In Kenya education is viewed as very important aspect of life. Education is overrated in Kenya and every person in the country aspires to grab education to the set standards of 8-4-4 system which is regarded as the minimum a person should achieve. Despite the desire of every person to be educated, there are different social economic factors that influence the demand, fall, and supply of education in Kenya. They consist of: lack of finances, lack of enough teachers, lack of adequate infrastructure, attitude and ignorance towards education, scarcity of schools.
Lack of finance is a big challenge towards the education system in Kenya. Lack of finance has made the education system of Kenya to crawl and very minimal advances achieved. Finance creates about social class; this makes some schools to be viewed as better than the others (Austrian & Anderson, 2014). The social class affects the demands of education system regarding how a school is rated in the social class category. Due to lack of finance, the government is able to construct fewer schools and employee few teachers across the country leaving some areas with no schools or less teachers (Austrian & Anderson, 2014).
Lack of enough teachers has made learning difficult in Kenya. Many of the trained teachers and the best teacher always go for employment in urban schools where they can receive good payment unlike in the rural areas. Those teaching in the rural schools are always form four leavers and are unqualified. For instance, one teacher is teaching excess number of pupils exceeding the number that is required by Unesco, or one teacher teaches more than two subjects. This has created a big difference between the schools in the urban and schools in the rural area. The schools in the urban will always have adequate number of teachers (Gambs, 2014).
Lack of adequate infrastructure is also a challenge to the education sector of Kenya. For example, lack of books, students normally depend on what the teacher gives them due to scarcity of reading materials (Gambs, 2014). this happens when some schools have modern libraries and each student have a copy of all the reading materials. The students in the schools with lack of infrastructure will tend to drop out of school due to difficulty in catching up with the other students (Austrian & Anderson, 2014).
Attitude towards education and ignorance towards educations. Some communities have bad attitude towards education, these are communities where most families are semi-illiterate. Many pastoralist children are discouraged by there parents from attending formal education and are made to belief and grow up in the culture of herding their livestock (Wakori, 2014). The ignorance particularly affect the fast born and girls in the pastoralist community whereby girls are dropped out of school to be married at an early age and the boys drop out of school to take care of the family (Austrian & Anderson, 2014).
Scarcity of schools. In some areas students have to walk several kilometers for them to get to a learning institution which has also increased the insecurity leave among the pupils. when they reach the learning institution they look exhausted and will not participate well in class, some communities have event come up with mobile class rooms due to scarcity of schools in the area, this is rampant in the rural areas , while in the urban areas there are is quite number of schools per unit area (Wakori, 2014).
In conclusion the Social economic factors that influence the demand fall and supply of education in Kenya includes: lack of finances, lack of enough teachers, and lack of adequate infrastructure, attitude and ignorance towards education, scarcity of schools. These are just but a few factors that affect the education sector in Kenya.
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Gambs, J. (1934). Economic Conditions Affecting Education. Childhood Education, 10(8), 406-408. http://dx.doi.org/10.1080/00094056.1934.10723904
Wakori, K. (2014). Factors Affecting Performance in the Kenya Certificate of Primary Education a Case of Kirinyaga West District Kenya. MJSS. http://dx.doi.org/10.5901/mjss.2014.v5n5p273