Nomadic Education in Kenya: a Case Study of Mobile Schools in Samburu County, as a Transformative Innovation Policy

Abstract

The 17 UN Sustainable Development Goals (SDGs), that is, the global Agenda to ‘Transform our World’, with a pledge to ‘leave no one behind’1 outline various areas of transformation. Education, SDG 4, is one of the areas of transformation. Consequently, SDG4 aims to ensure inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. Kenya has been investing in education as a primary means of improving the socio-economic conditions of the citizenry. In the conventional education settings, curriculum delivery is predominantly tailored to ‘static’ situations where children learn in classrooms in permanent locations and timings are inflexible2. This approach has proved to be less inclusive, particularly for nomadic people, making them among the most marginalized social groups in terms exclusion from educational provision, in spite government pledges of “Education for All”.

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