Benefiting from Basic Education, School Quality and by T. O. Eisemon

By T. O. Eisemon

Reports of the retention of literacy and numeracy by way of adults who've merely bought fundamental education have given little encouragement to the assumption that the cognitive results of education are enduring for lots of university leavers. How those findings may be reconciled with the claims made for the significance of education as an tool of social and financial switch is the topic ofinvestigation during this quantity. The cognitive results of literacy acqusition and secular colleges in coastal Kenya are the point of interest of this ethnographic learn, which stresses the relevance of a global realizing of the actual difficulties and dilemmas that face the academic structures of person nations.

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By T. O. Eisemon

Reports of the retention of literacy and numeracy by way of adults who've merely bought fundamental education have given little encouragement to the assumption that the cognitive results of education are enduring for lots of university leavers. How those findings may be reconciled with the claims made for the significance of education as an tool of social and financial switch is the topic ofinvestigation during this quantity. The cognitive results of literacy acqusition and secular colleges in coastal Kenya are the point of interest of this ethnographic learn, which stresses the relevance of a global realizing of the actual difficulties and dilemmas that face the academic structures of person nations.

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Extra info for Benefiting from Basic Education, School Quality and Functional Literacy in Kenya

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These districts were wealthier and had proportionately larger numbers of Africans from reserves up-country which had more educational facilities. The Local Native Councils in the three districts opened many new schools after the war, but expansion was limited not only by lack of interest, but by financial penury among the Muslim population. The colonial government still preferred expansion of missionary institutions or those which it operated to encouragement of the educational efforts of the Local Native Councils.

Wk. /wk. /wk. — TOTAL 30 30 30 30 30 45 4-8 5 6 7 6 3 2 2 2 1 3 of of of of of — of of of of of — 30 30 30 30 30 30 30 40 30 30 — 9 5 8 2 3 3 2 1 3 2 of of of of of — of of of of of 35 35 35 40 40 35 40 40 40 40 — 1 of 30 4 of 35 40* 40* 46* Source: Ministry of Education, 1984. •Includes extra periods for review. However, the objectives which have been established for primary education are much more ambitious than this summary of school curricula might imply. Children should acquire: "functional literacy and numeracy Qualitative Consequences of School Expansion in Kenya 35 and an elementary understanding of science; positive attitudes towards work, community and national development...

An African missionary sent to the same area in 1878 was sacrificed in a Mijikenda ritual (Mambo, 1980,48). In 1882 the Church Missionary Society made another attempt to establish a mission on the south coast. It was closed in 1897 (Mambo, 1980,48). e. the slaves and the African societies subject to the depreciations of the slave trade. The missions at Rabai, Ribe and Mombasa grew with the increasing efficiency of the British Navy and the influx of slaves from the Arab coastal towns. These were loosely federated to the Sultanate of Zanzibar until 1890 The Implantation of Western Schooling in Coastal Kenya 39 when Seyyid Ali ibn Said sought British protection.

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