Educational Development in Kenya

Kenya is a developing country in Sub-Saharan Africa whose management of education is undergoing a transition following the devolution of state functions to County governments (Republic of Kenya, 2014). Kenya’s desire to improve the quality of education as a strategy to eradicate poverty dates back to 1963’s independence; then, poverty identified as a major deterrent to economic development (Jwan, 2010; Wambua, 2012). Policy makers, then, recognised the access to education as empowering citizens to participate in national development. However, fifty years after independence, Kenya, like other developing countries in sub-Saharan Africa still struggle with high poverty rates among its citizens (Republic of Kenya, 2005a). The economic recovery strategy reverently regards education as a vital tool for poverty eradication, improving social mobility, national cohesion and socio- economic development (Republic of Kenya, 2005, 2012). Accordingly, the ministry of education (MOE) has always received a hefty portion of the national budget for educational development (World Bank, 2013). This persistent emphasis, coupled with growing costs of educational funding relentlessly raise the attention paid to educational achievement in Kenya. External funders, policy makers and other interested parties insistently interrogate the

increase in quantitative access against the quality of learning outcomes (SACMEQ I and II; Uwezo Kenya, 2010; UNESCO, 2013).

4.1.1 Free Secondary Education (FSE)

The FSE Policy (2008) hatched during the design of The Kenya vision 2030 has seen an increase in transition rates from primary to secondary (Oketch and Rolleston, 2007). The Kenya-Vision-2030 is a development blueprint designed to transform Kenya into an

industrialising, middle-income economy with a high-quality life by the year 2030. The review of an education strategy paper: a policy framework for education, training and research (Kenya sessional paper No.1 of 2005) informed the introduction of FSE Policy. The key targets of the strategy paper included achieving UPE by 2005, EFA by 2015 and a 70% transition rate to secondary school by 2008. The review recognized that access to secondary education remained problematic, evidenced by the low transition rates. This review

intensified the focus on education as a significant social pillar for building an equitable, just and cohesive society that has equal chances for all citizens to contribute to social

development (Republic of Kenya, 2007a). Accordingly, secondary education became highly targeted for improvement as a priority to achieve vision-2030 (Orodho, 2014). The MOE strategic plan (2008-2012) reiterates a refocus on transition rates, giving prominence to increasing the equity of access to secondary education

FSE policy received a further endorsement in the Sessional Paper No. 14 of 2012 (Sought to align education and training to the Constitution of Kenya (2010) and Kenya Vision 2030) that identified free, compulsory basic education as a fundamental human right. Other priority focus included uplifting the governance of education and training to improve its quality, relevance and equity. The latter concerned with taking care of marginalised communities in arid and semi-arid lands (ASALs). A new substance in the 2012 strategy paper is aligning MOE policies with equity obligations set out in the new constitution. In addition to

sustainable economic development, the new strategy paper presents education as significant in building human and social capital (Republic of Kenya, 2012). Article 21 of the constitution of Kenya (2010) and the Basic Education Act (BEA) 2013, therefore, legislates and obligates the government to provide FSE (Republic of Kenya, 2013a). This legislation support

indicates the high priority placed on secondary education in Kenya. The expansion in the provision of secondary education positively contributes to the sustainability of gains made in universal primary education (UNESCO, 2013; OECD, 2013). For Kenya in particular, the access to quality secondary education is significant in preparing children for various career courses; suggesting it is the shortest route out of poverty because it broadens employability chances (Republic of Kenya, 2010). Implicit in the Vision 2030 objectives, therefore, is the

call for universal access to quality equitable education that geared towards human capital development to meet 21st _{Century career and development demands.}

The expansion and increased focus on secondary education by policy documents above indicate that Kenya has well-intentioned and envisioned aspirations for educational development. That notwithstanding, while Kenya’s investment in education is high and secondary level enrolment rates have increased, learning outcomes remain low (Uwezo Kenya, 2010; 2012). World Bank (2013) report takes on the quality of learning outcomes debate, interrogating Kenya’s ability to achieve the Kenya Vision 2030 that promises to transform the country into a newly industrializing middle-income economy. The report states,

…But the question in Kenya, as indeed in much of Africa, is how to ensure that the human capital exists to realize the promised economic growth, as well as how to ensure that all citizens share in newfound national prosperity. The answer lies partly in whether people are well educated and healthy enough to gain access to more productive work (p.3).

The World Bank report points to the reality that education has strong links to the economic development of a country. However, suggests that the high proportion of Kenyan GDP

invested in education is a waste because of the ‘gaps’ in the service delivery; gaps in teachers’ knowledge, time spent teaching and absence from classrooms that requires urgent action. The report further underscores the inequalities in education provision in terms of access, gender and regional disparity. The report concludes that gaps exist between well-intended policy documents and their implementation on the ground.

Research centrally positions school management in the implementation of education policies at grass-root levels. Dunne, Akyeampong, and Humphreys (2007) review of education access in the global south identify school process and local governance of education as

fundamentally defining factors in the success of policy implementation. Dunne and

colleagues acknowledge the difficulty of policy makers to monitor direct grass root practices. Arguing that local educational management practices are important, this review further advocates for in-depth research studies that provide high-quality information about school leadership processes that work, particular to the global south context. Similarly, Wambua, (2012) study in Kenya suggest that one of the challenges of education is unsatisfactory school leadership practices, which he suggests hinders successful achievement of educational goals. Wambua asserts that effective school leadership should centre on transparency and

accountability of school system processes that check on the capacity of public servants (teachers) to deliver on their mandate.

While research from developed contexts identifies different factors influencing students’ achievement like family background and out of schools’ variations (Leithwood, 2005), they also highlight the substantial influence of within and around school factors. In the Kenyan context, for instance, a study by Yambo et al (2012), perceive school leadership practices to be problematic. Yambo and colleagues suggest that most principals have developed stress- related illnesses following difficulties in the execution of their work amid rising policy demands. Another study by Koome (2007) claims that school principals are exiting the system because of too much pressure to account for achievement undulations. Koome questions the principal-focused accountability systems, which, often, narrowly based on students’ examinations grades. Similarly, addressing educational accountability in USA schools, Leithwood (2005) cautions about the limitation of test-based approaches in assessing school leaders’ effectiveness. He suggests widening the scope of accountability approaches that analyse micro-organisational practices alongside meso and macro policies and practices. Equally, in Kenya, there is need to address some of the complexities informing students’ achievement over time. Achieving equitable access to FSE and improving the quality of secondary education might be informed by the expansion in institutional frameworks and leadership capacities for effective delivery and management of education (Mwaka and Njogu, 2014).