I had the privilege of representing Jaslika at the launch of USAWA Agenda's second report titled "Building Evidence for Just School Systems to Power Just and Sustainable Societies," focusing on secondary schools in Kenya. The main aims were to highlight and emphasise prevailing injustices within the education system and the progress needed to achieve Sustainable Development Goal 4: Ensure inclusive and equitable quality education for all. This report holds particular significance for Jaslika, as we are dedicated to fostering mindset changes, especially in the realm of development politics.

Over the years, we have observed a lack of prioritisation of critical national issues such as inadequate school infrastructure, insufficient teaching resources, and other challenges that directly impact the educational opportunities of children from marginalised communities across the country. Sadly, even after more than six decades of independence, we are still grappling with resource allocation disparities in our schools.

During the launch, Dr. Emmanuel Manyasa, Executive Director of USAWA Agenda, and its lead researcher, stressed on the importance of providing all children with equal opportunities for improved life chances, regardless of their backgrounds. This resonated deeply with the concept of intersectionality that Jaslika advocates for in our projects. The idea that individuals experience multiple forms of oppression and privilege, and how these intersect to shape their identities and experiences, is crucial to understanding the complexities of our society.

One striking revelation from the report was the disparity in resources among different secondary schools. Some schools offered a wide range of subjects, ample teaching staff, and fully-equipped science laboratories, while others struggled with overcrowded classrooms and a shortage of essential resources. This inequality begs the question: are all students sitting for the same national exams under these varying conditions? It is imperative that we address these disparities and ensure that resources are distributed equitably to support the most marginalised students.

It was also found that despite the policy of free education, many parents still struggle to afford school fees and other expenses, such as uniforms. The commercialisation of school uniforms, coupled with restrictive uniform policies, raises questions about the value of uniforms in enhancing learning outcomes. Additionally, the lack of resources and support for learners with special needs is a glaring challenge that demands urgent attention.

As discussions unfolded, factors contributing to consistently high-performing schools and gender disparities observed in dropout rates and school leadership roles were intensely examined. These conversations highlighted the need for further research and action to address these issues comprehensively.

My experience as a researcher (2017-18) brings to mind the Positive Deviance schools, which are exceptional schools that do better than others, despite similar resourcing contexts within which they operate. There are lessons that we can learn from such schools; how do they manage to perform well not only academically but in other aspects too, with the little that they have? This, in my opinion, could be the sole solution in between waiting for resources to salvage the situation.

The release of USAWA Agenda's report illustrates the state of secondary education in Kenya. It serves as a stark reminder of the pressing need to address systemic inequalities within our education system. At Jaslika, we are deeply committed to advocating for inclusive and equitable education for all, as underscored by the report's findings. Whether these disparities are by design, due to ignorance, lack of prioritisation, or a decline in societal values, they demand our immediate attention.

As we eagerly await the gender report from USAWA Agenda, we are enthusiastic about the opportunity for continued collaboration in pursuit of our shared goals of social justice and educational equity.