Africa Educational Research Journal
Online ISSN : 2436-1666
Print ISSN : 2185-8268
Volume 6
Showing 1-13 articles out of 13 articles from the selected issue
Feature Article: Fieldwork-based Research in Education in Kenya
Invited Article
Research Colloquium
Research Note
  • Kaori KITAGAWA
    2015 Volume 6 Pages 150-164
    Published: December 28, 2015
    Released: June 12, 2021
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  • Takako Tasaka
    2015 Volume 6 Pages 165-180
    Published: December 28, 2015
    Released: June 12, 2021

    Public secondary schools in Kenya are hierarchically structured. Thus, the country’s national, county and district schools (currently sub-county schools) are of high, middle and low status, respectively. This hierarchical structure is grounded in the historical background of the schools’ establishment. Following the introduction of the “Free Day Secondary Education Policy” by the Kenyan Government in 2008, the transition rate from primary to secondary schools improved. However, despite the window of opportunity provided for students from poor families to attain a secondary education, equitable access to good quality, high-status secondary schools is not guaranteed. Differential opportunities have resulted in inequitable access to higher education. This study aimed to assess the post-secondary educational aspirations of students in low-status district secondary schools compared with those of students in relatively higher status county schools. Descriptive survey analysis was performed to examine the characteristics of sampled fourth form students in their last year of secondary education. Ten schools (seven district schools and three county schools) were purposively selected from three counties (Embu, Meru and Kisii), where students’ transition rates from primary to secondary schools were relatively high. This study did not find any difference in the post-secondary educational aspirations of students from district and county schools. These were very high, even among low-status district school students (96.6 %), despite the limited possibilities to pursue higher education. It appears that there is a considerable discrepancy between students’ career goals and what they could actually do after completing secondary education. This study provides an opportunity for re-examining the underlying purpose of secondary education, as well as for assessing whether increased financial support is required for schools to provide a good education beneficial to students.

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