This study investigated the persistent educational challenges faced by nomadic pastoralist
communities in North Horr Constituency, Marsabit County, Kenya, within the framework
of
Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable
quality
education for all. Despite Kenya’s progress in expanding educational access, nomadic
communities continue to be marginalized due to mobility, harsh environmental conditions,
poverty, cultural practices, and inadequate infrastructure. With a school Net enrolment
rate far
below the national average, North Horr exemplifies the educational divide in arid
and semi-arid
regions. Guided by Ivan Illich’s Alternative Theory and using a mixed-methods approach,
the
research explored the status of basic education (Grade 1–9). The respondents of the
study
consisted of pupils, teachers, head teachers, education officials, administrators,
parents and
village elders. The data collection instruments included questionnaires, interview
guides, focus
group discussion and document analysis. The study identified key barriers to access,
and
proposes context-specific strategies. These include the establishment of feeder and
mobile
schools, flexible teaching schedules, integration of formal education into religious
institutions,
and the use of technology for remote learning. The findings aim to inform policy and
practice,
ensuring education systems are more adaptive, inclusive, and culturally sensitive
to the needs of
nomadic populations in Kenya.
Keywords: Basic Education, Junior School, Educational Gaps
