A Preliminary Note on Kenya Primary School Enrolment Trends over Four Decades. Create Pathways to Access. Research Monograph No. 9

Autor/in	Somerset, Anthony
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	A Preliminary Note on Kenya Primary School Enrolment Trends over Four Decades. Create Pathways to Access. Research Monograph No. 9
Quelle	(2007), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9018-8102-3
Schlagwörter	Foreign Countries; Access to Education; Elementary Education; Educational Policy; Enrollment Trends; Student Participation; Educational History; Females; Gender Issues; Gender Differences; Educational Trends; Trend Analysis; Elementary Schools; Dropout Rate; Academic Persistence; Population Trends; Age Differences; Graduation; Grade Repetition; Equal Education; Africa; Kenya + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Elementarunterricht; Politics of education; Bildungspolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; History of education; Bildungsgeschichte; Weibliches Geschlecht; Geschlechterfrage; Geschlechterkonflikt; Bildungsentwicklung; Trendanalyse; Elementary school; Grundschule; Volksschule; Bevölkerungsprognose; Age; Difference; Age difference; Altersunterschied; Abschluss; Graduierung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Afrika; Kenia
Abstract	Kenya has introduced policies to promote universal primary schooling at least three times since independence. Analysis of enrolments over four decades shows how these initiatives have resulted in gains in participation which have not always been sustained. This study illuminates the dynamics of efforts to increase access to education and acts as a reminder that recent Education for All initiatives should learn from past experience if gains are to be sustained. (Contains 10 footnotes, 10 figures, and 3 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10