Pro-poor budget analysis of Kenya's free primary education policy

Abstract

This practical note outlines Concern's approach to pro-poor budget analysis using the case of the Kenya Free Primary Education (FPE) policy. Analysis conducted on the outcomes of the FPE policy for Nairobi's urban slum-based poor suggests that the policy is not being implemented evenly within the city. The reasons stem from poor allocation and planning approaches, to political interference and unwillingness of teachers to work in slum-based schools. These have the unintended effect of increasing inequities for the urban poor, the reverse of the policy intention. The note outlines the pitfalls and practicalities of conducting this type of analysis.

Cette note pratique décrit l'approche de Concern de l'analyse budgétaire pro-pauvres en utilisant le cas de la politique d’Éducation primaire gratuite du Kenya (Free Primary Education — FPE). Selon l'analyse menée sur les résultats de la FPE pour les pauvres des bidonvilles urbains de Nairobi, cette politique n'est pas mise en œuvre uniformément dans toute la ville. Les raisons de cet état de fait sont liées aux approches médiocres de l'allocation et de la planification, à l'ingérence politique et à la réticence des enseignants à travailler dans les écoles situées dans des bidonvilles. Ces facteurs ont l'effet non désiré d'accroître les iniquités pour les pauvres urbains, soit l'inverse de l'intention de la politique. Cette note décrit les pièges et les aspects pratiques de la réalisation de ce type d'analyse.

Esta nota práctica esboza el enfoque de Concern aplicado al análisis de presupuestos pro-pobres, utilizando como estudio de caso la política de Educación Primaria Gratuita (epg) implementada en Kenia. El análisis, centrado en los resultados que implicó la aplicación de la política de epg impulsada para beneficiar a los habitantes de las zonas urbanas marginadas de Nairobi, sugiere que la misma no se implementó de manera homogénea en toda la ciudad. Las razones de esta situación tienen que ver con la inadecuada asignación [de recursos], el fallido enfoque de planeación, la interferencia política y el rechazo que expresaron los maestros, negándose a trabajar en escuelas ubicadas en las zonas marginadas. Tales factores dieron lugar a un efecto imprevisto: elevaron la desigualdad entre los habitantes urbanos pobres. Es decir, se obtuvo el resultado contrario al que se buscó mediante la aplicación de esta política. Esta nota menciona de manera resumida las dificultades y la utilidad que representa realizar este tipo de análisis.

Keywords:

• Governance and public policy
• Social sector – Education
• Sub-Saharan Africa

Acknowledgements

Concern Worldwide Kenya would like to acknowledge the technical support provided by Job Orina and John Mutua with the budget analysis. Concern Worldwide Kenya would also like to thank the officials of the Ministry of Education, the Teachers Service Commission, and the Nairobi City County Education department for providing data and information that made the budget analysis possible. This work was generously supported by Concern Worldwide USA.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Gabrielle Appleford is a freelance consultant working with Concern Worldwide on knowledge management. She has a technical background in public health and development and has worked with a wide range of organisations in Africa and more widely, based from Nairobi, Kenya.

Victor Odero is a human rights lawyer with 10 years’ experience in human rights-based development programmes with Concern Worldwide. His work focuses on addressing poverty through advocacy for legislative, policy, and practice reforms in East Africa. He is currently the Regional Campaigner for East Africa with Amnesty International.

Wendy Erasmus is Concern's Country Director in Kenya. She is a maternal and child health specialist whose international humanitarian and development work spans more than 20 years. She has worked in some of the most challenging contexts including South Sudan, Rwanda, Burundi, DRC, Somalia, and Kenya.