Efficiency of primary education in Kenya: Situational analysis and implications for educational reform
01 Jan 1997-
TL;DR: Abagi et al. as discussed by the authors examined issues of efficiency in the primary level of education in Kenya and suggested that the conceptualisation of the term school or education efficiency in a developing country like Kenya should take a "process perspective" as opposed to "outcome perspective".
Abstract: This paper examines issues of efficiency in the primary level of education in Kenya. Primary data were collected from 120 purposively selected primary schools based in 12 Districts. Secondary data were collected from official documents within the Ministry of Education, Central Bureau of Statistics (CBS) and the Women’s Bureau. The position taken in this paper is that the conceptualisation of the term school or education efficiency in a developing country like Kenya should take a ‘process perspective’ as opposed to ‘outcome perspective’. That is, there is need to go beyond the issue of “at what cost” is a school meeting its objectives e.g. at what cost was the low or high score produced. In education, as opposed to a factory of physical goods, efficiency has to be pegged with how a system of education as a whole operates to meet its objectives what we call ‘holistic operation’. This paper indicates that the operation of primary education system in Kenya faces the problem of inefficiency. Completion rates have remained very low (less than 50 per cent) for the last five years. Besides, national pupil-teacher ratio is also low, about 31:1. This study also indicates that teaching-learning time is not utilised efficiently in primary schools. Several factors are behind such inefficiencies. These include: Education policies and management processes mis-allocation of resources to educational levels; school based factors teachers attitudes, time utilisation, school environment; and household based factors poverty, socio-cultural factors, and gender issues. The most notable policy implication of the findings is that education in Kenya needs a complete overhaul, and not piece-meal reforms. There is need to review 8-4-4 curriculum in a comprehensive and holistic manner. The curriculum has to be reduced and made relevant. This would allow for other reforms to take place. Besides, viable and sustainable cost and financing mechanisms in education have to be instituted to stop drop-outs form the system, thus enhance completion rates. As a follow up to curriculum review, it is recommended that, the Ministry of Education consider increasing the pupil-teacher ratio to 40:1. There is also need for the introduction of shift or double system in primary education. This would create more learning opportunities for pupils, and hence increase the efficient utilisation of teaching-learning time. More training services for school mangers to enhance the utilisation of school resources is also needed. Okwach Abagi and George Odipo
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TL;DR: In this article, the authors show how interventions to provide universal primary education (UPE) from the 1970s into the twenty-first century affected efforts to improve the quality of primary education in Kenya and Tanzania.
Abstract: This article shows how interventions to provide Universal Primary Education (UPE) from the 1970s into the twenty-first century affected efforts to improve the quality of primary education in Kenya and Tanzania. While the interventions have made significant differences in the lives of many communities by increasing access to education of children who would have been denied schooling, quality indicators (including attrition and completion rates and examination scores) have stagnated at best or declined. Efforts to ensure and maintain quality in primary education in the two countries are reported to face serious challenges, including mainly inadequate funding to ensure the provision of essential teaching and learning materials, appropriate infrastructure as well as a sufficient number of competent teachers.
171 citations
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01 Jan 2000
TL;DR: In this article, the authors present results and reflections from ongoing policy analysis and research activities at the Institute of Macroeconomics, Real Sector (Agriculture and Industry), Social Sector (Education and Health) and Governance and Development.
Abstract: This discussion paper is released under IPAR's research and policy activities in the Real Sector. The interpretations, views, and conclusions are entirely those of the authors and should not be attributed to the Institute or its affiliated organizations. IPAR Discussion Papers Series disseminates results and reflections from ongoing policy analysis and research activities at the Institute. There are four key programs in the Institute: Macroeconomics, Real Sector (Agriculture and Industry), Social Sector (Education and Health) and Governance and Development. The main objective of the discussion paper is to make the results available quickly so as to encourage discussions, receive suggestions for revisions, and prompt application of the analyses and results they contain. A summary of the key findings is also available in the Policy Brief Series. The papers represent preliminary or ongoing work.
105 citations
TL;DR: In this paper, the authors used temporal cross-section and pseudo-panel data to assess the plausibility of various factors that may be responsible for the decline in primary school educational enrolment.
Abstract: Since independence in 1963 Kenya has invested substantial resources in the education sector. For almost twenty-five years these investments and other government policies led to impressive gains in educational access at all levels. However since the mid-to late 1980s there appears to have been an erosion in educational participation and a reversal of the gains achieved in previous decades. Motivated by this trend this paper uses temporal cross-section and pseudo-panel data to assess the plausibility of various factors that may be responsible for the decline in primary school educational enrolment. In particular we consider the role of school fees school inputs and curriculum school availability the expected benefits of education and the spread of HIV/AIDS. We also try to identify the most effective policy interventions that may be used to prevent further declines in primary school enrolment rates. (authors)
94 citations
Cites background from "Efficiency of primary education in ..."
...The reduction in learning because of increased 9 According to Abagi (1997a) students in primary school are placed under great pressure; that is, they are taught 13 subjects, 9 of which are examined at the end of Standard 8....
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...Abagi (1997a) shows that trying to cover an extended curriculum in the same period increases pressure on students and staff and reduces student performance, as indicated by lower test scores.9 A reduction in the expected benefits from attending school may manifest itself in a reduction in school…...
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TL;DR: In this paper, the authors examine the challenges in financing the implementation of free primary education and verifies the actual learning conditions at the school level with particular reference to the transition from primary to secondary education.
Abstract: Kenya has targeted universal primary education since its independence. In achieving such a goal the country introduced free primary education in 2003 and enrolments dramatically increased. However, in terms of quality, the education provided is not satisfactory. This paper examines the challenges in financing the implementation of free primary education and verifies the actual learning conditions at the school level with particular reference to the transition from primary to secondary education. The government tends to focus on the quantitative expansion of education, paying less attention to value, significance and effects of education for individuals. Furthermore, the significance of universalizing primary education is discussed from the viewpoint of people in the rural community. It is important to take interest not only in the “quantitative expansion of education for the nation” but also the “qualitative growth of individuals for the community.” Such emphasis may further enhance the benefits of schooling and encourage sustainable educational development.
89 citations
Cites background from "Efficiency of primary education in ..."
...Taking into consideration the inefficient utilization of teachers in the education system before free primary education (Abagi & Odipo 1997), this could have － 110 － been improved by intervention....
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TL;DR: In this paper, the authors report the findings of a study focusing on the state of teacher appraisal in Kenyan secondary schools and argue for an improved (facilitating) model of teacher appraisals.
Abstract: Purpose – This paper seeks to report the findings of a study focusing on the state of teacher appraisal in Kenyan secondary schools and to argue for an improved (facilitating) model of teacher appraisal.Design/methodology/approach – The study adopted a qualitatively‐oriented case study using multiple cases and drawing on multiple methods of data collection.Findings – The findings indicate that teacher appraisal policies and practices in Kenyan secondary schools exhibit weaknesses, which need to be urgently addressed if teacher appraisal is to be used to improve the quality of teaching and education in Kenya.Research limitations/implications – Of the eight administrative regions in Kenya, only one region was selected for data gathering. The reason for restricting the scope of the study related to availability of time in the first instance and the need for in‐depth investigation. The research was also limited to a study of six secondary schools. While including more schools in the sample would have widened ...
80 citations
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1,438 citations
Journal Article•
554 citations
"Efficiency of primary education in ..." refers background in this paper
...…countries need to invest more in education and ensure that systems of education are efficiently managed, that limited funds allocated to sector have maximum impact, and that cost-recovery measures are adopted (GoK, 1996; 1997; Inter-Agency Commission, 1990, UNESCO, 1996; World Bank, 1988; 1996)....
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01 Jan 1988
TL;DR: The first comprehensive study on Sub-Saharan Africas (SSA) efforts at attaining educational development is presented in this article, where the authors identify and describe common problems and issues of educational development in Africa, and provide leaders in each country with comparative data and analytical tools to develop their own policies and priorities.
Abstract: This is the first comprehensive study on Sub-Saharan Africas (SSA) efforts at attaining educational development. The 3 objectives of the study were to: 1) identify and describe common problems and issues of educational development in Africa; 2) provide leaders in each country with comparative data and analytical tools to develop their own policies and priorities; and 3) suggest specific policy directions for consideration by national education authorities and donors. The study includes 3 major sections: 1) The Policy Context; 2) Policy Options for African Governments; and 3) An Agenda for Action. By independence SSA governments has inherited inadequate educational systems--between 1960- 1983 enrollment reached about 63 million increasing about 9% during the 1970s increasing adult literacy from 9% to 42%. However these gains are now threatened by the rapidly growing population. The past decade has seen "stagnation in enrollments and erosion in the quality of education" requiring governments to introduce "profound" changes in educational policy. The minimum educational policy reform packages need to contain "adjustment revitalization and selective expansion." Whatever adjustment measures are made to alleviate the "burden" of education and training on public budgets will not be sufficient to provide the African educational system with the essential tools needed for its future development. The international donor community needs to provide 3 kinds of support: 1) seed money; 2) access to collaboration with other countries; and 3) access to high-quality specialized technical expertise without ties to a particular government.
358 citations
TL;DR: The authors found that neither physical facilities nor characteristics of teachers match the strength of pupil socioeconomic status and other indices of the pupil's out-of-school environment, and that the primacy attributed to socioeconomic status can now be generalized beyond the United States to Great Britain, to Western Europe, and throughout much of the industrialized world.
Abstract: "School variables "account for only a modest proportion of variance in academic achievement. Neither physical facilities nor characteristics of teachers match the strength of pupil socioeconomic status and other indices of the pupil's out-of-school environment. These findings, so vividly portrayed in the Coleman and Jencks studies, can now be generalized beyond the United States to Great Britain, to Western Europe, and (relying on the recently published IEA data) throughout much' of the industrialized world. These conclusions are less qualified for less industrial societies, however. Facilities seem to have a larger impact and socioeconomic status appears to have less effect than would have been expected. This discussion explores recent results with an eye on two specific questions. First, can the primacy attributed to socioeconomic status be generalized beyond industrialized societies? Second, do school facilities and teacher characteristics have more impact on achievement in societies at the lower end of the industrial spectrum?
159 citations
TL;DR: In this paper, a number of educational policy statements of East African countries ranging from combining education with production at the primary level, to the financing of higher education are reviewed and an assessment is made of how successful the policies have been in achieving their original intention.
Abstract: The paper reviews a number of educational policy statements of East African countries ranging from combining education with production at the primary level, to the financing of higher education. An assessment is made of how successful the policies have been in achieving their original intention. The paper's conclusion is that policy outcomes are far from matching expectations, mainly because of insufficient or no implementation. The reason most educational policies are not implemented is that they are vaguely stated and the financing implications are not always worked out. Another reason for failure is that the content of a policy is based on an empirically unsustained theoretical relationship between instruments and outcomes. The paper makes a plea for the formulation of more concrete, feasible and implementable policies based on documented cause-effect relationships.
80 citations