Why learners’ KCSE success is determined by their secondary school category.
The success or failure of a student is primarily determined by the secondary school they attend, rather than the grade they received in elementary school.
The Usawa Agenda Secondary School Survey, which was made public on Wednesday, has disclosed this.
The poll indicates that the top-ranked national schools have significant advantages over the lowest-ranked subcounty schools in terms of staffing and funding.
“This disproportionate resource allocation based on the category of school one attends impacts their performance in KCSE examinations more than their secondary school entry marks,” stated Emmanuel Manyasa.
During the report’s launch, Usawa Agenda Executive Director Manyasa gave a speech.
The research states that 48% of Kenya’s secondary schools are day institutions.
According to the data, there is no national day school, yet 73% of Subcounty schools are day schools.
Additionally, the data reveals that day schools make up 4.4% and 3.6% of county and extra-county schools, respectively.
According to the survey’s results, Manyasa claimed that national schools provide the most possibility for success while subcounty schools provide the least.
The survey found that national schools have more than three times as many teachers as Subcounty schools have for each topic under investigation.
The study also revealed that the number of teachers per subject under examination in national schools is more than twice as high as the national average.
“National schools are therefore more resilient to outward teacher transitions than the other categories of schools,” according to the report.
“Subcounty schools are the most vulnerable to outward teacher transitions among all the categories of schools,” it states.
It was also discovered that national schools had better-functioning labs and libraries, as well as principals with more expertise.
According to Manyasa, in order to promote Education Justice for every child, Kenyans needed to give leveling the playing field in education some serious thought.
“We are striving to fulfill the SDG 4 as a nation, which calls for ‘ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.'”
The pursuit of SDG 4 is based on the supposition that every learner’s outcomes from the educational system are a real reflection of their aptitude and diligence, and that the educational system is just and equitable. However, the available data points to the contrary.
Top Ministry of Education officials, the Kenya National Bureau of Statistics (KNBS), development partners like the World Bank and UNICEF, teachers’ unions, and civil society organizations attended the survey results’ announcement.
In order to gather a sample of 1,342 secondary schools that is nationally representative, Usawa Agenda used stratified random sampling of schools.
Three levels of stratification were used: county, gender, and school category.
A sample of six types of schools was taken, including private, special, extra-county, county, and sub-county institutions.
There was additional classification into mixed secondary schools, boys’ schools, and girls’ schools within these strata.
Prior to the survey, the survey instruments were created, pretested, and piloted.
The principals of the chosen schools were the main responders.
Why learners’ KCSE success is determined by their secondary school category.
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