The fact that some indigenous groups consider education a luxury presents a challenge for teachers. To cater for the needs of the children, teachers use the alternative basic education system which responds to the special needs and constraints of pastoral life. The system provides flexible school hours, which allows pastoralist children to fulfil their household responsibility for herding cattle towards water and pastures while still having time for school (Sewunet, 2014). Further, there is continuous enrolment throughout the year as a means of encouraging children to attend school, as well as campaigns aimed at convincing parents to send their children to school.