The purpose of this study was to analyze home-based factors inhibiting access and participation in basic
education among vulnerable groups in Garissa County, Kenya. The study was framed by a household production
function approach that typically assumes that postulates that household schooling decisions are explained by the
interaction of social, cultural, and economic factors working through power relations within the household. The
study used a sample of 45 students selected by convenience sampling from undergraduate and postgraduate
students undertaking their school-based studies at Kenyatta and Mount Kenya universities residing or teaching in
Carissa County, Kenya during the 2012/203 academic year. The study used mixed methods to collect and
analyze the data. It was found that despite the gains in access and equity since the launch of FPE and FDSE in
Kenya at the national level, there still remain pockets within Kenyan communities, especially Carissa County
which has remained unreached for a host of reason including home-based factors. The major reasons were the
low educational level of the heads of households, household poverty, retrogressive cultural practices, and low
premium attached to education. It is concluded that home-based factors make a significant difference in efforts to
achieve EFA among nomadic pastoralists .It is recommended that :all other user charges that have been sneaked
into the current FPE and FDSE should be removed; enhance the school security by advocating for peaceful
conflict resolution; create a conducive learning environment through peace education and education in
emergency; reverse most of the retrogressive socio-cultural practices through civic education as well as mass
advocacy and appropriate legal measures as stipulated in the Basic Education Act 2013; amongst others.