The Links between Equity, Governance, Education and Peacebuilding in Kenya

This study’s quantitative analysis draws on secondary statistical datasets to examine the dimensions of inequality (in terms of educational access, resources and outcomes). Qualitative analysis draws on a combination of policy documents, academic literature and stakeholder interviews to better understand the processes by which education can either contribute to conflict and tensions in Kenyan society or promote social cohesion and sustainable peacebuilding. The analysis highlights the importance of considering both income inequality within regions and relative deprivation among regions, since some of the most impoverished counties in Kenya are among the most equal counties (Turkana, Wajir, Mandera). Furthermore, pockets of poverty such as urban slums exist within some wealthier counties, which have relatively good education indicators. Unequal outcomes at the primary level are linked to wide disparities in the quality of education provided, particularly across public and private schools. Such inequities are reinforced in the transition to secondary school. Governance issues like corruption and political patronage hamper equitable provision of education services, undermining citizens’ trust. In order to promote equity and peace, it is crucial that the education system recognizes the diverse cultural, economic and environmental needs of children and youths.