The chapter tackles a seemingly straightforward question: Does Kenya’s government offer free or fee-based public primary education? Since an appropriate answer to this question requires an understanding of what we mean by the term “free primary education,” the chapter uses philosophical methods of analysis and critique, as well as empirical evidence from study results, official records, and documents relevant to Kenya’s Free Primary Education (FPE) policy, to address the question. The investigation begins with a summary of the country’s three FPE policy initiatives since its independence in 1963. As a result, the critical-analytical section focuses on three different interpretations of the word “free primary education” as unregulated, liberating, or state-provided education. The most common understanding of FPE in Kenyan education is that it is entirely funded by the government; hence, the chapter’s main focus. The chapter conducts a critical review of the country’s FPE policy in order to clarify it and achieve conceptual consistency, removing parents’ and guardians’ confusion about whether the government offers free or charge public primary education. To avoid propagandised educational strategies, procedures, and vague phraseologies, the chapter emphasises the importance of including experienced educational experts in educational policy formulation.

Author (s) Details

Johnstone B. Musungu
Faculty in Philosophy of Education, Department of Educational Foundations, Moi University, Kenya.

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