Policies on free primary and secondary education in East Africa: a review of the literature

Kenya, Tanzania and Uganda are among the countries in Sub-Saharan Africa which have recently implemented policies for free primary education, motivated in part by renewed democratic accountability following the re-emergence of multi-party politics in the 1990s. However, it is not the first time that the goal of expanding primary education has been pursued by these three neighbouring countries which have much in common. Since the 1960s, they have attempted to expand access at various levels of their education systems albeit with differences in philosophy and in both the modes and successes of implementation. All three countries continue to face the challenges of enrolling every child in school, keeping them in school and ensuring that meaningful learning occurs for all enrolled children. This paper provides an a review of the three countries’ policies for expanding access to education, particularly with regard to equity and the enrolment of excluded groups since their political independence in the 1960s. It considers policies in the light of the countries’ own stated goals alongside the broader international agendas set by the Millennium Development Goals and in particular, ‘Education for All’. It is concerned with the following questions: What led to those policies and how were they funded? What was the role, if any, of the international community in the formulation of those policies? What were the politics and philosophies surrounding the formulation of those policies, have the policies changed over time, and if so how and why? The paper also discusses the range of strategies for implementation adopted. Tremendous growth has occurred in access to primary education since the 1960s, not least in Kenya, Tanzania and Uganda. The challenge of providing equitable access to schooling has been addressed in a series of education drives with varying motivations, modalities and degrees of success, the most recent of which pays attention to the increasingly pressing question of the transition to secondary education. The success of such policy remains to be seen but will be crucial for the widening of access to the benefits of education and to economic opportunity, particularly for those groups which history has so far excluded

Performance of Imputation Algorithms on Artificially Produced Missing at Random Data

Missing data is one of the challenges we are facing today in modeling valid statistical models. It reduces the representativeness of the data samples. Hence, population estimates, and model parameters estimated from such data are likely to be biased. However, the missing data problem is an area under study, and alternative better statistical procedures have been presented to mitigate its shortcomings. In this paper, we review causes of missing data, and various methods of handling missing data. Our main focus is evaluating various multiple imputation (MI) methods from the multiple imputation of chained equation (MICE) package in the statistical software R. We assess how these MI methods perform with different percentages of missing data. A multiple regression model was fit on the imputed data sets and the complete data set. Statistical comparisons of the regression coefficients are made between the models using the imputed data and the complete data

Conceptualising Higher Education and the Public Good in Ghana, Kenya, Nigeria, and South Africa

Higher education has been the object of policy attention in sub-Saharan Africa in recent years. It has been seen as key to unlocking the potential of the youth bulge, responding to the demands of a growing middle class and to transforming commodities-based economies into knowledge societies (World Bank 2009; Cloete, Maassen & Bailey 2015; Chuks, 2017). Yet despite significant expansions of enrolment – including widening participation by women, major barriers to access exist, reflecting inequalities based on class, gender, geographical location, ethnicity, religion, language and disability (AAI 2015; Morley & Lugg 2009; Morley & Croft, 2011). There are quality challenges in relation to teaching and learning, research, and governance. While some comment on a ’renaissance in African higher education’ (Higgs, 2016), and others on the effects and framings of colonial epistemicides (Nyamnjoh, 2012) key questions abound about relevance and power relations highlighting the need to decolonise the curriculum, structure, organisation and cultures of universities. The student protests in South Africa from 2015 highlighted problems of access and funding, but these are not isolated events. They expose an unresolved colonial legacy in these higher education systems. These processes raise questions not only of the public good relevance of higher education - beyond the obvious advantages conferred on those who manage to go to these institutions – but also of how higher education and its relationship with society may be conceptualised given these contexts (Lebeau and Milla, 2008; Mamdani, 2017). An overarching question is who is defining the public good and how? While many of the above issues are global e.g. universities throughout Latin America, Australasia, Asia and Europe are involved in similar debates and protests, this paper explores the relationship between higher education and the public good in the sub- Saharan African context through a consideration of some connections and disconnections. There appear to be two distinct ways in which higher education and the public good have been conceptualised are discussed. Firstly, higher education can be portrayed as instrumental in shaping a version of the public good where its qualifications, knowledge production, innovation, development of the professional classes, and expertise are perceived to lead to particular manifestations of public good, delineated as economic, social, political or cultural (McMahon 2009; Stiglitz 1999). The key arguments that underpin this conceptual framing speak to different levels of the public good, whether individual and community levels or the provision of ‘global public goods’ (Marginson 2007; 2013; Menashy 2009). However, a contrasting set of arguments portray the relationship between higher education and the public good as an intrinsic one, where the intellectual, physical and cultural experiences enabled through higher education express and enact the public good e.g. prejudice reduction, democratisation, critical thinking, active citizenship (Singh 2001; Calhoun 2006; Leibowitz, 2013; Marginson, 2011; Locatelli, 2017). Important here are considerations of the historical conjuncture that shapes experiences of higher education at a particular time and what these may mean. In considering the connections and disjunctures between these two formulations and the way writings on higher education in contemporary Africa have engaged with this debate, the paper makes an argument for discussing the importance of processes that link instrumental and intrinsic visions of higher education and the public good. The analysis of these from a rigorous review of literature leads to a delineation of some different views of time, space and evaluation. The paper argues that these contestations need to be read contextually. Higher education in sub-Saharan Africa has moved through phases, from the establishment of flagship national universities in the post-independence period for state bureaucracy formation (Teferra, 2017), to the emergence of developmental universities with a commitment to indigenising knowledge and benefiting marginalised populations, through more recent tendencies towards the marketisation of public institutions and the significant growth of the private sector (Assié-Lumumba & CODESRIA 2006; ADEA & AAU 2004; Coleman 1986; Mamdani, 2007; McCowan 2016). Appreciating these contextual factors in shaping the role and functioning of higher education and thus its relationship to the public good is a central theme in our analysis. We suggest that mainstream conceptualisations of higher education and the public good are underpinned by particular understandings of the nature and form of higher education and how knowledge is acquired, developed and disseminated – orientations that may be very far from the reality of highly unequal, socially stratified, and politically complex societies within which higher education is deeply embedded. Thus a reconceptualisation of the public is required by these contexts and some challenge to conceptualisations of the private, given the strong obligations of individuals to extended families, and the sharing of the benefits of higher education amongst their communities of origin. The paper concludes with a consideration of what may be important in conceptualising higher education and the public good in the African context and the value of such thinking for broader debates on the role of higher education

Public–private partnership in higher education provision in Tanzania: implications for access to and quality of education

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Factors Associated with Short and Long Term Mobility and HIV Risk of Women Living in Fishing Communities Around Lake Victoria in Kenya, Tanzania, and Uganda: A Cross Sectional Survey.

Mobility is linked to negative HIV care continuum outcomes. We sought to understand factors associated with short and long term mobility among women in fishing communities in Kenya, Tanzania, and Uganda. From 2018 through 2019 we conducted a cross-sectional survey of women aged 15 years and above, randomly selected from a census of six fishing villages, around Lake Victoria. Data collected included: demographics, risky sexual behaviour on the most recent trip, and travel behaviour in the previous 4 months. Mobility was recorded as any overnight trip outside the participant's village. A two-level multinomial logistic regression model was used to determine the associated factors. A total of 901 participants were enrolled, of whom 645 (71.6%) reported travelling (53.4%; short and 18.2% long term trips). Five factors were associated with long term travel: age, travel purpose, frequency of travel, sexual behaviour while travelling, and destination. Trips made by women aged 46-75 years were less likely to be long term. Long term trips were more common if the trip was to visit, rather than to trade, and more common for women who reported one or two trips rather than three or more trips. Women who made long term trips were more likely to engage in unprotected sex while on a trip. Women who travelled to a regional town/district or another town/district were more likely to take long term trips. The factors associated with travel duration among women living in fishing communities could inform planning of future health care interventions in these communities

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Compared to other regions of the world, Africa is lagging in its drive toward knowledge-based economies. This study systematically reviews the literature in order to highlight the policies and strategies with which African countries can accelerate their current drive towards building knowledge-based economies. These are discussed in terms of three pillars of the World Bank’s knowledge economy framework. They are the indices for: (i) education and skilled population, (ii) information and communication technology and (iii) economic incentives and institutional regime

Phonological Variation in Short Message Service (SMS) in Kenya

In this paper, we analyze the sociolinguistic aspect of Short Message Service (SMS) with a view to identifying phonological variations in Kenyan text messages. The widespread use of cell phones has led to the proliferation of messages sent using SMS. This in turn triggers an important question; how is phonological variation represented in SMS discourse? Phonological variations in this paper were determined in terms of four variables: homophonic grapheme, grapheme changes, phonological approximation and numeric characters replacing homophones. We found that SMS users in Kenya not only use phonological variations for communication purposes but also for identity purposes. Moreover, SMS texting identifies not only phonological variations among texters but also sociolinguistic variations

TMT Characteristics and Organizational Performance in a Regulatory Setting in Kenya

Some previous studies in organizational performance have illustrated that top management team (TMT) characteristics have the ability to lead to more practical strategic decisions, better creativity, value adding innovations and to assist organizations to engage with diverse stakeholders that in effect positively impact on organizational performance. The specific objectives of the study were; to determine the effect of top management team demographic characteristics, to examine the effect of top management team psychological characteristics and to assess the effect of top management team cognitive characteristics on organizational performance of the independent regulatory agencies in Kenya. To achieve these objectives, the study adopted descriptive cross-sectional research design. The target population of the study was all the twenty-three independent regulatory agencies currently existing in Kenya. Due to the uniqueness of each independent regulatory agency and the distinct roles played by each top management team member in their organization, the study adopted a census survey of all the top management team members in all the twenty- three independent regulatory agencies in order to capture the required information. Primary data was gathered using structured questionnaire administered through drop and pick later method. Descriptive statistics was then used to summarize the survey data into percentages, frequencies, means and standard deviations. Inferential statistics employed regression analysis to test hypotheses and draw conclusions. The findings of the study showed that there is no significant effect of top management team demographic characteristics on organizational performance. The findings further showed that top management team psychological characteristics significantly affect organizational performance. Lastly, the findings established that top management team cognitive characteristics significantly affect organizational performance. The study recommends that the recruitment process of TMTs should include psychological and cognitive characteristics as requirements apart from the normal demographic characteristics requirements mostly in use