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On enrolment and gender parity, pro-poor private schools in Nairobi’s poor urban neighborhoods have a point to make

On enrolment and gender parity, pro-poor private schools in Nairobi’s poor urban neighborhoods have a point to make . Contributors: Epari Ejakait Reuben Ogollah Eva Nderu Moses Ngware 7th INDEPTH Network Annual General and Scientific Meeting

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On enrolment and gender parity, pro-poor private schools in Nairobi’s poor urban neighborhoods have a point to make

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  1. On enrolment and gender parity, pro-poor private schools in Nairobi’s poor urban neighborhoods have a point to make Contributors: Epari Ejakait Reuben Ogollah Eva Nderu Moses Ngware 7th INDEPTH Network Annual General and Scientific Meeting 3-7 September 2007. Safari Park Hotel, Nairobi, Kenya Theme: The Role of DSS in monitoring progress on the Millennium Development Goals (MDGs)

  2. Presentation outline • Background • Research questions • Methodology • Results • Key message • Policy proposals

  3. Background

  4. Private schools in Kenya • These have roots in Kenya’s independent schools. • Nomiya Luo Mission-Nyanza (1910) • Kikuyu Independent Schools Movement-Central (1920s), then broke in 1937 into • Kikuyu Independent Schools Association • Kikuyu Karinga Education Association (more opposed to any cooperation with colonial Govt.) • Provision of primary education in Kenya=public (GoK) and private.

  5. Number of schools by type

  6. Research questions • What is the enrolment in pro-poor private primary schools in Nairobi’s informal settlements compared to public schools? • What is the Gender Parity Index (GPI) in schools within the informal settlements?

  7. Methodology • Longitudinal • Retrospective data 2000-2005

  8. Preliminary results

  9. % of enrolled pupils irrespective of school location

  10. % of enrolled pupils within schools in the informal settlements

  11. Situation in select public schools in the informal settlements, 2007

  12. Gender Parity Index (GPI) • GPI assesses gender differences • Based on GER to standardise the effects of the pop structure of the appropriate age groups. • A GPI of 1 represents 100 girls for every 100 boys in school.

  13. Gender Parity Index (GPI)2 • If this GPI=0-1, (disparity in favour of boys) • If this GPI=1+, (disparity in favour of girls) • It is sometimes considered that a GPI of between 0.97 and 1.03 indicates that gender parity has been attained (The EFA Global Monitoring Report Team, 2003; United Nations, 2003)

  14. Gender Parity Index (GPI) by type of school

  15. Why call them pro-poor? • They are not in the class of conventional private schools in Kenya • Their fees are low, on average about (USD 5 or Ksh 300 per month) and payment is staggered • Not strict on school uniform • Operate within the informal settlements where most of the urban poor live.

  16. Key challenges facing pro-poor private schools • Substantial % of untrained teachers • Poor infrastructure and sanitation • Lack of adequate and appropriate teaching and learning materials • Most are not registered with the Ministry of Education so cannot get its support • Individualised or poor management systems

  17. Key message • Despite many challenges, these pro-poor private schools in the informal settlements • Have enrolled a substantial % of children from the informal settlements • Their GPI is much better compared to that in the public schools

  18. Policy proposals • Bring these private schools on board in terms of • Registration with MoE (perhaps as private formal) • quality assurance (regular visits) • Trained teachers and teaching and learning materials( can a minimum # in each school be a pre-requisite?) • Attempt vouchers for the delivery of FPE in the urban poor neighbourhoods

  19. Thank You

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