Is our Secondary School

System Inequitable by
Design? Facts and figures for evidence-based
building back better!
U s a w a 1 st S e c o n d a r y S c h o o l S u r v e y R e p o r t | 2 0 2 2

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 The survey was supported by:
1. Wellspring Philanthropic Fund
2. Echidna Giving
3. Imaginable Futures

To cite this report:

To cite this report: Usawa (2022): Are our secondary schools inequitable by design?
Usawa 1 st Secondary School Survey Report. Nairobi: Usawa Agenda.
© Copyright Usawa Agenda 2022

Any part of this publication may be reproduced for non-profit purposes. Please cite the
source and send two copies of the resulting publication to the following address:

Contact
Usawa Agenda,
22 School Lane, Westlands,
P.O. Box 2907, 00606,
Nairobi.

Tel: +254 114 209 420;

Email: [email protected]
Website: www.usawaagenda.org

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 Is our Secondary School
System Inequitable by
Design? Facts and figures for evidence-based
building back better!
U s a w a 1 st S e c o n d a r y S c h o o l S u r v e y R e p o r t | 2 0 2 2

Are our secondary schools inequitable by design? iii

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 Contents

1
Forward
3
Acknowledgements

5
Introduction
7
Key Facts on The Status of
Secondary Education in Kenya!

8
Key Findings
24
Conclusions

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 Foreword

Turning the spotlight on the

inequities that disenfranchise
millions of secondary school leavers

T
hey say that education is an equal opportunity we count down the last decade of two important
to people to show how unequal they are. This national and global education aspirations. The
maxim aligns well with the global educational world is counting down the last decade of the
aspiration as encapsulated in SDG 4, to which Kenya global agenda 2030 whose educational aspiration
is signatory: “Ensure inclusive and equitable as articulated in the SDG 4. Simultaneously, Kenya
quality education and promote lifelong learning is also counting down the last decade of the
opportunities for all1”. It, however, presumes that grant national Vision 2030, in which education is
the school system is equitable and that what one considered one of the main enablers of national
emerges with from it is a true reflection of their development. The overall educational goal of Vision
ability and effort. The question that this report seeks 2030 is: “offer Kenyans a globally competitive,
to answer is: Is that true of the Kenyan secondary quality and relevant education and training”.
school system?
This report comes at the time Kenyans are
This secondary school survey report, therefore, counting down the 12th year since the country
could not have come at a more opportune moment promulgated the current constitution, which makes
in the country’s education sector. It comes as basic education (including secondary education)
a constitutional right. This year is also expected to
1 Emphasis added culminate to the second political transition under

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 the current constitution, whose implementation report is primed to bridge the evidence gaps in the
continues to be consequential for the education ongoing national discourse on the implementation
sector. It also comes out as the country is preparing of CBC.
to transition the pioneer group of the competency-
based curriculum (CBC) out of primary education It is my expectation that everyone who reads this
and into junior secondary at the end of 2022. The report, whether through the lenses of the national
implementation of the new curriculum has elicited, goals of education, or the global vision of an
as it should, heated debate. Yet much of the debate equitable quality education for ALL, will find it worth
has been devoid of some critical facts that need to of dispassionate engagement with. The data upon
inform the otherwise healthy discussion around the which this report is based will also be shared once
switch from the 8-4-4 system of education to the we have gotten the right advice on how to proceed
current one. without breaching the data protection law that
The report is also coming out as the first recently came into effect in Kenya. Once we share
independent assessment of the impact of COVID-19 the data, we will encourage academics, graduate
on the country’s secondary school sub-sector. This students and other researchers to mine it for non-
is in the aftermath of the country’s unprecedented profit courses, to generate further engagement and
9 months closure of schools. Admittedly, many of enhance its utility. Finally, it is our expectation that
the challenges unearthed in this report predate the the evidence we share in this report, will inform
COVID-19 pandemic. This report thus highlights a the ongoing political campaigns and contribute to
number of things that could help advance important shaping the educational priorities of the next regime.
discourses going forward: It offers insights into the
impact of COVID-19 on secondary school enrolment
for different groups of children, especially girls. It
boldly dives into the uncharted waters of how the
country’s secondary school system promotes and
inhibits the national aspiration of giving every child
an equitable chance to realize their full potential
through education. The findings in this report are
groundbreaking and point to many gaps that require
urgent attention if we are to live up to the global Emmanuel Manyasa, PhD
mantra of building back better. Importantly, this Executive Director, Usawa Agenda

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 Acknowledgements

T
he completion of this report brings to fruition you for keeping our feet on the ground while
the dedicated efforts of a wide range of staff, carrying out this important duty.
volunteers, consultants and partners. We wish
The Usawa Agenda Staff: Dr. Emmanuel
to acknowledge everybodyone who offered his or
Manyasa, Boaz Ochi, Cycus Baraza, Brenda
her time, expertise and resources to support the
Onyango, David Lutta, Esther Nyokabi, Faith
successful implementation of the 2021 secondary
Atieno and David Baraza thank you for
school survey in Kenya. Our sincere apologies in
commitment beyond the call of duty without
advance to those we may not be able to mention
by name. The following, however, stand out in their which this work report would not be out at this
unique contributions to the 2021 survey: time.
The Usawa Agenda Consultants: Walter
The Usawa Agenda founders: Dr. Martin
Kwena and Kevin Mwanza;
Ogola and Dr. Everline Wanzala, thank you for
believing that this work is doable and trusting The 47 Uwezo County Partners who sacrificed
us to do it. their time to work with data collectors to
ensure that we reached all the selected
Usawa Agenda funders: Wellspring
schools;
Philanthropic Fund, Echidna Giving and
Imaginable Futures, thank you for trusting The trainers who committed their time and
us enough to put resources into the expertise to enhance the data collectors’
implementation of our ideas. capacities to conduct the survey in the most
credible way possible; and
The Usawa Agenda board members: Mr.
Henry Kilonzo (Chairman), Prof. Gituro The 339 secondary school principals who
Wainaina, Mr. Naman Owuor, Ms. Florence welcomed us into their schools to conduct the
Syevuo, Dr. Wilson Wasike, Mrs. Esther surveys we can’t thank you enough for your
Wairimu and Ms. Joy Claudia Anami, thank sacrifices to support this work.

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 We sincerely thank the leadership of the We thank Mr. Kahi Indimuli, the Chairman
Ministry of Education both at the national of the Kenya Secondary Schools Heads
and county levels for the continued and Association and the Teachers’ Service
unwavering support to Usawa Agenda Commission for their role in producing and
activities, without which we would not be sharing this evidence.
able to do this work. We are indebted to
the Department of Family Health, Division Deep appreciation to Dr. James Mbugua, who
of Adolescents and School Health at the crunched the numbers to help us to make
Ministry of Health, represented by Dr. Beatrice sense of them. We thank William for burning
Ochieng for support in developing the school the midnight oil to design this report on an
health components of the survey tools. extremely tight timeline.
We thank NACOSTI for support in timely To all those whose names we couldn’t list
authorizing of the survey. here, accept our heartfelt gratitude and know
We thank the 47 County Commissioners at that literally, we could not have done it without
whose offices we made our first stops in you. We continue to be inspired by all who
each of the counties, in some cases requiring unwaveringly work every day to secure the
security support to proceed with the survey, future of our children and that of the country
and they all came through for us. through education.

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 1. Introduction

T
his is Usawa’s first secondary school survey our school system. Building on the many years of
report for Kenya. It is informed by the fact that work at the primary school level, this report asks
secondary education is critical in the career the question: “Is our secondary school system
paths that young Kenyans can take. Indeed, not inequitable by design?”
performing well in secondary school has greater
ramifications for young Kenyans than any other This report provides insights into the drivers of
learning and academic performance in public
level of their education. Today there are many
secondary schools in Kenya, with a clear focus on
young Kenyans who have studied hard to acquire
the underlying structure that perpetuates systemic
university degrees, but cannot be deployed at the
inequities. The report highlights the categorization
same grade as their fellow university graduates
of schools into national, extra-county, county and
because of their form four grade – that is how
sub-county schools and the inequitable distribution
consequential achievement at the secondary school
of public resources among the different cadres of
level is! schools. Given that this categorization is neither
This report notes the fact that the grade a learner provided for in the Basic Education Act of 2013 nor
obtains in his/her Kenya Certificate of Secondary the Sessional paper number 1 of 2019, this report
Education (KCSE) examinations is not entirely finds it difficult to rationalize the continued use of
this order to skew the allocation of public resources
dependent on their ability and/or effort. Many
(including teachers) in the secondary school sub-
factors impact this grade, most of them outside of
sector.
the learner’s control. Yet the learner almost singly
bears the full responsibility for the grade they Kenya has pursued legal, policy and institutional
obtain. Most of these factors are school-level, while reforms in education since the promulgation of
some are beyond the school. Based on anecdotal the current Constitution in 2010 that have brought
evidence, and sometimes in glaring exhibition of consequential structural changes including but not
herd behavior, parents and learners scramble for limited to:
limited spaces in the perceived best performing
schools, while many secondary schools remain with 1) Education being recognised as a
sub-optimal number of learners. This report heralds constitutional right through the provisions of
the effort to investigate and expose the multiple Article 53(1),
factors that drive the academic performance of our 2) The provision of education becoming a
public secondary schools (which educate most of shared function between the National and
the learners). It attempts to tackle the salient issue County governments (IV Schedule of the
that we have surfaced over the years – inequity in Constitution),

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 3) The Teachers’ Service Commission (TSC) In this year, when the pioneer group of CBC
being established as an independent learners is expected to exit primary school and
Constitutional Commission with the mandate join secondary school, this report raises a red
of among others to: flag to warn of the high risk of serving new wine
Ensure that teachers comply with the in old wineskins. It points out the inequities that
teaching standards prescribed by the have made many schools fail to live up to the
Commission; expectations of learners, parents and the public,
while a few schools, educating a minority fraction
Manage the payroll of teachers in its of the learners are lavished with public resources
employment; beyond their need. This is what it has always been.
Facilitate career progression and This is what must change.
professional development for teachers
in the teaching service including the The global clarion call to build back better will ring
appointment of head teachers and hollow for Kenyans if this doesn’t change. The desire
principals; and to contribute to the change has motivated this
study, informing the deep dive into the issues that
Monitor the conduct and performance of have simmered for long. Progress requires deep
teachers in the teaching service. engagement with the facts that we share in this
The country continues to pursue policy, legal and report to challenge all stakeholders to transcend the
institutional reforms to comply with the Constitutional allure of cosmetic reforms that reproduce inequities.
requirements of providing free and compulsory
basic education, which is defined in the Basic
Education Act 2013 as the 12 uninterrupted years of The brief on the survey
continued learning.
To get this done this study undertook stratified
The implementation of the Free Primary Education
random sampling of schools to obtain a sample
Policy in 2003 and the Free Day Secondary
of 376 secondary schools. Stratification was done
Education policy in 2008 illustrate the efforts
at three levels: county, gender and category of
towards removing the financial barriers to
schools. The target was to select 8 secondary
universalising basic education. The Ministry of
Education and the country in general have pursued schools from each county stratified into 2 schools
policies that seek to deepen access, and improve for each category (sub-county, county, extra-county
quality, relevance and transition at critical levels of and national). Within these strata, there was further
basic education. stratification into boys, girls and mixed secondary
schools.
From 2019, the Ministry of Education began the
national roll out of the competency-based curriculum Survey tools were developed, pretested and
as a hallmark of the education reforms. The piloted ahead of the survey. The primary
curriculum lauded widely by many stakeholders was respondents were principals of the selected
seen as the panacea to addressing quality concerns. schools. The data analysis has involved weighting
Our evidence (the first on the scene) from 2009 had the observations to make the findings reflect the
revealed the sharp contrast between the education true weight of the schools. For instance, sub-county
inputs and the learning outcomes; that indeed schools constitute roughly 70% of the secondary
children were in school but were not learning. schools and this was factored in the weighting of
the sample during analysis.

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 2. Key Facts on The Status of Secondary
Education in Kenya!

1 2
FACT ONE: FACT TWO:
The category of secondary Only 3 in 10 surveyed
school the learner attends boarding schools
contributes more to his/her reported having
KCSE grade than his/her adequate space in their
entry (KCPE) marks. dormitories.

3
FACT THREE:
Girl schools are generally
less equipped with biology,
physics and chemistry
laboratories compared to
boy schools.

4 5
FACT FOUR: FACT FIVE:
Attending a school with
Only 3 in 10 secondary
a high proportion of
school teachers are
TSC-employed teachers
trained on using ICT in
has a significant positive
teaching and learning.
contribution to a learner’s
KCSE grade.

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 3. Key Findings

School Characteristics Fig. 1: Distribution of schools by residency type

and category

Table 1: Distribution of the surveyed schools by 100% 1.4

category 5.8
12.8
90%

School category Frequency Percentage 80%

Sub-county 94 27.7 70% 58.0

69.1
County 86 25.4 60%

Extra-county 86 25.4 50% 98.6

94.2
National 73 21.5 87.2
40%
Total 339 100
30%
339 schools were surveyed against the target
20% 42.0
of 376 representing 90.2% response rate. 30.9
10%
Sub-county schools had 100% response rate,
while national schools had the least response 0%
rate at 77.7%. Sub-county County Extra-county National Average

Boarding
School Category Day

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 6 in 10 secondary schools in Kenya are day Table 3: Average number of examined subjects by
schools. school category and gender type
7 in 10 sub-county schools are day while only
School Type (Gender)
1 in 100 national schools is day.
13 in 100 county schools and 6 in 100 extra- Category Boys Girls Mixed Average Range
county schools are day. Sub-county 10.8 11.0 10.9 10.9 [7, 15]

Table 2: Average number of learners by school County 11.5 11.4 10.4 11.3 [7, 15]
category Extra-county 12.5 12.5 - 12.5 [8, 20]
National 13.9 14.3 14.0 14.1 [8, 21]
Category Average
Average 11.5 11.3 10.9 11.1 [7, 21]
Sub-county 391
The number of subjects examined ranges from 7
County 510 to 21.
Extra-county 800 The number of subjects differs among the
different categories of schools.
National 1,226 They range from 8 to 21 among national schools,
8 to 20 among extra-county schools and 7 to 15
Total 433
among both county and sub-county schools.
The average national school is almost four On average, sub-county schools have 10
times the size of an average sub-county examined subjects, county schools have 11, extra-
school, more than double the size of an county schools have 13 and national schools 14.
average county school and 1.5 times the Candidates are required to sit examinations in
size of an average extra-county school by 7 subjects: the higher, beyond 7 the number of
population. examined subjects, the higher the options for
learners to select what interests them most and
the more the opportunities for career paths the
COVID-19 Impact and Response learners have.

Table 4: COVID-19 Impact on enrolment by class and school category (2020 to 2021)

Class Average
School Category
Form 1 Form 2 Form 3 Form 4 Boys Girls Total
Sub-county -2.9% -2.1% -1.3% -4.7% -2.4% -3.0% -2.6%

County -1.8% -2.4% -2.3% -6.7% -2.2% -4.0% -3.1%

Extra-county -2.7% -0.3% -1.4% -5.4% -2.1% -2.9% -2.3%

National -4.1% -0.6% -0.6% 0.4% -2.0% -0.7% -1.4%

Average -3.1% -1.1% -1.3% -3.3% -2.1% -2.3% -2.1%

The COVID-19 pandemic caused a 2.1% Among county schools, the highest
decline in enrolment in the secondary schools dropout rate (6.7%) was in form four and
across board. the least (1.8%) in form one.
The dropout rate varied among the different Among sub-county schools, the highest
classes and school categories: dropout rate (4.7%) was in form four and
the least (1.3%) in form three.
Among national schools, the highest
dropout rate (4.1%) was in form one and the County schools reported the highest
least (an increase in enrolment of 0.4%) in dropout rate (3.1) overall and for girls (4%),
form four. while national schools reported the lowest
dropout rate (1.4%) overall and for girls
Among extra-county schools, the highest (0.7%).
dropout rate (5.4%) was in form four and
the least (0.3%) in form two.

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 The dropout also varied on the basis of On average, there were 34 learners per every
gender: functional handwashing point in the schools
Girls generally recorded higher dropout across the board.
rates across the different categories of Day schools had the higher learner to
schools than boys except for national handwashing point ratio of 38 while boarding
schools where a lower rate (0.7%) was schools had 31 learners per handwashing
reported for girls compared to the boys’ point.
rate (2%).
Fig. 4: Factors that contributed most to the
Fig. 2: Learners per functional hand-washing decline in enrolment between March 2020 &
point by school category and gender type January 2021 by school category
70.0 12.9%
Boys Girls Mixed Average 16.7%
Others 16.1%
12.5%
60.0 12.8%

19.1%
50.0 10.0%
No longer interested 19.4%
in education 12.5%
20.5%
40.0
Number

34.3%
Factor for declined enrolement 10.0%
30.0 Marriage 9.7%
20.0%
38.5%
20.0 61.1%
Teenage 23.3%
38.7%
10.0 Pregnancy 40.0%
66.7%

46.0%
0.0 80.0%
Sub-county County Extra-county National Total Transferred to 61.3%
Boys 24.6 27.2 38.1 35.3 28.9 other schools 52.5%
Girls 33.8 21.5 38.0 28.3 29.2 43.6%
Mixed 38.3 59.3 0.0 30.4 39.2
Average 36.3 27.6 38.0 31.7 34.4 0.0%
3.3%
School Category Death of 0.0%
parent(s) 0.0%
0.0%
Overall, 34 learners shared one handwashing 37.8%
point. 43.3%
Lack of 51.6%
school fees 57.5%
In mixed schools, 39 learners shared one 33.3%
handwashing point while in boy and girl 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

schools 29 learners shared one handwashing average National Extra- county County Sub- county
point.
Overall, lack of fees was mentioned as the
Fig. 3: Learners per functional hand-washing cause for the decline in enrolment by 37.8% of
point by school category and residency type the schools, transfer to other schools by 46%
45.0
of the schools, teenage pregnancy by 61.1%
Boarding Day Total of the schools, marriage by 34.3%, no longer
40.0 interested in education by 19.1% and other
35.0
unspecified reasons by 12.9%.
The causes differed by the category of
30.0
school:
25.0
Numbers

For national schools, the highest

20.0 contributor at 80% was transfer to other
schools.
15.0
For extra-county schools, the highest
10.0 contributor at 62.3 % was transfer to other
schools.
5.0
For county schools, the highest contributor
0.0 Sub-county County Extra-county National Average at 57.5% was lack of fees.
boarding 32.5 26.8 38.5 31.5 30.9
day 38.0 34.3 29.1 0.0 37.8
For sub-county schools, the highest
Total 36.3 27.6 38.0 31.5 34.4 contributor at 61.1% was teenage
School Category pregnancy.

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 Teachers and School Managers Fig. 7: Distribution of school BOM Chairs by
gender and school category

Fig. 5: Distribution of teachers by gender and 100%

school category 90%
80%
100% 70%
90% 59.9% 40.1% 60% 79.8 86.0 82.6 84.9 80.8
50%
80%
40%
70% 60.5% 39.5% 30%
60% 20%
10% 20.2 14.0 17.4 15.1 19.2
50% 59.6% 40.4%
0%
40%

y
ty

e
ty

l
nt

na

ag
un

un

ou

tio

er
co

Co

-c

av
Na
38.8%

b-
30%

tra
61.2%

Su

Ex
20% School category female male

10% 57.5% 42.5%

8 in 10 chairpersons of the secondary
0% school boards of management are men
Male Female
Gender with only 2 in 10 being women.
sub- county county extra- county national average
Fig. 8: Distribution of teachers and school
6 in 10 secondary school teachers in Kenya managers by gender
are men.
90
Sub-county schools have the highest ratio of 80.8
female to male teachers. 80
Teachers Principals
70 65.8
Fig. 6: Distribution of school principals by gender 59.9
and school category 60
50
Percentage

100% 40.1
40 34.2
80%
58.1 57 53.4 30
60% 67.7 65.8 19.2
20
40% 10
20% 41.9 43 46.6 0
32.3 34.2
Male Female
0%
Gender
Sub-county County Extra-county National average
Women are under-represented in
School category female male
secondary school leadership.

66 in 100 secondary school principals in While women are 4 in 10 teachers, only

Kenya are men while 34 in 100 are women. 3 in 10 principals and 2 in 10 BOM Chairs
are women.
68 in 100 principals of sub-county schools are
men, while 53 in 100 principals for national
schools are men.

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 Fig. 9: Distribution of school principals by years of experience and school category

Average 0.9 21.1 31.6 22.6 23.9

National 0.0 6.9 20.6 17.8 54.8

School Category

Extra-
county 1.2 11.6 22.1 22.1 43.0

County 0.0 17.4 26.7 30.2 25.6

Sub-county 1.1 22.3 33.0 21.3 22.3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
< 1 yr 1 - 4 yrs 5 - 8 yrs 9 - 12 yrs > 12 yrs

On average, 1 in 100 secondary school Fig. 11: Number of teachers per examined subject
principals had less than 1-year experience, by school category
21 in 100 had 1-4 years’ experience, 32 in 100 boys girls mixed average
had 5-8 years’ experience, 23 in 100 had 9-12

4.6
years’ experience, while 24 in 100 had more
than 12 years’ experience in the position.

4.1
Number of Teachers/Examined Subject

The number of years of experience for the

3.7
principals increase progressively from sub-
county to national schools.
3.2

3.2
3.2
3.1

55% of the national school principals had

2.9
more than 12 years’ experience and none with
less than 1-year experience.
2.3

2.3
2.2
2.1

2.0
2.0
Fig. 10: Distribution of teachers by employment

1.9
1.9
1.8

type and gender

1.7
1.7

Total 60% 40% 100%

Intern 4.2% 4.3% 4.2%

0.0
Employment type

Sub- County Extra- National Total

county county
School Category
BOM 23.5% 20.2% 22.2%
National schools have more than twice the
number of teachers per examined subject in
sub-county schools.
TSC 72.3% 75.5% 73.6%
National schools also have double the
national average of the number of teachers
0% 20% 40% 60% 80% 100% per examined subject.
male female average
National schools are therefore more resilient
to teacher transitions out of the school than
Three types of teachers are found in public
the other categories of schools.
secondary schools in Kenya by nature of their
employment: TSC permanently employed Sub-county schools are the most vulnerable
(73.6%); TSC Interns (4.2%); and BOM to teacher transitions out of the school among
temporary employed (22.2%). all the categories of schools.

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 Fig. 12: Distribution of teachers by employment Sub-county schools have the highest
type and school category percentage of their teachers (1.8%) trained
in SNE and also a higher percentage of men
TSC BOM Intern
(2%) than women (1.5%) trained.

7.20% 5.50% 3.70% 2.70% 4.20% Extra-county schools have the lowest
percentage of their teachers (0.6%) trained
17.20%
24.50% 25.20% 22.20% in SNE and also a lower percentage of men
25.30% (0.4%) than women (0.8%) trained.

Fig. 14: Teachers absent by gender and school

category/ residency type/gender type

16.0%
80.10% 73.60%
67.50% 70.00% 71.10% Male Female Average
14.0%

12.0% 4.6%
4.6%
4.2% 4.4%
10.0% 3.9% 3.9%
Sub County Extra National Average 3.6%
3.5%
Percentage
County County 8.0% 3.1%
School Category 6.0% 4.6%
6.0% 4.5% 2.4% 5.2%
4.9% 4.6%
4.2% 3.5%
National schools are the most privileged in 3.9%
distribution of teachers: they have the highest 4.0%
2.8%
percentage of TSC members of staff (80.1%) 4.6%
2.0% 4.0%
and least percentages of BOM (17.2%) and 3.2% 3.8% 2.7% 3.6% 3.3% 3.5% 3.3%
2.2%
intern (2.7%) members of staff. 0.0%

Girls

Boarding

Day

Total
Extra- County

Mixed
National

Boys
Sub- County

County

Sub-county schools are the most

disadvantaged in distribution of teachers: they
have the least percentage of TSC members of
School Category/type
staff (67.5%) and highest percentages of BOM (Resindency & Gender)
(25.3%) and intern (7.2%) members of staff.
Overall 3.9% of the teachers were absent
Fig. 13: Teachers trained in SNE by school
from school on the day of the survey with
category and gender
more female teachers (4.6%) than male (3.3%)
Total being absent.
average
National schools recorded the highest
National female absenteeism rate than other schools at 4.6%
compared to the average rate of 3.9% and
School category

male
also recorded the highest female teachers’
Extra- absenteeism rate at 6% compared to the
county
female teachers’ average rate of 4.6%.
County Absenteeism rates vary by gender and school
category:
Sub-county Female teachers were more absent than
male teachers in all categories, types
0.0% 0.5% 1.0% 1.5% 2.0% 2.5%
(based on gender and residency) except for
Sub-county County Extra-county National Total
average 1.8% 1.5% 0.6% 0.8% 1.0%
day schools were the absenteeism rate for
female 1.5% 1.4% 0.8% 1.0% 1.1% both male and female teachers was 3.5%.
male 2.0% 1.5% 0.4% 0.6% 0.9%

Overall only 1% of the teachers in public

secondary schools are trained in special
needs education (SNE) with slightly more
women (1.1%) than men (0.9%) trained.

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 School Facilities and Services Fig. 16: Schools that have a trained counsellor by
category and gender type
To Learners boys girls mixed average
100%
Table 5: Distribution of Learning infrastructure
by category of schools 90% 68.1 89.0 69.7
73.3
87.2
80%
Sub- County Extra- National
Infrastructure Average
county county 70%
0.0
Schools with 70.0 75.0 100.0 70.2
60%
fully functional
fire-fighting
71.3% 83.7% 91.9% 95.9% 74.1%
50% 82.9
equipment

Average number 40% 55.6 62.2

70.3 91.7
of usable 9.1 11.5 16.7 25.5 9.9
classrooms 30%
Average class
47 48.5 49.5 51.9 47.6
20%
91.1
sizes 83.3 75.7 81.0
10% 86.1
Fig. 15: Schools that provided psycho-social sup-
0%
port to their learners by category and gender type Sub- County Extra- National Total
county county
boys girls mixed average School category

Overall, 69.7% of public secondary schools

100.0

have trained counsellors.

86.1
85.4
83.3

82.6

More boy schools (81%) than girl schools

80.8
80.0
78.4

77.9
75.0
74.4

(62.2%) and mixed schools (70.2%) have

73.0
66.7

trained counsellors.
60.7
60.2
Percentage

56.4

56.1
55.7

Among national schools, more girl schools

50.0

(91.7%) than boy schools (86.1%) have trained

counsellors.

Table 6: Number of learners per trained

counsellor by school category and gender type
0.0

Sub-county County Extra National Total School Category boys girls mixed average
County
School Category Sub-county 189.7 334.5 321.9 311.6

On average, 60.2% of the schools provided County 280.9 329.8 516.9 332.0
psycho-social support to learners in the
aftermath of the covid-19 closure of schools. Extra-county 284.0 361.6 - 315.7

77.9% of boy schools, 60.7% of girl schools National 381.7 257.9 380.0 313.9
and 56.1% of mixed schools provided psycho-
social support to their learners. Total 258.1 329.5 329.3 315.2

Except for sub-county schools where only There are more girls per trained counsellor
50% of girl schools provided psycho-social across all school categories except for
support to their learners compared to 83.3% national schools.
of boy schools, in all other categories more
girl schools provided psycho-social support to On average, there are 315 learners per trained
their learners than boy schools. counsellor in the public secondary schools.

14 Are our secondary schools inequitable by design?

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 Table 7: Main source of drinking water by school Fig. 18: Schools with an incident of learners
category attending lessons in the open by category and
gender type
School category 18.0
Water Boys Girls Mixed Average
source Sub- Extra 16.0
County National Average
county county
14.0
Borehole 21.3 40.7 41.9 32.9 24.9
12.0
Buy into
13.8 7.0 8.1 5.5 12.6 10.0

Percentage
tank
None 1.1 0 0 0 0.9 8.0

Pipe 41.5 38.4 41.9 50.7 41.2

6.0
4.0
Rainwater 10.6 5.8 3.5 4.1 9.6
2.0
River 7.5 4.7 2.3 4.1 6.8
0.0
Well 4.3 3.5 2.3 2.7 4.1 Sub-county County Extra- National Total
county
Total 100 100 100 100 100 Boys 16.7 10.8 13.3 5.6 13.1
Girls 16.7 2.7 9.8 0.0 12.2
Mixed 10.0 0.0 0.0 0.0 9.7
On average 41.2% and 24.9% of the public Average 11.7 5.8 11.6 2.7 10.7
secondary schools have access to piped
School category
water and boreholes as their main sources of
drinking water respectively. . 10.7% of the schools had at least one case
National schools have the highest access of children learning in the open for lack of a
rate to piped water at 50.7% while the county classroom.
schools have the least access to piped water National schools reported the least such
at 38.4%. cases at 2.7% while sub-county schools
reported the highest incidence at 11.7%.
Fig. 17: Average number of new toilets
constructed during covid-19 by school category Boy schools also reported higher incidence of
learners attending lessons in the open at 13.1%
compared to mixed schools at 9.7%.

3.7 3.6
Fig. 19: Schools reporting adequate spaces in the
dormitories by category and gender type
100%
90% 32.4
4.0 80%
33.3
42.9 30.1
33.3

6.7 70% 22.2

0 0.0 23.7
4.1 60% 36.4
36.4 25.0
50% 42.5
35.1
40%
32.4
30%
Sub-county National
20% 60.0 36.1
County average 43.2 44.3
10% 33.3
Extra-county
0%
y
ty

l
ty

l
nt

na

National schools built more toilets (7) during

ta
un

un

ou

io

To
co

Co

t
-c

Na
b-

the covid-19 pandemic than county and extra-

tra
Su

Ex

county schools, which built 4 new toilets each School category boys girls mixed average
on average.
Only 33.3% of the surveyed schools reported
Sub-county schools built just under 4 toilets having adequate space in their dormitories.
on average.
The greatest deficit is in mixed schools where
only 23.7% of the schools reported having
adequate space in their dormitories.

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 Nationally, boy schools reported the greatest Fig. 21: Average number of Biology laboratories in
availability of spaces in their dormitories at the school by category and gender type
44.3%. Boys Girls Mixed Average
1.6
1.5
National schools are most constrained with
1.4 1.3
only 30.1% of them reporting having adequate
1.2
space in their dormitories. 1.2

Average number of labs

Across all categories of schools, boy schools 1.0
are less constrained compared to girl schools. 0.8
0.8 0.8
0.8
Among the sub-county schools, 60% of boy
schools reported having adequate space 0.6 0.5 0.4 0.4 0.5
in their dormitories compared to the mixed 0.4
0.4
schools with only 22.2% of them reporting 0.2 0.3 0.3
0.2 0.2
having adequate space in their dormitories. 0.2 0.2 0.2
0.0 0.0
Fig. 20: Number of Chemistry laboratories in the 0.0
Sub- County Extra- National Total
school by category and gender type county county
School category
1.8
Boys Girls Mixed Average
1.6 1.5 The average number of biology labs in boy
1.4 schools is more than that in girl and mixed
1.4
1.3 public secondary schools nationally.
Average number of labs

1.2 1.1 The average number of biology labs in boy

1.0
1.0 schools is greater across all categories of
0.9
0.8 schools, except the sub-county ones where
0.7 0.7
0.6 0.7 the average number of labs is uniform across
0.6 0.6 the three types of schools (based on gender)..
0.4 0.4
0.4 0.3 0.30.3 0.3 The average number of biology labs in
0.2 national schools is more than four times the
0.2
0.0 0.0 national average and more than six times the
0.0 average number of biology labs in sub-county
Sub- County Extra- National Total
county county schools.
School category
Fig. 22: Average number of Physics laboratories
There are more chemistry labs in boy schools in the school by category and gender type
than in girl and mixed public secondary
1.8
schools nationally and across all categories of Boys Girls Mixed Average
schools. 1.6 1.5
1.4 1.4
The average number of chemistry labs in
Average number of labs

national schools is more than triple the 1.2

1.2
national average and more than four times
1.0
the average number of chemistry labs in sub- 0.8
county schools. 0.8 0.7 0.7
0.6 0.6 0.6
0.5
0.4
0.4 0.3 0.2 0.4 0.3
0.3
0.2 0.2 0.2 0.2
0.0 0.0
0.0
Sub-county County Extra-county National Total
boys 0.3 0.6 0.8 1.5 0.6
girls 0.2 0.4 0.7 1.2 0.3
mixed 0.2 0.4 0.0 0.0 0.2
average 0.2 0.5 0.7 1.4 0.3
School category

The average number of physics labs in boy

schools is more than that in girl and mixed
public secondary schools nationally and
across all categories of schools.

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 The average number of physics labs in 11 in 100 schools nationally have libraries
national schools is more than four times the connected to online resources.
national average and more than six times the
5 in 100 sub-county schools have libraries
average number of physics labs in sub-county
connected to online resources.
schools.
17 in 100 county schools have libraries
Fig. 23: Percentage of schools with a library by connected to online resources.
category and gender type
28 in 100 extra-county schools have libraries
Total 48.1 36.4 19.9 27.7
connected to online resources.
34 in 100 national schools have libraries
National 86.1 88.9 0.0 87.7 connected to online resources.
School category

Percentage of national schools with a library

Extra-county 75.6 73.2 74.4 connected to online resources is more than
six times that of sub-county schools and
double that of county schools with similar
County 48.7 43.2 58.3 47.7 libraries.

Sub-county 33.3 27.8 18.6 21.3

ICT Facilities and Services
0% 20% 40% 60% 80% 100%
boys girls mixed average
Fig. 25: Teachers trained on Digital literacy
Overall, 3 in 10 surveyed schools have a program (DLP) by MOE by school category and
library. gender

2 in 10 sub-county schools, 5 in 10 county 100%

schools, 7 in 10 extra-county schools and 9 in 90%
10 national schools have a library. 20.0% 29.1% 19.3% 28.8% 24.6%
80%
A higher percentage of boy schools have
70%
libraries than girl and mixed schools nationally,
as well as among the sub-county and extra- 60%
county schools. 50% 18.5% 30.6% 16.4% 26.9%
41.1%
A higher percentage of national girl schools 40%
have libraries than their boy and mixed school
30%
counterparts.
20% 20.8% 20.8%
A higher percentage of county mixed schools 28.2%
24.5%
23.5%
have libraries than their boy and girl school 10%
counterparts. 0%
l
l
y
ty
ty

ta
na
nt

Fig. 24: Percentage of schools with a library

un
un

To
tio
ou
Co

Co

Na
-C

connected to online resources by category

b-

tra
Su

Ex

40.0 School category Male Female Average

34.4 Average
35.0
Nationally, only 24.6% of the teachers in
30.0 28.1
surveyed secondary schools are trained on
25.0 DLP with slightly more female (26.9%) than
male (23.5%) teachers trained.
Percentage

20.0 17.1
County schools have the highest percentage
15.0
11.3 of teachers trained on DLP (29.1%), while extra-
10.0 county schools have the lowest percentage of
5.0 teachers trained on DLP (19.3%).
5.0
0.0 The percentage of male teachers trained on
Sub-county County Extra-county National Total DLP is almost constant across different school
School Category categories.

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 The percentage of female teachers trained on Fig. 26: Popular platforms used to support
DLP varies across different school categories, learning continuity during school closures
ranging from 16.4% among the extra-county 90.0%
schools to 41.1% among the national schools. 80.0%
70.0%
Table 8: ICTs access in schools by category
60.0%
50.0%
ICT Resource Sub Extra 40.0%
County National Average
access county county
30.0%
Average 20.0%
number of 10.0%
learners 128 64 45 43 52
sharing a 0.0%
Sub- Extra-
computer County County County National Average
Whatspp 80.0% 80.4% 81.4% 56.5% 79.5%
Proportion of Email 0.0% 4.3% 5.1% 17.7% 1.6%
schools with
25.5% 57% 91.9% 97.3% 33.2% Calls 17.1% 15.2% 5.1% 12.9% 16.0%
a computer
laboratory
SMS 20.0% 21.7% 11.9% 19.4% 19.9%
Online school portal 5.7% 13.0% 23.7% 51.6% 9.3%
Percentage others 8.6% 10.9% 11.9% 29.0% 9.7%
of teachers School category
trained on
24.1% 30.7% 34.4% 31.1% 30.9%
using ICT in WhatsApp was by far the most preferred
teaching and
learning platform for remotely reaching learners during
the extended school closures.
Percentage
of schools Among the sub-county and county schools,
offering the second most preferred platform was
20.2% 53.5% 87.2% 95.9% 28.2%
computer
lessons to SMS, which was also second most preferred
learners nationally.
Percentage Among national and extra-county schools the
of schools second most preferred platform was online
offering school portal.
5.3% 18.6% 38.4% 31.5% 8.7%
computer
lessons to
learners Fig. 27: Learners reached remotely on regular
basis by school category
Percentage
of schools 120.0
utilizing KICD Less than 25% 25-50% Majority All
52.1% 54.7% 58.1% 64.4% 52.9%
audio-visual 100.0
learning
materials
80.0
Percentage
Percentage

of schools 60.0
utilizing
the radio
5.3% 5.8% 12.8% 8.2% 5.7% 40.0
lessons on
the national
broadcaster 20.0
- KBC
0.0
Percentage Sub- Extra-
County County County National Average
of schools
that possess All 0.0 2.2 3.4 1.6 0.6
80.9% 90.7% 98.8% 100% 83.1%
functional Majority 14.3 17.4 23.7 37.1 16.0
official email 25-50% 28.6 45.7 32.2 32.3 32.1
address Less than 25% 57.1 34.8 40.7 29.0 51.3

Percentage School category

of schools
that possess 51.3% of the schools reached less than 25% of
functional 45.7% 61.6% 75.6% 93.2% 49.6% their learners remotely.
official
telephone 32.1% of the schools reached between 25%
line
and 50% of their learners remotely.

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 16% of the schools reached majority of their Only 8 in 100 sub-county schools have trained
learners remotely. nurses.
0.6% of the schools reached all their learners 13 in 100 surveyed schools have trained
remotely. nurses.

. Fig. 30: Schools with a school clinic by category

and residency type
Fig. 28: List of digital devices/equipment owned
by schools by school category 21.4
Total 6.9
41.4 Average Day Boarding
100.0%
90.0% 86.3
National 0.0
80.0% 86.3
70.0%

School category
60.0% 66.3
Extra- 20.0
50.0% county 69.1
40.0%
47.7
30.0% County 27.3
50.7
20.0%
10.0% 13.8
Sub-county 6.2
0.0% 31.0
Sub-County County Extra-County National Average
TV 41.5% 12.8% 2.3% 1.4% 35.5% 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
Radio 72.3% 44.2% 31.4% 19.2% 66.2% Percentage
LCD 48.9% 19.8% 3.5% 4.1% 42.6%
Mobile phone 55.3% 37.2% 23.3% 21.9% 51.2% 21.4% of surveyed schools have clinics.
Video Decks 86.2% 77.9% 79.1% 65.8% 84.5%
VCD 70.2% 52.3% 39.5% 41.1% 66.2% Higher percentage of boarding schools
School category (41.4%) than day schools (6.9%) have clinics.

The digital device owned by the greatest 86.3% of national schools compared to 13.8%
number of schools is the video deck at 84.5%. of sub-county schools have clinics.

The digital device owned by the least number Across the different categories of schools, the
of schools is the TV at 35.5%. percentage of boarding schools which have
clinics is more than double that of the day
schools with clinics.
School Health Matters Fig. 31: Schools that provide free sanitary towels
by category and residency type
Fig. 29: Percentage of schools with a trained
nurse by category National 52.8 0.0 54.1

7.5 Extra- 63.2 66.7 63.4

13.2
School category

county

30.2 Sub-county
County 58.1 50.0 57.1
County
Extra-county
82.2 National Sub-county 41.7 54.7 51.1
51.2
Average
0% 20% 40% 60% 80% 100%
Boarding Day Average

63.4% of extra-county schools provide

sanitary towels compared to 51.1% of the sub-
8 in 10 national schools have trained nurses. county schools.
5 in 10 extra-county schools have trained 66.7% of extra-county day schools provide
nurses. sanitary towels compared to 41.7% of the sub-
3 in 10 county schools have trained nurses. county boarding schools.

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 Fig. 32: Schools that reported at least a case Fig. 33: Teenage mothers’ school return rate by
of teenage pregnancy during extended school school category
closures by category and residency type

120.0
Boarding Day Average
100.0 98.1 48.1%
92.4
72.7%
81.5
80.0
50.0 60.0 57.5%
Percentage

60.0 54.3 53.8

57.6%
42.7 43.8 41.0 41.9
40.0

20.0 Sub-county County Extra-county National

0.0 72.7% of teenage mothers in national schools

0.0
Sub-county County Extra-county National returned after delivery compared to 48.1% in
sub-county schools.
School category
Fig. 34: Schools that reported instituting
9 in 10 surveyed sub-county schools reported measures to support returning teenage mothers
at least a case of teenage pregnancy during by category and gender type
extended school closures. 180.0
Girls Mixed Average
10 in 10 surveyed sub-county day schools
reported at least a case of teenage 160.0
pregnancy during extended school closures
140.0 54.0
compared to 8 in 10 sub-county boarding 53.4
schools. 120.0 55.1
4 in 10 surveyed extra-county schools 73.2
Percentage

100.0
reported at least a case of teenage
pregnancy during extended school closures. 52.9 56.8 52.2
80.0 33.3
0.0
6 in 10 surveyed extra-county day schools
60.0 0.0
reported at least a case of teenage
pregnancy during extended school closures 40.0 73.2
compared to 4 in 10 extra-county boarding 55.6 62.2 58.3 58.5
schools. 20.0
4 in 10 surveyed national schools reported 0.0
at least a case of teenage pregnancy during Sub- County Extra- National Total
extended school closures. county county
School category
98% of day sub-county schools recorded
cases of teenage pregnancy compared to 54% of the surveyed girl and mixed schools
85% of boarding sub-county schools and 41% have instituted measures to support returning
of national schools – the category and type of teenage mothers.
school a girl attends has a great impact on her
likelihood to become a teenage mother. 58.5% of girl schools have instituted measures
to support returning teenage mothers
compared to 52.2% of mixed schools.
73.2% of extra-county schools have instituted
measures to support returning teenage
mothers compared to 53.4% of the sub-county
schools.

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 Fig. 35: Schools that reported at least a case of Fig. 36: Schools that reported instituting
sexual & gender-based violence (SGBV) during measures to protect victims/survivors of SGBV
extended school closures by category and by category and residency type
gender type
120.0
25.0
100.0
20.0
80.0

Percentage
15.0 60.0
Percentage

40.0
10.0
20.0
5.0
0.0
Sub- County Extra- National Total
county county
0.0
Sub- Extra- boys 66.7 32.4 55.6 50.0 49.1
county County county National Total girls 38.9 56.8 51.2 58.3 44.9
boys 0.0 5.4 6.7 5.6 3.5 mixed 35.7 33.3 0.0 100.0 35.7
girls 11.1 16.2 22.0 11.1 13.2 average 38.3 43.0 53.5 54.8 39.7
mixed 7.1 8.3 0.0 0.0 7.2 School category
average 7.5 10.5 14.0 8.2 8.1
School category Overall, 39.7% of surveyed schools reported
instituting measures to protect victims/
8.1% of the schools reported at least a case of survivors of SGBV.
SGBV during extended school closures. 49.1% of boy schools reported instituting
Higher percentage of girl schools reported at measures to protect victims/survivors of
least a case of SGBV during extended school SGBV.
closures (13.2%) compared to boy schools 35.7% of mixed schools reported instituting
(3.5%) and mixed schools (7.2%). measures to protect victims/survivors of
Sub-county schools recorded the lowest SGBV.
percentage of those reporting incidents of 54.8% of national schools compared to 38.3%
SGBV at 7.5%. of sub-county schools reported instituting
Extra-county schools recorded the highest measures to protect victims/survivors of
percentage of those reporting incidents of SGBV.
SGBV at 14%.
22% of extra-county girl schools reported at
least a case of SGBV during extended school
closures.
None of the sub-county boy schools reported
a case of SGBV during extended school
closures.

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 Learning Outcomes and Their Table 9: Regression results of learners’ KCSE
performance on school factors and entry scores
Drivers
Factor Coefficient P-Value [95% Conf. Interval]

Fig. 37: Average number of KCSE candidates the KCSE Grade

schools had in 2020 by category and residency
type KCPE Marks
0.16 0.000 0.15 0.16
(entry marks)
300.0
Learners/
-1.04 0.000 -1.24 -0.85
Average number of candidates in 2020

teacher
250.0
Number of years served in the current school (Ref: <1 year)

200.0 1-4 years -0.73 0.333 -2.22 0.75

5-8 years -4.76 0.000 -6.37 -3.16

150.0
9-12 years 0.36 0.726 -1.65 2.36

100.0 Years of experience as a Principal (Ref: <1 year)

1-4 years 6.99 0.000 4.79 9.20

50.0
5-8 years 14.2 0.000 11.89 16.50

0.0 9-12 years 11.57 0.000 9.33 13.81

Sub- County Extra- National Total
county county >12 years 12.70 0.000 10.37 15.04
boarding 64.9 104.1 176.5 260.4 90.9
day School Category (Ref: Sub-county)
84.5 90.7 94.8 174.0 84.7
average 78.4 102.4 171.8 259.2 87.3 County School -0.70 0.243 -1.87 0.47
School category
Extra County
2.51 0.000 1.11 3.90
School
Sub-county schools had an average of 78
candidates. National
5.43 0.000 3.51 7.34
School
County schools had an average of 102
candidates. School Residence (Ref: Day School)

Extra-county schools had an average of 172 Boarding

7.67 0.000 6.74 8.60
candidates. School

National schools had an average of 259 School gender (Ref: Mixed)

candidates.
Boys School -0.41 0.548 -1.77 0.94
The national average number of candidates
was 87 per school. Girls School 1.19 0.038 0.07 2.31

School has Library (Ref: No)

Yes 1.67 0.000 0.93 2.42

Percentage
of absent -0.16 0.000 -0.20 -0.13
teachers

Proportion of
7.48 0.000 5.06 9.91
TSC teachers

A weighted OLS regression model was fitted on the

data with the KCSE points scored by candidates in the
2020 national examinations from the selected schools
as the dependent variable and a host of regressors as
indicated in table 9.

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 The results show that: examinations than a fellow girl who
attended a mixed school.
One mark increase in the candidate’s entry
score is associated with only 0.16 points Attending a school with a library is
addition to the candidate’s KCSE mean grade. associated with scoring 1.67 more points in
KCSE examinations than a fellow candidate
One unit increase in the learners to teacher who attended a school without a library.
ratio is associated with 1.04 points decline in
A one unit increase in the percentage of
the candidate’s KCSE mean grade.
teacher absenteeism is associated with
Attending a county school is associated with 0.16 points decline in the candidates’ KCSE
scoring similar points in KCSE examinations mean grades.
with a fellow candidate who attended a sub-
A one unit increase in the proportion of
county school.
TSC teachers is associated with 7.48 points
Attending an extra-county school is increase in the candidates’ KCSE mean
associated with scoring 2.51 points more in grades.
KCSE examinations than a fellow candidate Attending a school where the current
who attended a sub-county school. principal has served in the same capacity
Attending a national school is associated and school for between 5 & 8 years is
with scoring 5.43 points more in KCSE associated with scoring 4.76 less points in
examinations than a fellow candidate who KCSE examinations than a counterpart in a
attended a sub-county school. school where the principal has served for
less than one year in the same capacity.
Attending a boarding school is associated
with scoring 7.67 points more in KCSE Attending a school where the current
principal has between 5- & 8-years’
examinations than a fellow candidate who
experience is associated with scoring 14.2
attended a day school.
more points in KCSE examinations than a
For girls, attending a girl school is associated counterpart in a school where the principal
with scoring 1.19 points more in KCSE has less than one-year experience.

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 4. Conclusions

Several conclusions can be drawn from the analysis teenage pregnancy than other categories
in this report: of schools while attending a national school
presents the least such risk;
The categorization of schools has direct
impact on resource allocation among the Parents of children attending sub-county
various cadres of public secondary schools in schools shoulder a much heavier burden
Kenya; of hiring teachers to fill the shortfall left by
inadequate deployment by the Teachers
The highest ranked schools - national schools Service Commission while those of children
enjoy great privilege compared to the lowest attending national schools shoulder the
ranked ones – sub-county schools both in lightest such burden;
staffing and funding;
Women are under-represented in
The category of school one attends has management of schools both as principals
direct implication on their performance in the and boards management chairs; and
KCSE examinations, with sub-county schools
The above factors put together and
offering the least opportunity to excel while
combined with the paramount importance
the national schools offer the best opportunity
of the KCSE grade in career options and
to excel;
social standing, make the secondary school
For girls, attending a sub-county day school system as currently set up, the citadel of
exposes them to a much higher risk of inequity in the country!

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 Appendices

Appendix 1: Selecting the schools

The sample frame for the 2021 secondary schools survey was made up of all public secondary schools
in Kenya.

Targeted reaching 376 secondary school

Sample distributed in four categories: sub -county,
! county, extra-county & national

339 secondary school comprising of:94 sub-

Reached and assessed county schools; 86 county schools; 86 extra
county schools; and 73 national schools

Schools were sampled using multistage,

Sampling schools stratified random sampling.

Interviews were conducted Interviews followed an interview schedule.

face to face

Observation was conducted Observation followed an observation guide

Process recheck Process re-check conducted in 7 counties

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 Notes

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 Contact
Usawa Agenda,
22 School Lane, Westlands,
P.O. Box 2907, 00606,
Nairobi.

Tel: +254 114 209 420

Email: [email protected]
Website: www.usawaagenda.org

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