Balancing Basic and Post-Basic Education in Kenya: National versus International Policy Agendas

Autor/in	King, Kenneth
Titel	Balancing Basic and Post-Basic Education in Kenya: National versus International Policy Agendas
Quelle	In: International Journal of Educational Development, 27 (2007) 4, S.358-370 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2006.10.001
Schlagwörter	Foreign Countries; Donors; Educational Policy; Educational History; Developing Nations; Education Work Relationship; Poverty; Outcomes of Education; Role of Education; Economic Development; Ethics; Foreign Policy; Kenya + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Developing country; Developing countries; Entwicklungsland; Armut; Lernleistung; Schulerfolg; Bildungsauftrag; Wirtschaftsentwicklung; Ethik; Außenpolitik; Kenia
Abstract	The article traces the policy history of Kenya over more than 40 years (1963-2006) in order to tease out the tensions between the key themes of its own national agenda and the priorities of its principal development partners. The national concerns with the education-and-employment connection and with the orientation of schooling towards skills for work in the formal and informal economies can be contrasted with the aid agency priorities on quality and on education-for-poverty reduction. Equally, national preoccupations have been with the whole of the education and training system--from early childhood, to technical, to university. By contrast, external donors have frequently prioritised a particular sub-sector such as primary schooling. In the most recent period, 2002-2006, the paper identifies the emergence of common ground between the national and external agendas. Thus the international education agenda, as marked out by the UN Millennium Project, the Commission for Africa, and the World Bank's most recent education policy paper, is not dissimilar in its priorities to the latest Kenyan education agenda, as expressed in the Kenya Education Sector Support Programme. There is also an agreement that the education sector, on its own, cannot deliver the many benefits so often associated with schooling; rather, there needs to be an enabling environment in other sectors of the economy, if the investment in education is to be most productive. The one area where there is serious divergence, between the Government of Kenya, and, at least, its principal Western donors is on the treatment of corruption. At the point of writing, the extent of corruption remains a major threat to the external funding so necessary to Kenya's large educational ambitions. Though the article is primarily concerned to analyse the tension between the national and the international policy agendas in terms of Kenya, arguably a similar case could be developed for many other countries in Sub-Saharan Africa, and not least those which are most donor-dependent. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10