Kenya’s nightmares in educational race towards vision 2030
| dc.contributor.author | Maiyo, J. | |
| dc.contributor.author | Achoka, J. S. K. | |
| dc.contributor.author | Ogenga, P. | |
| dc.date.accessioned | 2013-12-03T14:28:56Z | |
| dc.date.available | 2013-12-03T14:28:56Z | |
| dc.date.issued | 2013-03 | |
| dc.description.abstract | Education plays a pivotal role in contributing to the human resource development and to nations general economic development in today’s globalizing context. Education is viewed as ‘adding value’ to investment on human capital; this has seen changing labor market requirements shift to the phenomena of ‘lifelong learning’. Like many other countries in Africa, Kenya has since independence in 1963, invested heavily in education as a means to social and economic development for her citizenry. The present study was envisaged to establish Kenya’s education growth since independence and assess her current challenges. Data were collected from Kenya National Bureau of Statistics, Ministry of National Planning and Development and Ministry of Education. The data were analyzed by use of descriptive statistics. Findings were presented by use of tables, charts and histogram. It was established that over the past five decades the number of students enrolled at various levels of education has substantially increased. At primary level enrollment grew from 891,533 in 1963 to 7.8 million in 2010. At secondary level enrollment grew from 30,000 in 1963 to 1.4 million in 2010 with corresponding increase of school to 5186 from 151 at independence. Enrollment in the universities has been increasing since the establishment of university of Nairobi in 1970. Currently there are 7 public universities, 16 university colleges and 13 private universities. However, despite the rapid quantitative growth in the education sector, many nightmares still haunt Kenya’s efforts. The nightmares range from quality, equity, low transition rates to inefficiency; making attainment of the millennium development goals by the year 2015 as well as Vision 2030 seem a dreams! It is recommended that, an integrated approach that involves all the educational stakeholders in monitoring all education inputs and operations be embraced. Key words: Growth, education, nightmare, millennium, haunt, independence. | en_US |
| dc.identifier.citation | International Journal of Educational Research and Review Vol. 1 (1), pp. 002-009, March, 2013 | en_US |
| dc.identifier.uri | http://ir-library.ku.ac.ke/handle/123456789/7765 | |
| dc.language.iso | en | en_US |
| dc.publisher | International Journal of Educational Research and Review | en_US |
| dc.subject | Growth | en_US |
| dc.subject | education | en_US |
| dc.subject | nightmare | en_US |
| dc.subject | millennium | en_US |
| dc.subject | haunt | en_US |
| dc.subject | independence | en_US |
| dc.title | Kenya’s nightmares in educational race towards vision 2030 | en_US |
| dc.type | Article | en_US |