Education for Marginalized Children in Kenya (EMACK) is an initiative of the Ministry of Education (MOE) and the Aga Khan Foundation (AKF) and is funded by the United States Agency for International Development (USAID). The original EMACK project was initiated in 2006 to increase quality educational opportunities for pre-primary, primary, and lower secondary school children who had been historically marginalized by cultural practices and poverty in Coast Province (CP), North Eastern Province (NEP), and informal settlements of Nairobi. From 2006 to 2012, as a part of the EMACK project, AKF developed and implemented a package of interventions focused on learner engagement and achievement at the classroom level in order to improve learning outcomes and learner transitions from pre-primary to lower secondary school. By 2012, EMACK had reached 767 informal and formal schools in 23 districts across Nairobi, CP, and NEP, benefitting nearly 425,000 people, including 400,000 children (215,426 boys and 183,706 girls), 4,000 teachers, and 11,000 orphans and vulnerable children. In 2012 EMACK refocused its interventions towards building improved readiness of children (before and as they enter primary school) and ensuring schools, especially the lower primary standards (standards 1 through 3) are ready to support children’s learning and development. This refocus, EMACK II, complements the USAID education strategy (April 2011 – 2015) and has been developed by AKF in collaboration with USAID. The overall goal of the re-aligned EMACK II (Oct 2012-Sept 2014) program is to “enhance equitable access and improve learning outcomes in Kiswahili, English and Mathematics for children in primary grades 1, 2 & 3. To achieve the re-aligned EMACK II goal, AKF identified the following four revised strategic objectives (SOs): Improved teaching and learning in Kiswahili, English and mathematics in primary grades1, 2 and 3 in target areas of CP, NEP and the informal settlements of Nairobi directly benefiting over 269,000 children attending 800 schools (formal and informal). Improved effectiveness, efficiency and accountability of school management, and improved parents’ and communities’ participation to support reading outcomes in primary grades1, 2 and 3 in CP, NEP and the informal settlements of Nairobi in 800 schools (formal and informal). Strengthened MOE delivery systems at the cluster and district levels to enhance learning outcomes in Kiswahili, English and mathematics in primary grades1, 2 and 3 at the national level, in 8 counties [4 in CP, 1 in Nairobi, and 3 in NEP], and in 28 districts [14 in CP, 2 in Nairobi, and 12 in NEP]. Increased equitable access to education for 120,000 children in crisis and conflict environments in specific areas of CP, NEP, and the informal settlements of Nairobi. AKF plans to achieve these through improving the quality of teaching and learning in the classroom, establishing a cadre of trained trainers, and education officials as well as increasing the engagement and participation of the parents and communities so they become more accountable, effective and efficient in providing sustained support to the lower primary (grades 1, 2 and 3) education.

Abstract

The Service Delivery Indicators (SDI) are a set of health and education indicators that examine the effort and ability of staff and the availability of key inputs and resources that contribute to a functioning school or health facility. The indicators are standardized allowing comparison between and within countries over time.

The Education SDIs include teacher effort, teacher knowledge and ability, and the availability of key inputs (for example, textbooks, basic teaching equipment, and infrastructure such as blackboards and toilets). The indicators provide a snapshot of the learning environment and the key resources necessary for students to learn.

Kenya's Service Delivery Indicators Education Survey was implemented in May-July 2012 by the Economic Policy Research Center and Kimetrica, in close coordination with the World Bank SDI team. The data were collected from a stratified random sample of 239 public and 67 private schools to provide a representative snapshot of the learning environment in both public and private schools. The survey assessed the knowledge of 1,679 primary school teachers, surveyed 2,960 teachers for an absenteeism study, and observed 306 grade 4 lessons. In addition, learning outcomes were measured for almost 3,000 grade 4 students.

Geographic coverage

National

Analysis unit

Schools, teachers, students.

Universe

All primary schools

Kind of data

Sample survey data [ssd]

Sampling procedure

The sampling strategy for SDI surveys is designed towards attaining indicators that are accurate and representative at the national level, as this allows for proper cross-country (i.e. international benchmarking) and across time comparisons, when applicable. In addition, other levels of representativeness are sought to allow for further disaggregation (rural/urban areas, public/private facilities, subregions, etc.) during the analysis stage.

The sampling strategy for SDI surveys follows a multistage sampling approach. The main units of analysis are facilities (schools and health centers) and providers (health and education workers: teachers, doctors, nurses, facility managers, etc.). In the case of education, SDI surveys also aim to produce accurate information on grade four pupils’ performance through a student assessment. The multistage sampling approach makes sampling procedures more practical by dividing the selection of large populations of sampling units in a step-by-step fashion. After defining the sampling frame and categorizing it by stratum, a first stage selection of sampling units is carried out independently within each stratum. Often, the primary sampling units (PSU) for this stage are cluster locations (e.g. districts, communities, counties, neighborhoods, etc.) which are randomly drawn within each stratum with a probability proportional to the size (PPS) of the cluster (measured by the location’s number of facilities, providers or pupils). Once locations are selected, a second stage takes place by randomly selecting facilities within location (either with equal probability or with PPS) as secondary sampling units. At a third stage, a fixed number of health and education workers and pupils are randomly selected within facilities to provide information for the different questionnaire modules.

Detailed information about the specific sampling process conducted for the 2012 Kenya Education SDI is available in the SDI Country Report (“SDI-Report-Kenya”) included as part of the documentation that accompanies these datasets.

Mode of data collection

Face-to-face [f2f]

Research instrument

The SDI Education Survey Questionnaire consists of six modules:

Module 1: School Information - Administered to the head of the school to collect information on school type, facilities, school governance, pupil numbers, and school hours. It includes direct observations of school infrastructure by enumerators.

Module 2a: Teacher Absence and Information - Administered to the headteacher and individual teachers to obtain a list of all school teachers, to measure teacher absence, and to collect information on teacher characteristics.

Module 2b: Teacher Absence and Information - Unannounced visit to the school to assess the absence rate.

Module 3: School Finances - Administered to the headteacher to collect information on school finances (this data is unharmonized)

Module 4: Classroom Observation - An observation module to assess teaching activities and classroom conditions.

Module 5: Pupil Assessment - A test of pupils to have a measure of pupil learning outcomes in mathematics and language in grade four. The test is carried out orally and one-on-one with each student by the enumerator.

Module 6: Teacher Assessment - A test of teachers covering mathematics and language subject knowledge and teaching skills.

Cleaning operations

Data entry was done using CSPro; quality control was performed in Stata.

Sampling error estimates

At the national level, an anticipated standard error of 1.6 percentage points for absenteeism, and 4.4 percentage points for pupil literacy were calculated. At the county level, an anticipated standard error of 3.1 percent for absenteeism and 9.0 percent for literacy were estimated.

Kenya KE: Trained Teachers in Primary Education: Female: % of Female Teachers data was reported at 98.291 % in 2008. This records a decrease from the previous number of 98.560 % for 2007. Kenya KE: Trained Teachers in Primary Education: Female: % of Female Teachers data is updated yearly, averaging 98.944 % from Dec 2003 (Median) to 2008, with 5 observations. The data reached an all-time high of 99.236 % in 2005 and a record low of 98.291 % in 2008. Kenya KE: Trained Teachers in Primary Education: Female: % of Female Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kenya – Table KE.World Bank: Education Statistics. Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

BackgroundGlobally, 350 million under-5s do not have adequate childcare. This may damage their health and development and undermine societal and economic development. Rapid urbanization is changing patterns of work, social structures, and gender norms. Parents, mainly mothers, work long hours for insecure daily wages. To respond to increasing demand, childcare centers have sprung up in informal settlements. However, there is currently little or no support to ensure they provide safe, nurturing care accessible to low-income families. Here, we present the process of co-designing an intervention, delivered by local government community health teams to improve the quality of childcare centers and ultimately the health and development of under-5 children in informal settlements in Kenya.MethodsThis mixed methods study started with a rapid mapping of the location and basic characteristics of all childcare centers in two informal settlements in Nairobi. Qualitative interviews were conducted with parents and grandparents (n = 44), childcare providers, and community health teams (n = 44). A series of 7 co-design workshops with representatives from government and non-governmental organizations (NGOs), community health teams, and childcare providers were held to design the intervention. Questionnaires to assess the knowledge, attitudes, and practices of community health volunteers (n = 22) and childcare center providers (n = 66) were conducted.ResultsIn total, 129 childcare centers were identified −55 in Korogocho and 77 in Viwandani. School-based providers dominated in Korogocho (73%) while home-based centers were prevalent in Viwandani (53%). All centers reported minimal support from any organization (19% supported) and this was particularly low among home-based (9%) and center-based (14%) providers. Home-based center providers were the least likely to be trained in early childhood development (20%), hence the co-designed intervention focused on supporting these centers. All co-design stakeholders agreed that with further training, community health volunteers were well placed to support these informal centers. Findings showed that given the context of informal settlements, support for strengthening management within the centers in addition to the core domains of WHO's Nurturing Care Framework was required as a key component of the intervention.ConclusionImplementing a co-design process embedded within existing community health systems and drawing on the lived experiences of childcare providers and parents in informal settlements facilitated the development of an intervention with the potential for scalability and sustainability. Such interventions are urgently needed as the number of home-based and small center-based informal childcare centers is growing rapidly to meet the demand; yet, they receive little support to improve quality and are largely unregulated. Childcare providers, and government and community health teams were able to co-design an intervention delivered within current public community health structures to support centers in improving nurturing care. Further research on the effectiveness and sustainability of support to private and informal childcare centers in the context of low-income urban neighborhoods is needed.

The USAID/Kenya Primary Math and Reading (PRIMR) initiative is a task order under the USAID Education Data for Decision Making (EdData II) project that operates in collaboration with the Kenyan Ministry of Education, Science and Technology (MoEST) and USAID/Kenya, and implemented by RTI International. The program is a randomized controlled trial intervention that included formal (public or government) schools and low-cost private schools (LCPS) located in Nairobi, Kiambu, Nakuru and Kisumu counties. PRIMR and its Kenyan partners created, published, and distributed new teaching and learning materials, based on the existing Kenyan curriculum; designed and led professional development to build the skills of educators and improve student literacy outcomes; and introduced a number of innovative teaching methods. Teachers and head teachers received training to encourage active learning and participation by both girls and boys in the classroom and were further supported with frequent visits and advising by trained instructional coaches. By mutual agreement among the MoEST, USAID, and RTI, approximately 500 formal schools and LCPSs located in Nairobi, Kiambu, Nakuru, and Kisumu counties were to participate in the PRIMR Initiative. To choose the sample of formal schools, the project team first selected all eligible zones from within the selected locations, then randomly assigned a subset of zones to groups that would receive the PRIMR treatment in phases (Cohorts 1, 2, and 3). Across all three cohorts, 262 formal schools were selected. Sampling for LCPSs began by clustering the schools into geographic groups of either 10 or 15 schools from across Nairobi’s divisions. Twenty clusters then were randomly assigned to Cohorts 1, 2, or 3, stratified by geographic region. The number of LCPSs selected was 240. In January 2012, the Cohort 1 schools (125 schools: 66 public, 59 LCPS) began implementing the reading interventions using PRIMR-designed materials and techniques, and the math intervention followed beginning in July 2012. The Cohort 2 schools (185: 65 public, 120 LCPS) began reading and math interventions in January 2013. Cohort 3 schools (101: 51 public, 50 LCPS) served as a control group for most of the program, and then began receiving the full intervention during the final stages of PRIMR (January 2014). In addition, it was decided that the 2014 phase of the intervention would be extended to all 547 remaining schools, rather than only to Cohort 3 as originally planned. As a result, the number of pupils benefitting increased from 12,755 in January 2012 to 56,036 in January 2014. Randomly selected students from all treatment and control schools were assessed via administration of a combined Early Grade Reading Assessment (EGRA), Early Grade Mathematics Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME) at three time points: baseline, midterm, and endline. The PRIMR Initiative’s research design included several “experiments within an experiment.” These consisted of a study of three different combinations of information and communication technology (ICT) as teaching and learning aids in selected schools in Kisumu County; a longitudinal study of about 600 students who were assessed at all three time points, with their reading and numeracy competency levels compared and contrasted across the assessments; and MoEST-driven policy research on various education issues at the national level.

The COVID-19 pandemic has caused disruption to food security in many countries, including Kenya. However, the impact of this on food provision to children at an individual level is unknown. This small study aimed to provide a qualitative snapshot of the diets of children during the COVID-19 pandemic. During completion of 24-h food recalls, with 15 families with children aged 5–8 years, caregivers were asked about changes they had made to foods given to their children due to the pandemic. Food recalls were analysed to assess nutrient intakes. Qualitative comments were thematically analysed. Most of the families reported making some changes to foods they provided to their children due to COVID-19. Reasons for these changes fell into three themes, inability to access foods (both due to formal restriction of movements and fear of leaving the house), poorer availability of foods, and financial constraints (both decreases in income and increases in food prices). The COVID-19 pandemic has affected some foods parents in rural Kenya can provide to their children.

We develop a new way to address educational disadvantage in rural Africa, through a collaboration between academics from Kenya, Zambia and the UK, teachers, families and community groups. The connection between home and school is key to sustainable education: (i) parents must recognise the school's priorities if they are to support their child's continuing education, (ii) teachers need to understand their pupils' home environment so they can build on positive home experiences and (iii) schools must build on children's existing skills and knowledge and fit with their goal of a successful life in their community. There is currently a serious disconnect between home and school in Africa and this is exacerbated in rural Kenya and Zambia by the predominance of non-local teachers who often don't speak pupils' native languages. We aim to connect home and school learning by targeting Early Childhood Education and Development programmes (ECDE; age 4 - 6). Unlike primary and secondary schools, ECDE centres recruit teachers from the local community. The relationship between parents and teachers is closest in ECDE settings, providing a crucial opportunity to build bridges between home and school. It is also a critical opportunity for mitigating early disadvantages for girls and empowering females in leadership roles since ECDE teachers are predominantly female. We prioritise language and nutrition as fundamental to all later learning, and aim to (i) identify positive practices in the home that benefit early language development and nutrition and (ii) to work together with ECDE teachers as researchers to empower them to develop teacher and parent networks to share best practice in school and at home. We target mealtimes for our observations of behaviour and language since they are a particularly rich time for social interaction, and the focus on eating gives an authentic setting for natural communication. Our objectives are (i) to measure home and school mealtime behaviour and language to identify practices that are most crucial for raising the quality of language children are exposed to (e.g., whether adults and children sit together; whether they have a television) (ii) to observe eating behaviours in the home, assess the extent to which girls' eat less food, or less nutritious foods, and identify practices that raise levels of female nutrition (e.g., girls may eat more if they share food as a family, rather than when girls and women eat separately) (iii) to work together with our teacher-researchers and community advisors to co-develop a teacher-network and parent outreach programme, based on evidence from objectives 1 and 2. The aim is to raise awareness and share practices that increase the quality of language children are exposed to at home and in school and raise levels of female nutrition, motivated by evidence of gender inequalities. Objective 3 will be achieved firstly by working together to identify key messages that are culturally appropriate and achievable (e.g., switch the TV off before eating at home; encourage teachers to sit together with pupils when eating in ECDE centres). Second, by working together in practitioner networks, guidance will be developed to inform a parent outreach programme to be shared with well-established groups in the community. The network will also provide a platform for teachers to conduct their own research, share research findings and discuss best practice. Importantly, it will provide a vital link to teachers in primary and secondary education, to develop continuity in children's education. Finally, the evidence base we provide through objectives 1 and 2, and the networks created in objective 3 provide a powerful basis for contributing to the development of the new ECDE curriculum in Kenya and to lobby for similar priorities in Zambia.

Abstract

Abstract Over the years, Kenya has made progress in promoting gender access, equality, and equity in education through policy and legislative reforms that target empowerment for effective participation and contribution to national development. The overall outcome of this is increased representation of women in various institutions. However, evidence indicates that women continue to face systemic barriers and challenges that inhibit fair access, equality, and equity in education. Some of these challenges emanate from shortcomings in the education system; such as the curriculum, teacher training, and ineffective pedagogical approaches that consequently exacerbate the systemic barriers and challenges faced by women and girls. There is a dearth of empirical evidence on gender mainstreaming practices being implemented in classrooms in Kenya as part of efforts to promote gender access, equality, and equity in education. Therefore to address the research gap, this exploratory study seeks to examine three issues: 1) how gender mainstreaming practices are implemented in the teacher training programs; 2) how gender mainstreaming is practiced in primary and secondary classrooms in Kenya (pedagogy, instruction, and interactions), and 3) to explore how the basic education curriculum implementation promotes gender equity. We will utilize a mixed-methods sequential exploratory design to explore the effect of observed gender mainstreaming practices in classrooms, teacher-training programs, and in the basic education curriculum as well as the relationships between the aspects. Data for the study will consist of both qualitative (focus group discussion, key informant interviews) and quantitative (institutional questionnaire, assessments, classroom observations). The data will be collected at the school level (250), as well as among education managers at both county and national education offices. The data analysis is expected to generate evidence on the impact of gender mainstreaming practices on learners' outcomes in Math, English, and Sciences as well as a deep understanding of the nature of the gender mainstreaming practices. The study will provide implications and recommendations for effective gender mainstreaming policies and practice responses.

Geographic coverage

National coverage covering 10 counties (Busia, Garissa, Mandera, Marsabit, Tana River, Turkana, Samburu, Wajir, Nairobi, and West Pokot)

Analysis unit

The unit of analysis for the institutional questionnaire was the schools The unit of analysis for the student questionnaires was the students The unit of analysis for the classroom observation rubric was the class The unit of analysis for the teacher training college tutor knowledge skills and attitude survey was the tutor The unit of analysis for the teacher trainee knowledge skills and attitude survey was the teacher trainee

Universe

10 counties in Kenya comprised of 9 counties with the highest rates of child poverty and Nairobi county because it has high concentration of informal urban settlements.

Sampling procedure

Sampling Procedures and Participants Primary data was collected from students in pre-primary, primary, and secondary schools (mixed gender day schools) (primary grade 6, and secondary form 2), in-service teachers, headteachers and principals, pre-service teachers, teacher training tutors/lecturers, county/national education curriculum support officers, and quality assurance officers, and officials at the Ministry of Education and the Teacher Service Commission. We targeted 250 schools (125 primary and 125 secondary) spread in 10 counties in Kenya with the highest rates of child poverty - above 60% (KNBS, 2018). The counties include (Busia, Garissa, Mandera, Marsabit, Tana River, Turkana, Samburu, Wajir, Nairobi, and West Pokot). We chose these counties because children, girls in particular girls in these areas, encounter some form of marginalization, due to child poverty levels. Additionally, vulnerable boys and girls have diminished chances of access to inclusive education because they belong to schools that serve poor households in a low-resource context. Hence may require targeted actions in mainstreaming gender issues in education.

Our overall sampling strategy took into consideration school performance in the most recent national examinations - the Kenya Certificate for Primary Education (KCPE) for primary schools and Kenya Certificate for Secondary Education (KCSE) for secondary schools. In particular, we grouped schools into three categories based on their performance - low, medium, and high performing. In each of the 10 counties, primary, and secondary schools were listed according to the league tables (best performing to worst performer). Thereafter, we created quintiles with schools falling in the lower two (40%) quintiles constituting low performing schools; those in the 3rd quintile forming the middle performing schools; while those in the upper two quintiles (top 40%) forming the best performing category. A similar procedure was followed to identify day secondary schools - day secondary schools admit the majority of students and are located in almost all parts of the country/county). After our sample size was identified, they were proportionately distributed in the three groupings taking the number of schools in a county into consideration.

Out of the 250 schools sampled for the study, 125 schools were sampled for classroom observations, that is, 62 primary and 63 secondary schools. At the primary school level, 21 observations in mathematics, 21 in science, and 20 in English were done. An equal distribution of 21 observations for mathematics, English, and science were done for secondary schools. We observed a total of 147 teachers. A further random selection was employed to distribute the science classroom observations at the secondary school level, translating to 7 observations each for physics, chemistry, and biology. An illustration of the classroom observation distribution is provided below. The grade to be observed in a subject was randomly selected, such that we had only one subject observed per school. In the case of secondary school where there are several science subjects, we focused on physics, biology, and chemistry. The subject observeded in a particular school was randomly selected. Once a subject was observeded in a selected school, it was not observeded in a subsequently selected school until all the other subjects in question were observed. It is worth noting that in Kenya, traditionally, girls perform better in English while boys perform better in Math). KNEC assessment data was collected from the school head teacher/principal for each of the observed grades. All head teachers and principals of selected schools responded to an institutional questionnaire. The questionnaire collected information on the school background, facilities, enrollment, schooling charges, staffing, and governance. Twenty (20) students from all selected schools and from the targeted grade (except in PP2) completed a student questionnaire that gathers information on individual student's background, homework engagement, school background, and subject choices

We conducted qualitative interviews that shed light on how the teacher-training curriculum responded to gender mainstreaming policies, gender-inclusive teaching practices inside the classroom, and strategies implemented by the Government and private sector to mainstream and promote gender issues in the curriculum. The KIIs targeted a total of 40 in-service teachers - 4 teachers in each county - categorized by type of school (public, private, day, boarding, primary, secondary, single/mixed gender; 6 pre-service tutors from 4 teacher training colleges (TTCs) and 2 Universities; 10 curriculum support officers and 10 quality assurance officers from each county; 2 officials from the Ministry of Education (Directorate for basic education and gender officer); and 1 official from the Teacher Service Commission (in-charge of teacher training). In addition, we conducted 6 FGDs with pre-service teachers from 4 TTCs. 10 FGDs were conducted with students - one in each county; five in primary schools (3 with girls and 2 with boys), and five in secondary schools (3 with boys and 2 with girls). Each FGD was held with 6 participants. The KII guides and FGD guides were pilot tested and revised accordingly to ensure the reliability and clarity of the tools. The KII and FGD guides were sent to the selected respondents before the interviews for familiarity purposes and adequate preparation for the actual interviews. The KIIs lasted a duration of up to 1 hour whereas the FGDs up to 2 hours.

Sampling deviation

N/A

Mode of data collection

Face-to-face [f2f]

Research instrument

Institutional questionnaire: targeting School heads/administrators in each of the school sampled and collected data on school background information, school facilities, enrolment for the current school year, school charges, staffing, and governance.

Student questionnaires: targeting Grade 6 and Form 2 students in each of the sampled school and collected data on Student background information, social-economic status, homework, and homework support, choice of subjects, school environment, absenteeism, and extra tuition.

Classroom observation rubric: targeting PP2, grade 6 and Form 2 teachers and tutors in teacher training colleges (TTCs) and collected data on Gender and inclusion equitable practices in the classroom: language use, lesson planning, teaching, and learning materials, asking questions, group work, demonstration or practical lessons, feedback to students, classroom set up and

Share of youth not in education, employment or training, total (% of youth population) in Kenya was reported at 18.73 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Kenya - Share of youth not in education, employment or training, total - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Kenya KE: Trained Teachers in Primary Education: % of Total Teachers data was reported at 96.807 % in 2009. This records a decrease from the previous number of 98.416 % for 2008. Kenya KE: Trained Teachers in Primary Education: % of Total Teachers data is updated yearly, averaging 98.696 % from Dec 2003 (Median) to 2009, with 7 observations. The data reached an all-time high of 99.435 % in 2006 and a record low of 96.807 % in 2009. Kenya KE: Trained Teachers in Primary Education: % of Total Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kenya – Table KE.World Bank: Education Statistics. Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

As of January 2021, the Consumer Price Index (CPI) for education in Kenya decreased to 104.92 points, after reaching a peak at 105.04 points at the end of 2020. The indicator, that measures price changes over time, overall increased along the period started in February 2019.

Changing The Way We Care (CTWWC), launched in 2018, is an initiative designed to promote safe, nurturing family care for children. This includes reforming national systems of care for children, including family strengthening, family reintegration, preventing unnecessary child-family separation, development of alternative family-based care, and influencing and promoting family strengthening and care with other actors around the globe. CTWWC implements within a context of growing global interest in family care and care reform and as a result of an increased understanding that residential care of children is a significant problem that will be best addressed through collaboration between national, regional, and global stakeholders to develop care systems that strengthen families, prevent family separation, and promote family-based alternative care options. In 2021, a household survey was implemented as part of CTWWC’s Year 3 Review. It was designed to address the following research questions: 1. What aspects of family strengthening support do caregivers think have affected (negatively and positively) their ability to care and provide for their children? 2. What proportion of children and caregivers report selected protective factors in their life? 3. What proportion of children at risk of separation from their families, as well as children and young people who have been reunified or placed in family-based care or in independent living, are experiencing positive well-being?

Abstract

The Government of Kenya is interested in understanding how malaria prevention and treatment can improve the education of school children when it is combined with effective teaching. This project examines the impact of school-based malaria intermittent screening and treatment and enhanced literacy training and support for teachers on children's health and educational outcomes.

A cluster randomized trial was implemented with 5,233 children in 101 government primary schools on the south coast of Kenya in 2010-2012. The intervention was delivered to children randomly selected from classes 1 and 5 who were followed up for 24 months. Once a school term, children were screened by public health workers using malaria rapid diagnostic tests (RDTs), and children (with or without malaria symptoms) found to be RDT-positive were treated with a six dose regimen of artemether-lumefantrine (AL). Given the nature of the intervention, the trial was not blinded. The primary outcomes were anemia and sustained attention. Secondary outcomes were malaria parasitaemia and educational achievement. Data were analyzed on an intention to treat basis. The study is registered with ClinicalTrials.gov, NCT00878007.

The schools were randomly assigned to one of four experimental groups: some schools have been tested and treated for malaria; some schools have had extra support for teachers of English and Swahili; some schools have been both tested for malaria and received extra teacher support; and other schools have gotten neither of the two programs.

Following recruitment, baseline health and education surveys were undertaken in January-February 2010, which were followed by the first round of intermittent screening and treatment (IST) and the teacher training workshop. Classroom observations occurred in May 2010, followed by the second round of IST in June-July 2010. The third round of IST occurred in September 2010. The first follow-up education surveys were carried out in November 2010 and the first health surveys - in February and March 2011, followed by a round of IST as well as refresher teacher training for the literacy intervention. The final round of IST was conducted in September 2011 with the 24 months follow-up health and education survey in February-March 2012.

The data from the baseline and follow-up surveys is documented here.

Geographic coverage

Kwale and Msambweni districts

Analysis unit

Individuals, households, schools

Universe

The survey cover children in grades 1 and 5 in government schools in Kwale and Msambweni districts, their parents/guardians, head teaches of schools in above mentioned districts.

Kind of data

Sample survey data [ssd]

Sampling procedure

School selection was made from the 197 government primary schools in Kwale and Msambweni districts. In Kwale district, a separate study is evaluating the impact of an alternative literacy intervention in two of the four zones; therefore only 20 schools in this district were included in our study allowing the two interventions to proceed without leakage. In Msambweni district, 81 of 112 schools were selected; schools 70 km or further away from the project office, were excluded due to logistical constraints.

The randomization of the 101 schools into the four experimental groups was conducted in two stages, each involving public randomization ceremonies:

Stage 1 - Literacy intervention randomization a) Clusters of schools (groups of between 3-6 schools that meet and share information) were randomised either to receive the literacy intervention or to serve as a control schools. b) This randomization was stratified by (i) cluster size, to ensure equal numbers of schools in the experimental groups; and (ii) average primary school leaving exam scores across the cluster, to balance the two groups for school achievement. c) District officials and representatives from all 26 school clusters were invited to a meeting. Volunteers were asked to randomly draw envelopes each containing a cluster name from 10 pre-stratified ballot boxes and to sequentially place the envelopes in group A and group B.

Stage 2 - Health intervention randomization a) The health intervention was randomly allocated amongst the 51 schools assigned to the literacy intervention and the 50 schools allocated to serve as control schools during the first randomization. b) Schools were stratified by average primary school leaving exam scores into 5 quintiles and by literacy intervention group, producing 10 strata overall. c) Representatives from the 101 schools and local communities were invited to this randomization ceremony. Volunteers were asked to draw envelopes from the 10 pre-stratified ballot boxes and sequentially place the envelopes in group 1 and group 2.

During January and February 2010, schools were visited and a census of all children in classes 1 and 5 was conducted, including children absent on the day of visit. This census served as a basis for making a random selection of 25 children with consent from class 1 and 30 children with consent from class 5. Fewer children were selected from class 1 because of the extra educational assessments undertaken with these children and the practical feasibility of conducting the tests in a single day. Some of the classes were small, and this meant that in these classes all children with consent were recruited.

Of the 5,233 children enrolled initially, 4,446 (85.0%) were included in the 12 month follow-up health survey and 4201 (80.3%) were included in the 24 month health survey. Overall, 4,656 (89.0%) of children were included in the 9 month follow-up education survey and 4,106 (78.5%) in the 24 month follow-up survey.

Mode of data collection

Face-to-face [f2f]

Research instrument

The following questionnaires and forms are available:

1) School Questionnaire The school questionnaire is administered to the head teachers of each school during the initial school selection; if absent, the deputy head was interviewed. Information is collected on the characteristics of the school such as the number of boys and girls enrolled in each class, examination results in English, mathematics and Kiswahili, school features such as number of desks and teachers, facilities available such as latrines and the presence of school health activities and materials. Locations of each school were mapped using a handheld Global Positioning System (GPS) receiver, (eTrex Garmin Ltd., Olathe, KS).

2) Parent questionnaire for class 1 students The parent questionnaire for class 1 students assesses the educational and socio-economic environment of the children's households. This is administered to the parent or guardian at the time of consent. Questions relate to their own reading ability, schooling, and involvement in their children's school, as well as questions on family composition, household construction, asset ownership and mosquito net ownership and use.

3) Parent questionnaire for class 5 students The parent questionnaire for class 5 students assesses the educational and socio-economic environment of the children's households. This is administered to the parent or guardian at the time of consent. The section on education environment is reduced as the literacy intervention was focused on the class 1 children, so a less extensive knowledge of attitudes to education was required for parents of class 5 children. Questions relate to their schooling level achieved, as well as questions on family composition, household construction, asset ownership, and mosquito net ownership and use.

4) Nurse survey form for classes 1 and 5 The child ID, child name, and parent name of the randomly selected children are already entered on the form before arrival at the school. The nurse records the attendance of each child, completing the reasons using the codes at the bottom of the form. Height, weight and temperature of each child is recorded on the form. The child is also asked their age, which is recorded.

5) Health Technician survey form for classes 1 and 5 The child ID, child name, and parent name of the randomly selected children are already entered on the form before arrival at the school. The technician notes whether the child is present, and then records the hemoglobin reading, whether or not a blood slide has been taken, and the timing and result of the malaria rapid diagnostic test (RDT). This form is for assessment of children in the intervention schools where P falciparum infection is assessed.

Kenya KE: Government Expenditure on Education: Total: % of GDP data was reported at 5.272 % in 2015. This records a decrease from the previous number of 5.280 % for 2014. Kenya KE: Government Expenditure on Education: Total: % of GDP data is updated yearly, averaging 5.509 % from Dec 1971 (Median) to 2015, with 34 observations. The data reached an all-time high of 7.336 % in 2005 and a record low of 3.930 % in 1971. Kenya KE: Government Expenditure on Education: Total: % of GDP data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Kenya – Table KE.World Bank.WDI: Education Statistics. General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

Compulsory education, duration (years) in Kenya was reported at 12 years in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. Kenya - Duration of compulsory education (years) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Abstract

The 2022 Kenya Demographic and Health Survey (2022 KDHS) is the seventh DHS survey implemented in Kenya. The Kenya National Bureau of Statistics (KNBS) in collaboration with the Ministry of Health (MoH) and other stakeholders implemented the survey. Survey planning began in late 2020 with data collection taking place from February 17 to July 19, 2022. ICF provided technical assistance through The DHS Program, which is funded by the United States Agency for International Development (USAID) and offers financial support and technical assistance for population and health surveys in countries worldwide. Other agencies and organizations that facilitated the successful implementation of the survey through technical or financial support were the Bill & Melinda Gates Foundation, the World Bank, the United Nations Children's Fund (UNICEF), the United Nations Population Fund (UNFPA), Nutrition International, the World Food Programme (WFP), the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), the World Health Organization (WHO), the Clinton Health Access Initiative, and the Joint United Nations Programme on HIV/AIDS (UNAIDS).

SURVEY OBJECTIVES The primary objective of the 2022 KDHS is to provide up-to-date estimates of demographic, health, and nutrition indicators to guide the planning, implementation, monitoring, and evaluation of population and health-related programs at the national and county levels. The specific objectives of the 2022 KDHS are to: Estimate fertility levels and contraceptive prevalence Estimate childhood mortality Provide basic indicators of maternal and child health Estimate the Early Childhood Development Index (ECDI) Collect anthropometric measures for children, women, and men Collect information on children's nutrition Collect information on women's dietary diversity Obtain information on knowledge and behavior related to transmission of HIV and other sexually transmitted infections (STIs) Obtain information on noncommunicable diseases and other health issues Ascertain the extent and patterns of domestic violence and female genital mutilation/cutting

Geographic coverage

National coverage

Analysis unit

Household, individuals, county and national level

Universe

The survey covered sampled households

Sampling procedure

The sample for the 2022 KDHS was drawn from the Kenya Household Master Sample Frame (K-HMSF). This is the frame that KNBS currently operates to conduct household-based sample surveys in Kenya. In 2019, Kenya conducted a Population and Housing Census, and a total of 129,067 enumeration areas (EAs) were developed. Of these EAs, 10,000 were selected with probability proportional to size to create the K-HMSF. The 10,000 EAs were randomized into four equal subsamples. The survey sample was drawn from one of the four subsamples. The EAs were developed into clusters through a process of household listing and geo-referencing. To design the frame, each of the 47 counties in Kenya was stratified into rural and urban strata, resulting in 92 strata since Nairobi City and Mombasa counties are purely urban.

The 2022 KDHS was designed to provide estimates at the national level, for rural and urban areas, and, for some indicators, at the county level. Given this, the sample was designed to have 42,300 households, with 25 households selected per cluster, resulting into 1,692 clusters spread across the country with 1,026 clusters in rural areas and 666 in urban areas.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

Eight questionnaires were used for the 2022 KDHS: 1. A full Household Questionnaire 2. A short Household Questionnaire 3. A full Woman's Questionnaire 4. A short Woman's Questionnaire 5. A Man's Questionnaire 6. A full Biomarker Questionnaire 7. A short Biomarker Questionnaire 8. A Fieldworker Questionnaire.

The Household Questionnaire collected information on: o Background characteristics of each person in the household (for example, name, sex, age, education, relationship to the household head, survival of parents among children under age 18) o Disability o Assets, land ownership, and housing characteristics o Sanitation, water, and other environmental health issues o Health expenditures o Accident and injury o COVID-19 (prevalence, vaccination, and related deaths) o Household food consumption

The Woman's Questionnaire was used to collect information from women age 15-49 on the following topics: o Socioeconomic and demographic characteristics o Reproduction o Family planning o Maternal health care and breastfeeding o Vaccination and health of children o Children's nutrition o Woman's dietary diversity o Early childhood development o Marriage and sexual activity o Fertility preferences o Husbands' background characteristics and women's employment activity o HIV/AIDS, other sexually transmitted infections (STIs), and tuberculosis (TB) o Other health issues o Early Childhood Development Index 2030 o Chronic diseases o Female genital mutilation/cutting o Domestic violence

The Man's Questionnaire was administered to men age 15-54 living in the households selected for long Household Questionnaires. The questionnaire collected information on: o Socioeconomic and demographic characteristics o Reproduction o Family planning o Marriage and sexual activity o Fertility preferences o Employment and gender roles o HIV/AIDS, other STIs, and TB o Other health issues o Chronic diseases o Female genital mutilation/cutting o Domestic violence

The Biomarker Questionnaire collected information on anthropometry (weight and height). The long Biomarker Questionnaire collected anthropometry measurements for children age 0-59 months, women age 15-49, and men age 15-54, while the short questionnaire collected weight and height measurements only for children age 0-59 months.

The Fieldworker Questionnaire was used to collect basic background information on the people who collected data in the field. This included team supervisors, interviewers, and biomarker technicians.

All questionnaires except the Fieldworker Questionnaire were translated into the Swahili language to make it easier for interviewers to ask questions in a language that respondents could understand.

Cleaning operations

Data were downloaded from the central servers and checked against the inventory of expected returns to account for all data collected in the field. SyncCloud was also used to generate field check tables to monitor progress and flag any errors, which were communicated back to the field teams for correction.

Secondary editing was done by members of the central office team, who resolved any errors that were not corrected by field teams during data collection. A CSPro batch editing tool was used for cleaning and tabulation during data analysis.

Response rate

A total of 42,022 households were selected for the sample, of which 38,731 (92%) were found to be occupied. Among the occupied households, 37,911 were successfully interviewed, yielding a response rate of 98%. The response rates for urban and rural households were 96% and 99%, respectively. In the interviewed households, 33,879 women age 15-49 were identified as eligible for individual interviews. Interviews were completed with 32,156 women, yielding a response rate of 95%. The response rates among women selected for the full and short questionnaires were the similar (95%). In the households selected for the male survey, 16,552 men age 15-54 were identified as eligible for individual interviews and 14,453 were successfully interviewed, yielding a response rate of 87%.

The value added by education to Kenya's Gross Domestic Product (GDP) grew by 4.6 percent in the third quarter of 2023. This represented an increase compared to the corresponding quarter in 2022, which recorded a 3.9 percent growth.

Unemployment with advanced education, male (% of male labor force with advanced education) in Kenya was reported at 6.443 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Kenya - Unemployment with advanced education, male - actual values, historical data, forecasts and projections were sourced from the World Bank on April of 2025.

This dataset is about books. It has 1 row and is filtered where the book is Education and development in rural Kenya : a study of primary school graduates. It features 7 columns including author, publication date, language, and book publisher.

Enrolment in tertiary education, ISCED 8 programmes, female (number) in Kenya was reported at 4348 Persons in 2019, according to the World Bank collection of development indicators, compiled from officially recognized sources. Kenya - Enrolment in tertiary education, ISCED 8 programmes, female - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.