Many Districts Left Behind: An Individual Change Analysis of Inequity in the Kenyan Primary Educational Opportunities (2001-2007)

Autor/in	Bagaka's, Joshua Gisemba
Titel	Many Districts Left Behind: An Individual Change Analysis of Inequity in the Kenyan Primary Educational Opportunities (2001-2007)
Quelle	In: International Journal of Educational Development, 30 (2010) 6, S.586-591 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.02.002
Schlagwörter	Poverty; Academic Achievement; Program Effectiveness; Foreign Countries; Low Achievement; Equal Education; Elementary Education; Educational Testing; Developing Nations; Educational Environment; Educational Development; International Education; Educational Policy; Policy Analysis; Economic Development; Economic Change; Access to Education; Correlation; Predictor Variables; Program Descriptions; Place of Residence; Change Strategies; Kenya + Suchen Sie Ihr Suchwort? Armut; Schulleistung; Ausland; Unterdurchschnittliche Leistung; Elementarunterricht; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Internationale Erziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Wirtschaftsentwicklung; Ökonomischer Wandel; Education; Access; Bildung; Zugang; Bildungszugang; Korrelation; Prädiktor; Wohnort; Lösungsstrategie; Kenia
Abstract	The study examined variations in district performance in KCPE national examination in Kenya between 2001 and 2007. The individual change model revealed that district poverty rate was not a significant predictor of either the initial district performance (2001) or the rate of change over the seven-year period. The regional context of North Eastern Province had the lowest initial KCPE performance rates followed by the Gusii districts of Nyanza. However, the model revealed that the KCPE performance rates among districts located in the North Eastern Province are predicted to improve at an annual rate of 10.31 percentage points. The study recommends that educators and policy makers seek ways to address educational under-performance and low participation rates in Kenya without over-reliance on poverty reduction programs alone. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10