Sustainable Pastoralism Development: TVET and University Education Access in Pastoral Areas

1. Sustainable Pastoralism
Development
TVET and University Education Access
in Pastoral Areas
S.S. China

2. Pastoralism
What is Pastoralism?
Significant production system in the world’s
dryland ecosystems
Over 20m people in Sub-Saharan Africa
Arid Areas – isolated, remote, under-developed
Environmentally destructive and economically
unsustainable

3. Challenges to Pastoralism
Drought, disease epidemics, conflict and
famine
Marginalization - geographically, economically
and politically
Poverty and vulnerability to hazards
In appropriate policies and systemic barriers
to the integration

4. Can Pastoralism Work?
Pastoralism is a viable production system
Enabling policy incentives and
investments
 It can protect the land resources from
degradation

5. 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.

7. 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

8. Current Interventions
Mobile Schools
Low cost boarding schools
School feeding programmes
Open and Distance Learning programme
e.g. Kenyatta University Marsabit Open
Learning Centre under (KU, KENET, HELB)

9. 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

10. 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

11. 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

12. END – THANK YOU