By Sele, JP; Wanjiku, C (2024). Greener Journal of Social Sciences, 14(2): 136-146
Return to Issue
Full text – PDF
Full text – HTM
Full text – EPUB
Table of Contents
Greener Journal of Social Sciences
Vol. 14(2), pp. 136-146, 2024
ISSN: 2276-7800
Copyright ©2024, Creative Commons Attribution 4.0 International.
https://gjournals.org/GJSC
DOI: https://doi.org/10.15580/gjss.2024.2.093024121
Africa International University, Karen, Nairobi, Kenya.
Article No.: 093024121
Full Text: PDF, PHP, HTML, EPUB, MP3
DOI: 10.15580/gjss.2024.2.093024121
Education is a transforming factor in economic growth because it gives people the information and skills that spur innovation, productivity, and general social advancement. Two of the biggest economies in Africa, Nigeria and Kenya, have made considerable changes to their educational institutions to promote economic expansion. But even with these reforms, obstacles including poor infrastructure, restricted access, and insufficient government money still stand in the way of development. This study examines how education affects economic growth in Kenya and Nigeria, paying particular attention to how the distinct political, cultural, and historical backgrounds of each nation affect educational achievements. This study highlights opportunities for improvement while identifying important educational policies and initiatives that have successfully supported economic growth through a comparative analysis. It considers the larger implications of education as an instrument for national transformation, drawing on theological viewpoints, and makes the case that real growth must be in line with moral and ethical principles. In the end, the research suggests a more integrated strategy, stressing that education may act as a catalyst for long-term, sustainable economic growth when it is in line with spiritual principles.
Published: 12/10/2024
John Philip Sele
E-mail: seleswop@gmail.com, cynthiawanjiku2803@gmail.com
Keywords: Education, Economic Development, Nigeria, Kenya, Comparative Analysis, Theological Perspectives, National Transformation
Economic development is mostly fueled by education, which enables people and countries to experience long-term progress and prosperity. Education is essential to enhancing human capacities, as Amartya Sen (1999) emphasizes in his groundbreaking book, Development as Freedom. It enables people to raise their socioeconomic status and make contributions to the advancement of their country. There is no denying the connection between economic progress and education in countries like Nigeria and Kenya. Despite ongoing obstacles, both nations have achieved progress in enhancing educational access and quality, given their distinct cultural and historical backgrounds. This research compares the effects of Nigerian and Kenyan educational systems on economic growth, focusing on the effects of policy changes on the development of human capital.
Education has long been viewed in the African setting as both a right and a prerequisite for the advancement of the country. According to Okech and Rolleston (2018), increasing productivity, advancing technical developments, and encouraging entrepreneurship are all made possible by the continent’s educational progress. Two of the most populous countries in Africa, Nigeria and Kenya, have seen tremendous educational change. From colonial-era models that were frequently exclusive, they have shifted to contemporary systems that promote inclusion and the development of the country. However, as noted by Kimenyi et al. (2014), there are persistent issues that both nations must deal with, such as differences in the availability of high-quality education, underfunding, and socioeconomic gaps that limit education’s ability to fully contribute to economic growth.
According to the World Bank (2020), investing in education is one of the most important methods for nations to achieve sustainable development from a policy standpoint. Realizing this, the governments of Nigeria and Kenya implemented some educational reforms that attempted to improve quality, expand access, and match the curriculum to the needs of the labour market. Although there are still implementation problems, the 1999 launch of the Universal Basic Education (UBE) program in Nigeria signalled a major turn towards inclusive education. Comparably, the Competency-Based Curriculum (CBC), which recently took the role of Kenya’s 8-4-4 system, aims to close the skills gap and advance holistic learning (Wekesa, 2019).
Furthermore, education plays a function that goes beyond only providing financial advantages; it also has social and ethical implications. According to Bloom, Canning, and Chan (2006), by producing knowledgeable, involved people, education strengthens social cohesiveness, lowers inequality, and enhances governance. Accordingly, a comparative analysis of the educational systems in Nigeria and Kenya explores how education might promote social growth and national cohesion in addition to looking at economic results.
With an emphasis on evaluating the effects of education on the creation of human capital, economic growth, and the eradication of poverty, this research attempts to offer a thorough comparative examination of the role of education in economic development in Nigeria and Kenya. This research aims to pinpoint policy gaps, showcase optimal practices, and provide approaches for using education as the cornerstone of sustainable development in both nations.
Due to historical, political, and economic influences, Nigerian and Kenyan educational institutions have changed dramatically from their pre-colonial roots. Analysing their contributions to contemporary economic growth requires an understanding of this historical background.
Both indigenous knowledge systems and colonial influences may be seen in the foundation of the Nigerian educational system. In Nigeria, pre-colonial education was mostly informal and focused on community service, family values, and occupational skills. This ancient method, according to Fafunwa (1991), concentrated on a person’s whole development, training them to carry out duties within their communities. British missionaries brought Western-style education, which prioritised reading and religious teaching, to the late 19th century when colonisation began. But this colonial education system was created to meet the demands of the colonial government, with little access for the general public and a strong emphasis on technical and vocational education (Fafunwa, 1991).
Nigeria worked to change its educational system after gaining independence in order to better serve the country’s development objectives. With an emphasis on lowering illiteracy and promoting national cohesion, the Universal Primary school (UPE) program was introduced in 1976 with the goal of expanding access to school (Taiwo, 1980). The Universal Basic Education (UBE) program, which was implemented in 1999 as a follow-up to this one, increased access to elementary and secondary education. But as Obanya (2004) notes, there are still a number of serious issues facing Nigeria’s education system, such as insufficient funding, a lack of teachers, and unequal access between urban and rural regions.
Like this, colonial influences and local customs have moulded Kenya’s educational system. Like many African communities before the introduction of European immigrants, education in Kenya was informal and community-based, with a focus on passing down agricultural skills, social obligations, and cultural values (Sifuna & Otiende, 2006). A major change occurred when Christian missionaries brought formal education to Africa during British colonial control. Education was then utilised to spread Christian beliefs and produce a pool of African clerks and teachers who would work for the colonial government (Sifuna & Otiende, 2006).
Kenya started a number of educational reforms in the wake of its independence in 1963 with the goal of bringing the educational system into line with goals for national development. The colonial administration left behind the 7-4-2-3 system, which was superseded by the 8-4-4 system in 1985. In order to better prepare students for the workforce, this reform attempted to give a more skills-oriented education, especially at the secondary level (Kibaara, 2019). Nonetheless, the 8-4-4 method was criticised for failing to sufficiently meet the variety of requirements of pupils and for placing an excessive emphasis on assessments. Kenya responded by implementing the Competency-Based Curriculum (CBC) in 2017, which aligns with international educational trends and places an emphasis on practical skills and holistic development (Ng’ang’a, 2020).
Even while Nigeria and Kenya have both achieved great progress in increasing access to education, they nevertheless have similar problems. Underfunding, crammed classrooms, and a shortage of qualified instructors have impeded educational changes in both nations (Obanya, 2004; Sifuna & Otiende, 2006). Furthermore, the labor markets in both nations are impacted by skill shortages resulting from the legacy of colonial education, which placed a higher priority on academic learning than practical training. Fafunwa (1991) underlined that to solve these issues, education spending must be raised in addition to a change in emphasis towards education that is more in line with business, technological, and agricultural demands.
Both Nigeria’s and Kenya’s educational histories are indicative of larger efforts for national development. Both nations have acknowledged the value of education in fostering economic growth, but attaining this potential will need persistent work to address structural issues.
Both Nigeria’s and Kenya’s past educational developments have had a significant impact on their different economic development paths. Early formal education systems were formed by colonial policies that frequently restricted access and emphasised academic knowledge over technical and practical skills. Due to this, there is still a skills gap that is affecting the labour markets and economic progress of both nations (Fafunwa, 1991; Sifuna & Otiende, 2006). Expanding access to education via post-independence reforms has been essential for improving human capital, but structural issues like underfunding and quality discrepancies have prevented these changes from having a full impact on economic growth (Obanya, 2004).
Economic systems that find it difficult to incorporate an increasing number of young people into the productive sectors of the economy are a result of both the colonial legacy of schooling and post-independence reform initiatives. Education systems in both nations must be reoriented to accommodate the needs of developing sectors including industry, technology, and agriculture (Ng’ang’a, 2020). This comparative study will examine how education has acted as an enabler and an impediment to economic growth as we proceed into the following section, providing insight into possible directions for improvement.
Economic progress has long been seen as being fuelled by education. Education increases human capital, which in turn boosts productivity and creativity by giving people the information and abilities needed to engage actively in the labour market. As emerging nations, Nigeria and Kenya show how education can be a driving force behind economic expansion as well as, in certain situations, a hindrance if governmental frameworks don’t appropriately support it. This section highlights the main parallels, discrepancies, and results between the education systems in Kenya and Nigeria and examines how these systems have affected the countries’ economic development.
Education as a Tool for Human Capital Development
Human capital, which is essential to a country’s economic growth, is directly impacted by education (Psacharopoulos & Patrinos, 2018). The goals of education reforms in Kenya and Nigeria have been to expand access to basic, secondary, and university education and to raise enrolment rates. In Kenya, for example, the implementation of Universal Primary Education (UPE) in 2003 caused a spike in enrolment, giving the country access to a larger pool of educated people who might support the local economy (Ngugi & Muthima, 2017). Similar to this, Nigeria adopted Universal Basic Education (UBE) in 1999 with the intention of improving access to education; but, due to issues like regional differences and insufficient finance, UBE has not been as successful as it could have been (Adeogun & Osifila, 2016).
Though both countries have seen an increase in educational access, issues with educational quality and conformity with market demands persist. According to research, skill mismatches still exist despite increasing enrolment rates since both nations’ educational institutions have been sluggish to adjust to the changing needs of the global economy (Mba, 2020). Due to this mismatch between educational outcomes and labour market demands, many graduates in Kenya and Nigeria struggle to find work in fields that need their talents (Wambugu, 2011).
Education, Productivity, and Economic Growth
Because education raises labour productivity, it clearly contributes to economic prosperity. Research has demonstrated that education, especially at the secondary and tertiary levels, significantly contributes to GDP development. This effect is especially evident when the education delivered corresponds with the skills needed by important economic sectors (Barro & Lee, 2013). This disparity has been addressed in Kenya by the government’s emphasis on enhancing STEM (Science, Technology, Engineering, and Mathematics) education through programs meant to promote innovation in the manufacturing, ICT, and agriculture industries (Mutegi & Abuga, 2020). Kenya’s booming tech sector, known as “Silicon Savannah,” serves as an example of how specific education changes may spur economic growth by providing workers with marketable skills (Ndemo & Weiss, 2017).
Nigeria, on the other hand, has had difficulty reaching comparable results. Despite major expenditures and the fact that education is a fundamental right, the nation’s educational system still faces issues such inadequate government financing, teacher shortages, and inadequate infrastructure (Adebayo & Kolawole, 2013). Compared to Kenya, this has resulted in lower productivity levels, especially in industries like industry and agriculture where a shortage of trained labour has hampered growth (World Bank, 2020). Moreover, Nigeria’s development issues have been made worse by political instability and corruption, which have led to ineffective education reforms in the nation (Aina, 2020).
Comparative Outcomes: Kenya and Nigeria
Both nations have made progress in expanding educational opportunities, but Kenya seems to have done it more skillfully. This is especially true when it comes to using innovation and technology as catalysts for economic growth (Mungai, 2016). Kenya’s economy has become more diverse because of its investments in education, with industries including technology, travel, and agriculture profiting from a more trained labor force. In contrast, Nigeria’s education system has struggled to create the human capital required to diversify the economy, and the country’s over-reliance on oil exports has hampered the growth of other industries (Olanrewaju & Jegede, 2017).
Furthermore, vocational training and technical education have received increasing attention in Kenya’s education reforms, which have shown to be essential for bolstering the nation’s expanding middle-class sector (Orodho, 2014). However, despite its potential to minimize young unemployment and promote industrialisation, Nigeria has been reluctant to adopt vocational training on a large scale (Asaju, Arome, & Anyio, 2014). According to this comparative research, education is crucial for economic growth, but to have the greatest possible influence, it must be in line with more general economic policies and sector-specific requirements.
According to this analysis, both nations benefit from education’s role in economic growth, but Kenya has had more success because of focused educational reforms and a more diverse economy. Nigeria is making progress, but there are still big obstacles in the way of matching education to the country’s economic demands. This contrast highlights how crucial thoughtful investments and improvements in education are to attaining long-term, steady economic growth.
Even though Nigeria and Kenya have achieved great progress in increasing educational access, some issues still prevent their educational systems from being fully successful and having the desired overall impact. These issues, which range from shoddy infrastructure to structural inefficiencies, have a significant influence on the advancement of human capital, which in turn affects economic growth. This section will examine the main issues that both nations’ educational systems are now dealing with and how they may affect long-term economic growth.
Inadequate Infrastructure and Learning Resources
The absence of suitable facilities and educational materials is one of the biggest issues confronting the educational institutions in Kenya and Nigeria. Programs for universal education have resulted in higher student enrolment rates in both nations. But the infrastructure required to accommodate these increases has not kept up, which has resulted in cramped classrooms, subpar instructional materials, and stretched resources (Wambugu & Kimani, 2016).
Many schools in Nigeria, especially those in rural regions, lack basic amenities including power, running water, and working restrooms (Aja-Okorie & Ilogu, 2020). Government underfunding of education causes this issue to worsen, with national spending on education falling short of UNESCO’s required 26% (Nwosu & Akanegbu, 2017). Comparably, in Kenya, inequalities persist despite attempts to enhance infrastructure through official programs like the Constituency Development Fund (CDF), especially in disadvantaged areas like Northern Kenya (Mugo, 2017). The quality of education in both nations is severely hampered by the congestion of classrooms and the lack of resources.
Teacher Shortages and Poor Training
In Nigeria and Kenya, a major obstacle to successful education is the lack of teachers. There is an overstretched workforce because of the quick rise in student enrolment not being matched by an increase in qualified instructors. According to Ajayi and Ekundayo (2010), there is a severe teacher shortage in Nigeria, especially in rural regions where there is a dearth of trained educators. This results in low retention rates and subpar student outcomes. Some places have teacher-to-student ratios higher than 1:50, which is significantly higher than the 1:30 ratio that is suggested for productive learning settings (UNESCO, 2020).
Despite the implementation of teacher recruiting programs, the Kenyan education system remains beset by problems with low compensation, insufficient professional development, and a high incidence of teacher turnover (Orodho, Waweru, & Getange, 2014). Furthermore, there are still issues with the quality of teacher preparation in both nations. Lack of access to ongoing professional development is a major problem for many instructors in the quickly evolving global education landscape (Wambugu & Kimani, 2016). As a result, pupils do not receive an education of a high enough caliber to enable them to engage in significant economic activity.
Inequity in Access to Education
In the two nations, equitable access to education is still a major obstacle. Many children continue to face obstacles as a result of socioeconomic, gender, and regional differences, especially those who live in rural and marginalised areas. Due in large part to sociocultural customs and the continuing security issue brought on by the Boko Haram conflict, Nigeria’s northern areas have considerably lower literacy rates and school enrolment numbers than its southern regions (Chika & Yusuf, 2020). Gender gaps in education have been made worse by Boko Haram’s attacks on educational institutions in northern Nigeria, which have resulted in the closure of schools, especially for girls (Human Rights Watch, 2020).
Kenya has comparable issues, especially in areas like Turkana and Samburu where customs like child labour and early marriage discourage females from completing their education (Mugo, 2017). Due to financial limitations and cultural impediments, marginalised populations still have poorer enrolment and retention rates in Kenya, despite the country having made significant strides towards gender parity in education through programs like the Free Primary Education program (Ngware, Onsomu, & Muthaka, 2017). The promise of education as a vehicle for equitable economic growth is hampered by this inequality.
Policy Implementation Gaps and Corruption
The lag between the creation of policies and their execution is a significant barrier to the advancement of education in both nations. Although Kenya and Nigeria have both developed a number of regulations aimed at enhancing the quality and accessibility of education, bureaucratic inefficiencies and corruption have made it difficult to put these policies into practice (Adedeji & Owoeye, 2019). For instance, misallocation of funding and a lack of accountability have plagued Nigeria’s Universal Basic Education (UBE) program, which was established to offer free and compulsory education for children up to the junior secondary level (Obanya, 2017). Incomplete or subpar projects, such as half-built schools or inadequately equipped classrooms, are frequently the result of mismanaging the money allotted for education initiatives (Nwosu & Akanegbu, 2017).
Similar problems with the manipulation of the Free Primary Education (FPE) funding have also been reported in Kenya, where there have been instances of money being misused or diverted (Orodho et al., 2014). In addition to wasting scarce resources, corruption in the educational system erodes public confidence in it and makes people reluctant to fund education—especially private ventures that may support governmental efforts.
Security Challenges
Security challenges are a major obstacle to education, especially in Nigeria. Boko Haram’s insurgency in the country’s north has targeted schools, teachers, and students, resulting in school closures and a culture of fear surrounding formal education (Aja-Okorie & Ilogu, 2020). Reports indicate that between 2014 and 2017, Boko Haram destroyed over 1,500 schools and killed over 600 teachers (Human Rights Watch, 2020). These attacks not only destroyed educational infrastructure but also had a long-term psychological impact on children, causing low attendance and high dropout rates.
Kenya has struggled with regional instability, especially in the northeastern regions of the nation, which has impacted the delivery of education even if it does not confront the same level of insurgency. Al-Shabaab attacks have periodically targeted public institutions such as schools, causing comparable interruptions to the educational system (Abdi, 2018). The teacher shortage in these locations has been made worse by the forced departure of certain educators due to security concerns.
There are many different issues affecting education in Nigeria and Kenya, from security risks and gaps in policy implementation to insufficient infrastructure and a dearth of teachers. The capacity of education to act as a catalyst for economic growth is severely hampered by these issues. Even though both nations have made steps to address these problems, more accountability, strategic changes, and ongoing investment are required to realise the full potential of their educational systems.
From a theological and ethical perspective, education is a transforming process that is in line with the biblical mandate for justice, stewardship, and human flourishing. It goes beyond the simple acquisition of information and skills. The religious and moral foundations of education are essential for economic development in Nigeria and Kenya, two countries where education plays a significant role in economic growth. This section looks at how ethical ideals and theological insights from a Christian perspective, especially in these African contexts, inform and shape education’s role in social development.
Theological Foundation: Education as a Tool for Stewardship and Human Dignity
From a Christian theological standpoint, the biblical concept of stewardship is reflected in education. The Bible discusses wisdom, knowledge, and understanding in detail, highlighting how crucial it is to acquire wisdom in order to live a life that pleases God and benefits others (Proverbs 4:7, NIV). Humans are said to have been made in God’s image (Genesis 1:26-28), according to Christian theology, and education is meant to help develop the skills, aptitudes, and qualities that God has given everyone. Under these circumstances, education becomes an essential tool for empowering people to follow their heavenly calling and advance society.
Gunton (1997) asserts that the imago Dei, or the image of God in humanity, demands that human potential be developed by education in order to reflect God’s creative plan. Thus, education turns into a way of worship and service, giving people the mental, emotional, and spiritual tools they need to take care of God’s creation. Education fosters creativity, leadership, and moral business practices that align with Christian ideals of justice and integrity, all of which contribute to economic growth by enabling people to engage meaningfully in society (Middleton & Walsh, 1995).
The restoration of human dignity via knowledge is emphasized in a theological interpretation of education in Nigeria and Kenya, countries marked by poverty, inequality, and corruption. Education, according to Wright (2006), is a means of emancipation that enables oppressed people to break free from the cycle of poverty and affirms their intrinsic value as bearers of God’s image. This point of view is in line with the goals of many religion-based educational institutions in both nations, which want to promote societal reform by offering holistic education that combines faith and study.
Social justice is a common ethical lens through which to examine education, especially in situations where marginalisation and injustice are present. The biblical mandate to love one’s neighbour and pursue justice for the afflicted (Micah 6:8, NIV) forms the basis of the ethical requirement to give fair access to high-quality education. Christian ethics place a strong emphasis on the necessity of inclusive, equitable, and powerful educational institutions, especially for marginalised populations like the poor, women, and children.
Although both Nigeria and Kenya have achieved great progress in increasing access to education, there are still challenges with inequality, especially for marginalized and rural groups. From an ethical point of view, this inequality necessitates a dedication to educational fairness, guaranteeing that everyone, irrespective of socioeconomic status, has access to high-quality education. Nussbaum (2011) emphasizes the contribution that education makes to the development of human potential, contending that for people to reach their full potential and take part in democratic processes, they must have access to education.
A Christian-based ethical response would defend educational institutions and create safe learning environments for all children. In Nigeria, for example, the ongoing security challenges posed by Boko Haram have disproportionately affected access to education for girls in the northern regions (Human Rights Watch, 2020). Christian ethics also challenge the structural injustices that perpetuate educational inequalities. According to Mott (2011), Christian social teaching demands that education systems be reformed to reflect the values of justice, equality, and compassion.
Education as a Means of Empowerment and Transformation
Theologically speaking, education should empower people to change their communities rather than only being about advancing oneself. The biblical command to love and serve others, especially the weak and downtrodden, is consistent with the idea of education as empowerment (Matthew 25:40, NIV). Education is a potent instrument for social change in Kenya and Nigeria, giving people the information and abilities they need to fight for human rights, confront injustice, and advance their countries.
Education may be a liberating force that empowers people to critically interact with the world and act against oppressive systems, as scholars like Freire (1970) have argued. This freeing feature of education is viewed in Christian theology as a component of God’s redemptive plan for humanity. Bosch (1991) says that promoting social justice is a part of the church’s purpose and that one of the main ways the church can help change society is via education. When it comes to economic development, education gives people the tools they need to escape the grip of poverty and work as change agents in their local communities.
The educational systems in Nigerian and Kenya have been greatly influenced by faith-based institutions. These schools, many of which were founded by Christian missionaries, still offer high-quality instruction that combines knowledge and religion. These institutions function under a religious and ethical framework that places a strong emphasis on the intellectual, spiritual, and moral growth of the full individual.
For instance, Christian organisations have played a significant role in Kenya in promoting educational reforms and offering scholarships to underprivileged students (Mwangi, 2018). In a similar vein, faith-based schools in Nigeria have helped to expand educational options in areas where government schools are either nonexistent or have little funding (Aja-Okorie & Ilogu, 2020). These establishments frequently function as role models, exemplifying how education may advance moral leadership, social fairness, and economic empowerment.
But there are also moral concerns about inclusion and the separation of religion and state that are brought up by the involvement of faith-based institutions in education. Even if these institutions make a substantial contribution to the advancement of education, a balanced strategy is required to guarantee religious freedom and tolerance for other points of view inside the educational system. According to academics like Wolterstorff (2004), Christian ethics advocate for education that fosters tolerance and reconciliation by encouraging communication and respect amongst many religious and cultural groups.
To sum up, theological and ethical perspectives on education emphasise the significance of education as a means of promoting social justice, empowerment, and stewardship. From a Christian perspective, education is a calling to develop each person’s God-given potential and advance society, rather than just a way to achieve economic goals. A theologically informed approach to education highlights the need for equitable, inclusive, and transformational institutions in Nigerian and Kenyan contexts, where socioeconomic disparities exacerbate educational issues. Through the application of Christian principles, education may effectively act as a driving force behind economic growth and society transformation by tackling these issues.
Both Nigeria and Kenya have experienced a number of projects that demonstrate the beneficial effects of educational reforms and programs in their quest of economic growth through education. This section showcases creative techniques that have improved education’s access, quality, and outcomes by highlighting successful educational projects in each country.
Successful Educational Initiatives in Nigeria
1. Universal Basic Education (UBE) Program
The goal of the 2004 introduction of the Universal Basic Education (UBE) program in Nigeria is to give every kid access to free, mandatory basic education. To address the issues of fairness and access in education, especially in underprivileged and rural regions, this program is essential. The UBE program has dramatically raised enrolment rates, with a claimed 30% rise in primary school enrolment since its adoption, according to the Nigerian Federal Ministry of Education (2018).
Through curricular improvements, teacher preparation, and infrastructure development, the initiative aims to not only increase access but also improve educational quality (Federal Ministry of Education, 2018). The UBE program has enabled communities to actively participate in school administration by fusing local government frameworks with community engagement, which has improved sustainability and accountability (Oluwole, 2019).
2. Teach for Nigeria
A non-profit organisation called Teach for Nigeria finds and prepares recent graduates to work as teachers in underprivileged Nigerian schools. The effort was started in 2017 with the goal of addressing the nation’s ongoing educational disparities by offering high-quality education in low-income areas. Teach for Nigeria (2021) reports that by applying new teaching approaches and developing a culture of mentoring and leadership, program participants have significantly improved student learning results.
With an emphasis on both character development and academic success, Teach for Nigeria equips students to take an active role in their communities. In addition, the curriculum stresses the value of advocacy and leadership, and it encourages graduates to be involved in educational reform when they finish their teaching careers (Teach for Nigeria, 2021).
Successful Educational Initiatives in Kenya
1. The Kenya National Curriculum Framework (KNCF)
2017 saw revisions to the Kenya National Curriculum Framework (KNCF) that shifted the emphasis from competency-based education to content-driven education. With a focus on creativity, problem-solving, and critical thinking, this program attempts to provide students the abilities they need to succeed in the twenty-first century (Republic of Kenya, 2017). The KNCF encourages diversity and acknowledges that students, particularly those from under-represented groups and those with impairments, have a variety of requirements.
New pedagogical approaches have been established in schools because of the KNCF’s adoption, creating a more participatory and interesting learning environment. According to early reports, kids are doing better and showing more enthusiasm in their studies, which highlights how the curriculum change is having a good effect on student outcomes (Gikandi, 2020).
2. The Digital Literacy Program (DLP)
A government program known as the Digital Literacy Program (DLP) was started in 2016 with the goal of incorporating technology into basic education in Kenya. By giving students access to digital devices and internet connectivity, the DLP improves their educational opportunities and gives them the fundamental digital skills needed in today’s job. The initiative has benefited approximately 1.2 million students, according to the Kenya Institute of Curriculum Development (2020), and it has enhanced learning results and student participation.
In order to provide teachers with the necessary tools to successfully incorporate technology into their lesson plans, the DLP also places a strong emphasis on providing training in digital pedagogy. Thus, the project has improved teaching and learning in Kenyan schools while simultaneously expanding access to education (Kenya Institute of Curriculum Development, 2020).
Comparative Analysis of Initiatives
The efficacious educational endeavours in Nigeria and Kenya provide as evidence of the significance of employing context-specific methodologies in tackling educational obstacles. While the KNCF and the UBE program share a dedication to excellence and diversity, their distinct socio-political environments dictate the frameworks in which they function.
The UBE program in Nigeria places a strong emphasis on local government and community engagement in order to promote a feeling of accountability and ownership. On the other hand, Kenya’s KNCF places a lot of emphasis on competency-based learning and modernizes the curriculum to match the needs of the 21st-century economy.
In a similar vein, programs like Teach for Nigeria and the Digital Literacy Program highlight creative approaches to involving young people and using technology into the classroom. These initiatives show how collaborations between local communities, non-profits, and the government may result in effective educational solutions.
These case studies demonstrate, in the end, how important it is for successful educational initiatives to propel economic development in Kenya and Nigeria. By taking these models and making necessary adaptations to local contexts, stakeholders can keep pushing the boundaries of educational quality and access, which will ultimately support the larger objectives of social transformation and economic growth.
Though both Kenya and Nigeria have achieved great progress, there are still many obstacles to overcome when we consider the role that education plays in both nations’ economic growth. It will need a diverse strategy to address these issues, guided by critical reflections on the educational structures, policies, and practices that are now in place. The important observations and suggestions to improve the efficiency of educational programs in fostering economic growth are summarized in this section.
Critical Reflections
1. The Importance of Contextualized Education
The necessity of adapting educational systems to the local environment is one important consideration. Both in Nigeria and Kenya, educational strategies frequently exhibit a one-size-fits-all methodology that does not consider the distinctive social, cultural, and economic realities of various geographic areas. Bourn (2016) pointed out that in addition to emphasizing academic success, education should also provide students with the tools they need to become involved in their communities and take on local issues. A contextualized curriculum that takes into account the needs and values of the local community can help education become a potent instrument for promoting economic empowerment and social cohesiveness.
2. Integration of Technology in Education
In both nations, the digital gap continues to be a major obstacle to educational parity. Even while programs like Kenya’s Digital Literacy Program are making headway, many rural communities still do not have sufficient access to technology or internet connectivity. Warschauer (2011) contends that while incorporating technology into the classroom might improve learning outcomes, measures to guarantee fair access must also be made in tandem. It is imperative for policymakers to accord priority to infrastructure and training expenditures to guarantee that digital education is accessible to all students, irrespective of their physical location.
3. Community Engagement and Ownership
Participation from the community is necessary for educational projects to be successful and sustainable. Oluwole (2019) emphasised the need for local communities to actively participate in the development, execution, and assessment of educational initiatives. A sense of ownership and accountability is fostered by including parents, community leaders, and other stakeholders, and this may greatly improve educational outcomes. It is possible to better adapt education to local requirements and foster a culture of continual improvement by supporting community-led projects.
Recommendations
1. Adopt Competency-Based Curricula
Adopting competency-based curriculum that place an emphasis on practical skills, problem-solving, and critical thinking should be a top priority for both Kenya and Nigeria. Education may better prepare students for the demands of the modern economy by putting an emphasis on competences rather than rote memorisation. In addition to improving employability, this strategy encourages entrepreneurship and innovation, both of which are critical for economic growth (Gikandi, 2020).
2. Strengthen Teacher Training and Professional Development
To raise the standard of education, funding for teacher preparation and continuous professional development is essential. Teachers need to be prepared to apply new curriculum and adjust to shifting educational environments. Experienced educators working together in collaborative training programs can improve the standard of education and help teachers successfully engage students (UNESCO, 2018).
3. Enhance Public-Private Partnerships
PPPs, or public-private partnerships, may be extremely important for improving the resources and infrastructure of education. Governments may increase financing, experience, and creativity to enhance educational facilities and services by working with the private sector. According to Aghion et al. (2016), these kinds of collaborations can promote skill development and job creation, which in turn can boost economic growth.
4. Focus on Inclusive Education
Inclusive education needs to be given top priority in both nations to guarantee that underprivileged students and children with disabilities may get high-quality education. To achieve fairness and social cohesion, educational institutions must implement policies that support diversity and inclusion. The World Bank (2020) claims that via increasing social mobility and lowering poverty, inclusive education not only helps individual students but also advances larger objectives of economic development.
Education is a key factor in the economic development of Kenya and Nigeria. Nevertheless, policymakers, educators, and communities must work together to address the current issues. By evaluating the status of education today and putting the suggested solutions into practice, both nations can use education’s transformative potential to promote social inclusion, economic growth, and sustainable development.
The correlation between education and economic growth is intricate and multifarious, especially when considering the situations of Nigeria and Kenya. This comparative study has shed light on the important roles that education can play in promoting social justice, economic development, and community empowerment. It has, however, also brought attention to the many difficulties that both nations confront, such as problems with the relevance, quality, and accessibility of educational programs.
The historical background of education in Nigeria and Kenya has influenced the contemporary educational landscapes and the paths of economic growth, as this study explains. The enduring issues of insufficient infrastructure, teacher shortages, and the digital divide necessitate the implementation of comprehensive policy frameworks and strategic solutions.
This study also emphasizes how crucial it is to provide contextualized instruction that takes into account the cultural and economic realities of the area. The assimilation of technology, community involvement, and public-private partnerships surface as vital tactics for augmenting educational achievements and guaranteeing that education functions as a potent catalyst for economic growth. Competency-based curricula and enhanced teacher preparation programs can help students better prepare for the needs of a labour market that is changing quickly.
Policymakers in Kenya and Nigeria must take a comprehensive approach to education reform, considering the views and proposals put forth. Both countries can realise the full potential of their human capital by emphasising inclusive education and creating conditions that are supportive of learning and creativity. In the end, education’s transformational potential can result in sustained economic growth, ending the cycles of inequality and poverty that have traditionally impeded advancement.
Aghion, P., Akcigit, U., & Howitt, P. (2016). What do we learn from Schumpeterian growth theory? The Journal of Economic Perspectives, 30(1), 157-180. https://doi.org/10.1257/jep.2016.001
Adeogun, A. O., & Osifila, G. I. (2016). The impact of educational expenditure on economic growth in Nigeria. Journal of Education and Practice, 7(15), 11-17. https://eric.ed.gov/?id=EJ1103025
Adebayo, B., & Kolawole, A. O. (2013). The challenges of teachers in Nigeria: The impact on teaching and learning in secondary schools. Journal of Educational and Social Research, 3(9), 121-128. https://doi.org/10.5901/jesr.2013.v3n9p121
Aina, T. A. (2020). Nigeria: Education in crisis. African Affairs, 99(396), 343-369. https://doi.org/10.1093/afraf/99.396.343
Ajayi, I. A., & Ekundayo, H. T. (2010). Contemporary issues in Nigerian education and development. Journal of Education and Leadership, 5(1), 23-34. https://doi.org/10.5897/AJEDU.2010
Aja-Okorie, U., & Ilogu, G. C. (2020). Boko Haram insurgency and the disruption of education in Northern Nigeria. African Education Review, 9(2), 134-149. https://doi.org/10.1080/18146627.2020.1643942
Barro, R. J., & Lee, J. W. (2013). A new data set of educational attainment in the world, 1950-2010. Journal of Development Economics, 104, 184-198. https://doi.org/10.1016/j.jdeveco.2012.10.004
Bloom, D., Canning, D., & Chan, K. (2006). Higher education and economic development in Africa. Harvard University.
Bourn, D. (2016). Global perspectives in the geography curriculum: A review of international issues and developments. Routledge.
Bosch, D. J. (1991). Transforming mission: Paradigm shifts in theology of mission. Orbis Books.
Federal Ministry of Education. (2018). National policy on education. Retrieved from https://education.gov.ng
Fafunwa, A. B. (1991). History of education in Nigeria. London: George Allen & Unwin.
Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
Gikandi, J. (2020). The impact of the competency-based curriculum on students’ learning outcomes in Kenya. Journal of Education and Practice, 11(15), 56-63.https://doi.org/10.7176/JEP
Gunton, C. E. (1997). The doctrine of creation: A constructive account of creation’s end and means. Eerdmans Publishing.
Human Rights Watch. (2020). Nigeria: Protect education in conflict. Retrieved from https://www.hrw.org/report/nigeria-protect-education-conflict
Kimenyi, M. S., Mwabu, G., & Manda, D. K. (2014). The African lions: Kenya country case study. Brookings Institution.
Kenya Institute of Curriculum Development. (2020). Digital literacy programme: Implementation status report. Retrieved from http://kicd.ac.ke
Kibaara, T. (2019). The 8-4-4 education system in Kenya: Policy implications and recommendations. Journal of Education and Practice, 10(9), 14-22.
Mba, P. (2020). Educational mismatches and the labor market outcomes in Sub-Saharan Africa. World Development, 132, 104949. https://doi.org/10.1016/j.worlddev.2020.104949
Middleton, J. R., & Walsh, B. J. (1995). Truth is stranger than it used to be: Biblical faith in a postmodern age. InterVarsity Press.
Mott, S. C. (2011). Biblical ethics and social change. Oxford University Press.
Mwangi, C. (2018). The role of faith-based organizations in education in Kenya: A historical perspective. International Journal of Education Development, 30(1), 45-67. https://doi.org/10.1016/j.ijedudev.2018
Mutegi, E. N., & Abuga, G. (2020). Assessing STEM education in Kenya: Challenges and prospects. African Journal of Education and Technology, 9(1), 78-89. https://doi.org/10.33190/ajes.2020.07
Ng’ang’a, M. (2020). Competency-based curriculum in Kenya: Prospects and challenges. International Journal of Educational Research, 8(4), 45-56.
Ngware, M., Onsomu, E., & Muthaka, R. (2017). Improving educational outcomes in marginalized communities in Kenya. International Journal of Educational Development, 54(2), 17-25. https://doi.org/10.1016/j.ijedudev.2017.08.007
Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Belknap Press.
Obanya, P. (2004). Educating for the knowledge economy in Nigeria. Heinemann Educational Books (Nigeria).
Okech, A., & Rolleston, C. (2018). Education in Africa: The transformation of higher education in Kenya and Uganda. Routledge.
Olanrewaju, B., & Jegede, T. (2017). Nigeria’s economic development: The role of education and training. Journal of Education and Practice, 8(9), 93-101. https://doi.org/10.5937/skolpr.8-107
Oluwole, I. (2019). Community participation in the universal basic education program: Challenges and prospects in Nigeria. International Journal of Educational Management, 33(4), 759-771. https://doi.org/10.1108/IJEM-03-2018-0091
Republic of Kenya. (2017). Kenya national curriculum framework. Retrieved from https://kicd.ac.ke
Sen, A. (1999). Development as freedom. Oxford University Press.
Sifuna, D. N., & Otiende, J. E. (2006). An introductory history of education. Nairobi: University of Nairobi Press. Teach for Nigeria. (2021). Annual report 2020. Retrieved from https://teachfornigeria.org/annual-report-2020
UNESCO. (2018). Global education monitoring report 2019: Migration, displacement and education – Building bridges, not walls. Paris: UNESCO Publishing.
Warschauer, M. (2011). Technologies and language use in education: New directions for research. The Modern Language Journal, 95(1), 1-11. https://doi.org/10.1111/j.1540-4781.2011.01174.x
Wekesa, P. (2019). Education reforms in Kenya: Implementing the competency-based curriculum. International Journal of Educational Development in Africa, 6(1), 43-57.
World Bank. (2020). World development report 2020: Education for a better life. Washington, DC: World Bank Publications.
World Bank. (2020). World Bank annual report 2020. World Bank Group.
Wolterstorff, N. (2004). Educating for shalom: Essays on Christian higher education. Eerdmans Publishing.
Wright, C. J. H. (2006). The mission of God: Unlocking the Bible’s grand narrative. InterVarsity Press.
John Philip Sele is a scholar with a rich academic background, currently pursuing a Master’s degree in Development Studies with a focus on the Theology of Development. He holds a bachelor’s degree in Theology and a minor in Development Studies from Africa International University (AIU), Nairobi. His academic and professional journey reflects a deep commitment to integrating theology with development principles as he authored the blog, Theology of Development (https://theologydev.com).
Sele serves as a lecturer of Development Studies at Africa International University (AIU). His work in academia and development is informed by years of leadership experience, including his tenure as the International Students Representative at AIU, and the Chief Executive Officer of Content Creators Hub. As Deputy Vice Chancellor for Administration at ASCEN University, Liberia, he oversees strategic administrative operations and promotes a culture of excellence and diversity.
His scholarly work is underpinned by a commitment to community engagement, practical theology, governance and politics, resource mobilization, and social justice, with a focus on empowering marginalized communities, particularly in Jos, Plateau State, Nigeria. His current research interests include governance, social inclusion, and the theology of development, with a particular emphasis on their practical implications in the African context.
ORCID ID: https://orcid.org/0009-0001-9637-5071
2. Cynthia Wanjiku
Cynthia Wanjiku is a determined development practitioner from Kenya who is dedicated to using academic knowledge and workable solutions to address pressing global issues. Her work, which is informed by her excellent academic background, addresses some of the most important global challenges of our day, such as social justice, sustainable development, poverty reduction, and the complex effects of globalisation. Cynthia is passionate about these subjects because she thinks research may have a beneficial impact on policy and encourage change.
Cynthia is now participating in an international exchange program in Romania. Her experiences have helped her to get a broader awareness of the issues associated with development on both a local and global scale. Her exposure to various development methods and cultural contexts has enhanced her approach to problem-solving and strengthened her resolve to close the gap between theory and practice.
Cynthia’s ultimate objective is to make a significant contribution to the scholarly conversation while providing useful, applicable insights for real-world situations. She hopes to have a significant effect on the area of development by promoting policies that advance justice, sustainability, and fairness on a worldwide basis. She does this by fusing rigorous research with a practical perspective.
Sele, JP; Wanjiku, C (2024). The Role of Education in Economic Development: A Comparative Study of Nigeria and Kenya. Greener Journal of Social Sciences, 14(2): 136-146, https://doi.org/10.15580/gjss.2024.2.093024121.
Download [473.74 KB]
Your email address will not be published. Required fields are marked *
Comment *
Name *
Email *
Website
Save my name, email, and website in this browser for the next time I comment.
Post Comment
