自独立以来为实现教育上的男女平等所作的努力没有实现其目标，并有效地管理赋予肯尼亚男孩的权力。尽管政府努力使男孩和女孩都能参与和接受教育，但小学和中学的辍学率仍然很高。从经济的角度来看，教育被认为是经济增长的关键决定因素，早退意味着男孩失去了潜在的生产力。从教育的角度来看，辍学生增加了实现有一定教育水平的人群的目标比例的成本(Hanushek, Lavy, Hitomi 2006)。虽然退出比例可能显得微不足道，但在贫困人口中占主导地位，从而使贫困的代际传递车轮对他们不利。在个人层面上，辍学将意味着让一个人进入低收入家庭和赤贫的未来。本研究的目的是确定这些政府政策，个人问题，和社会实践的卢海亚和Iteso社区，在Busia县，解释了高辍学率的男孩的教育。然而，性别辍学率一直是肯尼亚教育系统的一个长期问题。与肯尼亚的许多地区一样，布西亚县的小学和中学辍学率也很高。本研究试图探究这一趋势的原因。
The efforts which have been employed since independence to achieve gender parity in education have failed its objectives and manage effectively the empowerment of the boy child in Kenya. In spite of the government effort to enable both the boy child and girl child participation and access to education, there is still a high dropout rate in both primary and secondary levels. In an economic perspective, education is known to be a key determinant of economic growth and premature dropout means loss of potential productivity for the boy child. In an educational perspective, dropout raises the cost of achieving a targeted proportion of the population having some level of schooling (Hanushek, Lavy, and Hitomi 2006). Although drop out may appear insignificant in proportion but it is preponderant among the poor which thereupon turns the wheels of intergenerational transmission of poverty against them. At personal level, dropping out of school will mean consigning one to a future of low-income trajectory and abject poverty. The aim of this study is to identify these governmental policies, personal problems, and societal practices of the Luhya and Iteso communities in Busia County that account for high dropout levels of the boy child’s education. However, the dropout rate across genders has been a perennial problem in the Kenyan education system. Similarly like many parts of Kenya, Busia County has been experiencing a high dropout rate of male students in both primary and secondary schools. This study seeks to investigate the reason for this trend.