How Secondary School Category Influences KCSE Performance — Survey
The category of secondary school a learner attends, not their primary school grade, largely determines their success or failure. The Usawa Agenda Secondary School Survey revealed this on Wednesday.
According to the survey, the highest-ranked national schools have significant advantages over the lowest-ranked sub-county schools in terms of staffing and finance.
Emmanuel Manyasa highlighted that the disproportionate resource allocation based on the category of school one attends impacts their performance in KCSE examinations by more than one secondary school entry mark.
Manyasa, the Executive Director of Usawa Agenda, addressed the audience the audience during the report’s launch. According to the research, 48% of Kenya’s secondary schools are day schools.
According to the data, 73% of sub-county schools are day schools, and there is no national day school. It was found that 4.4% of county schools and 3.6% of extra-county schools are day schools.
According to the poll data, Manyasa believes that sub-county schools provide the least possibility for students to thrive, whereas national schools provide the most opportunities.
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In terms of the number of teachers per investigated subject, the survey found that national schools have more than three times as many teachers as sub-county schools.
The survey also revealed that national schools have more than twice the national average of teachers per investigated subject.
According to the report, national schools are more resilient to outward teacher transitions than other categories of schools.
Among all school categories, sub-county schools are the most susceptible to outward teacher transitions.
Researchers also discovered that national schools had more experienced principals and better-functioning libraries and laboratories.
Manyasa stated that it was time for Kenyans to seriously consider leveling the educational playing field to promote education justice for all children.
He stated that, as a country, they were working to achieve SDG 4, which aimed to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
The pursuit of SDG 4 is anchored on the presumption that the school system is just and equitable and that every learner’s outcome is a true reflection of their ability and effort. However, he mentioned that the evidence at hand suggested otherwise.
Top Ministry of Education officials, the Kenya National Bureau of Statistics (KNBS), development partners such as the World Bank and UNICEF, teachers’ unions, and civil society organizations all attended the survey results release.
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The Usawa Agenda used stratified random sampling to collect a nationally representative sample of 1,342 secondary schools. Three levels of stratification applied to the schools: county, gender, and school category.
Six types of schools were sampled: national, extra-county, county, sub-county, private, and special schools.
These strata were further divided into boys, girls, and mixed secondary schools. Survey tools were created, pretested, and piloted before the survey. The principals of the selected schools provided the primary responses.
How Secondary School Category Influences KCSE Performance — Survey
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