Access vs. Learning: Kenyan Teachers’ Experiences in Free Primary Education Implementation

Abstract: Despite advancements world-over in access to basic education, hundreds of millions of children cannot read simple texts nor solve simple math problems, whether or not they have been to school. While there is evidence signalling the significant role of teachers in education outcomes, they are often seen as contributing to the learning crisis. The purpose of this thesis was to explore the perceptions and experiences of the free primary school education policy among teachers in public primary schools across Kenya and position this in the learning debate. Information from 13 interviews was analysed thematically using a capabilities approach and concepts of implementation theory. Teachers felt that the policy had improved access to education especially for children living in vulnerability but they lamented the crowded classrooms coupled with teacher shortages following the policy. Working in a resource-strained environment, some of the teachers’ coping mechanisms contributed to the learning crisis. The findings contribute to the learning debate with insights from teachers and suggest that future studies and policy or development interventions should focus on alleviating the constraints on schooling resources.