Empowering equality: Advancing quality education in the contemporary global landscape

Abstract

AbstractThis comprehensive study investigates the multifaceted dimensions of education, with a primary emphasis on access, equity and quality in the context of the COVID‐19 pandemic and Kenya's educational landscape. The research begins by highlighting the centrality of education as a transformative force for individuals and societies, with the goal of bridging disparities that impede progress. The study introduces the concept of ‘Learning Poverty’, highlighting the worldwide problem of children's inability to read and comprehend fundamental texts, which is especially prevalent in sub‐Saharan Africa. It highlights the dire consequences of the COVID‐19 pandemic, exacerbating pre‐existing learning crises and exacerbating inequalities, particularly in regions already struggling with high rates of learning deprivation. In the context of Kenya, the research examines the nation's aspirations for equitable education with an emphasis on assuring access to quality secondary education, distributing resources' equitably, addressing disparities between public and private schools and promoting gender equity. It recognises ongoing efforts while addressing persistent barriers, such as low transition rates especially for girls. This research concludes by emphasising the critical significance of an unwavering commitment to well‐defined policy approaches and comprehensive reform initiatives to improve the quality and inclusiveness of education. It cautions against an overemphasis on privatisation and competition and urges a comprehensive reorganisation of policies and resource allocation in order to align with the Sustainable Development Goals. This study emphasises the importance of addressing educational disparities for global progress and the holistic development of children around the globe.