Secondary school strikes: the art of blaming the victim

In this paper the causes are discussed of the secondary school strikes which took place throughout Kenya in 1974. First, the interpretations are presented which were given to the strikes by the Ministry of Education and the leading newspapers. An attempt is made to show some of the weaknesses of these interpretations by probing into the real causes of student grievances. Four case studies are presented as a basis for discussion of the nature of secondary school strikes. As a conclusion, some changes are recommended in the educational system which should foster a better climate for learning in Kenyan schools

Secondary school education for girls in Kenya: the need for a more science-based curriculum to enhance women's greater participation in development

The paper outlines the important role women have and continue to play in agriculture, health, co-operatives and informal sector activities. It then looks at the educational opportunities available to them and particularly in the field of science and technology. Data is provided which indicates shortcomings in this field. The paper then argues for concerted efforts to improve the access of girls to quality science education especially at the secondary school level and thereby uplift the scientific literacy and skills of women. While the paper argues for continued attention to factors which initially hinder access of girls to formal education, it recommends increased focus on what goes on within the education system. The quality, diversity and effectiveness of curriculum offered at all levels of the schooling system should therefore be a matter of critical concern. Stress should be given to quality science curriculum not only to improve the competitiveness of women in formal sector opportunities but much more so to enhance their masterly of scientific and technological knowledge and skills necessary for participation in various spheres of development

Education for rural development in Kenya: a critical note

This paper emphasises the subordinate role that education plays in the process of employment creation and national development. Evidence to support this view is drawn from an analysis of the aims, structure and content of the education system both in colonial and independent Kenya. For example, the appearance of the unemployed school leavers in the labour market was seen as an outcome of an education system that inculcates into the minds of pupils values and attitudes which would not make them accept agricultural and other manual pursuits in the rural environment. However, there is overwhelming historical evidence to show that the educational planners have vigorously promoted an educational curriculum that is supposed to cater for the rural needs. The educational changes and programmes such as agriculture and technical education advocated in post-colonial Kenya as measures to deal with educated unemployed are not at all new, as similar programmes were initiated during the colonial period without much success. The failure of these efforts suggests that the problems of the educated unemployed and national development are rooted in the structure of the political - economy of the society and not in the education system. A list of both educational and rural programmes which should receive priority is proposed in a context that demands progressive diversion of national resources from formal education to productive economic investments

Education and development in Africa: theories, strategies and practical implications

The paper attempts to show what kinds of theories have been dominant in the study of education and development in Africa. The paper also attempts to show the educational policies and innovations which emanate from these theoretical frameworks. The theories which are discussed in the paper are categorised into equilibrium and conflict paradigms. Under the broad category of equilibrium paradigm, theories of structural-functionalism, modernisation and human capital are discussed. The influence of these theories in the study of education and their practical implications to education planning and social policy are then explored, under the category of conflict paradigm, Marxist theories and theories of underdevelopment are discussed. The implications of these theories to the study of education are briefly explored utilising examples of work done from this framework. The paper is in many ways exploratory and it is hoped it will lead to discussions on future research priorities in the area of education and development. The paper approaches this question from the underlying theoretical influences as a means uncovering the ideological, economic and political implications of educational policies followed in Africa and Kenya in particular in the last two decades

Education and development in Sub-Saharan Africa: the operation and impact of education systems

The essence of the problem facing education systems in Africa is that the expansion of enrolments, in response to public demand, is exceeding the capacity of African economies to maintain educational quality. The gap in learning achievements between African students and those of the industrial countries is widening to unbridgeable proportions. This extent of educational deficiency has implications for the state of health, fertility and agricultural productivity of the populace and threatens a condition of perpetual intellectual dependency. There is an empirical relationship between educational attainment and the increase in human well-being and potential but much remains to be learned about its precise magnitude and the mechanisms that can strengthen it. Associated with the practical problem of inadequate basic education and the research problems of incomplete understanding is a shortage of trained analysts and researchers that make up the problem-solving capability of the African nations. The significance of education in the debate about the means of fostering improvement in Africa lies in the demonstrated relationship between education and different forms of economic and social development. From the standpoint of this evidence, it is the low level of investment in human resources that accounts for much of the stagnation and decline that are afflicting most African countries. Despite impressive expansion of education enrolments in the last twenty-five years, there is a need for more education. The urgent questions facing African governments and donor agencies are what kind of education should be provided, what policies should govern its provision, and how can it be financed? This paper offers a broad review of the condition of education in Africa in an attempt to provide information and insight that can assist in thinking about these questions and about the ways in which education can contribute to development on the continent