Pastoral communities` participation in primary education: the case of the Barabaig

The study examined the participation of Barabeig children in primary education in Balasgdalala Division as revealed by their pattern and criteria for enrollment as well as associated factors peoples perceptions on formal education, and perceived influence of formal education on their lifestyles. This study employed qualitative approach with a phenomenological design in data collection and analysis. The Barabaig parents (10), pupils (8), indigenous leaders (4) were interviewed and participated in focus group discussions together with school heads, Ward Education Coordinators (WECs2) (4), and out of school children, and District Education Officers (DEOI). These were complimented by documentary reviews and observations. The study revealed that Barabaig childrens enrollment was low than other ethnic groups and dropost rate was high. It was noted that child’s, familys socio-economic states and familys size influenced enrolment patters. The study identified associated factors for coordinate to be cattle rearing, mobility, Barabaigs negative perception on formal education, distance to school and fearing of school costs. The study concluded that there was a weakness in implementation of education policies for Barabaig. The Barabaig were not involved in decision making concerning their affairs particular educations. The study recommended changes of education policy and practice for pastoralists, while implementation of curriculum should be flexible and contextual. Again, pastoralists should be recognized in decision making concerning formal education. There is also need to provide adequate number of boarding schools to reduce problem of walking distances to and from school. The study finally recommends further research on access and participation of Barabaig children in primary education in Manyoni and Morogoro areas. Also, further research also should assess the state of boarding schools for pastoral communities in Hanang District