Impact of Free Primary Education in Kenya

Tooley, James; Dixon, Pauline; Stanfield, James

doi:10.1177/1741143208095788

Cited by 62 publications

(15 citation statements)

References 8 publications

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“…Despite the provision of school fees, 36 percent of intervention participants (compared to 94% of the control group) reported that they were absent due to a lack of school fee. Although primary school is tuition-free and compulsory, there are additional expenses that families must cover such as registration and admission fees, additional uniforms, school building funds, PTAs, extra tutorials, and others (Kagotho, 2016; Mungai, 2012; Tooley et al, 2008). These costs are even larger in secondary school, and especially at boarding schools which require additional supplies and travel costs.…”

Section: Discussionmentioning

confidence: 99%

A School Support Intervention and Educational Outcomes Among Orphaned Adolescents: Results of a Cluster Randomized Controlled Trial in Kenya

et al. 2017

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Globally, significant progress has been made in primary school enrollment. However, there are millions of adolescents--including orphans in sub-Saharan Africa--who still experience barriers to remaining in school. We conducted a four-year cluster randomized controlled trial (cRCT) (N=835) in a high HIV prevalence area in western Kenya to test whether providing orphaned adolescents with a school support intervention improves their educational outcomes. The school support intervention consisted of directly paying tuition, exam fees, and uniform costs to primary and secondary schools for those students who remained enrolled. In addition, research staff monitored intervention participants’ school attendance and helped to address barriers to staying in school. This school support intervention had significant positive impacts on educational outcomes for orphaned adolescents. Over the course of the study, school absence remained stable for intervention group participants but increased in frequency for control group participants. Intervention group participants were less likely to drop out of school compared to the control group. Furthermore, the intervention participants were more likely to make age-appropriate progression in grade, matriculate into secondary school, and achieve higher levels of education by the end of the study. The intervention also increased students’ expectations of graduating from college in the future. However, we found no significant intervention impact on primary and secondary school test scores. Results from this cRCT suggest directly covering school-related expenses for male and female orphaned adolescents in western Kenya can improve their educational outcomes.

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Section: Discussionmentioning

confidence: 99%

A School Support Intervention and Educational Outcomes Among Orphaned Adolescents: Results of a Cluster Randomized Controlled Trial in Kenya

et al. 2017

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“…Thus, the cost of children attending secondary schooling is often much higher than attending primary school so we expect the impact of primary school‐age children on education expenditures to be different than that of secondary school‐age children. Previous case studies have reported that the quality of public schools, or at least perceptions of quality, declined since the adoption of FPE (Oketch, Mutisya, Ngware, Ezeh & Epari, ; Tooley, Dixon, & Stanfield, ). While the availability of free primary schooling may reduce household educational expenditures, households and their extended families are also making a decision about the quality of education they receive.…”

Section: Empirical Specificationmentioning

confidence: 99%

Migration, remittances and human capital investment in Kenya

Hines

Simpson

2019

Economic Notes

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This paper investigates the relationship between international migration, remittances, and human capital investment in Kenya. We use household‐level data from the 2009 Kenya Migration Household Survey (which was part of the Africa Migration Project) to test our hypothesis and uncover a positive and significant relationship between the amount of international remittances a household receives and the amount of expenditures allocated to education (for all levels of education). We consider various robustness checks and find that our results hold up to various specifications, including an instrumental variable approach.

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“…Kenya has two main categories of education institutions: public and private schools (Tooley, Dixon, & Stanfield, 2008). The present study was part of a larger project focusing on language produced in cross‐age peer‐tutoring classroom interactions at a private co‐education school, Akili Academy, in Nairobi, Kenya.…”

Section: Methodsmentioning

confidence: 99%

Resisting Epistemic Blackout: Illustrating Afrocentric Methodology in a Kenyan Classroom

Wandera

2019

Reading Research Quarterly

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This article is based on the assumption that indigenous communities have a capacity to generate knowledge, and this capacity is largely underutilized or peripheralized in mainstream research. In this empirical qualitative study, the author makes a case for employing local non-Western analytic tools, in addition to Western analytic tools, to develop a fuller understanding of literacy practices in non-Western spaces. Through an interepistemic synergy approach, the author employed indexicality and interactional sociolinguistics on the one hand and Afrocentric methodology on the other hand in analyzing data produced in a grades 5 and 9 literacy collaboration in Nairobi, Kenya. This study illustrates deeper understandings of data on language use that scholars of language and literacy might derive through taking up an interepistemic synergy approach. Such understandings include tracking how multilingual speakers in postcolonial spaces modulate power imbalance and navigate layers of cross linguistic coevocation informed by contested ideologies and worldviews. The analysis also spotlights how local fingerprints of multilingualism and multiethnicity endure in written text in spite of language surveillance in a Standard Kenyan English-dominated classroom space. Taken together, these understandings cast a unique local aspect on language and literacy practices that goes beyond an emic-etic approach. Most crucially, this article is an illustrative resource for scholars and other stakeholders to address the existing epistemic imbalance that manifests through overrepresentation of Western(ized) analytic tools in constituting the metalanguage for analyzing data on language and literacy.

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Impact of Free Primary Education in Kenya

Cited by 62 publications

References 8 publications

A School Support Intervention and Educational Outcomes Among Orphaned Adolescents: Results of a Cluster Randomized Controlled Trial in Kenya

A School Support Intervention and Educational Outcomes Among Orphaned Adolescents: Results of a Cluster Randomized Controlled Trial in Kenya

Migration, remittances and human capital investment in Kenya

Resisting Epistemic Blackout: Illustrating Afrocentric Methodology in a Kenyan Classroom

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