Beyond Free Primary Education: Pathways to Academic Persistence in Kenyan Free Education System

Autor/in	Wekullo, Caroline Sabina
Titel	Beyond Free Primary Education: Pathways to Academic Persistence in Kenyan Free Education System
Quelle	In: Education 3-13, 50 (2022) 2, S.159-170 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1840606
Schlagwörter	Foreign Countries; Academic Persistence; Socioeconomic Status; School Holding Power; Elementary School Students; Parent Background; Educational Experience; Age Differences; Educational Quality; Elementary Education; Educational Attainment; Parent School Relationship; Kenya + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungserfahrung; Age; Difference; Age difference; Altersunterschied; Quality of education; Bildungsqualität; Elementarunterricht; Bildungsabschluss; Bildungsgut; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kenia
Abstract	Persistence to complete has emerged as a pressing issue facing free primary education (FPE) in Kenya. Only 58% of the students who enroll in FPE complete and this proportion drops as they advance to higher levels. Failure to complete primary school, let alone the higher levels of education is alarming. Besides funding, this study explores the features that contribute to students' pathways to persistence. Using data from the African Population and Health Research Center (APHRC), this study found the retention level to be 57%. The logistic analysis showed that parents' level of education and student's age (i.e. 10-14 years) were over five times more likely to improve student persistent. Family socio-economic status, the level of engagement, positive school experience, parents' involvement and collaboration with the school, and a high-quality school with supportive learning were also positively associated with academic persistence. The implications for practice and research are discussed below. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01