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Access vs. Learning: Kenyan Teachers’ Experiences in Free Primary Education Implementation

Kariuki, Esther Muthoni LU (2021) MIDM19 20211
Department of Human Geography
LUMID International Master programme in applied International Development and Management
Abstract
Despite advancements world-over in access to basic education, hundreds of millions of children cannot read simple texts nor solve simple math problems, whether or not they have been to school. While there is evidence signalling the significant role of teachers in education outcomes, they are often seen as contributing to the learning crisis. The purpose of this thesis was to explore the perceptions and experiences of the free primary school education policy among teachers in public primary schools across Kenya and position this in the learning debate. Information from 13 interviews was analysed thematically using a capabilities approach and concepts of implementation theory. Teachers felt that the policy had improved access to education... (More)
Despite advancements world-over in access to basic education, hundreds of millions of children cannot read simple texts nor solve simple math problems, whether or not they have been to school. While there is evidence signalling the significant role of teachers in education outcomes, they are often seen as contributing to the learning crisis. The purpose of this thesis was to explore the perceptions and experiences of the free primary school education policy among teachers in public primary schools across Kenya and position this in the learning debate. Information from 13 interviews was analysed thematically using a capabilities approach and concepts of implementation theory. Teachers felt that the policy had improved access to education especially for children living in vulnerability but they lamented the crowded classrooms coupled with teacher shortages following the policy. Working in a resource-strained environment, some of the teachers’ coping mechanisms contributed to the learning crisis. The findings contribute to the learning debate with insights from teachers and suggest that future studies and policy or development interventions should focus on alleviating the constraints on schooling resources. (Less)
Please use this url to cite or link to this publication:
author
Kariuki, Esther Muthoni LU
supervisor
organization
course
MIDM19 20211
year
type
H2 - Master's Degree (Two Years)
subject
keywords
International Development, Free Primary Education, Capability Approach, SDG 4, EFA, Kenya
language
English
id
9044302
date added to LUP
2021-06-21 10:27:01
date last changed
2021-08-13 12:52:31
@misc{9044302,
  abstract     = {{Despite advancements world-over in access to basic education, hundreds of millions of children cannot read simple texts nor solve simple math problems, whether or not they have been to school. While there is evidence signalling the significant role of teachers in education outcomes, they are often seen as contributing to the learning crisis. The purpose of this thesis was to explore the perceptions and experiences of the free primary school education policy among teachers in public primary schools across Kenya and position this in the learning debate. Information from 13 interviews was analysed thematically using a capabilities approach and concepts of implementation theory. Teachers felt that the policy had improved access to education especially for children living in vulnerability but they lamented the crowded classrooms coupled with teacher shortages following the policy. Working in a resource-strained environment, some of the teachers’ coping mechanisms contributed to the learning crisis. The findings contribute to the learning debate with insights from teachers and suggest that future studies and policy or development interventions should focus on alleviating the constraints on schooling resources.}},
  author       = {{Kariuki, Esther Muthoni}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Access vs. Learning: Kenyan Teachers’ Experiences in Free Primary Education Implementation}},
  year         = {{2021}},
}