Influence of child labor on boy child transition to Secondary school in public primary schools of Igembe south Sub-county, Kenya

Abstract

The universal declaration on human rights by United Nations organization holds education as a basic human right. Kenyan government introduced free secondary education in which it committed itself to fund the tuition of students attending public secondary schools. This was expected to increase transition rates from primary to secondary schools. In spite of these efforts, data from Igembe South education office indicate that there are low transition rates of boy child to secondary school. This study seeks to establish the influence of child labor on boy child transition to secondary school in public primary schools of Igembe South Sub County. The objectives of this study seek find out the influence of non- skilled labor, role models, socio-cultural factors and parental guidance on boy child transition to secondary school. The study benefitted policy makers in the Ministry of Labor to put in place strategies to reduce child labor in agricultural farms and to benefit law enforcers in ensuring that no underage children are employed in agricultural farms. The study employed descriptive survey research design. The target population for this study was 6701 participants comprising 4500 class eight pupils, 100 PTA chairpersons, 2000 primary school teachers, 100 primary school head teachers and one sub-county education officer in Igembe South Sub-County. The sample population included 10 PTA chairpersons, 10 head teachers, 40 teachers, one Sub-County education officer and 310 class eight pupils making a total sample size of 371. Analysis was aided by Statistical Package for Social Sciences (SPSS) Version 29. The results of data analysis were presented in form of frequency distribution tables, bar graphs and pie charts. Thematic data analysis was used to analyze qualitative data. The study found that non-skilled labor in miraa and tea farms significantly hinders boys’ transition to secondary school in Igembe South Sub-County. Quick financial rewards entice boys to prioritize work over education, with a mean score of 4.02. Casual laborers’ ability to meet basic needs reinforces this trend (mean = 3.87), while insufficient time for studies further lowers academic performance (mean = 3.99). Role models also play a key role; successful individuals without formal education devalue schooling, as indicated by a mean score of 4.12. Boys often emulate these uneducated role models, viewing farming as more viable than schooling (mean = 4.04). Socio-cultural factors, including post-circumcision responsibilities and early marriages, further deter education (mean = 3.64), while cultural beliefs that success does not require education amplify the problem (mean = 3.43). Parental guidance strongly influences decisions, with many parents advising boys to work on farms (mean = 4.20) and encouraging them to emulate successful farmers over educated individuals (mean = 4.29). The study concludes that child labor, cultural pressures, and limited parental support are critical barriers to education. It recommends stricter enforcement of child labor laws, community education programs, and active parental and role model advocacy for schooling to improve transition rates and reduce poverty cycles.