Unpacking Learning Equity in Primary Education in Kenya

• In Event: Improving learning equity outcomes and policies: Concepts, methods and empirical findings from India, Nigeria and Malawi.

Proposal

The pursuit of educational equity has been a longstanding goal, but persistent disparities in learning outcomes continue to hinder progress. In Kenya, as well as in many countries, these inequalities are often hidden beneath the surface, obscured by systemic factors and socioeconomic disparities. Despite significant strides in expanding access to education in Kenya, persistent disparities in learning outcomes persist.

This analysis uses data from the Kenya Primary School Education Assessment (KPSEA), organized by the Kenya National Examinations Council (KNEC). It is an annual evaluation designed to assess the learning outcomes of Grade 6 students, covering subjects such as English, Mathematics, Kiswahili, Integrated Science, and Creative Arts and Social Studies. The KPSEA was introduced in 2022 as part of the Competency-Based Curriculum initiative, which aims to shift the focus from rote learning to developing essential skills and competencies among students. The most recent assessment saw participation from approximately 28,316 schools and involved around 137,945 candidates. This extensive participation helps provide a comprehensive overview of educational standards and learning achievements across the country.

This presentation unpacks learning inequalities by analyzing KPSEA data for English and mathematics, utilizing descriptive data analysis, the Gini index, and various regression analysis. The analysis will focus on geographical differences between counties to quantify the source of inequality, as well as inequalities due to the socioeconomic status of students. By doing so, the analysis pinpoints vulnerable populations that would benefit from targeted interventions and sheds light on specific factors that prevent them from reaching their full potential. This analysis framework can inform evidence-based policies and programs to promote a more equitable and inclusive education system to achieve especially the SDG4.1.1 Target.

Author

• Suguru Mizunoya, UNESCO IIEP