This study analyses the status, determinants and strategies for expanding access
to secondary education in Kenya. A logit model is used to analyse the factors
influencing access to secondary education schooling in Kenya. The main data
sources was the 1997 Welfare Monitoring Survey (WMS) III data and selected
district level education statistics. Though a bit dated, it is the most recent
comprehensive data available. An education policy simulation model provides
the framework for evaluating feasible strategies for secondary education
expansion. The main determinants of access to secondary education at household
level include social and economic characteristics such as income levels, household
head’s education level, household location (rural-urban), sex and age of child,
and accessibility to schools. Strategies for expanding secondary education include:
a) physical infrastructure expansion; b) increasing internal efficiency starting
with primary education level; c) enhancing efficiency in use of human and
capital resources including available teachers and class rooms; d) household
economic empowerment; e) adult education and household awareness on
importance of secondary education; f) enhancing partnerships in secondary
education provision and financing and g) addressing gender and regional
disparities. The study argues favourably for expansion of secondary education
infrastructure within the Education for All (EFA) framework in order to respond
to the increasing demand, and to increase the number of youth with basic skills
relevant to the labour market. Quality secondary education should be
characterized by strong linkages with the labour market skills requirements and
global challenges. The value of the paper is in its innovativeness to empirically
estimate factors that determine access to secondary education and simulate
resource requirements for secondary school education with the aim of coming up
with strategies for improving access.