Impact of Free Primary Education Policy on Educational Achievement among Marginalized Groups in Makueni County, Kenya

Abstract

This study aimed to assess the effect of FPE on educational achievement for marginalized groups in Makueni County and raise the issue of the academic performance of learners despite increased access to education. The overall purpose was to assess the impact of free primary education (FPE) on the academic performance of low income learners, assess the challenges experienced by learners with disabilities, assess the school's infrastructure, assess the availability of teachers, and assess socio - cultural and economic impact on attendance and achievement. The study was informed by Amartya Sen's Capability Approach and was framed in a mixed method design. The participants included learners, the teachers, school administration, parents and local community leaders (n=241) from public primary schools in Kilungu Sub - County, Makueni County specifically Inyokoni, Kilungu and Nunguni Primary Schools. Data were collected using structured questionnaires, semi-structured interviews, key informant interviews, and observation checklists. Quantitative data were analyzed using SPSS (descriptive and inferential statistics) and qualitative data were analyzed using thematic analysis. Major findings pointed to FPE improving school completion and achievement from 52% to 76% and 40% to 60%, respectively, yet some vast differences had emerged owing to class overcrowding, shortages in both resources and support for learners with disabilities. Improper financial management, cultural beliefs, early marriages, and major robberies further contributed to the disparities in attendance and attainment. The study thus emphasizes the need for interventions going beyond access at a systemic level to respond to equity and quality issues for all marginalized learners. The study recommends that stakeholders such as parents, NGOs, and community leaders must increase their involvement in education. Areas for further research include research could examine the role of parents and communities in improving FPE outcomes.