Towards understanding ambivalence in educational policy outcomes in Kenya

Five decades after independence, the majority of Kenyan children do not receive quality education and live with limited economic and social opportunities. To this end, why have educational policies not worked as intended? I use Chabal and Daloz's (1999) framework to argue that good policies have not produced intended outcomes; instead, their implementations have delimited educational, social, and economic opportunities. Lackluster policy outcomes have perpetuated concentration of power and wealth, fostered weak public institutions, and destabilized citizenry while normalizing chaos.