케냐 보편초등교육 분석: 국가정책 프랙티스에서의 국제개발원조 의제 영향력

Abstract

학위논문 (박사)-- 서울대학교 대학원 : 교육학과, 2013. 8. 김기석.The research presented here is a study of the global educational development discourse in national policy practice of universal primary education (UPE) in Kenya. This study provides an opportunity to identify and analyze the effects of global development agenda and national response in policy practice in Kenya with a focus on primary education. In Sub-Saharan Africa, education policy for universal primary education has long been a popular policy choice for many countries although lacking continuity due to global and domestic constraints. Yet, much debate on the challenges and shortcomings on similar UPE policies driven by the international development agencies pushing the millennium development goals (MDGs) as the ultimate goal continued when simple and numerate expression of the MDGs became dominant development agenda in global development society. Decline in the quality of education, vicious cycle of overcrowded classrooms and high dropout rates, and questionable sustainability resulted from financial constraints are common outcomes of impromptu policy implementation in most countries in the Sub-Saharan Africa (SSA) region that introduced UPE including Kenya. Suffered from the British colonial rule for a long time, Kenya endeavored to expand educational opportunity through the introduction of UPE policy. In order to rise above the initial setting of colonial education system from the onset of independence, education system reform was conducted for the introduction of UPE policy. Political, economic and social changes in the society, in turn, affected the segmental development of the UPE policy in Kenya. The expansion of UPE in the 1970s, decline in the 1980s, and the new emergence from the 2000s, particularly with the 2003 UPE initiative supported by the international development community through the Kenya Education Sector Support Program (KESSP). Among many developing countries in the SSA region adopted UPE policy as a major strategic plan for national educational development, Kenya has achieved notable progress with regards to the MDGs and Education for All (EFA) targets and indicators with the substantial aid from major international development agencies in the implementation process. Despite the quantitatively progress toward the attainment of universal primary education, this progress is not reaching the marginalized. Kenya still confronts many challenges in enhancing access, equity, quality and relevance of education including regional disparities, low capacity and weak governance in education, lack of human and financial resources, and ineffective and uncoordinated monitoring and evaluation systems. The UPE policy in Kenya has been underpinned by the dominant global educational development agenda promoted by international development agencies where the global-national dynamics prescribed in embracing universal primary education into national policy practice. As observed in the case of Kenya, the national educational development policy in developing country is often swayed by the direction of hegemonic international agenda. Lacking financial stability and state accountability for sustainable implementation may alter the goal of universal primary education to the outcome of universal poor education. Therefore, the UPE in Kenya provides a good case study to examine the global-national dynamics in the educational development practice and challenges in the course of interaction, representing a developing country responding to powerful global educational development agenda in its national policy practice.ABSTRACT i TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii CHAPTER 1. INTRODUCTION 1 1.1 Overview 1 1.2 Statement of the Problem 8 1.3 Research Questions 13 1.4 Conceptual Framework 15 1.5 Methodology 18 CHAPTER 2. BACKGROUND OF THE STUDY 24 2.1 Global Discourses on the Educational Development 24 2.1.1 Education for All (EFA) 24 2.1.2. The Millennium Development Goals (MDGs) 33 2.2 Universal primary education in Sub-Saharan Africa 40 CHAPTER 3. THE CONTEXT OF EDUCATION IN KENYA 46 3.1. History of Educational Development in Kenya 46 3.2. Education System and Reforms in Kenya 51 3.2.1. Colonial education system before the Independence 51 3.2.2. The 7-4-2-3 education system between 1964-1985 53 3.2.3. The 8-4-4 education system from 1985 onwards 56 3.2.4. Recent development in education system: Kenya Vision 2030 and the Constitution of Kenya 2010 59 3.3 Issues in Education in Kenya 65 3.3.1. Characteristic of current education system 65 3.3.2. Challenges and concerns in education 67 CHAPTER 4. UNIVERSAL PRIMARY EDUCATION PRACTICE IN KENYA 71 4.1 The Expansion of UPE: 1970s-mid-1980s 71 4.1.1. The first UPE initiative in 1974 71 4.1.2. The second UPE initiative in 1978 81 4.2. The Decline of Free Primary Education Policy: mid-1980s-1990s 89 4.2.1. The socio-economic context in Kenya 89 4.2.2. Consequences of the structural change in education system 94 4.2.3. The World Bank and the cost-sharing scheme for education 97 4.3. The New Emergence of UPE: 2000s-present 103 4.3.1. The third UPE initiative in 2003 103 4.3.2. Support from the international development community through KESSP 108 CHAPTER 5. DISCUSSION 115 5.1. Global Educational Development Discourse and Agenda Setting 115 5.1.1. The shift of the global development discourse toward social and human development 115 5.1.2. Globalization and its impact on international educational development agendas 119 5.1.3. International development agencies and agenda setting 124 5.2. National Response through UPE Policy Practice in Kenya 132 5.3. Challenges in the Implementation of Global Agendas in National UPE Policy Practice 140 CHAPTER 6. CONCLUSION 146 6.1. Summary 146 6.2. Re-examining the global-national power dynamics in educational development practice 153 Reference 161 Appendices 176 1. Kenya at a Glance 176 2. Millennium Development Goals, Targets and Indicators 177 LIST OF ACCRONYMS 181 Abstract in Korean 183Docto