GPE works with governments to include refugee children and youth in national education systems and helps strengthen capacity and resources to meet the education needs of refugee children. Refugees have access to public schools in 20 of GPE's partner countries, where GPE is supporting governments to build more inclusive and equitable education…

Kenya adopted Competency Based Curriculum to produce engaged, empowered, and ethical citizens. However, inaccessible school infrastructure is leaving behind children with disabilities. Informed by data from individuals with disabilities and Kenyan and international agencies, this study uses disability studies in education to analyze the…

In recent years, Kenya has made significant commitments to ensuring that vulnerable and marginalised populations increasingly access quality education, including those in refugee camps and surrounding communities in the counties of Turkana and Garissa. Effective teacher management is a key policy lever in ensuring inclusive, equitable and…

This brief summarizes a case study that assessed the gendered impact of COVID-19 school closures in Kenya. COVID-19 school closures escalated education inequalities especially for girls and young people in rural areas. These closures exacerbated adolescent mental health issues, food and economic insecurity, and experiences of violence. COVID-19…

Secondary education provides a vital link between basic education and the world of work, on one hand, and further training on the other. It is therefore an important sub-sector of education in the preparation of human capital for development and provision of life opportunities. Secondary education in Kenya takes four years to complete, catering…

This brief to Ministers of Education provides examples of how governments and institutions made it possible for people to continue their education during the COVID-19 pandemic and identifies factors that contributed to success.

The thrust of this study was to examine the level of adequacy of current sources in facilitating access and participation in adult education centres in Murang'a South Sub-County, Murang'a County, Kenya. The study adopted the descriptive survey design. Combinations of purposive and stratified random sampling techniques were used to select 82…

Transnational Education (TNE) has potential for expanding access to higher education in Africa, which has chronic high rates of unmet demand for access. Paradoxically, African higher education institutions (HEIs) have the least participation in TNE. There is a dearth of systematic understanding of the factors that influence the participation of…

The education of girls living in Maasailand in Kenya's arid and semi-arid regions presents many challenges. This policy brief explores how deep-seated perceptions embedded in Maasai culture hold girls' back. This research looks in depth at Kajiado and Narok counties, both predominantly Maasai areas that have some of the lowest school enrollment…

This paper scrutinises the challenges facing the implementation of Early Childhood Development and Education policy in Bungoma County, Kenya. The study used a mixed research design and study population comprised of the QASOs, the Head teachers, ECDE teachers and the non-teaching staff in respective ECDCs. The sample size of the study comprised of…

As a developing country in sub-Saharan Africa, Kenya has fared comparatively well in educating its young people. The new constitution of Kenya and various acts of parliament identify education as a fundamental human right and mandates the government to provide basic education for all. Consistent with the government's "Vision 2030," most…

Late school entry is driven by several factors, one of the key ones being the cost barrier to schooling. Policies such as free primary education (FPE) that advocate for universal coverage are therefore partly aimed at removing the cost barrier. The Kenyan Government, like many in sub-Saharan Africa (SSA), introduced FPE in 2003 with the aim of…

This paper is a reading of the "Free Primary Education" (FPE) policy in Kenya through the lenses of critical theory/pedagogy. The study critiques the National Alliance Rainbow Coalition (NARC) government for adoption of the Freirian banking model to design and implement the policy. The paper argues that such a model has ended up…

One of the major challenges facing secondary education sub-sector in Kenya over the years is low transition rate from primary to secondary level of education. This has contributed to low enrolment at secondary schools with a wide gap existing between primary and secondary enrolment. With the introduction of Free Primary Education in 2003, the gap…

Recently, the Kenyan government reaffirmed its commitment to enabling majority of its citizen's access to education through establishment of free primary education program and subsidizing secondary education. However, despite all these efforts, the education sector continues to face myriads of problems, major one being skewed performance in Kenya…