Education as a solution to societal problems: A case of Kenya

Education System

Introduction

Background

Education plays a vital role in shaping democratic societies, fostering

geopolitical stability, and promoting economic prosperity in the global marketplace. It

equips individuals with the knowledge to elect capable leaders, encourages tolerance,

and enables societies to learn from past mistakes, reducing violence and crime. By

creating hope for the future and opening up more employment opportunities,

education leads to higher income and a prosperous life. It also empowers women and

minority groups, helping societies progress toward equality. Ultimately, education

fosters wisdom and knowledge, driving positive change in communities and the world

at large (Prasad & Gupta, 2020).

In addressing societal problems, education fosters critical thinking, promotes

social cohesion, and tackles issues like poverty and inequality. The integration of

social issues into educational curricula enables students to engage with contemporary

challenges, such as migration and climate change, equipping them with the skills to

form informed opinions and participate in democratic processes (Larsson &

Lindström, 2020). Furthermore, education is recognized as a fundamental tool for

economic growth and social stability, with studies indicating that it can significantly

reduce poverty and social exclusion when adequately reformed (Marin, 2020). The

concept of "educationalization" underscores the importance of education in addressing

social issues, suggesting that a well-structured educational framework can empower

individuals to navigate modern complexities and moral dilemmas (Tröhler, 2016).

 In the United States, education is frequently regarded as a solution to various

societal challenges, although its actual impact is contested. Labaree (2008) points out

the paradox of using education to address social problems, arguing that while it is

often seen as a remedy, education has historically fallen short of resolving deep-

rooted social issues due to structural constraints and political agendas. Conversely,

Mousavi and Malekian (2015) assert that education contributes to improved social

well-being, such as lowering crime rates and increasing civic engagement. Pezone and

Singer (2003) emphasize that societal organization affects educational outcomes,

suggesting that meaningful social change through education requires systemic

reforms. Similarly, Nurmi (2011) views education as a crucial tool for narrowing

income disparities, yet stresses that it cannot, by itself, eliminate structural

inequalities without supportive policies. Dewey's philosophy further supports the

notion that education should empower individuals to address social issues and

advocate for a more just society (Perez-Ibanez, 2018).

In the UK, education is increasingly recognized as a potential solution to

societal problems, yet its effectiveness hinges on a fundamental rethinking of its

purpose and structure. Current educational ideologies often prioritize individual gain

over collective benefit, leading to increased inequalities and disengagement among

students (Cartland, 2023). Despite numerous interventions aimed at mitigating the

impact of socio-economic disadvantage on educational outcomes, significant

disparities persist, indicating that schools alone cannot compensate for societal

inequities (Shain, 2016).

In China, education serves as a crucial means of addressing various societal

challenges, particularly in combating poverty and regional disparities. The Chinese

government acknowledges education's role in poverty reduction and has implemented

policies that connect educational support to economic growth, thus improving

opportunities for low-income families (Zhang, 2020). Nevertheless, significant

inequalities remain, especially between urban and rural areas, with central and

western China lagging behind the eastern regions. Efforts to rectify these disparities

include reforms in resource distribution, teacher training, and salary enhancements;

however, ongoing challenges suggest a need for further policy adjustments (Liu,

2023). Ultimately, a holistic approach that integrates educational equity with targeted

poverty alleviation strategies is essential for ensuring social stability and advancing

national development (Zhang, 2020).

In Kenya, education is regarded as a vital avenue for individuals to improve

their lives and as a key factor in driving national economic growth. Both the

government and citizens have made substantial investments to increase access to and

improve the quality of education, with the aim of fulfilling the potential of education

to meet the Millennium Development Goals and Vision 2030, framing it as a solution

to societal challenges (Glennerster, Kremer, Mbiti, & Takavarasha, 2011). However,

Langat (2016) highlights that the introduction of free primary education has

contributed to a decline in educational standards. She argues that to fully realize the

benefits of free primary schooling, there must be a greater emphasis on ensuring

quality education, as access alone does not guarantee effective learning. Similarly,

Otike and Kiruki (2011) examine the government's implementation of the free

primary education policy as a means to reduce illiteracy and foster economic growth.

While the initiative aligns with the Millennium Development Goals and aims to

promote literacy and technological skills, it has faced numerous obstacles, such as

insufficient staffing, poor working conditions, inadequate funding, and the lack of
school libraries, all of which have limited the program's success in addressing

illiteracy.

Objectives

1. To critically assess how access to quality education influences poverty

alleviation, the reduction of youth crime and unemployment, and the mitigation

of gender-based disparities in economic and social opportunities in Kenya, with

particular emphasis on differences between rural and urban regions.

2. To evaluate the effectiveness of Kenya’s education policies in addressing long-

term societal challenges such as inequality, health issues, and environmental

sustainability.

3. To identify the challenges faced by the Kenyan education system in its attempt to

solve major societal problems and propose solutions.

4. To evaluate the relationship between access to quality education and its impact on

poverty alleviation, youth crime reduction, unemployment rates, and gender-

based disparities in economic and social opportunities in Kenya, with a focus on

rural and urban areas.

Research questions

I. What is the level of access to quality education in Kenya?

II. To what extent does access to quality education impact: poverty alleviation, the

reduction of youth crime and unemployment, and the mitigation of gender-based

disparities in economic and social opportunities across rural and urban regions of

Kenya?
III. How effective are Kenya’s education policies in addressing long-term societal

challenges, including inequality, health issues, and environmental sustainability?

IV. What are the major challenges the Kenyan education system faces in addressing

societal problems, and what potential solutions can improve its effectiveness?

V. Is there a significant relationship between access to quality education and poverty

alleviation, youth crime reduction, unemployment rates, and the reduction of

gender-based disparities in economic and social opportunities across rural and

urban regions of Kenya?

Literature review.

The National Goals of Education in Kenya emphasize the role of education

and training as essential tools for social mobility, national cohesion, and

socioeconomic development (Republic of Kenya, 2019). Education is expected to

instill nationalism and patriotism, while fostering national unity. It should also

address the social, economic, technological, and industrial needs required for national

development. Additionally, education aims to support individual growth and self-

fulfillment, while promoting sound moral and religious values. It is designed to

advance social equality and responsibility, and to foster respect for and the

development of Kenya's rich and diverse cultural heritage. Furthermore, education

encourages international awareness and positive attitudes towards other nations, while

promoting good health practices and environmental protection. These goals highlight

education’s potential to serve as a solution to societal problems by cultivating unity,

ethical values, and development.

 Education has been a significant focus of the Kenyan government since

independence, viewed as essential for promoting national unity, political ideologies,

and social change, as well as serving as a catalyst for economic development through

the cultivation of necessary skills and attitudes among citizens .Recent policies have

shifted emphasis toward rural development, prompting an evaluation of the education

sector's contributions to this goal. However, despite various reforms, the current

education system largely mirrors the colonial framework, exhibiting significant

inequalities, especially among secondary schools of different types, grades, and

locations. Field data reveal a stark variance in school standards, with access to quality

education being heavily biased toward affluent socio-economic groups, particularly

those in higher-graded government schools. Consequently, instead of fostering rural

development, the educational system tends to reinforce existing class divisions and

elitism, ultimately limiting its effectiveness in addressing societal challenges

(Wellings, 2017).

Yakaboski and Nolan (2011) examined the Kenyan education system,

highlighting how growing demand, external policies, and resource constraints have

limited access to higher education in Kenya. While higher education is often seen as

both a challenge and a solution necessary for creating a skilled workforce and

promoting economic development the barriers largely originate from lower levels of

education, particularly primary and secondary education. They argue that addressing

these foundational challenges is key to improving access to higher education.

Additionally, they suggest that by understanding these obstacles, U.S. educators can

better equip Kenyan international students with the knowledge and skills needed to

enhance the Kenyan education system upon their return.

 In his article Ojiambo (2009), highlights education as a crucial engine for

Kenya's national development, particularly in driving social transformation, fostering

national unity, and boosting economic growth by producing a skilled workforce.

Since independence, the Kenyan government has made substantial investments in

education, recognizing its significance for both economic and social progress.

However, the system has grappled with structural inefficiencies inherited from

colonial rule, prompting multiple reforms aimed at addressing inequalities and

improving access, particularly in rural areas. Education has played a key role in

empowering marginalized groups, including women, leading to better health

outcomes, reduced fertility rates, and increased life expectancy. While free primary

education (FPE) has been a milestone policy, it has encountered challenges such as

overcrowded classrooms, insufficient teaching resources, and high dropout rates,

raising concerns about the program’s quality and sustainability. Ojiambo stresses the

need for better alignment between education policies and Kenya's Vision 2030

development goals, advocating for reforms that address both local and global

demands while warning against political interference, which has often impeded

effective educational reforms.

Nyakundi (2013), highlights that the Brothers of Our Lady Mother of Mercy

(CMM) have played a crucial role in addressing societal challenges through their

provision of quality education in Kenya. The Brothers CMM engage directly in

teaching and focus on addressing the issues facing the youth, such as moral guidance

and life skills, which are essential for personal and social development. Despite their

efforts, the study identifies challenges that hinder the provision of quality education,

such as inadequate resources, negative teacher attitudes, and insufficient professional

development. To overcome these obstacles, James suggests that collaborative efforts

between the Brothers CMM and other stakeholders are essential to improve education

quality.

case study on competency-based curriculum

Kenya is currently implementing a new educational framework known as the

Competency-Based Curriculum (CBC). This initiative is driven by the benefits

education provides, such as enhancing individual well-being and fostering skills that

enable citizens to contribute meaningfully to the economy and society. The Kenyan

government has made significant investments in the educational sector to maximize

these benefits. However, various challenges hinder the effective implementation of

CBC, particularly during its initial stages. Addressing these obstacles is essential for

ensuring that learners fully benefit from the new curriculum (Akala, 2021).

Amutabi (2019) provides a historical perspective on the introduction of CBC

in Kenya, which replaced the long-standing 8-4-4 education system. The CBC was

unveiled in 2017 as a response to the flaws of the 8-4-4 system, which had been in

place for over three decades. The 8-4-4 system was characterized by an overemphasis

on examination results, leading to negative practices such as ranking and unhealthy

competition. Parents resorted to dishonest practices, like registering students in

multiple schools to increase their chances of admission into prestigious institutions

based on exam performance. This contributed to a culture of corruption and bribery

within the education sector. In contrast, the CBC aims to shift the focus from rote

memorization and exam performance to a more holistic approach that promotes the

advancement of all students.He argues that the adoption of CBC may facilitate the

development of a National Qualification Framework (NQF) that acknowledges

diverse forms of education and addresses societal challenges in Kenya.

The transition to CBC in Kenya has drawn attention from both local and international

scholars. Muchira et al. (2023) conducted a comparative study that examined CBC

implementation in Kenya alongside similar models in the United States and South

Korea. Through a scoping review of peer-reviewed literature, the authors found that

the adoption of CBC in the U.S. and South Korea has positively influenced students'

problem-solving abilities, lifelong learning skills, self-efficacy, and autonomy.

Despite these benefits, there is limited evidence of CBC's effectiveness in enhancing

key competencies among Kenyan learners. Muchira et al. identify common challenges

faced across these countries, such as insufficient teacher training, inadequate funding,

and inconsistent pedagogical approaches and assessment methods. To improve CBC

implementation in Kenya, the authors recommend leveraging international evidence

to enhance teacher training and better align educational goals across administrative

levels.

In Tanzania, Kimario and Otieno (2022) investigated the impact of CBC on

educational achievement in secondary schools within Arusha City Council. Their

findings underscore the value of learner-centered teaching methods, such as

discussions and practical activities, which significantly enhance students' educational

outcomes. Additionally, CBC is shown to foster essential skills for career

development and personal transformation. The authors advocate for the

comprehensive implementation of CBC in secondary schools to equip students with

the necessary competencies for future success.

Cheptoo and Ramdas (2020) critique CBC implementation in Kenya,

highlighting it as the third major educational reform in the country's history, following

the colonial education system and the 8-4-4 curriculum. Although the CBC seeks to
align Kenya’s education system with global standards, it has primarily succeeded at

the vocational and training levels, while basic education has faced numerous

challenges. The Basic Education Curriculum Framework (2017), which provides

guidelines for CBC content in Kenya, has been criticized for lacking essential

elements needed for effective implementation. The authors suggest that more

attention needs to be given to basic education to ensure the curriculum's overall

success.

Challenges and solutions in Education Systems

The Kenyan education system faces significant challenges, including

disparities between urban and rural schools, inadequate funding, and insufficient

teacher training, particularly following the introduction of free primary education

(Otike & Kiruki, 2011; Ojiambo, 2009). Despite increased access to education, the

quality has often suffered, especially in rural areas where resources are limited,

perpetuating social inequalities (Wellings, 2017). The implementation of the

Competency-Based Curriculum (CBC) has also encountered difficulties due to

inconsistent pedagogical approaches and lack of teacher preparedness (Akala, 2021;

Muchira et al., 2023). To address these issues, reforms such as improved resource

allocation, enhanced teacher training, and targeted interventions for marginalized

groups are necessary to ensure that education fulfills its potential as a solution to

societal problems in Kenya (Langat, 2016; Zhang, 2020).

Summary

Education plays a critical role in addressing societal problems globally, by promoting

democratic participation, economic growth, and social cohesion. In Kenya, education

is viewed as a vital tool for poverty alleviation, crime reduction, and gender equality.

Despite this, challenges such as disparities between urban and rural schools,
inadequate funding, and poor teacher training persist, particularly following the

introduction of free primary education. The Competency-Based Curriculum (CBC),

which seeks to shift focus from rote learning to holistic development, has faced issues

with inconsistent teaching methods and insufficient preparation. Reform efforts in

Kenya should focus on improving resource distribution, enhancing teacher training,

and targeting marginalized groups to ensure education meets its potential in resolving

societal challenges. Global experiences from countries like China, the U.S., and the

UK highlight the need for systemic reforms, as education alone cannot fully address

deep-rooted inequalities without complementary policies. Successful implementation

of education as a societal solution in Kenya will depend on overcoming these

structural and resource-related obstacles.

 References

Akala, B. M. (2021). Revisiting education reform in Kenya: A case of Competency

Based Curriculum (CBC). Social Sciences & Humanities Open, 3, 100107. Elsevier.

https://doi.org/10.1016/j.ssaho.2020.100107

Cartland, S. (2023). If we are to fix the education crisis, the dominant ideological

approach must be changed. Soundings, (84-85). https://doi.org/10.3898/soun.84-

85.10.2023

Cheptoo, R., & Ramdas, V. (2020). Competency-based curriculum in Kenya: A

critique. International Journal of Creative Research Thoughts (IJCRT), 8(6), 3206.

Glennerster, R., Kremer, M., Mbiti, I., & Takavarasha, K. (2011). Access and quality

in the Kenyan education system: A review of the progress, challenges and potential

solutions. Office of the Prime Minister of Kenya, Abdul Latif Poverty Action Lab at

MIT (J-PAL) and Innovations for Poverty Action (IPA).

Kimario, T. T., & Otieno, K. O. (2022). Effects of competence based curriculum on

students’ education achievement: A study of secondary schools in Arusha City

Council, Tanzania. Journal of Research Innovation and Implications in Education,

6(1), 201–210.

Labaree, D. F. (2008). The winning ways of a losing strategy: Educationalizing social

problems in the United States. Educational Theory. https://doi.org/10.1111/j.1741-

5446.2008.00299.x

Langat, S. (2016). Schooling is not learning: A case study of Kenya's primary

education (Economics Student Theses and Capstone Projects). Skidmore College.

Retrieved from Skidmore College Creative Matter database.

Langat, S. (2016). Schooling is not learning: A case study of Kenya's primary

education (Economics Student Theses and Capstone Projects, 23). Skidmore College.

Retrieved from https://creativematter.skidmore.edu/econ_studt_schol/23

Larsson, A., & Lindström, N. (2020). Controversial societal issues in education:

Explorations of moral, critical and didactical implications. Acta Didactica Norge,

14(3). https://doi.org/10.5617/ADNO.8380

Liu, J. (2023). China's education policies to solve regional educational inequality.

Journal of Education, Humanities and Social Sciences, 8, 2149.

Marin, I. (2020). The role of education in reducing poverty and social exclusion.

Proceedings of the International Conference on Business Excellence, 14(1), 154-164.

https://doi.org/10.2478/PICBE-2020-0047

Mousavi, P. S., & Malekian, F. (2015). Impacts of education on social well-being.

International Journal of Research (IJR), 2(6), 5. Available at

http://internationaljournalofresearch.org

Muchira, J. M., Morris, R. J., Wawire, B. A., & Oh, C. (2023). Implementing

Competency Based Curriculum (CBC) in Kenya: Challenges and lessons from South

Korea and USA. Journal of Education and Learning, 12(3), 62.

https://doi.org/10.5539/jel.v12n3p62

Nurmi, S. (2011). Can education reduce income disparities? (Master's thesis,

Georgetown University). Georgetown University Institutional Repository.

Ojiambo, P. C. (2009). Quality of education and its role in national development: A

case study of Kenya’s educational reforms. Kenya Studies Review, 1(1), 133-149.

Perez-Ibanez, I. (2018). Dewey’s thought on education and social change. Journal of

Thought, 52(3-4), 19-31. Available at

http://journalofthought.com/wp-content/uploads/2018/12/07perezibanez.pdf
Pezone, M., & Singer, A. (2003). Education for social change: From theory to

practice. Workplace: A Journal for Academic Labor.

https://doi.org/10.14288/workplace.v0i10.184656

Prasad, C., & Gupta, P. (2020). Educational impact on the society. International

Journal of Novel Research in Education and Learning, 7(6), 1-7. Available at:

https://www.noveltyjournals.com

Republic of Kenya. (2019). Sessional paper no. 1 of 2019 on a policy framework for

reforming education and training for sustainable development in Kenya. Nairobi: The

Government Printer.

Shain, F. (2016). Succeeding against the odds: Can schools ‘compensate for society’?

Education 3-13, 44(1), 8-18.

Tröhler, D. (2016). Educationalization of social problems and the educationalization

of the modern world. In M. A. Peters (Ed.), Encyclopedia of educational philosophy

and theory. Springer. https://doi.org/10.1007/978-981-287-532-7_8-1

Wellings, P. A. (2017). Education and development in Central Kenya: Problems of

spatial and structural inequalities in the school system (Ph.D. thesis). University of

London, Department of Geography, School of Oriental and African Studies. ProQuest

Number: 10672767.

Yakaboski, T., & Nolan, K. (2011). The Kenyan school systems’ impact on public

higher education access: Examination of growth, access, and challenges. Journal of

International Education and Leadership, 1(1). Retrieved from

http://www.jielusa.org/home/

Zhang, L. (2020) Overview of the poverty-alleviation by supporting education in

China. Science Insights Education Frontiers, 6(2):631-651.