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Education being a basic right to many children in Kenya, it has been faced with quite a number of challenges. Since independence, there have been many reforms in the education sector to improve the quality of education. Despite the initiatives, the cost of education in Kenya has restricted both the state supply and local access to education, where both limited government capacity for delivery and local poverty has resulted in failure to sustain universal access to primary education (Umami and Omwami,2009, p.251). The indirect effect of education on poverty is Important with respect to human poverty because as education improves income, the fulfillment of basic necessities becomes easier and raises the living standards which surely means the fall of human poverty (Awan, et al,2011). Kenya is a third-world country, high poverty rates have greatly impacted its education systems, its quality, physical infrastructure, low household incomes, and unskilled personnel recent times, the Ministry of Education has been making great strides in improving the quality, access, and relevance of education through better management of service delivery to all learners(Ck Nzuki,2018). Despite the challenges facing the education sector, the knowledge and skills acquired at all levels have played a key role on individual development and the nation as a whole.
The quality of education has been compromised due to high poverty rates in most parts of the country. Most recently, free primary education was introduced in 2003, which resulted in the enrollment of an additional 1.2 million pupils (Bolete al,2010, p.293-294). These growths resulted in a rise in the pupil-teacher ratio which has made it difficult to deliver quality services to learners. One of the identified problems with these programs is their focus on quantity at the expense of quality, and in some cases, converting the problem from a lack of supply to a lack of quality ( Chimombo, 2005,p.170). According to Chimomba,2005, he realized that in the schools he visited in Malawi, the minimum material conditions for meaningful teaching and learning to take place were simply not fulfilled, arguing that the challenge of universal primary education is not just to enroll children in school, but to ensure a certain quality standard. Therefore, for quality education to be attained, certain measures must be put in place. In Kenya, concerning free primary education, there have been different views given out about it. Ng’ware, et al,2009 pg591, find out that, contrary to the expectations, free primary education at least in the short-run, has been a pro-poor policy in that better-off households are more represented in the free primary education program. Similarly, Lucas et al 2012 pg226 found out that free primary education at least in the short-run has been a welfare enhancement because it promoted access without reducing test scores of those who would have been enrolled anyway, thereby enhancing quantity at the expense of quality.
The proximity of learning institutions and infrastructures is greatly Impacted by poverty levels in some areas. Well-established physical structures play a key role in the provision of education compared to poorly-structured infrastructures. According to Colclough,2000 pg21), an inadequate supply of schools is still a major problem in many countries including Guinea and Ethiopia where the distribution of primary schools is still very irregular. In Kenya especially in marginalized areas, the availability of physical infrastructure has proven to be a major challenge. Due to the high poverty index in the regions, research has shown that school distribution in those areas has been a great challenge, especially for girls. Learners walk for a long distance in search of schools thus exposing them to great danger. A distance between school and home increases the likelihood a child will attend decreases (Colclough al, 2000, Pg21).
Unqualified teachers and institution heads. For better and quality output, there’s a need for quality input. Qualified personnel greatly influence the outcome of learners. Research has shown that, in marginalized parts of Kenya like the Northern parts, due to the rise in insecurity, the Teachers Service Commission withdrew teachers working in those areas. The locals have been seen taking up the task of teaching the pupils. Most of these locals are not professionally trained to educate learners. therefore, it’s a clear indication that the high poverty index in the areas has contributed to under-developed making it impossible to have experienced and trained personnel.
Low income in most families is making it difficult for them to afford basic needs. The Kenyan government came up with free primary education and later secondary, but still learners are incurring extra costs for these basic rights (education). The cost is an important deterrent to primary school enrollment ( Mwabu, et al,2007 pg586). According to Colclough et al 2000, find out that in most surveys carried out in Guinea and Ethiopia, the inability to meet the direct cost of schooling was one of the most frequently cited reasons for non-attendance, dropping out as well as those who never enrolled in school. The availability of resources plays a key role in the provision of education thus acting as a major factor to be considered by parents for enrollment of learners. (Mukudi,2004), argues that, before free primary education in Kenya, user fees limited access and contributed to attrition and absenteeism. The context of poverty and low income can create a situation of a conflict of capabilities, where there is a choice to be made between the capability to be fed and housed and the capability to the educated (Githitho-Muriithi2009,pg4621). Therefore, there’s a need for the Kenyan government to ensure it takes up all costs incurred in education as it will relieve parents and guardians with low income.
High rise in absenteeism and dropout cases. There has been an increase in school dropouts reported in areas with high poverty index. Lloyd et al 2000 observed that higher school fees increased the likelihood of girls dropping out of school. Shahidul and Karim 2015, argued that the main reason for school dropouts is irregular attendance in schools. Commonly in our rural societies, girls take up a large percentage of house chores compared to boys, and girls in urban areas Ersado, 2005. Research has been showing that the increase in school dropouts and absenteeism is child labor and house chores. Learners from poor backgrounds are forced to work in order to sustain their lives. Girls being most vulnerable, they have been more exposed to sexual harassment. Such immoral behaviors have exposed them to early pregnancy forcing them to drop out of school.
Poverty has greatly impacted the education sector in different aspects. If Poverty eradication measures will be put in place, then they would greatly facilitate the smooth running of schools by a high percentage. Such measures include; equal distribution of resources in different parts of the country, coming up with programs to equip community members with necessary skills for sustaining themselves, different institutions paying back to the community by supporting learners from less fortunate homes, and reducing the cost of basic learning materials.
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