Access, Poverty and Learning Achievement for Primary School Leavers in Kenya: Analysis of Evidence from 47 Counties

Autor/in	Oketch, Moses
Titel	Access, Poverty and Learning Achievement for Primary School Leavers in Kenya: Analysis of Evidence from 47 Counties
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1365286
Schlagwörter	Foreign Countries; Elementary School Students; Access to Education; Poverty; Academic Achievement; Counties; Scores; Enrollment; Public Education; Equal Education; Elementary Education; Kenya + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Armut; Schulleistung; Einschulung; Öffentliche Erziehung; Elementarunterricht; Kenia
Abstract	To what extent, if at all, did the introduction of free primary education in Kenya in 2003 have positive equity effects, in terms of both access and achievement. Access is based on the number of candidates sitting the Kenya Certificate of Primary Education (KCPE) examination and the KCPE score is used to measure achievement levels. The study uses data that reflects Kenya's 47 devolved governance counties. A quantitative measure of poverty in all 47 counties was then entered as an independent variable of regression analysis, and a negative association with KCPE performance noted (high poverty levels associated with low KCPE scores). Also noted was a contrast between counties showing high enrolment impact and improved KCPE scores, and those showing high enrolment impact and lower KCPE scores. Counties in the former group are located almost entirely in arid and semi-arid areas, those in the latter group in the coastal region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01