Assessing how Dropping-Out of School due to FGM Influences Girls’ Transition from Primary to Secondary Schools in Narok South Sub-County, Narok County

Abstract

Girls’ transition from primary to secondary schools is essential for their socioeconomic development and achievement in education for all. However, public primary schools report low transition rates (40% in 2024) of girls from primary to secondary schools, leading to their exclusion. Despite the presence of 100% transition guidelines and the Millennium Development Goals (MDGs) goal two that requires all children to complete full course of primary education and

transit to secondary schools, challenges persist in achieving this. This study investigated how drop- outs resulting from female genital mutilation impacts girls’ transition to secondary schools in

Narok South Sub-County, Narok County. The study drew upon liberal feminism theory. The research employs a mixed-methods approach, utilizing a descriptive survey design. The target population included 179 head-teachers, 1,288 teachers and 6,998 girls. Krejcie and Morgan 1970 table was used to get a sample size of 118 head-teachers, 291 teachers and 361 girls that were proportionately stratified and randomly selected. Head-teachers were purposefully selected. Data collection tools included questionnaires for teachers and learners; and focus group discussions head-teachers, with validity and reliability assessed for all of them. The quantitative results were presented descriptively using tables and figures, while qualitative ones were presented thematically. The study confirmed that FGM practices negatively affected girls’ transition to secondary schools. Consequently, the study concludes that high dropout rates among girls caused by early marriages, teenage pregnancies, hemorrhage, prolonged healing process, psychosocial and psychological effects significantly impact the transition to secondary schools. The study recommends that Teachers Service Commission prioritize recruiting highly qualified and experienced guidance and counselling teachers in schools, and to fund sanitary kits. The ministry of education should come up with back-to-school policies, implement early drop-out detection guidelines, and build boarding facilities and girl conducive toiletries with water to ensure girls retention for improved transition.