Unfinished Business in the Provision of Universal Primary Education: The Kenyan Scenario

Abstract

The purpose of this study was to examine the extent to which Kenya had progressed towards attainment of Universal Primary Education (UPE) global policy by the end of the 2015 deadline. A historical research design was utilized in the study.Secondary data from the review of literature supplemented with primary data from the field were generated and analyzed. It was established that while Kenya had made commendable progress towards attainment of UPE policy by 2015, there was still an unfinished business of resolving some challenges related to inadequate qualified teachers, accelerated enrolment against low physical infrastructure contributing to low quality of education and regional disparities in access, equity and quality of educational provision. The study concluded that despite the great strides that had been made in Kenya towards attainment of UPE, the policy had not been fully achieved by 2015. To fill the gap, it is recommended that the complementaryUPE policy of “Learning for ALL by the year 2020” for all world countries in general and Kenya in particular should be carefully implemented for the envisaged educational results to be achieved