A Critical Investigation on Free Primary Education in Kenya

Abstract

The chapter addresses an apparently simple question: Does the Kenyan government provide free or fee public primary education? Since an adequate response to this question presupposes an understanding of what we mean by the phrase ‘free primary education,’ the chapter addresses the question using the philosophical methods of analysis and criticism as well as empirical evidence from research findings, official records and documents of the Government of Kenya related to Free Primary Education (FPE) policy. The inquiry begins with an overview of the three FPE policy initiatives the country has had since independence in 1963.Accordingly, the critical-analytical section focuses on three possible conceptualisations of the term ‘free primary education’ as education that is unregulated, liberating or provided gratis by the state. In the Kenyan educational context, the conceptualisation of FPE as one that is fully state-funded is the most prevalent one; hence, the principal focus of the chapter.The chapter subjects FPE policy in the country to a critical analysis in order to disambiguate it and attain conceptual clarity thereby dispel parents’ and guardians’ uncertainty as to whether the government provides free or fee public primary education. The chapter underscores the need to involve accomplished educational experts in educational policy formulation so as to get rid of propagandized educational policies, practices and ambiguous phraseologies.