ABSTRACT

Persistence to complete has emerged as a pressing issue facing free primary education (FPE) in Kenya. Only 58% of the students who enroll in FPE complete and this proportion drops as they advance to higher levels. Failure to complete primary school, let alone the higher levels of education is alarming. Besides funding, this study explores the features that contribute to students’ pathways to persistence. Using data from the African Population and Health Research Center (APHRC), this study found the retention level to be 57%. The logistic analysis showed that parents’ level of education and student's age (i.e. 10–14 years) were over five times more likely to improve student persistent. Family socio-economic status, the level of engagement, positive school experience, parents’ involvement and collaboration with the school, and a high-quality school with supportive learning were also positively associated with academic persistence. The implications for practice and research are discussed below.

摘要

坚持完成已成为肯尼亚免费小学教育 (FPE) 面临的紧迫问题。参加 FPE 的学生中只有 58% 完成，并且随着他们进入更高级别，这一比例会下降。未能完成小学教育，更不用说更高水平的教育，令人担忧。除了资金之外，本研究还探讨了有助于学生坚持不懈的特征。使用来自非洲人口与健康研究中心 (APHRC) 的数据，本研究发现保留水平为 57%。逻辑分析表明，父母的教育水平和学生的年龄（即10-14岁）提高学生持久性的可能性要高出5倍以上。家庭社会经济地位、参与程度、积极的学校经历、家长的参与和与学校的合作，支持性学习的高质量学校也与学业持久性呈正相关。下面讨论对实践和研究的影响。