Education in the Post-2015 Development Agenda: Issues and challenges in Primary School Education in the Kenyan Context Motuka Gideon Mochere1, Orodho John Aluko2 1Doctorate Student in the Department of Educational Management, Policy and Curriculum Studies, School of Education, Kenyatta University 2Associate Professor of Research and Statistics in the Department of Educational Management, Policy and Curriculum Studies, School of Education, Kenyatta University, Kenya Online published on 8 August, 2018. Abstract The thrust of this study was to examine issues and problems in the provision of primary school education in the post 2015development agenda in the Kenyan context.. The study was a hybrid of desk-survey using government and international documents as well as primary sources from field using primary school teachers as respondents. The major finding was that as Kenya boldly makes efforts to face the challenges of providing primary school education in the post 2015 agenda, the country faces multifarious and intertwined problems related to regional inequalities in access to education arising from inadequate financial resources, human resources, physical facilities and rampant outdated cultural practices that have adversely affected the quality of the education sub-sector. It was evident that Kenya still largely defines her quality education in terms of academic excellence-hence the need to ensure that the process that lead to those quality grades are tight, lest we lose the link between competence and mere grades. It was concluded that the good progress being made in the education sector notwithstanding, proactive measuresare urgently required to address the existingbottlenecks. It was recommended that all education stakeholders should make concerted efforts aimed at eradicating issues and problems that were bewildering theeducation sector so as not to spill over to future years (215 words). Top Keywords Provision, Primary School, Education Post 2015, Agenda, development issue problems. Top |