Application of Marxist analysis: Basis for accounting for ethno-regional inequalities in education and consequent opportunities in Kenya


Charles Lewa Chai
Sammy Kipkemboi Rutto
Francis Gikonyo Wokabi
Caroline Buya


Introduction: Addressing inequalities in education has been a necessary condition for equal opportunities to be achieved. Accordingly, providing equal opportunities in education has also been a step toward maintaining social equality. An inhibited educational opportunity within some ethno-regions and social groups is the main source of this occurrence.

Purpose: To investigate persistent ethno-regional inequalities in education in Kenya using Marxist ideology.

Methodology: This philosophical study has employed ideas or viewpoints from the philosophy of Karl Marx and related ideology to probe the persistence of inequality in education. Marxist analysis has involved studying, and evaluating educational reports with a view to find out if equality in education in Kenya is a reality or an ideology (illusion).

Results: The Kenyan education system has inbuilt inequalities within it. These have included: stratification in form of classification of schools as public or private, national, extra-county, county and sub-county. The hierarchical organization of schools has always contributed to the hierarchical aspect of Kenyan society. The majority of rich families enroll their children in private schools, giving them access to a system that is selective in terms of work and household income. Therefore, education in Kenya has not improved equality as intended. In reality, it has been imitating the current societal structure. The illusion of scholastic achievement has been upheld by the affluent, who have used it to justify their position while blaming the inferior status of the poor to their own failure. They have defended the presence of those with various statuses through philosophy.

Recommendations: The study recommended that Kenya should adopt instreamed comprehensive schooling instead of different types of schools, and that no privatization or private control of educational institutions.


How to Cite
Chai, C. L., Rutto, S. K., Wokabi, F. G., & Buya, C. (2023). Application of Marxist analysis: Basis for accounting for ethno-regional inequalities in education and consequent opportunities in Kenya. Journal of Educational Research in Developing Areas, 4(2), 148-157.


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