Education for children with disabilities: Will policy changes promote equal access in Kenya?

Policies to increase access to quality education have largely focused on reducing gender and income inequality; however, many children do not attend or fully participate in school because they have disabilities. Limited policy attention towards children with disabilities in developing countries is an obstacle to progress towards universal education. The limited knowledge and inadequate policies means many children with disabilities have limited access to quality education. In 2010, the legislative and policy context in Kenya changed significantly. The paper examines how the new constitution and the National Special Needs Education Policy Framework may impact the education of children with disabilities in coming years. The paper concludes that there is reason to be cautiously optimistic about the education of children with disabilities because of the new constitution and the National Special Needs Education Policy Framework make the government legally liable for their education

School Enrolment and Attendance for Children with Disabilities in Kenya: An Examination of Household Survey Data

While evidence confirms that children with disabilities face significant obstacles to schooling, especially in low-income countries like Kenya, there is limited empirical research on which to develop policy. The government of Kenya has long neglected the plight of people with disabilities. Despite numerous policy recommendations from the various education commissions, few, if any, have been fully implemented. Despite the rich information that may inform policy, household surveys are an overlooked source of data on children with disabilities. Therefore, using two sources of household survey data, this paper examines school enrolment and attendance patterns for children with disabilities in Kenya. The evidence suggests lower school participation for children with disabilities. This may be due to the limited availability of educational services. Despite the need for educational services, the analysis also shows that the majority of children with disabilities were not aware of any of the services offered by the government

Leveraging the Perspectives of Rural Educators to Develop Realistic Job Previews for Rural Teacher Recruitment and Retention

Rurality is perceived by many to be a deficit or challenge when it comes to teacher recruitment and retention. However, recently, some have argued that moving away from a deficit model and treating rurality as an asset may hold promise for teacher staffing. Drawing on Person-organization (P-O) fit theory, we extend this argument in our study by investigating the perceptions of teachers from the rural Lowcountry of South Carolina, a region with documented severe teacher shortages, concerning rural teaching advantages and challenges. These reflections provide the data necessary to develop realistic job previews (RJP) that can be highlighted in the teacher staffing process at their schools. To obtain the data, we conducted in-depth semi-structured interviews with 11 rural teachers and one principal (n=12). Several common themes emerged, which we used to develop a sample web-based RJP content for demonstration purposes

Primary School Attendance and Completion Among Lower Secondary School Age Children in Uganda

At the World Education Forum in Dakar in 2000, governments pledged to achieve education for all by 2015. However, if current enrollment trends continue, the number of out-of-school children could increase from current levels. Greater focus is needed on lower secondary school age (13 – 16 years) children. These children are not included estimates of the number of out-of-school children. It will be difficult to reduce the number of out-of-school children if we continue to overlook children of lower secondary school age. Therefore, using 2006 Uganda Demographic and Health Survey data this study examined school attendance and Grade 5 completion of lower secondary school age children in Uganda. The study found that poverty, low education among heads of households, and disability continue to limit continued access to and progress through school.&nbsp

Remembering Africanization: two conversations among elderly science workers about the perpetually promissory

Abstract The ‘Africanization’ of science after decolonization was replete with dreams. Claims to Africa's place in the high-modern world, expectations of national technological and economic progress, and individual dreams of scientific discovery, professional development and fulfilled careers drove scientific work and lives. The term Africanization, coined by the colonizers, reproduced colonial notions of race but also stimulated the imagination of mid-twentieth-century African scientists, who hotly debated and enthusiastically embraced it. Half a century later, some dreams have failed, but many more remain unfulfilled. This article examines two reunions of Tanzanian and European science workers – in Amani in 2015 and in Cambridge in 2013 – who had worked together in the decades after Tanzania's independence at Amani Hill Research Station, then one of Africa's foremost laboratories for research on malaria and other tropical diseases. It explores ideas of good science and experiences of social differentiation, divergent dreams and persistent tensions – and the role of joking in remembering these