Figure 4 - uploaded by Rosario Scandurra
Content may be subject to copyright.
Context in source publication
Context 1
... who do not repeat classes in primary education have higher chances of completing their primary education studies and Peacebuilding, Education and Advocacy transitioning to secondary education, which is one of the most important educational outcomes in a country like Kenya. Figure 4 presents data on the percentage of repeaters in primary education and in Grade 4 by former provinces in Kenya. The regions with the highest levels of repetition are Western, Eastern and Rift Valley Provinces. ...
Similar publications
Citations
... According to Smith, Marks, Novelli, Valiente and Scandurra, empowerment is dependent on the realization that the youth have a free will and do not necessarily need to align themselves with the demands and rules laid out by older generations. Once they achieve autonomy, they can freely choose the best course of action for their problems and become agents of change in the Kenya society [19]. ...
... Many children drop out of the free, public elementary schools before reaching eighth grade because of unmet needs for school uniforms and shoes, books, pencils, and notebooks. Many families cannot afford to provide their children with the school necessities (Smith, 2016). ...
... Although the level of access to primary education in Kenya is similar to the international average for middleincome nations, access to secondary education is much lower in Kenya than in these nations. In 2014, only 47.4 percent of students of the corresponding age (9)(10)(11)(12) were enrolled in secondary education in Kenya, and for every 10 boys in secondary school, there were nine girls (Andrew, 2014). ...
... In Central and Eastern counties, secondary school gross enrolment rates exceed 80 percent, and net enrolment rates exceed 70 percent, while in Nairobi and North Eastern counties enrolment rates are less than 30 percent. It is important to say that in the regions with the highest enrolment rates (Central and Eastern counties) the difference between net and gross enrolment rates is quite large (>15 percent), indicating a significant proportion of over-age school populations in these counties (Smith, 2016). ...
Education is a basic human right as was declared by the United Nations in 1948. Most governments including Kenya have tried to implement free and compulsory basic education. It also subscribes to various international protocols such as Education for All (EFA) in Jomtien, Thailand 1990 and the World Education Forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional Paper No. 1 of 2005 has articulated how to attain goals for education. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human capital base higher than primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, and insecurity regional disparity among others. This paper articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve the provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict-prone regions and tighten bursary disbursement procedures.
The American Institutes for Research (AIR) and colleagues from New York University (NYU) are studying the implementation, impact, costs, and cost-effectiveness of education interventions for forcibly displaced populations and host communities. In the first phase, the research team systematically gathered, collated, and synthesized evidence on what works to support education for forcibly displaced people and to include them in national education systems. The evidence comes
from a wide range of displacement contexts, ranging from acute to protracted crises. To be included in the evidence synthesis, articles had to consist of primary
research; include relevant populations, interventions, comparisons, and outcomes (PICO criteria); and meet minimum thresholds for research quality.
Our synthesis included 32 experimental and quasi-experimental studies, 14 studies with information on costs, and 202 qualitative studies completed since
2015 that focus on education in forced displacement contexts. We excluded meta-analyses and other reviews but conducted our own meta-analyses based
on the individual studies.
