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International Education Journal, v5 n2 p266-274 2004

This paper uses Kenya's survey data to explore ethnic inequalities in education in Kenya. It focuses on some ethnic groups that may have resources and opportunities as a result of their geographical location and ethnic proximity to the ruling elite. The factors examined to explain potential educational inequalities among ethnic groups include the Gross Enrolment Ratios, the number of schools, and the number of qualified teachers. The results suggest a close correspondence of differentials between inequalities in education and ethnic affiliation to the ruling elite. Relatively small, clearly defined ethnic groups have accumulated an advantage over the majority in the national population, in terms of the education infrastructure and resources. Based on these results, this paper argues that ethnicity should be placed at the forefront of analyses of educational development in Kenya, as well as in policy efforts to reduce inequalities in education. (Contains 6 tables.)

Descriptors: Educational Development, Equal Education, Ethnic Groups, Foreign Countries, Immigrants, Surveys, Educational Opportunities, Geographic Location, Teacher Qualifications, Educational Policy, Enrollment

Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor[at]iejcomparative.org; Web site: http://www.iejcomparative.org





Autor: Alwy, Alwiya; Schech, Susanne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5849&id=EJ903854







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