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Education in Kenya

Education in Kenya refers to the education system in Kenya. It is considered a basic right that should be offered to every individual. Education in Kenya predates to as early as the 18th century among the Swahili people. The earliest school was established by missionaries in Rabai. During colonial rule, a limited number of Kenyans were able to access higher education opportunities abroad.

Kenya has manoeuvered through three education curriculums since independence with the latest being, the Competency-Based Curriculum, rolled out in 2017 to replace the 8-4-4 Curriculum that has been in practice since 1985.

Even though efforts have been put in place to promote basic education, with literacy levels increase among the Kenyan population. Poverty, teenage pregnancy, truancy, drug abuse, among others, all affect the literacy levels of prospective pupils.

In 2017, Kenya's education system was rated as the strongest among other forty three mainland countries on the African continent by the World Economic Forum. In the following year 2018, the World Bank also ranked Kenya as the top African country for education outcomes.

History
Historical records, not only from the travels of Johann Ludwig Krapf and Johannes Rebmann, reveal that Swahilis had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.

With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1903.

During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education. Among those who furthered their education abroad in the colonial era were Jomo Kenyatta, who attended Woodbrooke College and London School of Economics, Charles Njonjo, who attended Gray's Inn Law School, Peter Mbiyu Koinange, who attended Columbia University, Mwai Kibaki who attended London School of Economics, R. Mugo Gatheru who attended Roosevelt University, Tom Mboya, who attended Ruskin College, Oxford, Masinde Muliro, who attended University of Cape Town, Julius Gikonyo Kiano who attended Stanford University, and Barack Obama Sr., who attended the University of Hawaii at Manoa. Between 1959 and 1963, eight hundred Kenyan students attended US and Canadian universities.

Julius Gikonyo Kiano was the first Kenyan to obtain a PhD. The trend steadily rose over the years and by the time of independence in 1963, 840,000 African children were attending elementary school.

Pre-Independence Schools in Kenya
Institutionalised education in Kenya had begun way before the country became independent in 1963, with at least seventy schools having been established by various groups and for various communities.

Pre-Independence Schools for Ethnic Africans
Some schools were started through local community initiatives.
 * 1) Rabai Mission School near Mombasa (1847): established by missionaries Johann Ludwig Krapf and Johannes Rebmann from the Anglican Church Mission Society
 * 2) United Methodist School (1862): (later in 1963 the co-educational Ribe Secondary School, in 1989 Ribe Boys and Ribe Girls High Schools), established at Ribe, Kilifi County
 * 3) The Mary Leakey Girls' High School (1901): established at Kabete as a co-educational mission school by Rev. A. W. McGregor of the Church Mission Society (CMS), and later named after the founder of the girls' section, Mary Bazett Leakey
 * 4) Friends Africa Industrial Mission (1903): (later Kaimosi Friends Elementary School in 1904, now Kaimosi Friends Primary School), established in Kaimosi, Nandi County by American Quaker missionaries
 * 5) Maseno School (1906): established in Maseno by the Missionaries of the Church Missionary Society (CMS) for the children of local ethnic chiefs, currently sponsored by the Anglican Church of Kenya (ACK) and overseen by the Diocese of Maseno South
 * 6) Nyeri High School (1907): established in Nyeri as a primary school along with the neighbouring St. Paul Seminary and the Mathari Mission Hospital by the Consolata Missionary Sisters
 * 7) Tumutumu Mission School (1908): (now Tumutumu Girls' High School and Kagumo Teachers College) established as a co-ed primary school in Nyeri County by the Church of Scotland Mission
 * 8) Kabare School (1911): (from 1964 Kabare Girls High School), established by the Church Mission Society in Gichugu, Kirinyaga County, after area coffee farmers agreed to each contribute two cents per half kilogramme of cherry thereby raising over KES 80,000, to form Kabare School (for girls) and Mutige School (for boys).
 * 9) Mutige School (1911): (later Mutige Boys School), established by the Church Mission Society in Gichugu, Kirinyaga County, after area coffee farmers agreed to each contribute two cents per half kilogramme of cherry thereby raising over KES 80,000, to form Mutige School (for boys) and Kabare School (for girls).
 * 10) Government African School Machakos (1915): formed as a boys' primary school, from 1946 a co-educational primary school. In 1950 the boys' section relocated to become Machakos School; the girls section was renamed Government African Girls’ Intermediate School, which gave rise to today's Machakos Girls' High School
 * 11) Butere Girls High School (1916): founded as a primary school in Butere, Kakamega County by the Irish missionary Jane Elizabeth Chadwick (Church Mission Society, CMS)
 * 12) Kabaa High School (1923): established by the Catholic Church in Machakos County
 * 13) Harambee Waa School (1923): (later Waa Boys High School), established in Kwale County by missionaries of the Holy Ghost Catholic Fathers
 * 14) Ng'iya Girls High School (1923): first established as a primary school in Siaya County, later (1953) a teacher training college, then a secondary school in 1962
 * 15) Central Training School for Catechists (1925): (later Catholic Central School and Kabaa School, now Mang'u High School), established in Thika by Dutch priest Michael Joseph Witte (from the Holy Ghost Fathers)
 * 16) Government African School Kapsabet (1925): established in Nandi County by the Africa Inland Mission; today Kapsabet High School and Kapsabet Girls' High School (from 1951)
 * 17) Jeanes School Kabete (1925): (later Public Service Management and Development Institute plus Kenya Medical Training College in 1961, Kenya Institute of Administration in 1963, and in 2012 Kenya School of Government), established in Kabete
 * 18) Jeanes School Maseno: later Maseno Training Centre (1961), Maseno Government Training Institute (1967), in 1990 merged with Siriba Teachers' College to form Maseno University College, today Maseno University (since 2001)
 * 19) Alliance School (1926): now Alliance High School, established as a junior secondary school by the Alliance of Protestant Missions
 * 20) Francis Scott High School (1927): (later in 1963 Nakuru High School plus Nakuru Girls Secondary School in 1961)
 * 21) St. Mary's School Yala (1927): founded by the Roman Catholic Mill Hill Missionaries
 * 22) Kisii School (1932): established Kisii, Kenya
 * 23) Government African School Kakamega (1932): (later Kakamega High School, now Kakamega School)
 * 24) Kagumo High School (1933): established as a primary institution in Gatitu to train artisans; relocated to Kiganjo, Nyeri County in 1958
 * 25) MaryHill Girls' High School (1933): established in Thika town, Kiambu County by the Catholic Missionary Sisters of Our Lady of Africa (White Sisters)
 * 26) Buxton School (1935): (later Ronald Ngala Primary School), established by the Church Mission Society in Mombasa
 * 27) Our Lady Consolata Mugoiri Girls High School (1938): established by the Consolata Missionary Sisters in Mugoiri, Murang'a County (formerly Gaiteiguru Intermediary School)
 * 28) Kangaru schools (1947): in Embu County, established as a Church Mission Society primary school, later Government African Teacher Training Center and Secondary School (G.A.T.T.C. & S.S) in 1952, and African Girls Intermediate School (GAGI) in 1953. Embu Girls High School was fused into the school in July 1973, separating again in 1989
 * 29) African Girls High School (1948): (now Alliance Girls High School) established in Kikuyu town, Kiambu County by the Alliance of Protestant Missions.
 * 30) Gitoro Technical (1956): later Meru Technical School (1964), Meru Technical Vocational Training School (1969), Meru Technical Secondary School (1973), Meru Technical Training Institute (1986), Meru National Polytechnic (2016). Originally established in Meru town by the local town council to train youth in various practical skills
 * 31) Xaverian Primary School (1956): established in Kisumu County
 * 32) Kahuhia Girls' High School (1957): established in Kahuhia, Murang'a County through an initiative by the local community and Christian missionaries
 * 33) Starehe Boys' Centre and School (November 1959): established by Dr. Geoffrey William Griffin, Geoffrey Gatama Geturo and Joseph Kamiru Gikubu in Starehe, Nairobi
 * 34) Cardinal Otunga High School Mosocho (1960): established in Kisii County following a request from the then Kisii Diocese Bishop, His Eminence Maurice Otunga
 * 35) Bishop Gatimu Ngandu Girls High School (1960): established by The Right Reverend Caesar Gatimu in Karatina, Nyeri County
 * 36) Baricho High School (1960): established in Ndia, Kirinyaga County by The Right Reverend Caesar Gatimu
 * 37) Chebokokwa School (1961): (now St. Patrick's High School Iten), established by the Patrician Brothers in Iten, Elgeyo-Marakwet County, and currently operated by the Roman Catholic Diocese of Eldoret
 * 38) Kianyaga High School (1961): boys' school established in Gichugu, Kirinyaga County through fundraisers by local elders.

Pre-Independence Schools for Muslims and Ethnic Arabs
The Colonial government was the original provider of institutionalised education for Indian children, whose families originally arrived in the East Africa Protectorate from British India as labourers and indentured servants working on the Uganda Railway. Later, various religious communities mobilised to establish schools to serve their members.
 * 1) Arab Boys' Primary School Mombasa (1920s): established in Mombasa
 * 2) Shimo La Tewa School (1932): (later Coast African Secondary School, then Shimo-La-Tewa High School), established in Shanzu, Mombasa City as secondary school for Arab boys who has successfully completed their primary education at the Arab Boys' Primary School Mombasa
 * 3) Mombasa Institute of Muslim Education - MIOME (1948): (later in 1966 Mombasa Technical Institute - MTI, from 2007 Mombasa Polytechnic University College - MPUC, from 2013 Technical University of Mombasa), established in Mombasa to provide technical education to Muslim students of East Africa

Pre-Independence Schools for Ethnic Indians
The Colonial government was the original provider of institutionalised education for Indian children, whose families originally arrived in the East Africa Protectorate from British India as labourers and indentured servants working on the Uganda Railway. Later, various religious communities mobilised to establish schools to serve their members.
 * 1) Arya Kanya Pathasala (1910): (today: Arya Primary School), established by the Arya Samaj community in Ngara, Nairobi at the home of a Mr. Mathura Dass
 * 2) Indian School (1912): in Mombasa County, from which emerged Allidina Visram High School (in 1923, named after Allidina Visram) as a rehousing and secondary extension of the Indian School
 * 3) The Aga Khan Primary School, Mombasa (1918): established as a boys' school in Kizingo, Mombasa City, from which later emerged The Aga Khan High School, Mombasa. It is operated by Aga Khan Education Services of the Shia Ismaili community of Muslims
 * 4) The Duchess of Gloucester School (1932): (now Pangani Girls High School), established in Pangani, Nairobi
 * 5) Oshwal Academy (1950): established in Parklands, Nairobi; managed by the Oshwal Education and Relief Board (OERB) of the Jain community
 * 6) Arya Vedic School (1950): established at Puri Bhavan, Ngara, Nairobi by the Arya Samaj community. It gave rise to Arya Vedic Academy
 * 7) Modern High School (1951): Technical High School from 1953, later Nairobi Technical Training Institute in Ngara, Nairobi
 * 8) City High School (1952): founded in Ngara, Nairobi by the Sharma family of the Arya Samaj community
 * 9) The Aga Khan Primary School, Kisumu (1952): established in Kisumu City. It is operated by Aga Khan Education Services of the Shia Ismaili community of Muslims
 * 10) Parklands Arya Girls High School (1957): established in Parklands, Nairobi by the Arya Samaj community in Kenya
 * 11) Ngara Girls' High School (1957): emerged from a co-educational school in Ngara, Nairobi along with present-day Highway Secondary School
 * 12) Highway Secondary School (1957): emerged from a co-educational school along with Ngara Girls' High School, relocated to Nairobi's South B suburb in 1962 to become the boys' secondary school
 * 13) The Aga Khan High School (1961): co-educational day school established in Westlands, Nairobi. It is operated by Aga Khan Education Services of the Shia Ismaili community of Muslims

Pre-Independence Schools for Ethnic Europeans

 * 1) Rift Valley Academy (1903): established in Kijabe town, Kiambu County as the first up-country European school by Charles Hurlburt of the Africa Inland Mission. In 1967 it was the first school in Africa to receive American accreditation.
 * 2) The European School, Nairobi (1910): (now Nairobi Primary School), co-educational school which birthed the Prince of Wales School (Nairobi School) and the European Girls School (The Kenya High School)
 * 3) Loreto Convent Msongari (1921): "Msongari" being a corruption of Muthangari where the school is located in Westlands Sub-county, was established by the Sisters of Loreto
 * 4) Hill Preparatory School (1922): (later Limuru Girls High School in 1926), established by European settler, Arnold Buttler McDonell, on his Kiambethu Farm in Limuru, Kiambu County
 * 5) The Hill School (1923): established in Eldoret as European Primary School, later Central School then Highlands School, which in 1956 amalgamated with New Girls' Secondary School (today Moi Girls' High School, Eldoret)
 * 6) Kenton College (January 1924): (now Kenton College Preparatory School), established as an all-boys boarding school in Kijabe, moving to Kileleshwa in 1935, taking its roots from Kenya Grange School at Lumbwa
 * 7) Pembroke House (1927): established in Gilgil, Nakuru County. It was named after the Cambridge College attended by its founder Headmaster, Harold Turner, and has been owned by Kenya Educational Trust Limited since 1959
 * 8) Kitale Primary (1929): (later Kitale Academy, now Kitale School) in Kitale, Trans-Nzoia County
 * 9) St. Andrews School, Turi (1931): established in Molo, Nakuru County
 * 10) The Prince of Wales School (1931): later Nairobi School; emerged from The European School, Nairobi along with The European Girls School; in 1931 relocated to what was known as Kabete (current Kitisuru Ward in Westlands Sub-County)
 * 11) The European Girls School (1931): later The Kenya High School; emerged from The European School, Nairobi along with The Prince of Wales School; relocated to Kileleshwa in 1950
 * 12) Mombasa European Primary School (1935): (MEPS, from 1962 Mombasa Primary School), established in Mombasa
 * 13) Greensteds School (1936): established in Nakuru
 * 14) Loreto High School, Limuru (December 1936): established by the Sisters of Loreto in Limuru
 * 15) St. Mary's School, Nairobi (1939): established by the Holy Ghost Fathers, today located on the land of St. Austin’s Parish in Muthangari, Westlands Sub-county
 * 16) Loreto Convent Valley Road (1941): established by the Sisters of Loreto in Upper Hill, Nairobi
 * 17) Mara Hills Academy (February 1947): established in Tanganyika Territory by the Eastern Mennonite Mission and relocated to Gigiri, Nairobi in 1967 as Rosslyn Academy
 * 18) The Duke of York School (1949): (now Lenana School)
 * 19) Delamere School (1956): established in Nairobi, from which emerged in 1959 as the New Girls Secondary School (later Delamere Girls High School, now State House Girls High School) and Delamere Boys High School (later Simba Secondary School, now Upper Hill School)

Multi-Ethnic Schools

 * 1) Railway Educational Centre (1906): established as a co-educational institution for both European and Indian workers of the Uganda Railway Authorities. Later Railway School Nairobi, then Government Indian School, later The Duke of Gloucester School for boys, today Jamhuri High School in Ngara, Nairobi
 * 2) Strathmore College (1961): later Strathmore College of Arts and Sciences, and then the parallel Strathmore School and Strathmore College School of Accountancy. The latter merged with Kianda Secretarial College in 1993, and in 2002 became the current Strathmore University.  Established under the guidance of the Opus Dei founder, Saint Josemaría Escrivá, in Muthangari, Westlands Sub-county as a residential Sixth form college and the country's first multi-ethnic plus poly-religious school; currently managed by Study Centres of Kenya
 * 3) Kianda Secretarial College (1961): established by Kianda Foundation in Westlands Sub-County, Nairobi, in 1993 merged with Strathmore College School of Accountancy to form Strathmore University.

7–4–2–3 System
With the collapse of the East African community in 1977, Kenya continued with the same system of education but changed the examination names from their regional identity to a national identity. The East African Certificate of Primary Education (EACPE) became the Certificate of Primary Education (CPE) - awarded after 7 years of primary school - the first time the CPE was marked by a computer system. The East African Certificate of Education (EACE) became the Kenya Certificate of Education (KCE), awarded after 4 years of secondary school. The East African Advanced Certificate of Education (EAACE) became the Kenya Advanced Certificate of Education (KACE), awarded after 2 years of high school. The 7-4-2-3 system foresaw 11–13 years of basic education schooling and a minimum of 3 years for undergraduate university education.

8–4–4 Curriculum
In 1985, President Daniel arap Moi introduced the 8–4–4 system of education, which adopted 8 years of primary education, 4 years of secondary education and 4 years of university education. With the introduction of the 8–4–4 system CPE became KCPE (Kenya Certificate of Primary Education) while KCE became the Kenya Certificate of Secondary Education (KCSE). The length of basic education schooling was reduced to 12 years and the length of undergraduate studies was increased to a minimum of 4 years.

From 1985 to 2017, public education in Kenya was based on an 8–4–4 system, with eight years of primary education followed by four years of secondary school and four years of college or university. To date, there has been steady growth in the advancement of education in the country which boasts of a great number of public and private universities as well as TVET institutions and middle-level colleges.

Competency Based Curriculum (CBC), 2-6-3-3-3
In 2017, the Competency-Based Curriculum (CBC) was launched to replace the traditional 8–4–4 system introduced by the President Moi in 1985. The Competency-Based Curriculum was designed by the Kenya Institute of Curriculum Development (KICD) with the aim of churning out 'engaged, empowered and ethical citizens'.

Unlike the 8-4-4 system where learners would spend 8 years in primary education, 4 years in secondary School and 4 years at the university, the CBC curriculum runs on a 2-6-3-3-3 System of Education where basic education has been organized in three levels; Early Years Education, Middle School Education, and Senior School.

Under CBC, learners will now spend 2 years in Pre-primary, 6 years in Primary (Grade 1–6), 3 years in Junior Secondary (Grade 7, 8, 9), 3 years in Senior Secondary (grade 10,11,12) - retaining 12 years of basic education schooling - and 3 years in university.

The Competency-Based Curriculum puts emphasis on seven core competences namely; communication and collaboration, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, learning to learn and self-efficacy.

According to KICD, the traditional curriculum is teacher-centered while the CBC is learner-centered.

Learners are constantly assessed on the seven competencies based on the following areas; Meeting Expectations (ME), Approaching Expectations (AE) and Below Expectations (BE).

The first cohort of learners under the CBC curriculum will clear Primary Education in 2022. They are expected to transition to junior high school in early 2023.The government has through the ministry of education been investing in developing the infrastructure required in public schools across the country to accommodate the junior high-schoolers.

In October 2021, President Uhuru Kenyatta directed the National Treasury to avail KSh.8 billion/= to the Education Ministry for the construction of 10,000 classrooms in secondary schools across the country by 2023. According to Education Cabinet Secretary Prof George Magoha, 700 new CBC junior classrooms had been completed within secondary schools as at February 2021. Consequently, CBC has been a top priority funding area in the KSh.126.3 billion/= supplementary budget, submitted in parliament mid February by Treasury Cabinet Secretary Ukur Yattani.

According to the Kenya Institute of curriculum Development (KICD), students transitioning to Junior secondary schools will be between the ages of 12 and 14.

British Curriculum
An increasing number of private schools offer a system of education similar to the British system of education with eight to nine years of preparatory/primary school, followed by two to three years of secondary school (culminating in the International General Certificate of Secondary Education (IGCSE), and thereafter two years of high school leading to the Advanced Level qualification. This has similarities with the 7-4-2-3 system described above.

North-American Curriculum
A few private schools provide formal education based on the K–12 education system in the United States and the Canadian curriculum, consisting of twelve school grades, leading to the equivalent of the US-American and Canadian high school diplomas. Such schools include Rosslyn Academy, West Nairobi School and International School of Kenya in Nairobi, as well as Rift Valley Academy in Kijabe.

Transition rates and Overall Performance
Out of all children in Kenya, about 85% attend primary school. 75% of those who complete primary education will proceed to secondary schools and 60% of those who complete secondary school will proceed to institutions of a higher level of education, including business and vocational institutions, national polytechnics, public and private universities within the country. Over 950,000 Kenyans have furthered their education abroad with a majority of graduates primarily from India, the United Kingdom, Canada, the United States, Russia, and Uganda.

Education quality
Education quality has recently received a lot of attention in Kenya. The Kenyan government's primary document influencing this effort, the Kenya Education Sector Support Program for 2005–2010, established the National Assessment Centre (NAC) to monitor learning achievement. In 2010, the NAC released the results of its first assessment.

In 2009, in collaboration with the NAC, Uwezo Kenya conducted an assessment of the basic literacy and numeracy skills of children ages 6–16. The Annual Learning Assessment (ALA) reached villages in 70 out of 158 districts in Kenya and assessed nearly 70,000 children in their homes. The ALA was set at a Standard 2 level, which is the level where students are supposed to achieve basic competency in reading English and Kiswahili and complete simple arithmetic problems. The chart below shows the percent of children who could not read a Standard 2 level paragraph or solve Standard 2 level subtraction problems:

Key findings about education in Kenya, based on the results of the Uwezo 2009 assessment:

 * 1) Literacy levels are low, and are substantially lower in certain regions. Girls tend to perform better in reading English and Kiswahili, while boys tend to perform better in math.
 * 2) Literacy levels are lower in public schools than private schools.
 * 3) Most children can solve real world, "ethno-mathematics" problems, while fewer can solve similar math problems in an abstract, pencil and paper format.
 * 4) 5% of children are not enrolled in school, but the problem is far worse in particular regions.
 * 5) About half of children are enrolled in pre-school.
 * 6) Many children are older than expected for their class level, including 40% of children in class 2, and 60% of children in class 7.
 * 7) North Eastern Province and arid districts in Rift Valley and Eastern Provinces have particularly low performance; and many older children, especially girls, are not attending school.
 * 8) Many families pay for extra tuition, which focuses heavily on drilling and exam preparation.
 * 9) Schools struggle to plan their budgets because they receive funds at unpredictable times.
 * 10) Children whose mothers are educated, particularly beyond primary school, tend to have much higher rates of literacy and numeracy.
 * 11) About 15% of students are absent on a given day, with much higher absenteeism in certain districts as a result of increased poverty level.
 * 12) There is a severe shortage of teachers, estimated at 4 teachers per school.
 * 13) The reluctance of the government to invest in educational institutions in marginalized areas thereby developing schools in cities only which result in inefficient education process in arid and semi-arid areas
 * 14) Embezzlement of public funds by school administrators and lack of accountability of the use of government grants and high levels of corruption in educational institutions

Due to the mentioned problems in public education, private school are soaring in popularity, even among families that can ill afford school fees.

Early Childhood Development education
Early Childhood Development (ECD) education or Pre-primary education is a foundation for later learning and development and it targets children aged 0–5 years with a focus on igniting the child's potential for lifelong adaptability, innovation and communication skills while imparting in them the values of responsible citizenship and respect for diversity. ECD is classified into three different clusters i.e.
 * Baby-class
 * Nursery school
 * Pre-unit

Between the years of 2003-2007, the educational sector strategic plan and implementation plan committed to eliminating poverty as an educational development hindrance, promoting human rights through provisions of education, and attaining sustainable development of quality basic education for all. This implementation is a positive step towards education access in Kenya. One of the first steps to access education is at the early childhood development (ECD), primary, and secondary levels. The government assessed the high need for a change in access due to half of the population being composed of young people. According to Achoka et al. (2007), 20% of these people are under the age of five years old. ECD implementation is crucial in the school systems because the ages of 0-5 and key developmental years. While the children are rapidly developing, they are also the most vulnerable to environmental factors and influences. An effective ECD programme could create a beneficial foundation for further education and training. Between the years 1992 and 2002 there was a 68.9% increase in the number of ECD centers.

Accessibility concerns in ECD education
The accessibility of education is influenced by four main factors: poverty, regional and gender disparities, policy framework, and the HIV/AIDS pandemic. In 2002, roughly 56% of the population lived in poverty. The people living in these conditions are also unable to acquire proper dietary needs, medical needs, and a clean and stable habitat. The children who are born into these conditions are predisposed to the disadvantaged access of education specifically to ECD. Not only can this influence their access to education, it can also influence their growth and development. While the government tries to offer some support, a majority of the costs associated with education are covered solely by the parents. Many of the families that are living in poverty are unable to afford to send their children to school. In today’s highly competitive and challenge-ridden world, education can play a vital role in developing people’s characters development and promoting levels of personal growth needed to survive and thrive. Unlike uneducated people, person who pass successfully through the education system undergo experiences that often expose them to diverse cultures, worldviews, and ideas that will help foster global awareness, empathy, and vital skills needed to interact with diverse people, collaborate, learn, and pursue successful lives. In other words, it provides a sense of self-discovery and helps people form their values, beliefs, and identities. However, education as it exists today has its limitations, including following a standardized curriculum that leaves little room for personal interests and individualized learning (Schlegel et al., 2019). Such factors affect creativity and often prevent people from pursuing their unique passions and talents. Also, marginalized groups may not access education due to economic disparities that affect their opportunities for personal growth and success. In the 21st century, education is evolving, and lifelong learning continues to be relevant as many people adapt to the ever-changing technologies and industries. Online courses and self-directed learning are common today, and they offer flexibility but need strong self-discipline. Generally, education is a stepping stone to a meaningful life as it equips one with various skills and broadens horizons. It is only one part of the journey to success and personal fulfilment in today's changing world.

Geographically, Kenya is very varied and diverse. Northern Kenya are Arid and Semi-Ari Lands (ASALs), but the Central and Western areas are wetlands. Although the government has attempted to achieve accessible education for all citizens, many of the people living in the ASAL regions are continuously moving in search of Wetlands for their families and their livestock. Due to the constant migrations, their lifestyles create conflicts in education access as they are not in an area for long enough to begin the schooling process for their children in the required ECD education. Additionally, there have been land/tribal conflicts which results in families being exiled or parents being killed. The children in these conditions remain unsupported for any education needs as the parents cannot afford it. Connected to the geographical barriers are the cultural barriers in Kenya as well. Although the government attempts to provide equal educational opportunities regardless of gender, some parents focus their attention and resources on males and their education since they are seen as more of an asset to their family. As a result, more males than females are enrolled in ECD programs which creates a gender disparity.

Another area of concern in ECD education is the lack of adequate policy framework which has created inconsistent and unmeasurable curriculum. This has a major effect on the children's primary education entry behavior. The group that is most affected by this are the poverty-stricken parents in rural communities. Managing these behaviors are left to the abilities of the educators, but in some areas, the extent of ECD education is processed in rooms called “academies.” Many of the teachers/caregivers in the academies may not have any training. With a variety of factors, some of these centers are not productive learning environments and make it extremely difficult to detect children with special needs.

In recent years, the HIV/AIDS epidemic has been a concern for the citizens living in Kenya as it does not spare children. Many children who have HIV/AIDS are born to infected parents who transfer it to them. A majority of those children die within their first five years of life. The infant mortality rate and under-five years mortality rate has significantly increased in recent years. Since it affects a large percentage of the population, this could directly influence the numbers of ECD centers available.

Primary education
Primary education marks the beginning of the 8-4-4 Curriculum. It begins at the age of 5 to 7 after completion of a year of kindergarten commonly known as nursery school or pre-unit. The first class or year of primary school is known as Standard 1, the final year as Standard 8 and primary school children are known as pupils. The school year at both primary and secondary levels, begins in January and ends in November. Students get 3 school vacations in April, August and December.

At the end of the school year, students advance to the next grade. Since repetition was banned students still progress to the next grade even though they fail their examinations. Most primary schools are day schools with pupils living at home. Fewer schools at primary level are boarding schools compared to secondary schools. All public primary school pupils sit for the Kenya Certificate of Primary Education examination at the end of the school year in Standard eight. In primary school, students are taught English, Kiswahili and Indigenous language activities.

 * Lower primary: This is a 4-year period that marks the first transition into the mainstream primary education system. and starts at ages 6 or 7. The grading system is called "standard", meaning the first four years the students transitions from standard one, through four.
 * Upper primary: This is also a 4-year period that helps prepare the students for the high school years. At standard 7, the students become more aware of which high schools they want to attend. During the last year of the primary school system, students are allowed to select 4 to 6 secondary schools that they would like to attend including one national school and take the KCPE, which validates their transition to high school.

Universal Primary Education (UME), an international development goal created by the World Conference on Education, has led to Kenya's target of universal primary education for all citizens. Since 2003, enrollments have increased drastically and today Kenya has much closer rates of enrollment to first world countries, such as the United States. In January 2003 President Mwai Kibaki re-introduced free primary education which previously existed before the mid-80s when the government adopted cost-sharing measures that led to a minor level of school fees charged by primary schools for textbooks, PTA, and extracurricular activities. Since 2003, education in public schools became free and compulsory (Kenya Constitution, Article 53, 2010). On learning that primary education had once again become free in Kenya, Kimani Maruge, an uneducated farmer and the world's oldest person to enrol in primary school joined Kapkenduiywo primary school in Eldoret at the age of 84. He was elected head boy at the age of 86 in 2005.

Secondary education
Secondary schools in Kenya fall into three categories: government-funded, Harambee and private. Government-funded schools are divided into national, provincial and district levels. Harambee schools do not receive full funding from the government and private schools are run by private organizations or individuals. After taking the primary school leaving exam and successfully passing, government-funded schools select students in order of scores.

Students with the highest scores gain admission into national schools while those with average scores are selected into provincial and district schools. Harambee schools accept students with low scores. Students who fail their examinations pursue technical and vocational education. The latter is divided into technical secondary school (lasting 4 years) and apprenticeships solutions. Since 2010, technical secondary schools student can have access to university programmes. A number of students also drop out of school by choice due to poor scores.

Under the current system, students attend secondary school for four years before sitting for the school-leaving exam at the end of the fourth year. The first-class or year of secondary school is known as form 1 and the final year is form 4. At the end of the fourth year, from October to November students sit for the Kenya Certificate of Secondary Education examination. In 2008, the government introduced plans to offer free Secondary education to all Kenyans.

Historic prestigious national high schools include Mang'u High School, Alliance High School (Kenya), Lenana School and Starehe Boys' Centre and School. Private secondary schools in Kenya are generally high cost, offering students an alternative system of education with better or more luxurious facilities compared to public schools. They are often favoured for prestige. Most private schools in Kenya offer the British system of education which includes "O-levels" and "A-levels". Very few offer the American system of education and a good number of them offer the Kenya system. Some of the oldest private schools in Kenya include Loreto Convent Msongari, Nairobi (1921), St. Mary's School, Nairobi, Braeburn School, Consolata School, Strathmore School, Oshwal Academy, Rift Valley Academy, Aga Khan Academy, Kenton College and Brookhouse School,

Subject grouping
The average grade is based on performance in seven subjects. Where a candidate sits for a minimum seven and a maximum of nine subjects, the average grade is based on the best seven subjects. The grade assigned to the candidate depends on how well he has performed in all the seven ranked subjects. The subjects are grouped and among those seven chosen Group 1 is compulsory, Group 2 must be at least 2, Group 3 must be at least 1, Groups 4 and 5 are optional.

Grading system

 * Mean grading

 * Subject grading

 * Grade P – This grade denotes that the results are pending due to infringement of entry requirements. For instance, the candidate did not key in the correct index number or involved in some for form of forgery.
 * Grade X – This grade is awarded to a candidate who did not sit for one or all the papers that they registered for. In that case, the student will not be graded and will be awarded Grade X. This grade will automatically be awarded when total points scored by candidate fall below 7. A candidate will also be awarded Grade X if they did not sit minimum required subjects in grades 1, 2 and 3. However, the candidate can be graded (Grade A – E) after skipping for the final exams in any subjects in Grades 4 and 5, provided they sat for at least seven subjects in grades 1, 2 and 3, but their certificate and transcript will indicate Grade X in that particular subject.
 * Grade W – A candidate is awarded this grade on suspicion of exam malpractice. The examination board will conduct further investigation before grading or cancelling the results of the candidate.
 * Grade Y - After exam irregularities are proven, the candidate will be awarded Grade Y. The candidate may face prosecution and will have to resit the examination with the next cohort.

University matriculation is based on the best eight and performance in particular subjects relevant to degree courses. For instance:
 * {| class="wikitable"

! Subject ! Group ! Grade ! Points
 * English
 * 1
 * B+
 * 10
 * Kiswahili
 * 1
 * A−
 * 11
 * Mathematics
 * 1
 * A
 * 12
 * History & Government
 * 3
 * B
 * 9
 * Geography
 * 3
 * A−
 * 11
 * Physics
 * 2
 * B+
 * 10
 * Chemistry
 * 2
 * B−
 * 8
 * Biology
 * 2
 * A−
 * 11
 * }
 * B−
 * 8
 * Biology
 * 2
 * A−
 * 11
 * }
 * }

 * The total number of points is 74: which is a mean grade of A−. Chemistry has not been used in the ranking, as maximum number of subjects that can be used in final ranking are seven. This student qualifies for direct admission in a Public University. Training institutions and faculties and departments determine their own minimum entry requirements.

The number of students admitted to public universities through the Kenya Universities and Colleges Central Placement Service (KUCCPS), prior to 2012 known as Kenya Universities Joint Admissions Board (JAB), depends on the total number of beds available in all the public universities. Nonetheless, those who miss out but attained the minimum university entry mark of C+ or C with a relevant diploma certificate are admitted through the parallel degree programs (module II) if they can afford the full fees for the course.

Students who manage a grade of C+ qualify to do a degree course at the university. Owing to the competition, and fewer places at the university, those with B and in a few cases B−, and above are taken for degree courses at the public universities and benefit by paying government-subsidized fees. The rest join private universities or middle-level colleges.

This has been the subject of much discussion with people questioning the rationale and morality of locking out qualified students from public institutions yet still admitting those who come from financially able families.

Technical and Vocational Education and Training Institutions
These institutions operate under the state department of vocational and technical training under the helm of a principal secretary. Current PS is Esther Thaara Muhoria.

They award artisan, craft and diploma and higher national diploma certificates after successful completion of relevant courses. Courses offered by these institutions include Business Education, Accounting, Secretarial Studies, Nursing, Teacher Training, Computer Studies, Journalism, Media, Design, Culinary Studies, Foreign Languages, Tourism and Engineering. In order of credibility or accreditation, national polytechnics rank first, followed by government training institutes, teacher training colleges and private institutions. Although generally termed colleges, these institutions do not award degrees. Degrees are only awarded by Universities and Technical Universities. Over time, education has been a critical component in the pursuit of a meaningful life. People can get knowledge, skills, and perspectives important for career success, personal growth, and social contributions. However, it is not appropriate to view education as the only way of fulfilling life due to its limitations. Education provides a good foundation for economic stability and career opportunities. When well-educated, people will cultivate problem-solving, critical thinking, and communication skills to navigate the complex and competitive job market in the 21st century (Tran, 2023). Notably, it brings opportunities and opens doors for people to pursue their passions and have a sense of purpose and fulfilment.

From July 2014, all government and private institutions offering Technical and Vocational Education and Training where put under. this act normalized this sector as it had become tainted by unaccredited institutions offering substandard education as revealed by and  As of 10 October 2016 there were 540 institutions accredited by the Authority

Government TVET institutions
There are three types of government TVET institutions in Kenya. these are National Polytechnics, Technical Institutions and Vocational Education Centers (formerly Youth Polytechnics) Notable Institutions include:
 * 1) Technical University of Kenya
 * 2) Technical University of Mombasa
 * 3) The Sigalagala National Polytechnic
 * 4) Rift Valley Technical Training InstituteS

University education
There are 48 universities in Kenya, 22 of which are public and 26 private. The University of Nairobi is the oldest public university in Kenya while KAG East university is the oldest among the private universities.

While education accessibility has been of major importance at the primary and secondary levels in Kenya, the attempt of making education accessible has not been implemented at the higher education level, which leaves students from a lower socioeconomic status at a disadvantage compared to those of a higher socioeconomic status. In recent years there has been an increase in the cost of higher education worldwide, and there is no exception for Kenya which is limiting access to specific socioeconomic groups and those from different regions and ethnic groups since it favors and is more accessible to those who can afford it. There are very few students from disadvantaged backgrounds attending higher education institutions which is a reflection of the society and the quality of prior education. There are many social inequalities present in Kenya which have a direct impact on education such as: disparities in distribution of national income, security, and employment, levels of investment, health care, and public services are also evident across populations, genders, and ethnic groups. In an observation done by the Society for International Development, in 2004 10% of Kenya's population controlled about 42% of the national income while 10% contents with significantly less than 1%. The poverty gap has widened so significantly that the top 1% is making approximately $1,204 per month while the rest of the population is making approximately $181 per month.

Immediately after independence, Kenya's public higher education was free for all students regardless of their socioeconomic status; it was fully funded by the government. This created a high demand for higher education which raised a concern for donor agencies. At that time, the demand was continuously increasing, but Kenya's economy was not improving, so the government established a cost sharing and cost recovery model. In the cost sharing model, the government would cover part of the cost, but the remaining cost was the institutions and families responsibility. After this change, the student loan scheme was introduced. It was the responsibility of the Higher Education Loans Board (HELB) to pay out loans to Kenyan students that are interested in attending a higher education institution; there have been concerns that the loans are not being distributed equitably which has not fully improved the higher education access issues. Kenya has also explored the Module II admissions plan. In this plan, the admitted students must pay their full tuition fees but also pay an amount that is equivalent to attending a private institution. This has widened the accessibility gap for families of lower socioeconomic status as they will not be able to pay the amount of tuition, so higher education remains unaffordable and inaccessible for those students.

Due to the current policies and financial requirements, educational access is limited to students who perform highly in academics and those who do not. If students are academically inclined and perform well in their primary and secondary education institutions, the educational fees and increasing tuition costs cause them to be unable to attend a higher education institution. Cost sharing has created an even larger gap in accessibility for students; continuing similar policies will keep creating a larger gap.

Higher Education Financing
In 2023, the Government of Kenya launched the Higher Education Financing portal to ensure equality in the access to education for University and TVET students. The HEF portal is based on the New Funding Model (NFM) launched by the President of Kenya on 3 May 2023. Under the NFM, students assessed as vulnerable and extremely needy will receive 100% Government funding for their education. Those assessed as needy will receive 93% of Government funding via the HEF portal.

Digital accessibility in university education
There has been a recent focus on digital accessibility after the COVID-19 pandemic. In a study done by Githinji et al. (2022), there was a focus on the accessibility of digital content in Kenya. This was done at the higher education level. The study found that one of the major challenges in accessibility was the internet connectivity for both educators and students. In many areas in the country, there are not the necessary resources or funds to be able to purchase a device to access digital content.

Private universities
There are 3 categories of private universities: chartered universities – fully accredited universities, by the Commission for Higher Education; universities, which had been offering degrees long before the establishment of the Commission for Higher Education; and universities authorized to operate with Letters of Interim Authority (LIA).

Chartered universities

 * 1) Strathmore University.
 * 2) Mount Kenya University.
 * 3) University of Eastern Africa, Baraton.
 * 4) United States International University Africa (USIU-A).
 * 5) Catholic University of Eastern Africa – CUEA.
 * 6) Daystar University.
 * 7) Kabarak University.
 * 8) Riara University.
 * 9) KAG East University
 * 10) Kenya Methodist University.(KeMU)
 * 11) Africa Nazarene University.
 * 12) St. Paul's University.
 * 13) Kenya Methodist University.
 * 14) Pan Africa Christian University.
 * 15) Scott Christian University.
 * 16) Maasai Mara University.
 * 17) Kenya Highlands Evangelical University. Formerly Kenya Highlands Bible College – KHBC
 * 18) Great Lakes University of Kisumu
 * 19) Africa International University (formerly NEGST)
 * 20) KCA University
 * 21) Adventist University of Africa (Rongai).
 * 22) Pan Africa Christian University
 * 23) University of Eastern Africa, Baraton
 * 24) Aga Khan University.

Universities with Letters of Interim Authority (LIA)

 * 1) Kiriri Women's University of Science and Technology.
 * 2) Presbyterian University of East Africa.
 * 3) Gretsa University.
 * 4) The East African University
 * 5) UMMA University
 * 6) Management University of Africa
 * 7) Riara University
 * 8) Pioneer International University
 * 9) RAF International University
 * 10) Adventist University
 * 11) Inoorero University
 * 12) GENCO University

Universities operating with Certificates of Registration

 * 1) The Nairobi International School of theology

Teacher education
Most universities in Kenya have a teacher training programme, and the B.Ed. programmes often have the most students compared to other programmes. Kenya's population is growing, which in turn means that the demand for teachers is growing; however, there is often a shortage of teachers due to budget issues in schools. There are four different levels of teacher education. Early childhood development teacher education, which is available as a certificate or 2-year diploma, requires 300 hours of teaching practice. Primary teacher education is a 2-year programme in which teachers-in-training practice teaching in four sessions of three weeks. A variety of subjects are studied. Diploma teacher education is a 3-year programme. Teacher trainees in this programme take a wide variety of subjects. The undergraduate bachelors programme is a 4-year programme; trainees study 2 different subjects. All teaching programmes require teaching practice in which a teacher trainee prepares for lessons and teaches the lesson while being assessed on their preparation and the teaching itself. Mentor teachers at the school work with administration and supervisors to assess the teacher trainee. One challenge to teacher education in Kenya is a lack of experienced teacher educators who have knowledge of both the content and pedagogy. Additionally, some of the teacher educators of primary programmes were themselves trained at the secondary level, so they do not possess the knowledge of primary education necessary.

Access to education
In 2003, the government launched the Free Primary Education programme (FPE), which abolished primary school fees for all children. Previously, school fees, uniform costs, and textbook costs were a substantial barrier to education for many, especially considering the rate of poverty and economic inequality in Kenya. The aim of FPE was to remove these barriers to education and ensure that more children with low socioeconomic status are able to access schooling. Despite the goals of FPE to improve equitable education for all, analysis of the Kenya Certificate of Primary Education (KCPE) examination scores showed that counties with high enrollment impact and improved KCPE scores were in the arid and semi-arid area, while counties with high enrollment impact and lower KCPE scores were in coastal areas.

FPE led to an increased number of students who could attend school. It also led to an increase in the number of private schools, and it resulted in a larger teacher-student ratio in schools. Despite more students per teacher, researchers found that the implementation of FPE resulted in only slightly decreased test scores in those who would have finished primary school regardless of FPE. Overall, FPE succeeded in increasing access to primary school.

Students with disabilities
The Free Primary Education programme secured equal rights for children with disabilities and set aside funding for schools with students with disabilities. Still, by 2005 less than 10% of children with disabilities had access to schooling. In 2010, a new constitution was adopted by Kenya which ensured that children with disabilities have the right to a free and compulsory education. Also in 2010, the National Special Needs Education Policy Framework was adopted by the Kenyan government to ensure that students with disabilities have access to good education. The objectives of this framework include early identification and intervention, increasing public awareness, supporting research, and providing adequate facilities. Despite the strong intentions of this framework to make education accessible for children with disabilities, by 2018 the framework had not been fully implemented. It is not uncommon for policies to remain unimplemented after adoption in Kenya; this may be due to a lack of available government funds.

Prior to the adoption of Free Primary Education, only four categories of disability were recognized: hearing impaired, mentally handicapped, physically handicapped, and visual impaired. After Free Primary education was adopted, autism, cerebral palsy, and Down syndrome were included in the disability categories. The National Special Needs Education Policy Framework further expanded the list of recognized disability categories to twenty-two, including orphaned students, the internally displaced, and nomadic students. There have been strides made in helping students with disabilities access an equitable education, but challenges remain. Few teachers are trained in special education. Referral and assessment services do not receive adequate funding, and not all schools have access to these resources. Additionally, there is a cultural stigma on people with disabilities in Kenya. The stigma and marginalization on people with disabilities is particularly acute in rural areas.

Mobile devices are seeing some success as assistive technology for the visually impaired in Kenya. Approximately 1.4% of Kenyans may be visually impaired, and students who are visually impaired have less access to textual works. There are six schools for the blind in Kenya, but only two of them offer secondary education. Only two universities admit visually impaired students, and the majors open to them are limited because of a lack of assistive technology resources. However, mobile devices are very common in Kenya, and one study found that distributing mobile devices to students made it easier for students with visual impairments to access education. Students were able to type notes, record lectures, have text read to them, and easily communicate with classmates and professors via email.

Women's access to education
In 2008, the national secondary education expansion programme was put in place. This programme reduced school fees at the secondary level and increased class sizes, thereby expanding access. This policy resulted in an increase of educational attainment by women by 0.75 years. It also reduced the chance of a first childbirth by age 19 and age 20 by about 30%, and it reduced the chance of first marriage by age 16 and age 18 by 40% and 20% respectively. This hints that being able to continue secondary education reduces behaviors that could stop women from pursuing education. Higher education for women is associated with benefits for both women and their future children.

Factors affecting education in Kenya
In 2003 the Kenyan government promised free primary education to its citizens. In the early 70s primary school fees were abolished but in the mid 80s cost-sharing measures between the government and its citizens led to the re-introduction of minor fee charges by primary schools. As the trend continued with schools requiring parents to pay fees such as PTA, harambee, textbooks, uniforms, caution fees, exam fees and extracurricular activity fees, most parents became overburdened and unable to raise such fees. Those who could not afford the money to pay for their children's school fees often had their children drop out of school. Many children were also forced to drop out of school when teachers would not allow them to take exams. To pressurize parents to pay fees, schools often sent children home during the final exams.

The growth of Kenya's education sector has exceeded expectations. After the first university was established in 1970, six other public universities and 23 private universities have been established. Although Kenya has its own universities, some parents prefer to send their children to universities outside the country. This is largely because Kenyan public universities are not as flexible with admission requirements as some foreign universities. Another factor that has been pointed out is that youth with disabilities are facing major obstacles to progress in higher education, and measures as affirmative action or measures tailored to the needs of particular profiles of students could play a relevant role in this.

Literacy
In a 2020 study on literacy published in Early Education and Development, researchers found that mothers and fathers in Kenya do not spend much time reading and storytelling with their children. This may be explained by the low level of education attained by the mostly rural participants in the study; it could also be explained by the amount of time these families need to spend on subsistence activities. However, one-third of other household members did read to children living in the same household, which had a positive effect on early childhood literacy.

title: Education in Kenya


text:
Wikipedia:Articles for deletion/Pinocchio and FooT

 * The following discussion is an archived debate of the proposed deletion of the article below. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or on a Deletion review nomination).  No further edits should be made to this page.

The result of the debate was Delete — no votes for keep, and, as for votes for transwiki, I'm sure that if the creators want it somewhere else, they will move it themselves. --Gareth Hughes 23:11, 22 October 2005 (UTC)

Pinocchio and FooT
Webcomic with no alexa rank, found here. Google shows up no assertion of notability. Can someone verify the "facts" mentioned in the article? Some sort of tribute to an underground comic in the 70s, looks like a hoax, I certainly doubt its notability anyway. - Hahnchen 03:24, 1 October 2005 (UTC)
 * Delete from the article: "The comics circulated through several schools in Salt Lake City..." Oh, come on. Andrew Lenahan - St ar bli nd  12:08, 1 October 2005 (UTC)
 * Transwiki to comixpedia. It's a well-written article about a non-notable webcomic. Ilmari Karonen 16:12, 1 October 2005 (UTC)
 * Delete nn. Dragonfiend 05:50, 4 October 2005 (UTC)
 * Relisting. Not enough discussion. R  e  dwolf24  (talk—How's my driving?) 22:47, 15 October 2005 (UTC)
 * Delete. As for the transwiki part, my comments on the Eversummer Eve AfD also apply here. -- Captain Disdain 00:08, 16 October 2005 (UTC)
 * Delete per nom. -- SCZenz 15:54, 18 October 2005 (UTC)

 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in a deletion review). No further edits should be made to this page.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

authors: ಮಲ್ನಾಡಾಚ್ ಕೊಂಕ್ಣೊ


text:
Yusuf II, Almohad caliph

Abū Yaʿqūb Yūsuf al-Mustanṣir (also known as Yusuf II, c. 1203 – 1224) (يوسف بن الناصر Yūsuf bin an-Nāṣir) was Caliph of the Almohads from 1213 until his death. Son of the previous caliph, Muhammad al-Nasir, the ten-year-old Yusuf was unexpectedly appointed heir by his father on his deathbed. He was confirmed as Almohad Caliph in election by the Almohad sheikhs after his father's death, and took up the caliphal title "al-Mustansir bi-Llah" ("he who seeks the aid of God"). Yusuf's mother was a Christian slave Qamar.

Life
Young and pleasure-loving, Yusuf II left the governing of the Almohad empire to a carefully balanced oligarchy composed of older family members, like his father's brothers in al-Andalus and his grand-cousin Abu Abd Allah Muhammad ibn Abi Hafs in Ifriqiya, Marrakesh palace bureaucrats such as the vizier Abu Sa‘id Uthman ibn Jam‘i and the leading sheikhs of the Almohad Masmuda tribes. But without central leadership, and with the Almohad army having suffered grievous losses at the Battle of Navas de Tolosa in 1212, a series of rebellions broke out in the Maghreb which the Almohad oligarchs were hard-pressed to contain, contributing to the eventual breakaway of Ifriqiya under the Hafsid dynasty.

Yusuf II died suddenly in early 1224 – accidentally gored while playing with his pet cows. Lacking heirs, the palace bureaucrats, led by Ibn Jam‘i, quickly engineered the election of his elderly grand-uncle Abd al-Wahid I as the new caliph in Marrakesh. But the hastiness and probable unconstitutionality of the Marrakesh proceedings upset his uncles, the brothers of al-Nasir, in al-Andalus. They promptly disputed the succession, and elected their own Caliph Abdallah al-Adil.

Viziers
Yusuf had three viziers in the first year of his reign:
 * Abu Sa‘id Uthman ibn Jam‘i (1214) (also vizier to Muhammad an-Nasir)
 * Abu Yahya al-Hizraji (1214) (أبو يحيى الهزرجي Abū Yaḥyà al-Hizrajī)
 * Abu ‘Ali ibn Ashrafi (1214) (أبو علي بن أشرفي Abū ‘Alī b. Ashrafī)
 * Abu Sa‘id Uthman ibn Jam‘i (again) (1214–1223)

Abu Sa‘id Uthman ibn Jam‘i would also serve as vizier to Abdul-Wahid I.

title: Yusuf II, Almohad caliph


text: User talk:70.48.27.38

title: User talk:70.48.27.38


text:
Talk:Jimmy Marks

Curse
Does anyone know if Marks lifted the curse he placed on Spokane now that the case is settled? cda 03:27, 1 October 2005 (UTC)
 * He never put a curse on Spokane in the first place. All that happened was that some racist or misinformed journalists/reporters thought there was a possibility that he did so. Romanies do not make hexes any more than any other ethnic group. Except maybe as a joke to make fun of non-Romanies who still think they do! --Kuaichik 01:30, 10 June 2007 (UTC)

You had to know Jimmy Marks to understand his snide sense of humor.. He didn't curse Spokane  the day of Grover Marks burial.. He only let Grover's spirit out of the Hearse at  City Hall to  help keep the city fathers honest in their dealings with the Marks family ..We all knew they needed the help of Grover after the wrong they did the familia when they wrongly raided the Marks family home.Grover now has the help of Jimmie at the Spokane City Hall when his spirit was let out there to by his brother when the hearse stopped again. The Poor bebe's as Jimmie liked to call the city fathers need the kick in the butt. I wonder if They still get pacifiers  unexpectedly .. I am sure they need them. Wintercrone (talk) 19:23, 5 November 2010 (UTC)

Vlax and Vlachs
As a Romanian, I can tell you that "Vlax" do not exist. On the other hand, while Vlachs exist, they (we, I should say) are not Gypsies. I wouldn't resent it if I were, unlike many of my compatriots, but this is pure fact. In fact, I'm surprised that anybody would have referred to Romanians as Vlachs as late as 1985. It sounds medieval.Dahn 00:19, 25 December 2005 (UTC)
 * From a review of the documentary I cited in the article -
 * ''Dellal's relatively narrow focus is the Marks family of Spokane, WA, descendants of the Vlax tribe who were enslaved for many generations in Romania. Unlike most Rom, who flatly refuse to speak to gadje (outsiders), the garrulous Jimmy Marks opened his heart and home to Dellal...

''
 * So that makes me think that he is described as Vlax in the documentary. I haven't seen the documentary, but from other writing describing the documentary I just assumed that he describes himself as Vlax - it all sounds like he gave them that wording that he would allow them to describe him like that. My point is that I wrote "Vlax" because I thought that was what he called himself. And I always like to stick with what people call themselves irregardless of what other people call them no matter how old-fashioned it sounds (have you ever been to Spokane?!). Someone should just call him and set this straight. But thanks for the contribution to this article, Dahn, I really appreciate it. --cda 15:32, 25 December 2005 (UTC)
 * Dahn, Could it be that Jimmy Marks is a Romanian Vlachs and he has allowed people in Spokane to also identify him as Gypsy? I think the Marks family has identified themselves as "Gypsy" for over 30 years, at least. Another thing you should know is not many people of any race in this area know very much about their genealogy. I assume that Jimmy Marks has considered himself Gypsy all his life and has only recently discovered his Vlachs genealogy, probably through research done for the documentary. But again, someone should call him and verify that. Part of this confusion is understanding Spokane culture and how most people here really don't care so much about their ethnic heritage like I assume they do in the rest of the world. --cda 15:32, 25 December 2005 (UTC)
 * Please do not trouble Mr. Marks. The answer to this question is quite simple, really. "Vlax" is a term generally used by Romani scholars (not usually Romanies themselves) to refer to the Vlax Romani language and its speakers. This is because it is the Vlax Roma (speakers of Vlax Romani) who were enslaved in Wallachia (and other parts of Romania, I think) while other groups had left Romania, forming the Balkan and Northern branches of the Romani people and language. Usually, this term is used to refer specifically to the most commonly spoken dialect (Vlax) and to distinguish it from the other two varieties of Romani. --Kuaichik 01:38, 10 June 2007 (UTC)

WikiProject class rating
This article was automatically assessed because at least one WikiProject had rated the article as stub, and the rating on other projects was brought up to Stub class. BetacommandBot 05:03, 10 November 2007 (UTC)

title: Talk:Jimmy Marks


text:
User talk:Wahoo~enwiki

Welcome
Welcome to Wikipedia , Hopefully you will decide to stay here.

You may want to take a look at the welcome page, tutorial, and stylebook, avoiding common mistakes and Wikipedia is not pages.

Here are some links I've found useful:
 * Editing, policy, conduct, and structure tutorial
 * Picture tutorial
 * How to write a great article
 * Manual of Style
 * The Five Pillars of Wikipedia
 * Merge
 * New user log
 * Be Bold
 * Don't let grumpy users scare you off
 * Wikiquette
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 * User page
 * How to upload files
 * Image copyright tags

Also: To sign comments on talk pages, simply type four tildes, like this: ~~~~. This will automatically add your username and the time after your comments. Signing with three tildes ~~~ will just sign your username. I hope to see you around Wikipedia! If you have any questions, feel free to contact me on my talk page!

Johann Wolfgang [ T ... C ]

03:28, 1 October 2005 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Wahoo. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Wahoo~enwiki that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name. If you think you might own all of the accounts with this name and this message is in error, please visit Special:MergeAccount to check and attach all of your accounts to prevent them from being renamed.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 03:21, 20 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 20:23, 22 April 2015 (UTC)

title: User talk:Wahoo~enwiki


text:
Judith Wiesner

Judith Wiesner (née Pölzl; born 2 March 1966) is a former professional tennis player from Austria. During her career, she won five top-level singles titles and three tour doubles titles. Her career high rankings were world No. 12 in singles (in 1997), and No. 29 in doubles (in 1989). In 1996, Wiesner was a quarterfinalist at both Wimbledon and the US Open.

Fed Cup
Wiesner played her first match for the Austria Federation Cup team in 1983, and her last match in the Fed Cup in 1997. All together, she played in 14 different years, which is the most played by any player for Austria. She also holds the Austrian Fed Cup records for the most wins, the most singles wins, the most doubles wins jointly with Barbara Schett, and the most ties played.

Post-tennis
Initially, Wiesner turned her hand to golf, achieving a handicap of 2. She was the team captain of Austria's Fed Cup team for 2001. She married Roland Floimair in 2001. From 1999 until 2004 she was a member of the Salzburg city council for the Austrian People's Party (ÖVP). She is also the tournament ambassador for the Gastein Ladies event.

title: Judith Wiesner


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Why Don't We Fall in Love

"Why Don't We Fall in Love" is a song written and produced by Rich Harrison for American R&B singer Amerie's debut album, All I Have (2002). Released as the album's lead single in the United Kingdom in October 2001 and in the United States in July 2002. After being sent to US Urban/Urban AC, Top 40 and Rhythmic radio in April 2002, the song reached number twenty-three on the Billboard Hot 100 and became a top ten hit on the Hot R&B/Hip-Hop Songs. It performed moderately elsewhere, peaking at number forty in the United Kingdom and number seventy-three in Australia. The song is also used for the promo of the CBS soap opera The Young and the Restless. It is also one of the songs used in the American version of Donkey Konga 2. Part of the lyrics, along with the background music, was sampled in the song "Rule the World" by 2 Chainz and Ariana Grande and No Fake Love by Queen Naija and YoungBoy Never Broke Again.

Music video
The single's music video was directed by Benny Boom and filmed in May 2002 in Brooklyn, New York. The video features guest appearances by Carl Thomas and Tyrese, released in June 2002. The video opens with the words "The first day of summer" ( The 1st day of summer was June 21, 2002 and although the date was never clear it was rumored that June 21 was the exact date of the release of the video).

Remixes
The official remix features rapper Ludacris who is also in the CD single and the Japanese edition of the album. There is also a remix called the "Roc-A-Fella Remix" that features Dipset rapper Cam'ron; another remix also produced by Rich Harrison called the "Richcraft Remix" has new verses by Amerie and a new instrumental. This remix would later appear on her next album Touch as a bonus track for the U.S. and Japanese editions.

Track listings and formats

 * U.S. double A-side single with "Got to Be There"
 * 1) "Why Don't We Fall in Love" (album version) – 2:39
 * 2) "Got to Be There" – 3:01

 * UK and Australian CD single
 * 1) "Why Don't We Fall in Love" (album version) – 2:39
 * 2) "Why Don't We Fall in Love" (main mix featuring Ludacris) – 3:33
 * 3) "Why Don't We Fall in Love" (Richcraft Remix) – 3:36
 * 4) "Why Don't We Fall in Love" (instrumental) – 2:48
 * 5) "Why Don't We Fall in Love" (main mix - a cappella featuring Ludacris) – 3:26

 * UK 12" single
 * Side A:
 * 1) "Why Don't We Fall in Love" (main mix featuring Ludacris) – 3:33
 * 2) "Why Don't We Fall in Love" (album version) – 2:39
 * 3) "Why Don't We Fall in Love" (instrumental) – 2:48
 * Side B:
 * 1) "Why Don't We Fall in Love" (Richcraft Remix) – 3:36
 * 2) "Why Don't We Fall in Love" (Richcraft Remix Instrumental) – 3:35

title: Why Don't We Fall in Love


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Wikipedia:Articles for deletion/Murder of Levi Jones

 * The following discussion is an archived debate of the proposed deletion of the article below. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in a deletion review).  No further edits should be made to this page.

The result of the debate was Transwiki and Delete — the article is now at Murder of Levi Jones. --Gareth Hughes 19:11, 23 October 2005 (UTC)

Murder of Levi Jones
I dont know how this page survived since Jan but its a obvious copyvio but cant find it over the web so i need to place this here. Strongest Possible Non Speedy Delete for this junk --JAranda | yeah 03:30, 1 October 2005 (UTC)
 * Comment: is the book so old that copyright is lost? It has "1880" on there. Is there another reason to delete if it is no longer copyrighted? -- Kjkolb 06:12, 1 October 2005 (UTC)
 * Um, yes, if it's out of copyright, it belongs on Wikisource. I will therefore vote accordingly.  Transwiki to Wikisource and delete.  User:Zoe|(talk) 07:49, 1 October 2005 (UTC)
 * I was too tired to read the whole thing looking for something salvageable. -- Kjkolb 08:03, 1 October 2005 (UTC)
 * Transwiki to Wikisource and delete as per Zoe. -- Kjkolb 08:00, 1 October 2005 (UTC)
 * Transwiki/Weak KeepMuch of the book is available here: already. No copyvio, according to that site. Now that the copyvio is cleared up, does this still have enough encyclopedic content that someone might actually search for to stay? I think it might... --CastAStone 17:55, 1 October 2005 (UTC)
 * Relisting. Not enough discussion. R  e  dwolf24  (talk—How's my driving?) 22:48, 15 October 2005 (UTC)
 * Comment I have read through the article and consider that it might be worth transwiking. The Johnny Appleseed similarly contains a transcript of a similar story that should be transwikid. It seems from the article that Johnny Appleseed was the man who warned US troops that Mr Levi was murdered during the war of 1812. This should be mentioned briefly in the Johnny Appleseed article and the rest should be Transwiki'd to Wikisource. Capitalistroadster 00:52, 16 October 2005 (UTC)

 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in a deletion review). No further edits should be made to this page.


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User talk:ChristianBryant

Welcome!

Hello, and welcome to Wikipedia! Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! Please sign your name on talk pages using four tildes (~~); this will automatically produce your name and the date. If you have any questions, check out Where to ask a question or ask me on my talk page. Again, welcome! --HappyCamper 03:30, 1 October 2005 (UTC)
 * The five pillars of Wikipedia
 * How to edit a page
 * Help pages
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 * How to write a great article
 * Manual of Style

Please do not upload original fiction material: Wikipedia is an encyclopedia, not a library. Thank you. Andy Mabbett 11:56, 3 October 2005 (UTC)

You have been blocked for trying to impersonate Christian Bryant. Angela. 07:59, 28 October 2005 (UTC)

title: User talk:ChristianBryant


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Toma cheese

Toma is a soft or semi-hard Italian cow's milk cheese, noted for its excellent melting qualities. It is made primarily in the Aosta Valley (it is one of the region's specialties ) and Piedmont regions of Northwestern Italy. Toma varies with region and locale of production, and is closely related to the French tomme.

The Toma piemontese variety from Piedmont has Protected Designation of Origin status under EU legislation, while the Toma di Gressoney or Tomme de Gressoney (French), produced in the Gressoney Valley, is officially recognized as a prodotto agroalimentare tradizionale and is included in the Ark of Taste catalogue of heritage foods.

Toma is not very common in Central and South Italy, with Basilicata as the only main producer. The Toma Lucana is also recognized as a PAT.

It can have a fat content of 45%–52%.

title: Toma cheese


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Batman & Dracula trilogy

The Batman & Dracula trilogy consists of three American graphic novels—Batman & Dracula: Red Rain (1991), Bloodstorm (1994), and Crimson Mist (1998)—written by Doug Moench and penciled by Kelley Jones. The books were published by DC Comics as a part of its Elseworlds line of comics. Moench created the concept for the first installment and convinced Jones, of whom he was a fan, to join the project. Red Rain's eventual popularity resulted in DC commissioning sequels.

Set outside the DC Universe and Bram Stoker's literary canons, the trilogy begins with a parallel universe counterpart of Batman discovering Count Dracula and his minions feeding off the homeless of Gotham City. This Batman becomes a vampire to gain the necessary strength to defeat Dracula, in which his disguise as a strange creature of the night has become a horrific reality after saving the city. Batman also meets Selina Kyle (more commonly known as Catwoman) who in this universe is a werecat creature who transforms by night. The two soon team up after they realise that they are not enemies. Despite trying to use his powers for the benefits of his vigilante and vampire-hunting activities, Batman finds himself unable to control his bloodlust and eventually kills the Joker before forcing Alfred Pennyworth and Commissioner Gordon to stake him. The stake is later removed by Alfred during a crime wave and Batman slaughters almost all of his old foes and other criminals, after which survivors Two-Face and Killer Croc attempt to get rid of him once and for all.

The Batman & Dracula books were among the earliest and most popular titles of the Elseworlds line, with each listed on the Diamond Comic Distributors bestsellers list. Journalists have praised the books for their story and artwork. Since the trilogy's conclusion, several other DC print releases have featured stories set within Batman & Dracula's world, and the vampire Batman has appeared in some non-comic book media.

Publication history
The Batman & Dracula trilogy was written by Doug Moench and penciled by Kelley Jones. Moench previously wrote Batman and Detective Comics from 1983 to 1986, while Jones was known for redesigning Deadman for the limited series Deadman: Love After Death (1989—1990) and illustrating seven issues of Neil Gaiman's The Sandman (1989—1996). The books were published by DC Comics under its Elseworlds imprint, which was designated for comics that took place outside the DC Universe canon. The initial installment, Batman & Dracula: Red Rain, was an early Elseworlds book; the first, Batman: Holy Terror, had only been released a few months earlier. The Batman & Dracula stories pay homage to the old Universal Pictures and Hammer Film Productions horror films.

According to Jones, Red Rain was produced after he finished Love After Death. Editor Archie Goodwin had been impressed by Jones' work on the series and wanted him to draw a Detective Comics cover to see his take on Batman. The image Jones produced—which depicted Batman diving down with a "weird cape" and surrounded by bats—impressed Goodwin and Dennis O'Neil, the editor of the Batman family of comics. O'Neil wanted to use Jones' art for a Batman book and had been talking to Moench, who was also a fan of Jones. Moench contacted Jones and told him about the concept he had made for an Elseworlds story in which Batman fights Count Dracula. Jones initially thought it was "the dumbest thing [he] ever heard", but changed his mind after Moench sent him the outline for it, which Jones called "out of the park wonderful". The original title was Glory in Scarlet before being changed to Red Rain. It took Moench and Jones five months to produce Red Rain. They used an approach somewhat similar to the Marvel method: Moench provided Jones a plot description of each page, with a few lines of dialogue scattered about. Malcolm Jones III inked the art.

Red Rain was released in December 1991. It was first available as a 90-page hardcover graphic novel that retailed for US$4.95. Moench and Jones did not envision it as the beginning of a trilogy, instead as a one-shot similar to Batman/Judge Dredd: Judgment on Gotham and Arkham Asylum: A Serious House on Serious Earth. However, it sold well above expectations, so DC commissioned the two to produce a sequel. Jones said that they were offered the sequel alongside another Elseworlds story, Batman/Dark Joker: The Wild. The sequel, Batman: Bloodstorm, was published in January 1994; Jones said the gap was caused by his responsibilities on Dark Joker. When he started illustrating, he was also hired to become the cover artist of Batman and Detective Comics. John Beatty had to ink Bloodstorm because Malcolm Jones III was having personal issues.

Moench and Jones thought Bloodstorm would be the last Batman & Dracula story because both were now going to work on the monthly Batman titles, but it also sold above expectations. Les Dorscheid had colored Jones' art in the first two books, but he was replaced by Gregory Wright. Unlike Dorscheid, Wright colored the art digitally. Batman: Crimson Mist was released in December 1998. Moench knew that Crimson Mist was the conclusion, as he felt it was going to be the hardest and needed to end on an unsettling note. A collected edition comprising all three books, Tales of the Multiverse: Batman – Vampire, was released in December 2007. A second collection of the trilogy, Elseworlds: Batman Volume 2, was released on October 5, 2016.

Batman & Dracula: Red Rain (1991)
Batman investigates a series of murders of homeless people of Gotham City whose throats have been slashed. He discovers that a family of vampires led by Count Dracula are behind the murders. A rogue vampire, Tanya, chooses to help Batman, visiting him in his sleep and biting him to infuse him with vampiric strength, allowing him to stand up to Dracula's minions while retaining his humanity. Tanya informs Batman that vampires created by Dracula are powerless against his abilities.
 * Writer: Doug Moench
 * Penciler: Kelley Jones
 * Inker: Malcolm Jones III

Determined to destroy Dracula's minions, Batman lures them into the Batcave. Tanya and her followers distract them while Batman detonates multiple explosive charges, destroying Wayne Manor and killing the vampires. Batman then confronts Dracula in aerial combat and impales him on a wooden utility pole. This act costs Batman his humanity, as Dracula drains the last of his blood before his death. Batman tells Alfred Pennyworth that while Bruce Wayne is now physically dead, the Batman will go on forever now that he is a full vampire.

According to North American comic distributor Diamond Comic Distributors (DCD), Red Rain was the fourth most-ordered graphic novel of 1991 and the year's 17th bestselling graphic novel overall.

Batman: Bloodstorm (1994)
The Joker tracks down and commandeers the remaining vampires of Dracula's horde. Although they manage to take control of most of Gotham's major crime families under the Joker's guidance, a team consisting of Batman, Catwoman (now a were-cat after a confrontation with a vampire), Commissioner Gordon, Alfred, and their team of vampire hunters from the Gotham City Police Department eventually destroy the horde. Gordon, Alfred and their team stake the former crime lords during the day while Batman and Catwoman confront the last vampires in a warehouse.
 * Writer: Doug Moench
 * Penciler: Kelley Jones
 * Inker: John Beatty

Catwoman is killed, taking a crossbow bolt for Batman, after defeating the vampire who made her what she had become. Enraged at the loss of the only person who was able to help him control his bloodlust, Batman subsequently drains the Joker of his blood and thus succumbs to his murderous impulse. Horrified by what he has done, Batman stakes the Joker to ensure that he cannot return as a vampire. He then convinces Gordon and Alfred to stake him so that he cannot commit any further murders.

DCD estimated that Bloodstorm was the fourth most-ordered and fourth bestselling graphic novel of 1994. By May 1995, it was still among the top 15 most preordered graphic novels.

Batman: Crimson Mist (1998)
With Gotham in the grip of a crime wave in Batman's absence, Alfred removes the stake in an attempt to bring back the city's hero. Driven mad by the decay of his body and his longing for blood, Batman begins draining and killing his rogues gallery (Penguin, Riddler, Scarecrow and Poison Ivy, among others) creating chaos as the body count escalates. Two-Face and Killer Croc form an alliance with Gordon and Alfred to kill Batman, as both acknowledge that the man that Batman once was would not wish to go on killing his opponents in this manner. Having tracked Batman to his new lair in the Batcave, Alfred lures him into the main part of the cavern. The group trigger explosives to expose Batman to the sun.
 * Writer: Doug Moench
 * Penciler: Kelley Jones
 * Inker: John Beatty

During the struggle, Two-Face and Killer Croc attempt to kill Alfred and Gordon after Batman is nearly fatally injured. Alfred sacrifices his life to give Batman the strength needed to save Gordon. Having killed Killer Croc and Two-Face by impaling Croc on a stalagmite and sticking arrows into both sides of Two-Face's head, respectively, Batman convinces Gordon to trigger the trap and the roof of the Batcave is destroyed. Gordon is crushed by falling rubble. Deeming that his mission is over after ridding Gotham of both vampires and criminals at the cost of his soul, Batman walks into the sunlight and disintegrates into dust, hoping in his last moments that he can destroy the monster within him and finally find peace.

According to DCD, Crimson Mist was the third most-ordered and third bestselling graphic novel of November 1998, with sales estimated at 7,694 copies. It also charted as the fifth most preordered graphic novel of September 2001, with estimated sales of 6,009.

Reception
The Batman & Dracula books were among the most popular Elseworlds titles. Nerdist's Rosie Knight described the series as a cult classic. Eric Van Lustbader wrote that, while Red Rain featured an unusual version of Batman, it still managed to retain the feel of his world and somehow showed a more human side of Batman. Lustbader found the story engaging and innovative, and felt it set a new high for "cross-referencing characters from different milieus".

Reviewing Red Rain, IGN's Hilary Goldstein found that no other Elseworlds story featuring Batman was able to top it. He praised its unexpected plot twists and Jones' art style (which he said made the story feel like "a horrible living nightmare") and encouraged readers to buy it. Goldstein's only criticism was of the cover: he thought the illustration of Batman crawling from a grave was superb, but noted that it took up less than a fourth of the cover. He also wrote that Bloodstorm and Crimson Mist were inferior to Red Rain; he said that they were enjoyable but felt like they were "clogg[ed] up" with existing Batman enemies.

Goldstein and fellow IGN writer Joshua Yehl went on to rank Red Rain the sixth greatest Batman graphic novel, offering particular praise for Jones' powerful art. Similarly, Screen Rant's Danijel Striga called the trilogy the eighth best DC story set in an alternate reality. He found its concept of turning Batman into a vampire simple yet clever, and described it as "tak[ing] Batman's already dark world and mak[ing] it pitch black".

Legacy
Since the trilogy's conclusion, the Batman & Dracula trilogy's world has been explored in other DC print releases. Jones illustrated a story by Peter Johnson set in the trilogy's universe in Infinite Halloween Special #1 (December 2007). Titled "Red Rain: Blood Lust", it tells the story of the vampiric Batman brutally murdering Dick Grayson's parents and is narrated by the Mad Hatter. In Countdown to Final Crisis (2007—2008), the series' events are described as taking place on the 43rd alternate version of Earth in the DC Comics Multiverse. For this series, Johnson and Jones produced another story that features a team of superheroes traveling to Earth-43 during a search for Ray Palmer. There, they encounter the trilogy's characters.

For Convergence (2015), Len Wein and Jones produced a storyline in which the Swamp Thing arrives in the world of the Batman & Dracula trilogy and meets the vampire Batman. The story explores the emotional cost being a vampire has on Batman, depicting him as horrified of what he has become. He and the Swamp Thing team up to fight destroy as many of the remaining vampires as possible and manage to kill the vampire queen; after the queen's destruction, every vampire becomes human again except Batman, who cannot revert since he was bitten by Dracula. Batman and the Swamp Thing watch the sunrise together and Batman expresses with awe how beautiful he thinks it is before disintegrating into dust.

The 2005 animated film The Batman vs. Dracula draws inspiration from the Batman & Dracula trilogy, specifically the first two books Red Rain and Bloodstorm. Knight and ComicsAlliance's Elle Collins both thought adapting Batman & Dracula into a film was a good idea, with Collins listing actors she thought should play the roles of each character. The vampire Batman is playable in the 2013 video game Infinite Crisis. Also in 2013, Mattel released an action figure of the trilogy's version of Batman. In addition, in 2017 Mondo released a statue of a vampire Batman called "Batman Red Rain". The figure depicts Batman looming over a graveyard and has an interchangeable arm holding a stake. It is not directly modeled after Jones' artwork, but rather is based on a Mondo poster by Francesco Francavilla that was inspired by Red Rain.

title: Batman & Dracula trilogy