Analysis of the Placement of Grades 7, 8 and 9 In Kenya’s Education System

Abstract

This study sought to analyse the policy of domiciling grades 7, 8 and 9 at the secondary school level of Kenya’s education system. The study was guided by the following evaluation questions: 1. To what extent does the policy of domiciling grades 7, 8 and 9 at secondary school level achieve the goals of Kenya’s Vision 2030? 2. What are the views and attitudes of key education stakeholders towards placement of grades 7, 8 and 9 in secondary schools? and 3. To what extent is the policy of placement of grades 7, 8 and 9 in secondary schools appropriate? The study used concurrent mixed methods research design. A cross sectional survey design was used for the quantitative strand while a phenomenological design was used in the qualitative strand. Participants were parents, students, head teachers, teachers and community leaders. Stratified random sampling and purposive sampling were used to obtain respondents. Data were collected by means of questionnaires and interview guides. Quantitative data were analysed using frequencies and percentages while quantitative data were analysed using categories, themes and patterns. The following are the summary findings of the study: 1. The majority of parents experience difficulty to pay fees for their children in secondary school. 2. Net enrolment rate is higher in primary education than in secondary education. 3. 1.8 million children aged between 6 and 18 who were supposed to be in school have either dropped out or never been in school at all. 4. Significant disparities exist between children of different socioeconomic backgrounds, children living in different geographical areas, boys and girls and in arid and semi-arid areas. These disparities are wider at secondary school than at primary school level. 5. The majority of parents and guardians of children in secondary schools find it difficult to pay school fees and hidden levies for their children. 6. The policy of domiciling grades 7, 8 and 9 at the secondary school level could achieve the goals of Kenya Vision 2030 on quality education. 7. The policy does not achieve the goals of improving access to education and reducing disparities in education. 8. The 3-6-3 is an appropriate school system for Kenya, and 9. The appropriate level of Kenya’s school system to domicile 7, 8 and 9 is a standalone middle school/junior secondary. On the basis of the findings of this study, the following conclusions are made. Grade 7 and 8 children are too young to study in the same compound with adolescents. Second, secondary schools do not have the capacity to house grades 7 and 8. It will lead to congestion and high teacher pupil ratios. Placement of grades 7, 8 and 9 at the secondary school level will continue to undermine the constitutional right of primary and secondary school age children. Children of disadvantaged groups that cannot afford to pay the high fees charged by secondary schools and those in informal settlements will not access grades 7 and 8. On the basis of the findings and conclusions of this study, the following recommendations are made. Most of the recommendations are intended to promote quality, access and equity.