Date of Award

Spring 5-17-2025

Document Type

Honors Project

University Scholars Director

Dr. Joshua Tom

First Advisor/Committee Member

Dr. Rebecca Hughes

Keywords

Kenya, secondary education, KCSE, educational inefficiencies, curriculum development, student outcomes

Abstract

In Kenya, secondary education plays a decisive role in shaping students’ university and career opportunities as well as their social mobility. The national exam, Kenya Certificate of Secondary Education (KCSE), acts as a key gateway to higher education and employment. The quality and accessibility of education for Kenyan youth, however, has been impacted by systemic inefficiencies ranging from underfunding and disparities in resource allocation to an exam-centric curriculum. This study takes a qualitative approach, using both purposive and convenience sampling to gather data through a questionnaire sent to university students and adults that have graduated from a Kenyan secondary school. Participants reflected on teacher support and quality of instruction, classroom environments, exam preparedness, and the long-term impact of KCSE scores. Findings reveal widespread resource shortages, overcrowded classrooms, and negative psychosocial and physical learning environments. The KCSE exam system prioritizes rote learning over critical thinking and skills development, reinforcing socio-economic inequalities through school-based disparities. Without active reform, Kenya risks producing unprepared graduates, hindering economic development and individual intellectual advancement. The study emphasizes the need for systemic changes to create an education system that is more equitable, holistic, and effective.

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http://rightsstatements.org/vocab/InC/1.0/

Additional Rights Information

Copyright held by author.

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