This archive report was first published on 9 January 2020.
January 9, 2020, marked a turning point in the discussion around Kenya's education system, as the 2019 KCSE examination results revealed stark inequalities in the country's education landscape.
According to a Pacemaker International analysis, 61% of candidates from sub-county schools, which comprised the majority (51%) of the exam, scored the lowest grade, E. In contrast, national schools contributed a mere 4% of the candidates but had only 1% of them score E.
This disparity is a stark reminder of the systemic marginalization of sub-county and county schools, which are often overlooked in favor of their national and extra-county counterparts.
Reich and Allen, in their essays on education, justice, and democracy, pose a poignant question: 'Have we succeeded in creating the kind of education that attenuates the well-documented relationship between inherited socioeconomic position and life outcome, and can we do it without levelling but instead raising the education achievements and making the highest peaks accessible to students from all range of social backgrounds?'
Unfortunately, the answer to this question is a resounding 'no' in Kenya's education system.
The education authorities' efforts to reawaken the potential in technical and vocational institutions have been undermined by the downplaying of university qualifications. Meanwhile, a staggering 91% of students from sub-county schools did not qualify for the summit of study.
Even with the best of intentions, the education system's response to these inequalities has been inadequate. Transferring a teacher from a national to a sub-county school is seen as a 'demotion', and experienced teachers can only be found in national and extra-county schools.
It is time to acknowledge the systemic injustices in Kenya's education system and work towards creating a more equitable environment for all students, regardless of their background or school type.
