Most recently Education for All has added a new impetus to the push to improve access to education for Africa's children. This review analyses historic data from Kenya to explore fluctuating enrolment patterns in primary education over four decades. It uncovers some of the dynamics of systems in transition and illustrates how policy interventions can have an uneven impact over time on improved participation. Critically periods of high growth are often followed by reversion to underlying long term trends, gains in initial enrolment are not always accompanied by gains throughout all the grades in the primary cycle, and patterns of gains in participation can vary for different groups. This study adds to insights into how policy has an impact on access, and acts as a reminder that historic trends may repeat themselves as the Education for All agenda is implemented.
CREATE Pathways to Access Series, Discussion Paper Number 9, ISBN 0-901-881-02-3, 27 pp.