Chapters authored
Exploring Equity in Examinations of Secondary Education in Kenya
The Sustainable Development Goals have long underscored the significance of equity as a value-laden concept. This study explores the concept of equity through an examination of secondary school leaving examinations in Kenya. The analysis incorporates examination data from 2018 to 2022 across three subjects: History and Government, Christian Religious Education (CRE), and Business Studies. The analysis specifically investigates the treatment of various topics related to equity, revealing a substantial emphasis on issues of economic disparity in comparison with themes such as ethnicity, gender, and race. Notably, the analysis within the realm of CRE illuminates distinctions in moral perspectives between the West and Kenya, with Kenya’s highly capitalistic economy not necessarily aligning with a strong endorsement of liberal competition in examinations. Despite its capitalist orientation, Kenya’s approach to welfare in exams transcends the mere alleviation of those below a certain threshold; it delves into the fundamental issue of difference itself. This chapter contends that Kenya’s conceptualization of equity diverges from Western definitions, positing its unique notions of justice and fairness, with a predominant focus on fostering social equality through social welfare and mutual assistance.
Part of the book: Bridging Social Inequality Gaps - Concepts, Theories, Methods, and Tools [Working title]