An education sector assessment has scored the Kenya Kwanza administration at 69 per cent, a grade B minus, on its education reforms while finding that major gaps remain, according to the source credited below.
Background
Kenya’s education system has been through an unusually dense period of change: the move from the 8-4-4 structure to a competency-based curriculum, the placement of junior secondary inside primary schools, a new university funding model based on assessed household need, and a heavy push into technical and vocational training. Each of those changes has a funding line attached to it, and the recurring complaint from schools has been less about the design than about the timing and completeness of capitation, the per-learner money that reaches a school account.
Why it matters here
In Kibra the gap between policy and classroom is easy to see. Junior secondary was added to schools that were already short of rooms, laboratories and teachers, and where a delayed capitation cheque means a head teacher asking parents for money that the policy says they should not be asked for. Bursaries, school feeding and the cost of examinations decide whether a child in Laini Saba or Gatwekera stays in school, and those are the lines that move when a reform is only partly funded.
What to watch next
When the next capitation tranche is released and in what amount, how the university funding model fares in the courts and in placement, and whether any of the identified gaps attract a specific budget line rather than a commitment.
Read the full report at Education News
Source: Education News
