Abstract:

Since the 1990s Governments have made commitments in enhancing Education for All (EFA) strategies. The Dakar, Senegal 2000 Framework for Action, set a new target for achieving Universal Primary Education by 2015. The target of achieving UPE by 2015 has indeed been missed. Four priorities have been identified in Post 2015 Education Agenda with a focus to improve performance and document the learning outcomes.

Socio economic, cultural, educational, environmental and political factors continue to affect achievement of UPE. It is therefore critical to go back to the drawing table and address persistence constraints such as cultural practices which are still affecting education particularly for girls. This paper focuses on the factor of predominant cultural practices of the Maasai of Kenya. The question is: what type of Post 2015 Education Agenda innovations could be developed to retain children in schools and improve performance of girls and boys despite challenges they face in their communities?

This paper discusses how “modern” education is continually colliding with “traditional” education of the Maasai children; and how the Maasai young people are becoming “agents of change”. They believe that their approach is more sustainable.

The paper argues that Governments, Non Governmental Organisations and other well wishers should join hands to work with the Young Maasai in developing strategies to ensure that Maasai children attain functional literacy skills.

Keywords:

Universal Primary Education, Girls’ Education, Cultural Practices, Agents of Change, Learning Outcomes, Functional Literacy Skills.