EXPLORING MAASAI PARENTS’ EXPERIENCES ON FORMAL EDUCATION IN LONGIDO AND MONDULI DISTRICTS-TANZANIA

This article presents a qualitative study that explores the experiences of Maasai parents regarding formal education and how these experiences influence their involvement in the education of their children in Longido and Monduli districts. The study utilizes a phenomenological design to examine the lived experiences of Maasai parents in relation to formal education. The research sample consists of 72 parents selected through purposive sampling and 10 traditional leaders selected through snowball sampling. The data collection methods involve focused group discussions with six members per group, conducted in both districts, and interviews with traditional leaders. The collected data are transcribed, analysed for emerging themes, and presented with supporting verbatim quotations. The findings of the study reveal that Maasai parents hold mixed perceptions of formal education. While some parents view formal education as an investment, many perceive it as a threat to Maasai culture and tradition. Negative impacts of formal education on Maasai youth are attributed to factors such as a lack of respect, inappropriate dressing, selfishness, and the use of Swahili among educated Maasai youth. Based on these findings, the study concludes that the experiences of Maasai parents with formal education have a negative effect on their engagement in the delivery of formal education. As recommendations, the study suggests that the government should develop educational plans that address the specific needs of indigenous communities like the Maasai. Additionally, both governmental and non-governmental organizations are encouraged to conduct campaigns aimed at raising awareness among Maasai parents about the value of formal education, with the goal of improving their involvement in the education of their children.