Introduction
Inclusive education is a process through which all learners’ needs are considered in the education system. Addressing inclusivity not only means access to education but also refining learning methods that allow all children learn and develop skills that are required in the labour market. Sustainable Development Goal number 4 calls for inclusive and equitable quality education to promote lifelong learning opportunities for all. The Constitution of Kenya (2010) guarantees every Kenyan a right to education. Promoting equal education opportunities across all levels of learning is crucial to the economic development of Kenya.
There are various forms of exclusion in education (United Nations Educational, Scientific and Cultural Organization – UNESCO, 2023). These exclusions include denial of entry to school, inadequate access to food, incomprehensible learning prowess and denial of opportunity to apply knowledge. Therefore, there is need for a holistic approach to address all forms of exclusion in education to meet the inclusion agenda. This blog focuses on interventions towards promoting inclusion within the basic education level in Kenya. Basic education covers pre-primary, primary and secondary education levels.
State of Inclusive Basic Education in Kenya
Policy framework for inclusive education
The Basic Education Act of 2013 mandates free and compulsory education for children with disabilities, bolstered by the Bottom-Up Economic Transformation Agenda (BETA) to ensure equal educational opportunities regardless of socio-economic status. Government policies ensure free primary and secondary education, aiding marginalized groups. The Education and Training Sector Gender Policy (2015) promotes equal education rights, while the Sector Policy for Learners and Trainees with Disabilities (2018) facilitates education for disabled individuals. Nomadic Education Policy (2010) targets quality education for nomadic communities. The National Pre-primary Education Policy (2018) emphasizes equity and inclusion for learners with special needs. These policies foster an inclusive education environment. According to the Ministry of Education (2018), approximately 11.4 per cent of children aged 3-21 have disabilities (a total of about 2,489, 252 children. UNICEF collaborates with Kenya to develop accessible digital textbooks and media overlays for children with disabilities, supported by the Kenya Institute of Curriculum Development (KICD) and eKitabu.
The government has also established training programmes for teachers to equip them with the skills needed to support students with diverse learning needs. This includes training on inclusive teaching methods and strategies targeting students with disabilities by the Kenya Institute of Special Education. The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) provides in-service education and training for practicing teachers, including in areas of disabilities of Mathematics and Science in Kenya for effective curriculum implementation.
Early assessment
Early assessment of a child is done to identify their special education needs depending on the nature and extent of disability. The Educational Assessment Research Centres have been established with a mandate to carry out assessment of children with special needs, with 10,320 children with disabilities assessed as of the financial year 2019/2020.
Inclusive learning environment
Special needs schools are exclusively designed to cater for the needs of students with disabilities, while integrated schools bring together regular and special needs children. The integrated primary schools admit a higher number of students, with an average of 512 students compared to an average of 200 students in primary special schools.
Integration of technology
To increase digital literacy and learning outcomes, the Government of Kenya had by 2020 distributed almost one million tablets to primary schools across the country. The Ministry of ICT Policy (2016) requires that technology is integrated seamlessly in teaching and learning across all levels of education. Further, learners with sight impairment are provided with new technologies, including quality assistive devices such as braille machines to improve learning for learners with disabilities. The Government has also provided tax exemptions on assistive devices to increase affordability by persons with disability. This will prepare the learners to integrate easily in society and contribute meaningfully to the Kenyan economy.
Accessible Infrastructure
Investments in building and upgrading educational infrastructure, including schools and classrooms, have been made to create an environment that is conducive to inclusive education. This includes facilities that are accessible to children with disabilities, such as ramps, washrooms, among others.
Financing of inclusive basic education
Financial resources are a key enabler to achieving quality education and socio-economic transformation. Kenya has allocated a significant portion of its national budget to the education sector. The government expenditure on education was 16.65 per cent in 2015, which subsequently increased to 26 per cent (Ksh 473 billion) and 29.4 per cent (Ksh 497 billion) in 2019-2020 and 2020-2021 financial years, respectively. In 2023/2024, the education sector received the second largest share of government expenditure, with the government increasing its allocation to the sector by 15.5 per cent to Ksh 628.6 billion from Ksh 544.4 billion in 2022/2023. As a component of its national budget, Kenya dedicates US$ 14.20 per student for free primary education, and for free secondary education, the allocation increases to US$ 222.40 (Education Sector Report, 2023).
In the context of the free secondary education capitation grant, 54 per cent of the funds are earmarked for the provision of textbooks. In addition, the grant encompasses allocations for student tuition, medical insurance, activity fees, and participation in skills development activities such as trainings offered by the Kenya Institute for Special Needs Education (KISE) and Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). Personal stipends, administrative expenses, and maintenance and improvement costs are also covered by the grant.
Gender
Kenya has made significant progress in achieving gender parity within the education system. The gender parity index in Early Childhood Development and Education (ECDE) moved from 0.95 in 2009 to 1.05 in 2021, indicating a transition from a male majority to a female majority over the period. Analysis of Gender Parity Index shows that counties with the lowest GPI at the primary education level were Mandera (0.60), Garissa (0.73), Wajir (0.77), Turkana (0.89) and Samburu (0.90). There are 22 counties that had achieved gender parity, while 24 counties were yet to achieve gender parity at the primary level of education (Ministry of Education, 2020).
Marginalization
Marginalized and vulnerable children are often disadvantaged when it comes to access to education. The government has introduced low cost boarding primary schools in arid and semi-arid lands by offering a grant of Ksh 4,000 per child annually to cater for operational costs. In this regard, the National Council for Nomadic Education in Kenya (NACONEK) manages efforts towards quality education for all in nomadic communities, including addressing poor school infrastructure, shortage of teachers, low quality education, and low access to primary and secondary education.
Gaps and Emerging Issues in Inclusive Basic Education
Technology
The Bottom-Up Economic Transformation Agenda commits to facilitate learners with laptops, therefore promoting access to technology. One of the primary challenges is ensuring equitable access to technology by providing infrastructure such as Internet connectivity and computing devices among all students, including those from marginalized communities or with disabilities. Statistics on children’s digital learning in Kenya indicate that only 22 per cent of children have access to learning through Internet and less than 10 per cent of learners in public schools have access of digital learning materials (NCPWD).
The digital divide refers to the gap between those who have access to digital technologies and those who do not. Approximately 70 per cent of children who attend school in Kenya live in rural areas, where most learning resources are scarce. While a quarter of Kenyan learners, especially those living in urban settings, were able to access virtual classes, the majority experienced significant challenges.
Marginalization
Limited community involvement in planning and implementing inclusive education initiatives can affect the sustainability and effectiveness of inclusive education programmes. It is essential that the government and stakeholders conduct awareness campaigns and advocacy efforts to promote understanding and acceptance of inclusive education principles among policy makers, educators, parents, and the wider community. This will empower individuals and organizations to advocate for the rights of all children to access quality education, regardless of their background or abilities.
Financing inclusive basic education
Limited financial resources hamper efforts to provide the necessary infrastructure, resources, and support services for learners with disabilities, which impedes inclusive education implementation. In 2020/2021, the number of students with disabilities in Secondary Special Needs Education targeted for capitation was 14,153 learners. However, only 5,488 benefited due to inadequate funds. Also, special education was allocated Ksh 212 million in 2023/2024, which does not match with the resource requirement of Ksh 536 million for the same financial year (Education Sector Report, 2023). This resource gap perpetuates the marginalization of learners with disabilities.
Conclusion and Recommendations
The government has made significant strides in facilitating inclusivity in basic education. Whereas there are existing policies supporting inclusivity in education, there is still room for enhancing early assessment of children to identify their special education needs depending on disability; ensuring inclusive learning environment; strengthening integration of technology in teaching and learning across all levels of education; investing in inclusive building and upgrading educational infrastructure. Adequate financial resources are a key enabler to achieving inclusive quality education and socio-economic transformation. Other interventions include sustaining gains made in gender parity within the education sector and strengthening low cost boarding primary schools in arid and semi-arid lands.
Other recommendations include ensuring allocation of adequate resources towards improving connectivity and providing subsidies or support for acquiring devices and Internet connectivity, especially for low-income families and rural communities and providing for culturally relevant and diverse digital content that reflects the experiences and backgrounds of all students, especially the marginalized.
The government with the support of various stakeholders may consider allocating adequate funding to support inclusive education initiatives, including infrastructure development, teacher training, provision of assistive technologies, and support services for learners with disabilities. There is need to prioritize resources for schools in underserved areas and marginalized communities. Funding could be directed towards comprehensive training and ongoing professional development opportunities for teachers and school staff on inclusive teaching methodologies, classroom management strategies, and using assistive technologies. Schools could invest in creating accessible school environments by providing ramps, accessible toilets, hearing loops, and other facilities to accommodate learners with disabilities.
Implementing targeted interventions to address marginalization and socio-economic barriers that hinder access to education, such as poverty, child labour, early marriage, and lack of transportation could boost enrolment of children with disability into schools. It may also provide support systems and incentives to encourage marginalized groups, including girls, children with disabilities, and those from rural areas to enrol and stay in school. Additionally, efforts may be made to foster collaboration among schools, parents, caregivers, and community leaders in decision making and raising awareness about the importance of inclusion.
Authors: Delphina Dali and Faith Pepela, KIPPRA Young Professionals
