Sustainable development goals in Kenya

Document Type:Essay

Subject Area:Nursing

Document 1

The country’s economic blueprint, Kenya Vision 2030, was already in its eighth year of implementation in 2015. The Vision 2030 plan was rolled out to be carried out in five-year Medium Term Plans (MTP), and by the time the Sustainable Development Goals (SDGs) were being adopted, this fast developing country was already in the third year of its second MTP implementation (Sustainable Development Knowledge Platform). The mainstreaming of the SDGs together with the Africa Agenda 2063 ought to be mainstreamed in Kenya’s third year of MTP implementation which will run from 2018-2022. In this regard, the Government of Kenya has reviewed its Agenda for 2030 in line with sustainable development. The Kenyan development strategy for the Vision 2030 is crafted on three pillars; economic, social and political foundation pillars.

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This ensures effective delivery and management of educational services. The result has been improved access, equity, relevance and quality of education and training. According to the Kenya Bureau of Statistics, the majority of women (59. 4%) in the country have some secondary school education (age bracket of 15-24). Regarding wealth disparities, 37. The role of the community provides construction strategies. The historical Free primary education program increased school enrolment from 5. 93 million children to 10. 2 million children from 2000-2013(Abuya, et al. One of the historical factor to consider in Kenyan education system just like in any other African country is the impact of colonialism. This is because the culture of the people affects the outcome of the strategies and plans for the educational reforms. The Government of Kenya is aimed at ensuring continuity of cultures and historical social patterns that define the identity of its people.

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However, there are some cultural practices in Kenya that are against the SDGs fourth goal of inclusive and equitable education. Pastoral communities in Kenya have been in the past on the watch list from the Ministry of Education for undermining the rights of their girls to basic education. The Turkana, Pokot, and the Maasai communities have for a long period taken pride in early marriages of school girls depriving them of education rights. Bursary programs are offered to those from poor families and subsidies to school ongoing projects. Girls have better opportunities to enroll and receive the basic education due to programmes from non-governmental campaigns such as the Okoa Dada Campaign. Additionally, the pressure from community institutions championing for children rights forced the government through the Ministry of Education to ban corporal punishment.

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