive and economically
unsustainable
Challenges to Pastoralism
Drought, disease epidemics, conflict and famine
Marginalization - geographically, economically and politically
Poverty and vulnerability to hazardsIn appropriate policies and systemic barriers
to the integration
Can Pastoralism Work?
Pastoralism is a viable production system
Enabling policy incentives and
investments
It can protect the land resources from
degradation
The Problem
Consistent efforts 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.
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
Current Interventions
Mobile SchoolsLow cost boarding schoolsSchool feeding programmesOpen and Distance Learning programme
e.g. Kenyatta University Marsabit Open Learning Centre under (KU, KENET,
HELB)
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
Affirmative Strategies to Increase University Education
Pre-university entry programmes Lower cut-off point in admission Financial support: bursaries, loans Pedagogical processes Institutional commitment Mentoring Aspiration – personal commitment
Expected Outcomes
Increased number of students from ASAL areas accessing public universities
Professional skills Positive values Increased completion and success rates High transition rates to labour markets
END – THANK YOU