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A Comparative Analysis of Government Expenditure on Analog versus Digital Curriculum Delivery in Kenyan Secondary Education
Subject area: Arts, Social Sciences and Humanities · Area of research: Education
Abstract
This study conducts a comparative analysis of government expenditure on analog versus digital curriculum delivery methods in Kenyan secondary education from 2014 to 2023. The purpose is to examine the costs, reach, and effectiveness of both approaches to provide insights that can inform policy decisions and optimize resource allocation. The research employs a mixed-methods design, combining a quantitative longitudinal analysis of expenditure data with qualitative interviews of key stakeholders including education officials, school administrators, and teachers. The findings reveal a substantial shift towards digital curriculum delivery, with the percentage of expenditure increasing from 7.8% in 2014 to 47.7% in 2023. This transition accelerated from 2020 onwards, likely influenced by the COVID-19 pandemic. However, significant regional disparities persist, with digital adoption rates of 62.3% in urban areas compared to 33.1% in rural areas as of 2023. Cost-effectiveness analysis indicates that while digital methods initially required higher investment, by 2023 they show improved outcomes in terms of lower cost per student (13,900 KES vs 15,300 KES), higher test score improvements (8.7% vs 5.2%) and completion rates (84.2% vs 78.5%) compared to analog methods. The study concludes that the transition to digital curriculum delivery in Kenya shows promising indications of cost-effectiveness and learning improvements. However, challenges remain in ensuring equitable access, particularly in rural areas. The findings provide an evidence base to guide policies and investments to optimize the benefits of digitalization while addressing potential disparities.
How to cite this paper
@article{1706205,
author = {Jayne Nasimiyu Wasike},
title = {A Comparative Analysis of Government Expenditure on Analog versus Digital Curriculum Delivery in Kenyan Secondary Education},
journal = {Iconic Research And Engineering Journals},
year = {2024},
volume = {8},
number = {2},
pages = {698-705},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1706205.pdf},
abstract = {This study conducts a comparative analysis of government expenditure on analog versus digital curriculum delivery methods in Kenyan secondary education from 2014 to 2023. The purpose is to examine the costs, reach, and effectiveness of both approaches to provide insights that can inform policy decisions and optimize resource allocation. The research employs a mixed-methods design, combining a quantitative longitudinal analysis of expenditure data with qualitative interviews of key stakeholders including education officials, school administrators, and teachers. The findings reveal a substantial shift towards digital curriculum delivery, with the percentage of expenditure increasing from 7.8% in 2014 to 47.7% in 2023. This transition accelerated from 2020 onwards, likely influenced by the COVID-19 pandemic. However, significant regional disparities persist, with digital adoption rates of 62.3% in urban areas compared to 33.1% in rural areas as of 2023. Cost-effectiveness analysis indicates that while digital methods initially required higher investment, by 2023 they show improved outcomes in terms of lower cost per student (13,900 KES vs 15,300 KES), higher test score improvements (8.7% vs 5.2%) and completion rates (84.2% vs 78.5%) compared to analog methods. The study concludes that the transition to digital curriculum delivery in Kenya shows promising indications of cost-effectiveness and learning improvements. However, challenges remain in ensuring equitable access, particularly in rural areas. The findings provide an evidence base to guide policies and investments to optimize the benefits of digitalization while addressing potential disparities.},
month = {August},
}