Massification of tertiary education and its inequality in Kenya: A case study of top students from a rural day secondary school

Miku Ogawa

International Journal of Educational Development, 2024, vol. 110, issue C

Abstract: Even with enhanced secondary education in Africa, a large number of secondary school graduates lack decent work opportunities and end up pursuing tertiary education. However, Africa struggles to provide tertiary education to meet the increasing demand. This study focuses on graduates from a day secondary school in a rural area in western Kenya. Students from vulnerable backgrounds, even with high academic achievements, are forced to join government-appointed universities, even if they are unpopular and low in quality. In contrast, students from privileged backgrounds access popular universities even if their achievements are not comparable with government-sponsored students.

Keywords: Kenya; Secondary education; Higher education; Transition (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0738059324001639
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:110:y:2024:i:c:s0738059324001639

DOI: 10.1016/j.ijedudev.2024.103137

Access Statistics for this article

International Journal of Educational Development is currently edited by Stephen P Heyneman

More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Catherine Liu ().