Factors determining primary school educational access by orphans and vulnerable children in Malanga zone, Siaya county, Kenya

In parts of the developing countries, there is low access rate of Orphans and Vulnerable Children (OVC) in primary education, despite support from the government and Non-Governmental Organizations (NGOs). Malanga zone is rural based and has the highest number of OVC-4782 in Gem sub County, Siaya County. It also has the highest number of NGOs supporting OVCs compared to other zones-Nyawara, Kambare, Bar Kalare, Komuor, Sirembe yet inspite of the support to OVCs in Malanga Zone access to education is still a problem among the OVCs MoEST, (2008). This study was carried out in Malanga zone, Siaya County. Specifically, the study assessed the socio-cultural factors, explored economic factors and examined the psychological challenges determining primary school education access by OVCs in Malanga zone. This study employed social exclusion theory as espoused by Townsend (1979). The study involved descriptive study design. Study population comprised of 602 OVCs. Using Krejcie and Morgan (1970) formula, 235 OVCs were proportionally sampled from the three NGOs supporting OVCs in the study area. Simple random sampling was used to arrive at the 235 OVCs in the field. Key informants including Area Education Officer and 10 primary school head teachers were selected using saturated method. Data was collected through interviews using open and closed ended questionnaire to collect both qualitative and quantitative data with the OVCs. A key informant schedule was used to collect qualitative data. Quantitative data was analyzed using SPSS version 18 and presented in tabulated frequencies and percentages. Qualitative data were obtained using key informant schedule, analyzed thematically and presented in narratives. The Study findings indicated that socio-cultural factors like preference of boys’ education to girls’ is no-longer an impediment to OVCs access to education in Malanga. Economic support such as provision of all levies, uniform and books is a key determinant in OVCs’ access to education which has not been adequately addressed; finally other psychological factors like ridicule from other pupils affect OVCs besides stigma and discrimination. The study recommends a stronger follow up on the collaborative approaches by government and NGOs to prioritize emphasis on sensitization on benefits of education for all, address economic factors which is a key determinant of OVCs’ access to education and finally the NGOs to upscale services on addressing psychological challenges through life skills education and material support to improve on the social amenities.