Has Kenya achieved quality and inclusive education in its secondary schools?

Has Kenya achieved quality and inclusive education in its secondary schools?

By Korir Isaac / Posted on May 20, 2022 | 3:14 p.m.

KEY POINTS

In the Secondary School Survey Report recently released by Usawa Agenda, findings showed that a student’s performance is influenced by many variables, including family, types of schools, teachers, environment. and societal and motivational factors.

KEY POINTS TO REMEMBER

Usawa Agenda has found that many factors affect a learner’s grade, most of which are beyond the learner’s control. Some of these factors are at the school level, while others are beyond the school. However, the learner bears almost alone the full responsibility for the mark he obtains.

A student’s learning and performance is undoubtedly a perpetual search engine at the heart of education stakeholders, policy makers, teachers, researchers, parents and social workers, to name a few. only a few. It is the product not only of formal education, but also of families, countries and peers, and of social, economic and cultural forces.

Unfortunately, in attempting to study what determines the academic outcomes of learners at different levels of education, researchers have raised more questions than answers. In the Secondary School Survey Report recently released by Usawa Agenda, findings showed that a student’s performance is influenced by many variables, including family, types of schools, teachers, environment. and societal and motivational factors.

And although the government has tried to invest heavily in education to improve the accessibility and quality of education in secondary and primary schools, there is still a stark contrast between educational inputs and learning outcomes. . Some children go to school but do not learn.

The Usawa 2021 Agenda Secondary Schools Survey Report sought to determine the inequalities that starve out quality education in secondary schools in Kenya. The survey was carried out in 376 secondary schools – 8 from each county in Kenya – and was informed by the fact that secondary education is essential in the career paths that young Kenyans can follow.

Some of the main findings of the report showed that the quality of education in secondary schools depends on the quality of teachers and their competence, their ability to teach and the learning process of the student. This corresponds to the broad recognition that the quality of teachers and teaching is at the heart of all school systems aiming to provide quality education.

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The teaching staff is the foundation of quality education at all levels of education. Secondary schools in Kenya are categorized into sub-county, county, extra-county and national schools – all run differently – with national schools being seen as best at producing desirable learning outcomes.

Usawa Agenda has found that many factors affect a learner’s grade, most of which are beyond the learner’s control. Some of these factors are at the school level, while others are beyond the school. However, the learner bears almost alone the full responsibility for the mark he obtains.

For example, regarding the type of secondary school one attends in Kenya, joining a county school is associated with scoring similar points in the Kenya Certificate of Secondary Examinations (KCSE) to another candidate who has attended a sub-county school.

The report also states that attending an out-of-county school is associated with scoring 2.51 points higher on KCSE exams than another applicant who attended a sub-county school. In contrast, attending a national school is associated with scoring 5.43 points higher on the KCSE exams than another applicant who attended a sub-county school.

Apart from the school category, whether the school is a boarding school, a day school, a boarding school, coeducational or for girls/boys has an impact on learning outcomes. Attending a boarding school, for example, is associated with scoring 7.67 points higher on the KCSE exams than another applicant who attended a day school.

For girls, being in an all-girls school is associated with scoring 1.19 points higher on KCSE exams than another girl who attended a mixed school.

The student-teacher ratio, teaching resources and methods, and school management also affect a student’s KCSE score. In the assessment, Usawa Agenda found that a one-unit increase in the learner-to-teacher ratio is associated with a 1.04-point drop in the candidate’s average KCSE score.

Attending a school with a library is associated with scoring 1.67 points higher on the KCSE exams than another test taker who attended a school without a library.

Meanwhile, a one-unit increase in the percentage of teacher absenteeism is associated with a 0.16-point drop in average KCSE test-taker scores. Furthermore, a one-unit increase in the proportion of TSC teachers is associated with a 7.48-point increase in average KCSE test-taker scores.

In a school where the current principal has served in the same position and school for 5-8 years, the school is likely to score 4.76 points lower on KCSE exams than a counterpart in a school where the principal has served less than a year in the same way.

These factors and many more are some of the targeted factors Usawa’s Agenda found in their assessment. Although the government has done a lot and implemented various policies to ensure quality learning for all children, there are still many factors that affect a student’s performance.

Get a copy of Usawa’s diary Secondary School Survey Report 2021 from this link to know more.

About Korir Isaac

A creative, tenacious and passionate journalist with impeccable ethics and a flair for anticipated and spontaneous news. He might not say it, but he sure can make quite a fuss.

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