Usawa Agenda, a not-for-profit organization that works to promote systems change for education justice in Kenya, is set to launch its 2nd Secondary School Survey report at the Kenya Institute of Curriculum Development (KICD), Nairobi, on 24th April 2024. The theme of the launch remains a salient question that Usawa asked two years ago, a question which, unfortunately, remains relevant in the current education ecosystem; Is our Secondary School System Inequitable by Design?
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The launch of the report will bring together stakeholders within and without the education sector to unpack the findings of the report, analyze the numbers, and weigh the standing of Kenya’s secondary school system and the impact it has on influencing learning outcomes.
The launch of the Usawa Agenda survey report comes at a time when the government through the Ministry of Education strives to implement, albeit with challenges, a raft of changes in the education sector. The implementation of the Competency-Based Curriculum (CBC) is well underway while other education policy recommendations such as the Presidential Working Party on Education Reforms(PWPER) report are being discussed, the findings of the Usawa report will therefore be integral in guiding informed discussions in the education sector.
In 2022, a similar secondary school survey by Usawa Agenda analyzed various school-level factors that influence learning outcomes. The report revealed that the category of secondary school the learner attends contributes more to his/her KCSE grade than the KCPE entry marks. The report also brought to the surface that only 3 in 10 surveyed boarding schools reported having adequate space in their dormitories.
The survey further revealed that girls’ schools were generally less equipped with biology, physics, and chemistry laboratories compared to boys’ schools, a great imbalance so far as gender-responsive education is concerned. At the same time, the report showed that attending a school with a high proportion of TSC-employed teachers has a significant positive contribution to a learner’s KCSE grade, although the distribution of TSC-employed teachers was hugely skewed across the various categories of secondary schools.
In August 2023, Usawa Agenda gathered its tools again and set out to establish if there is an improvement in factors influencing learning outcomes at the secondary level. The analysis of the survey data is complete and the findings are set to be unpacked in an event anticipated very highly by stakeholders in the education sector.
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