Socio-economic determinants of repetition and early school withdrawal at the primary level and their implications for educational planning in Kenya

Abstract

This paper attempts to provide a theoretical framework to explain the causes of the high primary school repetition and dropouts in representative regions of Kenya. Theoretical and methodological weaknesses of previous studies in this area and the related question of educational disparities are reviewed and it is suggested that these educational problems can only be adequately explained within the country's socio-economic context.

Accordingly, it is argued that a socio-economic disadvantages the equivalent of an educational disadvantage, which in turn may be productive of poor school performance, repetition, disinterest and even school withdrawal. The paper suggests a methodology for the study to test the overall hypothesis that both the phenomena of repetition and dropouts are positively and consistently related to pupil socio-economic background.