Original Research

Impact of Dupoto-e-Maa education project on dropout rate and academic performance

James B. Ouda, Simon M. Ndung’u
African Evaluation Journal | Vol 4, No 1 | a131 | DOI: https://doi.org/10.4102/aej.v4i1.131 | © 2016 James B. Ouda, Simon M. Ndung’u | This work is licensed under CC Attribution 4.0
Submitted: 21 March 2015 | Published: 23 September 2016

About the author(s)

James B. Ouda, Department of Educational Psychology, Masinde Muliro University of Science and Technology, Kakamega, Kenya
Simon M. Ndung’u, Department of Post Graduate Studies, Catholic University of Eastern Africa, Nairobi, Kenya


Background: A study conducted in the Kajiado Central District of Kenya in 2006 showed that there was a high dropout rate among primary schoolgoing children and that their academic performance was poor. The Dupoto-e-Maa education project was implemented in 2007 to address issues related to drop out rate and academic performance.
Objectives: The evaluation therefore investigated the extent to which the project had influenced dropout rate and academic performance in the public primary schools in Kajiado Central District.
Method: The evaluation adopted a mixed methods approach: cross-sectional survey and case study designs. The benefit of the approach is the richness of information obtained through triangulation. The respondents included head teachers, school management committees, teachers, pupils, quality assurance and standards officer and project staff. A sample size of 183 respondents was selected using purposive sampling and stratified random sampling procedures. Head teachers of the sampled schools participated as key informants. The instruments of data collection included questionnaires, an interview guide, a document analysis guide, a focus group discussion guide and an observation guide.
Results: The findings indicate that the Dupoto-e-Maa education project had influenced dropout rates. The direction of the findings seems to suggest that academic performance trends are unpredictable since fluctuations are evident, though the programme could have encountered some challenges that may have limited its achievement on this variable.
Conclusion: The study recommended that there is need to increase the number of non-governmental organisations modelled around the Dupoto-e-Maa education project so as to reduce dropout rate and improve pupil academic performance. The findings could also inform government policy in terms of recruitment and placement of teachers in schools in arid and semi-arid lands. Project funding could be increased to improve visibility and sustainability of project activities.


Influence; Pastoralists; Dropout rate; Academic performance; Public primary school


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Crossref Citations

1. Faith-Based Education in Changing Social, Economic, and Political Contexts: Perspectives from Catholic Educators in Kenya
T. J. D’Agostino, Robert Dowd, John Mugo
The Review of Faith & International Affairs  vol: 17  issue: 4  first page: 76  year: 2019  
doi: 10.1080/15570274.2019.1681730