The Role of Pastoral Programme Instruction (PPI) in Mitigating Early Motherhood in Church-Sponsored Primary Schools in Kajiado North, Kenya

Omasete Rael Imo, Dr Mwita James and Dr James Wambugu Mwangi
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Omasete Rael Imo: PhD Student Catholic University of eastern Africa
Dr Mwita James: Catholic University of eastern Africa
Dr James Wambugu Mwangi: Catholic University of eastern Africa

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 4, 1106-1115

Abstract: Early motherhood remains a critical challenge in Kajiado North, Kenya, perpetuated by cultural practices such as female genital mutilation (FGM), early marriage, and economic pressures. This study examines the role of the Pastoral Programme Instruction (PPI)—a faith-based initiative in church-sponsored primary schools—in mitigating early motherhood through education and community engagement. A mixed-methods approach was employed, combining quantitative surveys of 163 female pupils (aged 10–14), qualitative interviews with 10 headteachers, and focus group discussions with parents across 10 schools. Findings reveal that 94.5% of pupils participated in PPI sessions, which emphasized life skills and reproductive health education. However, cultural drivers like the lobola (bridewealth) system and patriarchal norms persist, with 70% of early motherhood cases linked to Maasai traditions. While 70% of parents deemed PPI effective, underreporting of pregnancies (40 pupil-reported cases vs. 19 official records) highlights systemic stigma. Statistical analysis confirmed cultural practices as dominant predictors (Fisher’s Exact Test, p=0.014), outweighing socioeconomic factors. The study identifies gaps in PPI’s curriculum, including limited contraceptive education (covered in only 30% of schools) and insufficient engagement with male elders. Recommendations include integrating economic empowerment modules, leveraging biblical narratives to reframe harmful traditions (e.g., Proverbs 31 on women’s dignity), and enforcing anti-FGM laws through church networks. The research underscores the need for culturally adaptive strategies that harmonize PPI’s moral teachings with indigenous knowledge systems. By addressing structural inequities and fostering multi-sectoral collaboration, church-sponsored schools can transform into catalysts for generational change, disrupting cycles of early motherhood in pastoralist communities. This study contributes to global discourse on faith-based interventions, emphasizing context-specific solutions to achieve sustainable impact.

Date: 2025
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