challenges facing the implementation of free day …
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CHALLENGES FACING THE IMPLEMENTATION OF FREE DAY SECONDARY
EDUCATION: A CASE STUDY OF NYERI SOUTH DISTRICT, NYERI COUNTY
IN KENYA.
BY
DEDAN MURIITHI MUHINDI
E55/CE/14311/2009
A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL FULFILMENT OF
REQUIREMENTS FOR THE DEGREE OF MASTERS OF EDUCATION IN THE
SCHOOL OF EDUCATION OF KENYATTA UNIVERSITY.
OCTOBER, 2012.
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DECLARATION
This research project report is my original work and has not been previously presented for the
award of a degree or diploma in any other university.
Signature ---------------------------------------------------------- Date -----------------------------
DEDAN MURIITHI MUHINDI
E55/CE/14311/2009
This research report has been submitted for examination with our approval as University Supervisors.
Signature---------------------------------------------------------- Date -----------------------------
DR. NOBERT OGETA
Lecturer,
Department of Educational Management,
Policy and Curriculum Studies.
Signature ---------------------------------------------------------- Date -----------------------------
MR. DANIEL WESONGA
Lecturer,
Department of Educational Management,
Policy and Curriculum Studies.
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DEDICATION
This project report is dedicated to my wife Jacinta, and to our children, Wamuyu and Muhindi.
The report is also dedicated to all other educational leaders and teachers in Nyeri County and
Kenya in general.
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ACKNOWLEDGEMENT
I would like to express my sincere gratitude to all those who through discussion, ideas,
encouragement, and support helped me carry out this research and write this report. I am heartily
thankful to my supervisor, Dr. Nobert Ogeta and Mr. D. Wesonga, whose encouragement,
guidance and support enabled me to develop and understand the subject of this project from the
initial to the final stage
A special acknowledgement goes to one individual who saw me through the joy and frustrations
of the journey towards completion of this academic work; my dear wife Jacinta for always
believing in me and reminding me to press on, this helped me to stay focused throughout the
journey. Our children Wamuyu and Muhindi also inspired me to keep on, a special thank you.
The teaching and non-teaching staff of Othaya Boys High school for the support and
encouragement as I pursued this course is acknowledged and appreciated. Mr. Gichohi, Miss
Wangari, Mrs Kiruki and Miss Georgina thank a lot for your support.
Special thanks go to Mr. Perminus Githui for typing and correcting typographical errors. I
would also like to acknowledge all the principals who participated in provision of information
without which this project could not have been realised. Acknowledgement also goes to all and
sundry who in one way or another contributed to the success of this work.
Above all, I thank God Almighty for being my steadfast source of strength and hope throughout
the study.
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TABLE OF CONTENT
DECLARATION…………………………………………………………………………. .. ii
DEDICATION .................................................................................................................. iii
ACKNOWLEDGEMENT ................................................................................................ iv
LIST OF TABLES………………………………………………………………………….viii
LIST OF FIGURES ......................................................................................................... ix
LIST OF ABBREVIATIONS AND ACRONYMS ......................................................... x
ABSTRACT....................................................................................................................... xi
CHAPTER ONE: INTRODUCTION
1.0 Introduction ................................................................................................................... 1
1.1 Background of the Study ............................................................................................... 1
1.2 Statement of the Problem............................................................................................... 3
1.3 Purpose of the Study...................................................................................................... 4
1.4 Objectives of the Study ................................................................................................. 4
1.5 Research Questions ....................................................................................................... 4
1.6 Significance of the Study ............................................................................................... 5
1.7 Scope of the Study ........................................................................................................ 5
1.8 Limitations of the Study ................................................................................................ 5
1.9 Assumptions of the Study ............................................................................................. 6
1.10 Theoretical Framework................................................................................................ 6
1.11 Conceptual Framework................................................................................................ 9
1.12 Operational Definition of Key Terms......................................................................... 10
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction ................................................................................................................. 11
2.2 The Importance of Free Secondary Education.............................................................. 11
2.3 Challenges of Gaining Access to Secondary Education in Sub-Saharan Africa (SSA) .. 12
2.4 Recent Changes in Free Secondary Education in SSA ................................................. 13
2.5 The Transition from Primary to Secondary School ...................................................... 14
2.6 The Introduction of Free Secondary Education in Kenya ............................................. 15
2.7 Influence of Abolition of School Fees on Access to Education by the Poor .................. 16
2.8 Indicators of Quality Education ................................................................................... 18
2.9 Teachers Staffing Levels ............................................................................................. 19
2.10 Cost of Compulsory Items ......................................................................................... 20
2.11 Private Tuition ........................................................................................................... 20
2.12 Secondary School Enrolments by Household Wealth and Gender .............................. 21
2.13 Government Bursary Scheme for the Poor ................................................................. 22
2.14 Recent Studies on Free Secondary Education ............................................................ 23
2.15 Summary ................................................................................................................... 24
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction ................................................................................................................. 26
3.1 Study Design .............................................................................................................. 26
3.1.1 Variables .................................................................................................................. 26 3.2 Location of the Study .................................................................................................. 27
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3.3 Target Population ....................................................................................................... 27
3.4 Sampling Technique and Sample Size ......................................................................... 27
3.5 Research Instruments .................................................................................................. 28
3.6.1 Validity .................................................................................................................... 29
3.6.2 Reliability................................................................................................................. 29
3.7 Data Collection Technique .......................................................................................... 30
3.8 Data Analysis ............................................................................................................. 30
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.0 Introduction ................................................................................................................. 31
4.1 Demographic Characteristics of the Respondents......................................................... 31
4.1.1 Gender Composition of Principals. ........................................................................... 31
4.1.2 Teaching Experience of the Principals ...................................................................... 32
4.1.3 Length of Service as Principal ................................................................................. 32
4.1.4 Length of Stay in Current Station ............................................................................. 33
4.1.5 Academic Qualifications of Principals ...................................................................... 33
4.1.6 Category of Schools ................................................................................................. 34
4.1.7 Number of Streams as Per Registration Certificate.................................................... 35
4.2 The Adequacy and Timeliness of Disbursement of Government Subsidies to Schools. 35
4.2.1 Adequacy of Disbursed Government Subsidies ......................................................... 35
4.2.2 Timeliness of FDSE Subsidies ................................................................................. 36
4.2.3 Adequacy of Tranches per Term .............................................................................. 37
4.2.4 Allocations per Vote Head……………………………………………………………37
4.2.5 Principals‘ Proposal on the Amounts for Each Vote Head......................................... 37
4.2.6 Adequacy of Non Teaching Staff Versus Recommendation by Task Force ............ 38
4.2.7 Principals Proposal on the Number for Non Teaching Staff .................................... 39
4.3 Cost of Compulsory Items and Other Direct Payments by Parents ............................... 39
4.3.1 Students Ability to Meet the Cost of Compulsory Items............................................ 41
4.3.2 Measures Taken For Students Who Cannot Meet the Cost of Compulsory Items ...... 42
4.4 Teacher/Pupil Ratios Following the Implementation of FDSE ..................................... 42
4.4.1 Teacher/Pupil Ratios ................................................................................................ 43
4.5 Textbook/Pupil Ratios ............................................................................................... 44
4.5.1 Textbook/Pupil Ratios in Mathematics and Sciences ................................................ 44
4.5.2 Textbook/Pupil Ratios in Languages......................................................................... 45
4.5.3 Textbook/Pupil Ratio in Humanities ......................................................................... 45
4.5.4 Textbook/Pupil Ratios in Technical and Applied Subjects ........................................ 46
4.6 Availability and Adequacy of Physical Facilities in Secondary Schools ....................... 46
4.6.1 Level of Parents‘ Willingness to Provide For Inadequate Facilities ........................... 48
4.6.2 Observation Guide on Physical Facilities .................................................................. 49
4.7 Measures Taken To Improve the Implementation of FDSE ....................................... 51
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction ................................................................................................................. 53
5.1 Summary of Major Findings ........................................................................................ 53
5.2 Conclusion ................................................................................................................. 54
5.3 Recommendations ....................................................................................................... 54
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5.4 Suggestions for Further Research ............................................................................... 56
REFERENCES ................................................................................................................ 57
APPENDIX A: Letter of Authority to Carry Out Research ............................................... 62
APPENDIX B: Teacher Statistics for the Years 2007-2009 ............................................. 63
APPENDIX C: Principal‘s Questionnaire ....................................................................... 64
APPENDIX D: Observation Guide .................................................................................. 71
APPENDIX E: Budget ..................................................................................................... 72
APPENDIX F: Work Plan ............................................................................................... 73
APPENDIX G: Letter of Authorization from Kenyatta University .................................. 74
APPENDIX H: Letter of Authorization from NCST ........................................................ 75
APPENDIX J: Research Clearance Permit ...................................................................... 76
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LIST OF TABLES
Table 1. Changes in Enrolment Versus Funding in Post FDSE.......................................... 18
Table 2. Summary Schools in Nyeri South District ........................................................... 27
Table 3. Sampling of Schools……………………………………………………………..28
Table 4. Adequacy of Allocations Per Vote Head Per Term .............................................. 37
Table 5. Principals‘ Proposal on the Amounts for Each Vote Head ................................... 38
Table 6. Number of Non Teaching Staff Recommended by Task Force Adequacy ........... 38
Table 7. Principals‘ Proposal on the Number for Non Teaching Staff .............................. 39
Table 8. Compulsory Items Directly Related to Tuition ................................................... 40
Table 9. Compulsory Items Not Directly Related to Tuition............................................. 40
Table 10. Teacher/Pupil Ratios ........................................................................................ 43
Table 11. Textbook/Pupil Ratios in Mathematics and Sciences ........................................ 44
Table 12. Textbook/Pupil Ratios in Language .................................................................. 45
Table13.Textbook/Pupil Ratios in Humanities ................................................................. 45
Table 14. Textbook/Pupil Ratios in Technical and Applied Subjects ................................ 46
Table 15. Availability and Adequacy of Physical Facilities ............................................... 47
Table 16. Facilities Directly Related to Tuition ................................................................ 50
Table 17. Facilities Not Directly Related to Tuition ......................................................... 51
Table 18. Changes in the Number of Teachers Since Inception of FDSE .......................... 63
Table 19: Budget .............................................................................................................. 72
Table 20: Work Plan ........................................................................................................ 73
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LIST OF FIGURES
Figure 1. Model of Interaction of Variables Influencing Educational Outcomes. .............. .9
Figure 2. Pupil/Teacher Ratios in Primary and Secondary Schools in Kenya 2002-2009 .. 19
Figure 3. Secondary School for Form 1. .......................................................................... 21
Figure 4. Gender Enrolments in Secondary Schools 2007-2008 ....................................... 22
Figure 5. Gender Composition of Principals. ................................................................... 31
Figure 6. Teaching Experience of Principals .................................................................... 32
Figure 7. Length of Service as Principal ......................................................................... 32
Figure 8. Length of Principals Stay in Current Station .................................................... 33
Figure 9. Academic Qualifications of Principals ............................................................. 34
Figure 10. Category of Schools ........................................................................................ 34
Figure 11. Number of Streams as Per Registration Certificate .......................................... 35
Figure 12. Adequacy of Disbursed Government Subsidies ............................................... 36
Figure 13. Is Government Subsidies Disbursement Timely .............................................. 36
Figure 14. Opinion on Adequacy of Tranches Per Term. ................................................. 37
Figure 15. Students‘ Ability to Meet the Cost of Compulsory Items ................................ 41
Figure 16. Level of Parents‘ Willingness to Provide for Inadequate Facilities .................. 49
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ABBREVIATIONS AND ACRONYMS
BOG: Board of Governors
CBE: Curriculum Based Establishment
CDF: Constituency Development Fund
EFA: Education for All
ESP: Economic Stimulus Projects
FCUBE: Free Compulsory Universal Basic Education
FDSE: Free Day Secondary education
GER: Gross Enrolment Ratios
GPI: Gender Parity Index
ICT: Information Communication Technology
IPAR: Institute of Policy Analysis and Research
Ksh: Kenya Shillings
MDG: Millennium Development Goals
MOE: Ministry of Education
MoEST: Ministry of Education Science and Technology
N/A: Not applicable
PTA: Parent Teachers Association
SPSS: Statistical Package for Social Sciences
SSA: Sub-Saharan Africa
TSC: Teachers Service Commission
UNESCO: United Nations Scientific and Cultural Organization
UPE: Universal Primary Education
USA: United States of America
USE: Universal Secondary Education
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ABSTRACT
Policy makers in Kenya have shown an increasing interest in expanding and strengthening the
country's secondary education system, but many challenges remain. As the country successfully
boosted primary school enrollment rates to nearly universal coverage, the number of children
seeking secondary education has soared. In an attempt to enhance access, programmes such as
Free Day Secondary Education (FDSE) have been launched by the government. Yet secondary
education must fill dual roles: providing skills, knowledge, and technical training for youth
planning to enter the labour force, while at the same time preparing others for continuing their
studies in higher education. Unfortunately, secondary education may fail to fulfill these roles due to a myriad of challenges. Delayed disbursement and inadequate government subsidies, a
shortage of physical facilities, teaching learning resources, teachers, the inability to pay for
compulsory items are collectively threatening to compromise the quality and even derail the free
day secondary education. This study investigated the challenges of implementation of free day
secondary education in Nyeri South District. The study looked at the teacher pupil ratios, the
textbook pupil ratios, the adequacy and timeliness of government subsidies, the physical
facilities and the compulsory items that parents purchase. The researcher adopted a descriptive
survey research design to conduct the study. The target population consisted of all public secondary schools in Nyeri South District. The district had a total of 33 public secondary schools
with a student enrollment of 11,094 students and 403 teachers. A stratified random sample of 18
schools was selected. Data was collected using two sets of instruments, a questionnaire for the
principals and an observation guide. Data was analyzed using Statistical Package for Social
Sciences (SPSS). The analyzed data was presented using frequency distribution tables, bar
graphs, pie charts and frequency polygons. The findings of this study provide information to all
stakeholders in the education sector that could be useful in ensuring success of the free day
secondary education programme. The government, through the Ministry of education, could use the study in evaluating and strengthening access to education. The information is useful to
parents in determining the necessary contributions they ought to make towards free secondary
education; the parents will also be aware of the extent of government support towards free day
secondary education and thus make them adequately prepared to meet their responsibilities
towards education of their children. The study established that; the government FDSE subsidies
are inadequate and are not disbursed in time, cost of compulsory items and other direct payments
by parents are prohibitive, all schools are facing an acute shortage of teaching staff,
textbook/pupil ratios are adequate, physical facilities directly related to classroom teaching are adequate others are not. The following recommendations have been made, budgetary allocation
review, address cost of compulsory items, disbursements of funds should be timely, employ
more teachers, identify and assist those students who are eligible to enroll to secondary schools
and provide the infrastructure for special rooms. Further research can be conducted to identify
cost cutting measures in schools, indentify the percentage of eligible students who fail to enroll
in secondary schools and the use of ICT integration to cater for the teacher shortage.
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CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter introduces the problem to be investigated. It covers the background of the problem,
statement of the problem, purpose of the study, research objectives, research questions, and
significance of the study, limitations and delimitations of the study, basic assumptions,
theoretical framework, conceptual framework, and definitions of key terms.
1.1 Background of the Study
Education is any act or experience that has a formative effect on the mind, character, or physical
ability of an individual. It is the process by which society deliberately transmits its accumulated
knowledge, skills, and values from one generation to another. In most contemporary educational
systems of the world, secondary school education comprises the formal education that occurs
during adolescence. It is characterized by transition from primary education, to tertiary, "post-
secondary", or "higher" education (UNESCO, 2001).
The success of increased primary school enrolment in most countries in the world have resulted
in an acute shortage of secondary schools and is putting education systems under constant
pressure to meet their demands for further education. Consequently, educational opportunities
remain limited, particularly in those countries still struggling to provide primary education for
all. In many developing countries only a minority of the relevant age group finishes secondary
schooling. This is a disturbing fact since the rapid changes in technology make education the key
to competition. There are several grounds for expanding secondary education. At secondary
school level students develop reasoning and thinking skills, acquire a common culture that will
allow them to be useful citizens, learn essential subjects such as science, and learn how to work
in teams. Expanding quality secondary education is therefore essential to ensure a better
educated work force (UNESCO, 1997)
Cameron (1997) states that in many developed nations such as USA, Canada, Australia, France,
Britain and Sweden among others secondary education is available for all in public schools and
is run and funded by the government. In some countries it is also compulsory. The concern with
the existing education systems in these countries is in the quality, that is, the instruction
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programmes may not be adequately meeting the challenges of the complex modern world. Cobb
and Johnson (1997) observes that since the mid-1980s, the efficacy of secondary education in the
USA has been challenged for "falling behind" international counterparts, not producing youth
prepared for the labour market, and ―falling short" of providing equitable opportunities to all
U.S. children. Dropping out of school is one of the most serious and pervasive problems facing
education programs (Cobb & Johnson, 1997; Thurlow & Johnson, 2000).
According to the World Bank (2006), the big challenge for secondary education in Latin
American and East Asian countries in the context of increased primary school enrollment rates,
which puts pressure on increased resources as demand for secondary education increases. The
major challenges that these countries are encountering are inadequate resource allocations,
constraints of expansion and increasing the quality of secondary education (UNESCO, 2001).
Lockheed (1991) states that educational systems in developing countries are inherently
inefficient due to among other reasons a low budgetary allocation which lowers the quality and
quantity of inputs, especially physical infrastructure such as classrooms, workshops, laboratories
and learning materials. The World Bank (2005) describes secondary education as the crucial link
between primary schooling, tertiary education, and the labour market. Nearly all countries in Sub
Saharan Africa have implemented policies to ensure free universal primary education
particularly through waiver of direct costs to households. This has resulted in an increase in
enrollment and completion rates and has brought increased demand for access to secondary
education. With the increased enrollment in secondary schools, African countries must deal with
issues of funding, quality and relevance of teaching and learning, retention and completion rates,
provision of both human and physical resources, and equity and access. They must also create
secondary education systems that promote economic growth and competition, and produce
graduates with skills demanded by the local labour markets.
Kenya‘s Vision 2030 is the country‘s new development blue print; it aims to transform Kenya
into a newly industrialized country by the year 2030. The Vision is based on three ―pillars‖: the
economic, the social and the political. The policies of the first and second pillars are equally
anchored on an all-round adoption of education as an implementation tool. One of the key areas
in realizing vision 2030 is quality education and training. Improved secondary education is
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fundamental to the creation of effective human capital in any country. In order to eradicate
poverty and ensure sustainable socio-economic development, the education sector must be
addressed in terms of access, quality and relevance.
The launch of Free Day Secondary Education (FDSE) in 2008 was initiated in order to promote
pupil transition from primary to secondary schools, and retention and completion in secondary
schools without discrimination. The Government intended to remove major obstacles that have
stood in the way of children who need to join and complete secondary education (Republic of
Kenya, (2005). Kwamboka (2008) states that a shortage of teachers, scarcity of textbooks and
inadequate facilities were amongst the problems that face secondary schools in Kenya. In 2007,
there were 1.2 million children in Kenya's high school system. Some 400,000 students entered
secondary school in 2008 at least 4,000 new classrooms, were needed to accommodate the 1.4
million pupils expected in public secondary schools during 2008. Many secondary schools in
Kenya are in a state of disrepair and lack essential facilities. The issue of teaching staff is itself
problematic. The TSC employed 4,000 extra teachers in 2008 to cater for the additional high
school students in light of the education ministry's limits on class size. But shortly after froze the
recruitment of additional teachers, only employing staff to replace those leaving the service.
Thus teachers have to deal with overly-large classes in high schools. Lack of facilities at
schools and busier teachers will almost certainly compromise the quality of education in Kenyan
secondary schools (Barasa & Kiplagat, 2008).
A number of emerging issues that are likely to affect the sustainable provision of the quality of
FDSE include, limited facilities, overenrolled classes , shortages of physical facilities, inadequate
numbers of trained teachers, increased numbers of untrained teachers, financial constraints,
growing government financial deficits, delayed government disbursement of subsidies.
Disbursement of government subsidies in the first quarter of 2009 was delayed, a factor
attributed to the then prevailing large scale draught. (Turana, 2010).
Appendix B (page, 63) indicates the changes in the number of teachers in secondary schools
since the inception of free secondary education. The average numbers of teachers per school
decreased from 19 in 2007, 12 in 2008 to 11.9 in 2009. The average number of teacher shortage
per school increased from 3.6 in 2007, 4.0 in 2008 to 4.3 in 2009. The number of untrained
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teachers increased from 23% in 2007, 29% in 2008 to 33% in 2009. The average teacher pupil
ratios stood at 45:1 in 2007, 48:1 in 2008 to 52:1 in 2009.
1.2 Statement of the Problem.
Implementation of free day secondary education in Kenya was a major step in expanding access
to education to majority of students from poor backgrounds. The government provided subsidies
towards funding of FDSE, however there were other costs that were catered for by the parents.
Effective implementation of this programme could be compromised due to shortage of human,
physical and financial resources, inadequate or delayed disbursement of subsidies to schools and
the private costs of education such as, cost of extra tuition, uniform, books and transport. The
study intended to look at the extent to which these factors affected the implementation of free
day secondary education FDSE in Nyeri South district. This was useful in providing the needed
information to strengthen the programme and meet the intended aim of expanding access to
secondary education in Kenya in line with the vision 2030 and education policies.
1.3 Purpose of the Study
The study investigated the challenges of the implementing FDSE in Nyeri South District, Nyeri
County.
1.4 Objectives of the Study
The study looked at the challenges which FDSE in Kenya was facing. The study was guided by
the following research objectives.
i. Assessment of the adequacy and timeliness of disbursement of government FDSE
subsidies to schools.
ii. Determining the cost of compulsory items and other direct payments towards education
that is paid by the parents since the introduction of FDSE.
iii. Determining the teacher pupil ratios following the implementation of FDSE.
iv. Determining the textbook pupil ratios following the implementation of FDSE.
v. Establishing the availability and adequacy of physical facilities in secondary schools in
Nyeri South District following the implementation of FDSE.
vi. Establishing measures taken to improve the implementation of FDSE.
1.5 Research Questions
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In order to achieve the above objectives, the following questions were addressed. Particular
questions addressed in the study were:
i. What was the adequacy and timeliness of disbursement of government FDSE
subsidies to schools?
ii. What was the parental cost burden (cost of compulsory items and other direct
payments) since the introduction of FDSE?
iii. What was the teacher pupil ratio following the implementation of FDSE?
iv. What was the status of textbook pupil ratios following the implementation of FDSE?
v. What was the availability and adequacy of physical facilities in secondary schools in
Nyeri South District?
vi. What measures were taken to improve the implementation of FDSE?
1.6 Significance of the Study
In order to address the challenges of FDSE in Nyeri South District, detailed studies were needed.
The study provided useful information that could ensure the most cost effective use of resources
towards FDSE was made. The government, through the Ministry of Education, could use the
study in evaluating and strengthening access to education. The information would be useful to
parents in determining the necessary contributions they ought to make towards FDSE, the
parents the will also be aware of the extent of government support towards free day secondary
education and thus make them adequately prepared to meet their responsibilities towards
education of their children. Administrators and teachers in secondary schools could use
information from this study in evaluating the status of FDSE, address the challenges and make
appropriate amendments or recommendations on the same. Policy makers may use the findings
of the study in ensuring adequate funding and prudent utilization of resources in secondary
schools that would give all pupils an equal opportunity in joining good secondary schools,
reducing dropout rates, enhance quality of education through improved physical facilities and
consequently drive the country towards realization of vision 2030. Limited amount of research
had been carried out on FDSE in Kenya, and therefore appraisal of the programme becomes
difficult, the findings of this study will help towards this end.
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1.7 Scope of the Study
The study was conducted in Nyeri South District in Nyeri County. The study looked at factors
such as adequacy and timeliness of disbursement of subsidies, physical facilities, teacher pupil
ratios, textbooks pupil ratios and cost of compulsory items needed by students secondary schools
in schools for the implementation of FDSE.
1.8 Limitations of the Study
The study encountered a number of limitations which impeded answering the research questions
and objectives. The main limitation in this study was attributed to the sample size and
generalization of the findings. There were over 6,971 secondary schools in the country that were
distributed throughout the country in unique geographical, socio-economic and cultural settings.
Therefore, adequate assessment of the challenges of the FDSE programme in the country
required consideration of a large number or if possible, all the schools. However, due to; time,
manpower and financial resource constraints, it was not possible to cover a large number or all
the secondary schools in the country. This meant that only the schools in Nyeri South district
were used in the study.
Thus the findings of this study were therefore confined to the schools and principals in Nyeri
South District and may not be overly generalized to all secondary schools in the country. The
study focused on adequacy and timeliness of disbursement of subsidies, physical facilities,
teacher pupil ratios, textbook pupil ratios, financial constraints that schools were likely to
encounter in implementation of FDSE.
1.9 Assumptions of the Study
This study was based on the following assumptions; the funding of free day secondary education
in all secondary schools in Nyeri South District was fair and balanced, all schools were facing
some challenges in the implementation of FDSE, all secondary schools in Nyeri South District
had inventories of their physical facilities and that the head teachers of secondary schools had
access to those records.
1.10 Theoretical Framework
This study was guided by the functionalist theory of Durkheim focuses on the ways that
universal education serves the needs of society. Education is seen in its manifest role: conveying
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basic knowledge and skills to the next generation. Durkheim identified the latent role of
education as one of socializing people into society's mainstream. This helped to form a more-
cohesive social structure by bringing together people from diverse backgrounds. Functionalists
point to other latent roles of education such as transmission of core values and social control.
The core values in education reflect those characteristics that support the political and economic
systems that originally fueled education. Therefore, children will receive rewards for following
schedules, following directions, meeting deadlines, and obeying authority (Miguel, 2003)
The most important value permeating the classroom is individualism—the ideology that
advocates the liberty rights, or independent action, of the individual. Students learn early, that
society seeks out and reveres the best individual, whether that person achieves the best score on a
test or the most points on the basketball court. Even collaborative activities focus on the leader,
and team sports single out the one most valuable player of the year. The carefully constructed
curriculum helps students develop their identities and self-esteem. Conversely, in a culture that
values community in place of individuality, learn to be ashamed if someone singles them out,
and learn social esteem—how to bring honor to the group, rather than to themselves (Morrison,
1997).
Going to school in a capitalist nation, students also quickly learn the importance of competition,
through both competitive learning games in the classroom, and through activities and athletics
outside the classroom. Some kind of prize or reward usually motivates them to play, so students
learn early to associate winning with possessing. Likewise, schools overtly teach patriotism, a
preserver of political structure. Students must learn the the stories of the nation's heroes and
exploits.
Another benefit that functionalists see in education is sorting/separating students on the basis of
merit. Society's needs demand that the most capable people get channeled into the most
important occupations. Schools identify the most capable students early.This process is a
beneficial function in the society.
After sorting has taken place, the next function of education, networking (making interpersonal
connections), is inevitable. People in high school and college network with those in similar
classes and majors. This networking may become professional or remain personal. The most
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significant role of education in this regard is matchmaking. Sociologists primarily interest
themselves in how sorting and networking lead couples together of similar backgrounds,
interests, education, and income potential. People place so much importance on this function of
education that some parents limit their children's options for college to insure that they attend
schools where they can meet the ―right‖ person to marry.
Functionalists point to the ironic dual role of education in both preserving and changing culture.
Studies show that, as students‘ progress through college and beyond, they usually become
increasingly liberal as they encounter a variety of perspectives. Thus, more educated individuals
are generally more liberal, while less educated people tend toward conservatism. Moreover, the
heavy emphasis on research at most institutions of higher education puts them on the cutting
edge of changes in knowledge, and, in many cases, changes in values as well. Therefore, while
the primary role of education is to preserve and pass on knowledge and skills, education is also
in the business of transforming them (Parsuramen, 1994).
A final and controversial function assumed by education in the latter half of the twentieth
century is replacement of the family. Many issues of career development, discipline, and human
sexuality (once the domain of the family) now play a routine part in school curriculum. Parents
who reject this function of education often choose to home-school their children or place them in
private schools that support their values.
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1.11 Conceptual Framework
Dependent variable
High academic
performance
Development of school
infrastructure
Pupil transition rates to
tertiary institutions
student retention rates
Independent variables
Teacher –pupil ratios
Physical facilities
Textbooks-pupil ratio
Instructional materials
Financial resources
Indirect costs
Extraneous variables
Religious affiliation
Intelligence
Teacher motivation
Student motivation
Political interference
Teacher qualification
Inflation and
fluctuation of prices
Socio-cultural factors
Discipline
Age of students
22
(Source: researcher)
Figure 1. Model of interaction of variables
influencing educational outcomes.
Figure 1, shows the relationship between variables that influence educational outcomes. The
independent variables are teacher-pupil ratios, textbook pupil ratios, indirect educational costs,
physical facilities and financial resources. The extraneous variables are religious affiliation,
intelligence, political interference, teacher qualifications and socio-economic factors. The
dependent variables are high academic performance, development of school infrastructure, pupil
transition rates and student retention rates.
Extra tuition
23
1.12 Operational Definition of Key Terms
In this section, operational definitions of terms are presented as used within the context of
this study.
Dropout. Refers to ceasing to attend school before completing the school cycle.
Efficiency. Refers to relationship between inputs and outputs into a system.
Free secondary education. Refers to secondary education funded through taxation or
charitable organizations rather than tuition fees. In Kenya it caters for tuition,
repairs and maintenance, local transport, administration costs, electricity,
water and conservancy, activity fees and personal emolument.
Human capital. Refers to stock of competencies, knowledge, social and personality
attributes, including creativity, embodied in the ability to perform labour so as
to produce economic value.
Physical facilities. Refers to classrooms, laboratories, playgrounds, desks, chair
Secondary education. Refers to the single secondary stage of post-primary education in
Kenya
Teacher-pupil ratio. Refers to the number of pupils in a school divided by the number
of teachers in the school.
Teaching resources. Refers to things/processes such as chalk, dusters, charts, field
excursions, resource persons, experiments, geometrical sets, metre rules,
plasticine, thumb pins, soft boards, felt pens pencils, and manila papers.
Wastage. Refers to the number of the students who either repeat a grade or drop out of
school in a given period.
24
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
Studies done in relation to challenges encountered in implementation of FDSE have
revealed that essential physical, human and financial resources are not always available in
schools. The inadequacy of these resources has been a cause of serious concern to all
stakeholders in the education sector since it tends to compromise the quality of teaching
and learning in schools. A delay in disbursement of funds or inadequacy of the amount
disbursed would mean that there are periods in the academic calendar that pupils will
have to make do without essential teaching and learning resources. Again when teachers
are lacking or are over worked in extra ordinarily large classes the expected educational
outcomes are unlikely to be realized. School resources including classrooms, desks,
chairs, computers, textbooks, teachers, principals, and other instructional
equipment/materials are critical in making teaching-learning more effective. They help
improve access and educational outcomes since students are less likely to be absent from
schools that provide interesting, meaningful and relevant experiences to them (Raw,
2003). These resources should be provided in quality, quantity and in time for effective
teaching-learning process
2.2 The Importance of Free Day Secondary Education
According to the World Bank (2005) there has been a growing recognition that although
primary education is important for individual welfare, it is nevertheless an insufficient
condition for national economic growth and poverty reduction. The recognition is that
primary school leavers are still too young to become independent economically and
socially engaged in various activities. For some children, completion of primary
education means the end of schooling and the entrance to the world of work. However,
because of their limited knowledge and skills from primary education and immature age,
primary school leavers are in many cases unable to fully participate in the world of work.
By extending the minimum level of basic education from primary to lower secondary
education, some governments assume that this will enable some children who complete
basic education to directly join the world of work. The extension of free education to the
secondary level has another consideration. Given the massive increase in enrolments after
the introduction of free primary education, governments in SSA are concerned that if
secondary schools continue to charge fees, the majority of those who successfully enter
25
and complete free primary education will be unable to continue to secondary education.
In many cases, these are the children from poor households whose parents are unable to
afford the costs of secondary education. The denial of secondary education to children
from poor households is likely to limit their chances of escaping poverty. Because of
social, political and economic benefits associated with secondary education, governments
in SSA are looking for ways that enable the poor to gain access to secondary education.
For these and other reasons, free secondary education is seen as a potential strategy to
expanding access to education for the poor.
2.3 Challenges of Access to Secondary Education in Sub-Saharan Africa (SSA)
One of the greatest challenges of gaining access to secondary education in SSA is
affordability. This is because secondary education in the majority of the countries is part
of a fee-paying sector. This means that parents are required to meet some operational
costs such as tuition and maintenance and may be required to pay for many other things
including food, uniforms, learning materials, and special equipment. Consequently,
children from poor households whose parents cannot meet the costs are less likely to
participate in secondary education. Some estimates suggest that few outside the top two
quintiles of household expenditure could afford unsubsidized secondary schooling in SSA
at prevailing rates for teacher salaries and other costs (Lewin, 2008).
Distance to school also often hinders some children from gaining access to secondary
education. This is particularly so in rural areas where population density is relatively low
and households are widely scattered. In such a context, access to secondary education
may mostly rest on accessibility of schools. For other children, lack of schools they wish
to attend and the low quality of education become the reason for non-participation in
secondary education. For instance, a child may have an accessible school nearby his or
her home; however, the quality of education might not be conducive to his or her
learning. Consequently, the child might decide not to attend the school due to lower
returns from the schooling. On the other hand, some faith-based schools sometimes
exclude non believers. Migrants may be disenfranchised and those without the right
documents may be penalized and excluded (Hunt, 2008).
There are several reasons for girls‘ low access to secondary education. One of them is that
girls are given various household chores compared with boys, and that often prevents
access to and participation in secondary education. A recent study in Eritrea, for example,
26
shows that girls spend substantial energy and time in fetching water. A project that
introduced donkeys to help girls to minimize their energy and time found that it enabled
girls to save their energy and time, thus, allowing them to stay in secondary school
(World Bank, 2008).
Other studies found a negative relationship between girls‘ schooling and number of
younger siblings (Lloyd & Gage-Brandon, 1992). However, Hunt (2008) points out that
there are variations in research in the relationship between household size and girls‘
access and dropout.
Still other studies suggest factors that have a negative impact on girls‘ access to
secondary education. For instance, a study by Mensch and Lloyd (1998) on gender
difference in primary school experiences in Kenya shows that some primary school
teachers limit girls‘ incentives to continue further education and to delay marriage and
child bearing. Their study also found that boys outperformed girls in the primary leaving
examination and that gender gaps in achievement were greater in low-performing schools.
In fact, teachers‘ low expectations towards girls‘ academic performances can reduce girls‘
motivations and discourage them from continuing further education (UNESCO, 2008).
Gender-stereotyped households and occupational roles presented in textbooks and
curriculum also negatively affect girls‘ aspirations to further education. Although there
are many other reasons for low access to secondary education, there is little doubt that
school fees are one of the greatest obstacles for children from poor households to gain
access to secondary education.
2.4 Recent Changes in Free Day Secondary Education in SSA
Despite their financial crisis and deficits, some governments in SSA have recently
extended free education from primary to include secondary school. For instance, Rwanda
and Uganda abolished lower secondary education fees in 2006 and 2007, respectively,
and Kenya abolished secondary school fees in 2008. There seems to be a common
underlying rationale for the abolition of secondary school fees. For instance, Rwanda
introduced a Nine Year Basic Education Programme by extending free education from
primary to lower secondary education. One of the main reasons for this was because of
high fees charged at secondary education. The Government of Rwanda was concerned
that high fees and fewer places in secondary education locked out those who completed
primary education and qualified for secondary education (Rwanda Ministry of Education,
27
2008). Uganda too had a similar concern that only one in five children who completed
primary school had access to secondary education, and the majority of those were from
wealthy households (UNESCO, 2007). The introduction of Universal Secondary
Education (USE) in Uganda aims to shift access patterns from limited elites to the
majority of children in the country (Museveni, 2008). During the launch of free secondary
education in 2008, the president of Kenya explained the reason for the Government‘s
introduction of free secondary education as follows: Primary education alone is not
sufficient to provide the quality skilled human resource necessary for our country's
sustainable development. Moreover, primary school pupils complete 8 years of schooling
when they are still too young to engage in productive activities and contribute
meaningfully to nation building. In addition, children from poor families who fail to join
secondary schools because of lack of school fees often revert back to illiteracy, thus
reversing 8 years of investment in their primary education. It is for these reasons that my
Government undertook to implement the Free Secondary Education Programme
beginning this year (Kibaki, 2008). Those countries that have extended free education to
the secondary level make it explicit that one of the purposes of the abolition of school
fees is to ensure access to secondary education by all children regardless of individual
socio-economic backgrounds. In other words, governments assume that the abolition of
secondary school fees will enable the poor to gain access to secondary education. But in
reality, to what extent will the abolition of secondary fees enable the poor to gain access
to secondary education?
2.5 The Transition from Primary to Secondary School
Given that those children who reach the last grade of primary school are more likely to be
from better-off households, children from poorer households are less likely to be able to
access secondary education, it is estimated that the transition rate reached 60 percent.
This suggests that six in every ten children enrolled in the last grade of primary school in
2006 became enrolled in secondary school in 2007. As the enrolment of primary pupils in
the last grade increases, so does the number of pupils entering into the first grade of
secondary education. This suggests that the increase of enrolments in the secondary sector
also depends on the increase in pupils completing the last grade of primary education
(Lewin, 2004, 2005).
28
Available data on the transition to secondary school by gender show that more boys than
girls have enrolled in secondary school in the past decade. The Gender Parity Index
(GPI) indicates that there are 89 girls for every 100 boys in form 1 in 2005, and this
figure has not significantly changed since 1995. This suggests that there are persistent
gender disparities in access to secondary education, despite rapid increases in form 1
enrolments in recent year
2.6 The Introduction of Free Day Secondary Education in Kenya
FDSE Programme was introduced at the beginning of 2008 because many Kenyan
children who completed primary school were not getting access to secondary school. The
objective of the new policy was that all children who were academically qualified for
secondary education will be given an opportunity to continue with education (Gachugi,
2009). There seem to be some factors that formed the basis for the introduction of free
secondary education in the country. These include: i) Government commitment to the
achievement of EFA and the MDGs, with the promise to achieve a 70% transition rate
from primary to secondary by 2008; ii) a study by the Government via the Ministry of
Education on the possibility of implementing free secondary education; and iii) free
secondary education as one of the manifestos of the 2007 Presidential campaign.
Several recent government documents refer to the government‘s high commitment to
meeting the EFA and MDGs targets (Republic of Kenya, 2002b; MoEST, 2004, 2005). In
particular, the Sessional Paper No.1 of 2005 by the then Ministry of Education Science
and Technology
(MoEST) underscores that costs of secondary education are the main reason for the low
transition rate to secondary education. The report (MoEST, 2004) proposes that the
government should address transition rates. In response, the Government developed the
Kenya Education Sector Support Programme 2005-2010, which clearly states their
intention to integrate secondary education as part of basic education (MoEST, 2005: 177).
This policy framework became the backbone for implementing FDSE. It seems that the
Government assumed there was adequate physical capacity to accommodate more
students in schools; that the government‘s current budget for secondary education was
sustainable; and that the free primary education programme was successful (IPAR, 2007).
29
Ministry of Education analyzed and noted the low transition rates from primary to
secondary school and hence, they addressed following five thematic areas: i) the unit cost
of secondary education; ii) the structure of tuition fees; iii) non-teaching staffing norms
and wage guidelines; iv) essential versus luxurious needs in secondary education; and v)
tuition fee waivers and their implementation challenges (Abid, 2007). As a result of this
study the Government concluded free secondary education was viable.
2.7 Influence of Abolition of School Fees on Access to Education by the Poor
Much evidence concerning the abolition of primary school fees in SSA has shown a
massive increase in enrolments as a response to the removal of school fees. For instance,
Uganda introduced UPE in 1997 and experienced a 68 % increase in overall enrolments
from 3.4 million to 5.7 million in one year (Avenstrup, 2004). Deininger (2003) shows a
significant gain in primary enrolments in the country was observed among the rural poor
and girls. In 1992, less than 46 % of children aged 6-12 from the poorest quintile
households were enrolled in primary education as against 82 % of children from the
richest quintile. By 1997, about 78 % of children from the poorest quintile were enrolled
in primary school, compared with 89 % of children from the richest quintile (Abid, 2003).
Indeed, the gaps in the percentage of enrolments between the poorest and the richest
quintile had been reduced by 25 % points between 1992 and 1997. A substantial increase
in enrolments was particularly identified among girls from the poorest quintile. Deininger
(2003) found that the gender bias in access that had existed before the abolition of school
fees had virtually disappeared. However, increased access to the poor is likely to be at the
expense of other basic needs of households. A study of UPE in Malawi shows that despite
the abolition of school fees and the non-enforcement of school uniforms, parents were
still required to incur expenses for exercise books, pens and clothes. Rose (2002) found
that the sum of the costs was actually more than the amount formerly required for fees.
Because poor households with many children started sending their children to free
primary schools, the allocation of household expenditure on education was eventually
increased. Rose (2002) estimates that poorest households spend 13 % of their household
expenditure on education, compared with 7.5% household expenditure spent by the upper
quintile households. Other studies also show that although free education reduces
households‘ direct costs, indirect costs remain as a substantive deterrent for children from
poor households to gain access to education. Ghana is one of the countries that have been
providing free basic education since 1996. Under the Free Compulsory Universal Basic
30
Education (FCUBE), not only primary but also lower secondary education became free of
charge. However, as a result of the abolition of school fees, some schools introduced
indirect fees to compensate the lost revenue, which was in some cases an obligation for
district authorities (Akyeampong, 2009). Thus, parents in primary and lower secondary
school were still required to pay for operational costs, parent teacher association (PTA),
textbooks, uniforms and other costs. It was not until 2006 that all these fees were
abolished through the government‘s capitation grant scheme6. In other examples,
although Uganda introduced USE parents are still required to pay boarding and
medication costs. Similarly, Nigeria provides tuition free secondary education, yet
different forms of fees are imposed on parents to cover the cost of running the system
(UNESCO, 2007).
Studies on access and retention in primary and lower secondary education in Ghana show
that although the FCUBE made an overall enrolments increase, children from poor
households continue to be underrepresented in enrolments (Akyeampong, 2009;
Rolleston, 2009).
Akyeampong (2009) and Rolleston (2009) made it explicit that not only indirect costs
hinder access of the poor but also opportunity costs substantially affect the chances of
poor children to enroll in and complete basic education. A study of access patterns in
Malawi also concludes that access to education in the country continues to reflect
household wealth (Chimombo, 2009). Thus, despite direct fees being abolished, these
studies clarify that the abolition of fees has not been enough to ensure access to education
for the poor.
Although the introduction of a Nine Year Basic Education Programme in Rwanda led the
Gross Enrolment Ratios (GER) from 16.6 percent in 2005 to 18.3 percent in 2006, girls
remain underrepresented in the overall enrolments, showing 47.5 percent in 2006,
compared to 47.2 percent in 2005 (UNESCO, 2005). Free secondary education in this
instance did not narrow gender disparities in access to secondary education greatly.
These studies indicate that, even after the abolition of school fees, schools continue to
levy for fees. Furthermore, opportunity costs remain high for children from poor
households, leaving some of them without access to free secondary schooling. Instead of
including the poor in secondary education, free secondary education without adequate
government financial support might actually reinforce the exclusion of the poor.
31
Since the inception of FDSE in 2008, number of schools, enrolment and the funding had
increased as shown in the table 1.
Table 1. Changes in Enrolment versus Funding in Post FDSE
Year Number of
secondary
Schools benefiting
Enrolment Amount
disbursed(Ksh)
2008 4763 1334566 12,498,744,120.00
2009 5298 1477625 14,704,147,776.00
2010 5549 1605364 17,336,881,899.00
2011 6051 1772482 17,504,950,270.00
Source. Ministry of Education, 2012
2.8 Indicators of Quality Education
In a school set up the inputs refer to the quality of the learners; their health, nourishment,
their readiness to participate and learn and the support given to them to learn by their
families in terms of financial and psychological support. The financial inputs usually
facilitate provision of instructional materials, textbooks, physical facilities and equipment
like laboratories, classrooms, latrines /toilets, boarding facilities, stationery, co-curricular
facilities, seats, desks and other instructional facilities. These facilities should be gender
sensitive and comfortable to all assuring health and safety. Water and sanitation, class
size, psychological elements such as peaceful safe environment are key inputs. The
quality of the content also matters. A student centered and non-discriminatory curricular
that has unique content covering all areas of numeracy, literacy, life skills and peace
educations are indicators of quality inputs.
Human resources in form of teachers, support staff, principals and Head teachers their
experience, professional development, adequacy especially of teachers in terms of pupil
teacher ratio are crucial key inputs. The extent of care for the teachers especially those
with special needs are paramount. Time resources refer to the concern for time by the
members, utilization of instructional contact hours, management of meetings and quality
of time spent on co-curricular activities.
Other inputs are in terms of quality assurance procedures. Quality assurance refers to the
process of ensuring that learning and teaching resources are put into proper and maximum
use to achieve desired outcomes. In schools it refers to use of; inspection, monitoring
32
implementation of the school curriculum through external and internal inspection,
external in-servicing of teachers and other support staff, recording, rewarding, promoting
and grading staff according to well-defined quality system standards.
2.9 Teachers Staffing Levels
The teacher resource is an important input in achieving the objectives of the Education
Sector. Equitable distribution of teachers has remained one of the challenges in teacher
management. The number of teachers has remained constant over the years despite
growth in enrolments and the number of educational institutions resulting to inequality in
distribution of teachers and impacting negatively on quality and access of education.
Recruitment of teachers has in the recent past mainly been done only to replace those who
exit through natural attrition.
Figure 2. Pupil/teacher Ratios in Primary and Secondary Schools in Kenya 2002-
2009. (Source UNESCO 2010; World Bank 2010)
The number of teachers employed by TSC had remained constant over the years except
the 4,000 recruited during 2007/08 to bring a total of 239,000. Majority of these teachers
are primary and secondary teachers constituting 96 percent of all teachers. The remaining
4 percent of teachers was distributed among special and technical education institutions.
In order to cope with the increased enrolment and to assist in the implementation of the
findings of the staffing norms study, the Ministry of Education through TSC has
undertaken several measures. Particular emphasis has been on:
0
5
10
15
20
25
30
35
40
45
50
2002 2003 2004 2005 2006 2007 2008 2009
Rat
io
Pupil/teacher ratios
Primary
Secondary
33
• Decentralized employment of teachers so that they are employed at the school level for
secondary and tertiary institutions.
• Restricted recruitment of new staff to the replacement of those who leave through
natural attrition only.
There is however, great pressure to adjust the current ceiling on teacher numbers to
accommodate the current shortage estimated at 45,000 at primary schools and 9,000 at the
secondary schools level.
2.10 Cost of Compulsory Items
Despite the abolition of tuition fees, households have been responsible for providing other
mandatory costs. Unlike school fees where household contributions were reduced after
the free secondary education policy, there was no change in the cost of items that parents
are required to provide. Some of the compulsory items that the parents are expected to
purchase for their children, include, uniforms, socks, shoes, school bag, Bible, English
dictionary, Kiswahili dictionary, hymn book, mathematical table, geometrical set, atlas,
spring file, T-shirt, trouser/ skirt, rubber shoes, games kits, bed sheets, blankets, pillow,
basin and bucket, towel, slippers, plate, spoon and mug cup and padlock. Since the costs
associated with these items are substantial, students often share books or temporarily
borrow used ones from fellow-students who have completed secondary school. Games
kits, which include standardized uniforms for sports activities, are also compulsory for all
students. In addition, boarding students are required to possess items essential for
boarding and to meet the travel costs. Although costs for each item vary, it can be
estimated that direct costs for compulsory items for a day scholar could be actually
prohibitive.
2.11 Private Tuition
According to Pearls (2008) private tuition (extra tuition or private coaching) is the main
way in which households participate in the financing of education in Kenya. Private
tuition may be defined as the extra tuition or coaching which students may opt for outside
the normal school hours and for which they have to pay a fee. Kenyans place a high
premium on education. This coupled with the competitive environment in the education
sector causes a large percentage of parents to have recourse to private tuition for their
children. In spite of growing criticisms leveled against private tuition, this practice has
persisted and has grown rapidly in recent years into an industry/a parallel education
34
system. The prevalence of private tuition is deemed to be part of a self-reinforcing system
attributed to a large extent to the extremely competitive environment in the education
sector. It is widely believed (by parents, in particular) that classroom teaching is
insufficient for doing well in examinations and hence pupils have to take private tuition.
Free education means that pupils do not pay tuition fees. However there are other indirect
costs such as books, stationery, transport, uniforms, examination fees, and the like that are
met by the students and their families. For the poor households these costs can be too
high to ensure enrolment and learning. The costs of extra tuition represent a significant
investment that increases as more tuition is taken (Morrison, 1997)
Generally private tuition at the secondary level is provided in large groups and some
times by the same class teacher. Sometimes private tuition is provided by the same class
teacher to the same students and in the same class room in the schools. Given the fact
that almost all students participate in private tuition and pay for it privately, it can be
argued that private tuition is not, in practice, an addition to the basic education service. It
forms an integral part of the provision of education in Kenya. Seen in this perspective, it
can be argued that private tuition is a parallel system of education (Pearls, 2008).
2.12 Secondary School Enrolments by Household Wealth and Gender
In 2005, it was estimated that there were 4,169 secondary schools in Kenya, of which 83
percent were public and 17 percent were private. Data from the Ministry of Education
showed that the number of secondary enrolments in 2005 was approximately 928,000, of
whom 8.9 % were in private secondary schools. This suggested that the majority of
secondary school students in Kenya attended public schools. (MoEST, 2005).
Figure 3. Secondary School for Form 1.
Source: Computation Based on the 2003. Kenya Demographic and Health Survey
0
10
20
30
40
50
60
Poorest Poorer Middle Richer Richest
Secondary school enrolment by household wealth
Boys (%)
Girls(%)
35
Figure 2 indicated that children from the wealthy households have a better chance of
enrolling in secondary school than those from the poor households.
Figure 4. Gender Enrolments in Secondary Schools 2007-2008
Source: Economic Survey, 2009
In general, the comparison of grade enrolments from the first grade of primary school to
the first grade of secondary school showed a clear shift of enrolment patterns, where
wealth became an increasing factor in access as children moved through the grades. The
chances of a child getting into secondary school were determined by household wealth.
This therefore raised concerns about whether enrolments in secondary school could be
helped via bursaries and free secondary education for the poor.
2.13 Government Bursary Scheme for the Poor
To deal with the inability of poor and vulnerable households to pay secondary school
fees, the Government of Kenya created a bursary scheme in 1994. The underlying
rationale was that no child who qualified academically for secondary education should be
denied access to secondary education because of the inability to pay school fees. The
objective therefore was to provide financial assistance to economically and socially needy
students in all public secondary schools (Republic of Kenya, 2002c). In order to achieve a
fair and equitable allocation of the bursary, the government set up the following formula
when the scheme was established:
25% of all bursaries were to be allocated to arid and semi-arid land (ASAL)
districts;
70% of all bursaries were to be allocated to schools in all districts (including
ASAL);
5% of the bursaries were to be allocated to the national schools to cater for
students who come from disadvantaged areas.
0
5
10
15
20
25
Boys (%) Girls(%)
Secondary school enrolment by gender 2007-2008
Poorest
Poorer
36
However, the Ministry of Education gradually deviated from the original formula in terms
of the proportions of allocation, and gave 2% of the bursary allocation to needy students
whose parents were among the staff of the Ministry of Education (Republic of Kenya,
2002c).
Moreover, a government report by the controller and auditor found that as much as 14
percent of the bursary allocation was given to needy students of Ministry staff in 2001/02.
The report underscores that the above share out of bursary funds clearly contradicted the
original cabinet policy decision on the issuances of Bursaries‖ (Abid, 2002). Furthermore,
the report concludes that ―the Ministry has not established a proper and reliable system
for monitoring the disbursement of bursaries to ensure that the money reaches the
intended beneficiaries‖ (Abid, 2002). Thus, it was not known whether the bursary reached
the targeted students. This demonstrates concern for the effective and equitable
distribution of the bursary scheme.
Another study by Njeru and Orodho (2003) on the bursary scheme found that although
there were students who benefited from bursaries, this had no significant impact on
enrolment by the poor. They concluded that because the scheme targeted students already
enrolled in secondary school, it missed students who had failed to raise the initial school
fees, so the scheme ignored students who had not already been able to gain access,
despite their academic eligibility.
These reports raise critical questions about whether government bursaries reach intended
beneficiaries and in so doing expand access for those who are excluded, or whether the
government reinforces the exclusion of the poor by awarding bursaries to financially able
groups whose children are already in secondary school. Since children from the poor
households had fewer chances to enroll in secondary school than children from the
wealthy households, it was important that the government bursaries reached the poor.
2.14 Recent Studies on Free Secondary Education
Recent studies indicate that the challenges related to introduction of FDSE include
management of staff personnel, pupils, school finances, physical and material resources,
the curriculum, and school-community relations.
A study conducted by Chabari (2011) on free secondary education in public secondary
schools in Kangundo District in Kenya established that more students were able to attend
37
schools as a result of free secondary education though this stressed the available resources
in schools. The study recommended the need for employment of more teachers to cater
for the increasing students‘ population, and also to provide more funds. This is since the
quality of education is usually pegged on teacher effectiveness and adequacy of funds.
Onyango (2001) observes that with the introduction of FDSE, schools have registered
over-enrolment, which means that the resources available in schools are constrained. Bell
and Rhodes (1996) noted that school facilities include the administrative office, staff
rooms and offices, classrooms laboratories, workshops, equipment, stores libraries,
hostels, staff houses and the school grounds. Onyango (2001) adds that teachers comprise
the most important staff in the school. With increased number of students as a result of
FDSE, pupil/teacher ratio is likely to be high, leading to increased workload for teachers.
This is likely to pose a challenge to head teachers, who are expected to ensure that the
quality of education is not compromised.
A recent study by Gatheru (2008) on challenges related to the implementation of FPE in
Narok District established that due to the rising number of pupils enrolling in schools,
teachers were sometimes overwhelmed and not able to give individualized attention to
pupils. Teachers could not mark pupils‘ assignments and this contributed to a decline in
academic performance.
With the introduction of free secondary education, schools get some funding from the
government while parents are required to meet various other costs such as school
development projects and boarding fees (Republic of Kenya, 2005). According to
Spencer (1989), the concept of ‗school‘ inherently embraces the interaction between
society‘s communities and its teaching-learning institutions. Hence, effective education is
a function of community and school interaction. With the introduction of FDSE, some
parents may feel that the government is fully responsible for the provision of secondary
education. It is a challenge for head teachers to maintain good working relationships with
the community and ensure that they are actively involved in school activities.
2.15 Summary
The reviewed literature brings out the importance of free day secondary education, the
challenges of gaining access to secondary education in Sub Saharan Africa, the transition
from primary to secondary school, the influence of abolition of school fees and access to
38
education by the poor, teachers staffing levels, costs of compulsory items, private tuition
and government bursary schemes for the needy students. The challenges and possible
perceived hindrances to successful implementation of the free secondary education have
also been discussed. FDSE if implemented successively could provide more educational
opportunities to children in Kenya secondary schools regardless of the social economic
status of their parents or guardians. What so far had not been investigated the combined
effects of how the discussed factors impact on FDSE, which was the concern of this
study.
39
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter discusses the procedures that were used which include, identifying the
location of the study, study design, the population, sample and sampling procedures, data
collection procedures and data analysis techniques for the research.
3.1 Study Design
This study adapted a descriptive survey research design. A descriptive survey method of
research is a process of collecting data in order to test hypothesis or answer questions
concerning the status of the subjects in the study. This method can produce statistical
information about aspects of education that interest policy makers and educators (Orodho,
2010). According to Ogula (1988) survey is an efficient method of collecting data
regarding characteristics of the population, current practices, conditions or needs. Lorellio
and Loreson (1971) observes that descriptive research is concerned with the conditions
that exists and practices that prevail, believes and attitudes that are held, processes that
are ongoing and trends that are developing. In this study, it was appropriate since it
sought to find out associations between certain occurrences and outcomes. Specifically;
the challenges facing the implementation of FDSE in Nyeri South District, Nyeri County.
Lockesh (1984) observes that descriptive research studies are designed to obtain pertinent
and precise information concerning the status of a phenomenon and whenever possible to
draw valid general conclusions from the facts discovered. This research design does not
permit manipulation of the variables under investigation; the researcher studied the
independent variables in retrospect for their possible relationship to, and effects on, the
dependent variable (Mugenda & Mugenda, 1999).
3.1.1 Variables
The study consisted of three sets of variables; the independent variables which consisted
of teacher-pupil ratios, textbook-pupil ratios, financial resources, physical facilities and
indirect costs to education. These factors were obtained from reviewed literature and are
perceived to influence the success of implementation of free day secondary education.
The second set of variables consisted of extraneous variables which include religious
affiliation, intelligence, political interference, teacher qualifications and social economic
factors. These factors were considered to also affect educational outcomes although the
40
researcher was not interested in them. The third set was the dependent variable, namely
academic performance, development of school infrastructure, students‘ retention rates and
pupil transition rates.
3.2 Location of the Study
The study was carried out in Nyeri South District, Nyeri County which is situated on the
southern slopes of Mount Kenya, approximately 150 kilometres north of Nairobi. The
district was chosen as a research site because of the existence of many and different
categories of secondary schools; peri-urban, rural, county boys boarding, county girls
boarding, district mixed day and district mixed day and boarding. These schools were
likely to display a large spectrum of challenges facing implementation of FDSE. The
district was curved out of the larger Nyeri District; it borders Tetu and Mukurweini
Districts and the Aberdare ranges. The choice of the locale was influenced by limitations
of funds, time and manpower.
3.3 Target Population
The target population comprised of all public secondary schools in Nyeri South District.
The district has a total of 33 public secondary schools with a student enrollment of 11,094
students and 403 teachers. The schools fell in three educational zones namely; Chinga
Zone with 10 schools, Karima-Iriani with 15 schools and Mahiga with 8 schools. Table 2
summarizes the distribution of the schools in these zones by type of school.
Table 2. Summary of Schools in Nyeri South District.
Zone No. of Sec. Schools Boarding schools Day schools Day/boarding
CHINGA 10 2 6 2
MAHIGA 8 3 3 2
KARIMA –
IRIAINI
15 5 9 1
TOTAL 33 10 18 5
Source: Nyeri South Education Office (2011)
3.4 Sampling Technique and Sample Size
In order to determine the number of the schools to be sampled, a representative index of
not less than 20% was used; Orodho (2010) states that, in a descriptive survey at least
20% of the population may be required for consideration of the study where the
41
population is small. The study therefore utilized a sample of 18 schools. To ensure fair
representation of the study population, proportionate stratified sampling was used in
selecting and distributing the 18 schools. This was to ensure that the sample was
proportionately and adequately distributed among the three educational zones according
to the population of each zone. This guaranteed that all the zones were involved in the
study and thus taking into consideration the socio-economic dynamics of the area by
spreading the sample in the whole district. Each zone was allocated a sample population
by dividing the total number of schools in that zone by the total number of schools in the
district and then multiplied by the specified sampled population. For example, to get the
number of schools to be selected from Chinga zone, 10 divided by 33 and multiplied by
18, which result into five schools. For the rest, there were five, from Mahiga zone and
eight from Karima – Iria-ini zone.
After determining the number of schools to be drawn from each of the educational zones,
simple random sampling using random numbers table was used to select the specified
number of schools included in the sampled population of each zone. The school
corresponding to the number picked was included in the sample. Purposive sampling was
then used to select principal from each of the selected school.
Table 3. Sampling of Schools.
ZONE
No. of
schools
Type of School No. of schools sampled
Day
Boarding Mixed
day/boarding
Day Boarding Day/boarding
Boys Girls
CHINGA 10 6 1
1 2 2 2 1
MAHIGA 8 3
2 2 2 2 2 1
KARIMA-
IRIAINI
15 8 2 3 1 4 3 1
TOTAL 33 17 5 6 5 8 7 3
Source. Ministry of Education. Nyeri South Education office (2012)
3.5 Research Instruments
Data was collected using two sets of instruments, a questionnaire administered to the head
teachers and an observation guide. A questionnaire was preferred for collecting data
because in such questionnaires, the questions, their wordings and sequence were fixed
and identical to all respondents. This had the advantage of obtaining standard responses to
items in the questionnaire, making it possible to compare between sets of data. According
42
to Orodho (2010), this method can reach a large number of subjects who were able to
read and write independently. The questionnaire consisted of 22 items and collected
information on the adequacy and timeliness of funds disbursed for FDSE, quality and
quantity of physical facilities in the school, teacher-pupil ratio, pupil- text book ratio,
pupil characteristics, levies charged by the school, teaching resources in their classes,
compulsory items that students were to buy and financial health of the school. The
observation guide was used to verify some of the information obtained through
questionnaires relating to the availability of physical and teaching resources.
3.6.1 Validity
The research instruments were validated in two ways. First, the researcher formulated
items in the instruments by considering the set objectives in order to ensure that they
contained all the information that answered the research questions. Second, the researcher
consulted the supervisor and other experts from the School of Education, Kenyatta
University for their opinion on the instruments.
3.6.2 Reliability
In order to avoid contamination of the study area the instruments were taken for piloting
on a population that was similar to the target population; two schools in the adjacent Tetu
District were used. Tetu District was preferred because it has characteristics similar to
Nyeri South District since it is in the immediate neighbourhood. The piloting included
two principals of two schools. The objective of piloting was to allow the researcher make
modifications on various items in order to rephrase, clarify and clear up any ambiguities
in the questionnaire. Piloting also assisted the researcher in testing the reliability of the
instruments (Fraenkel & Wallen, 2000). Reliability was determined from scores obtained
from a single test administered to a sample of subjects. A score obtained from one item
was correlated with scores obtained from other items in the instrument. Cronbach's alpha
α can be written as a function of the number of test items and the average inter-correlation
among the items. Below is the formula for the standardized Cronbach's alpha:
Where N is equal to the number of items, c-bar is the average inter-item covariance
among the items and v-bar equals the average variance. It was clear from this formula
43
that if you increase the number of items, you increase Cronbach's alpha. Additionally, if
the average inter-item correlation is low, alpha will be low. As the average inter-item
correlation increases, Cronbach's alpha increases as well (holding the number of items
constant).
Finally the Cronbach alpha Reliability Coefficient value to be accepted in the study was
0.7 and above was considered appropriate for this study (Mugenda & Mugenda, 1999).
The use of this technique reduces the time required to compute reliability.
3.7 Data Collection Technique
Before proceeding to collect data from the selected respondents the researcher first
obtained an introductory letter from the graduate school, Kenyatta University. This
facilitated the issuance of a research permit from the ministry of education authorizing the
researcher to carry out the research in public secondary schools in Nyeri South District.
Permission was also sought from the District Education Officer in Nyeri South District.
The researcher then visited the head teachers of the sampled schools in the study area, and
sought consent to carry out research in their schools. The researcher then visited the
sampled schools for familiarization and acquaintance with the head teachers. During this
visit, the researcher informed the head teacher about the intended study and booked
appointments for data collection.
3.8 Data Analysis
Data collected was appropriately coded, scored and then keyed in the computer for
analysis by Statistical Package for Social Sciences (SPSS). The results were presented by
use of frequencies, graphs, means, percentages and pie charts. Kerlinger (1973) defined
data analysis as categorization, ordering, manipulation and summarizing of data to obtain
answers to research questions. Frequencies and percentages were used because they
easily communicate the findings to majority of the readers (Gay, 1992) Percentages were
used to compare the subgroups that differ in proportion and size.
44
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.0 Introduction
This chapter analyses the data that was collected, presents and offers the interpretation of
the results from the findings collected from the sampled respondents. It was collected
from sampled secondary schools in Nyeri South District. The respondents who
participated included 16 principals. This study targeted 18 schools out of which 16
responded which is 89% of the target group.
4.1 Demographic Characteristics of the Respondents
This section describes the biographic characteristics of the respondents in the study area.
Such a description was important in providing a clear understanding of the respondents
and institutions included in the study and which may have influenced the results based on
the objectives of the study. The demographic characteristics covered in this section
include; gender composition, teaching experience, length of stay in current station and
length of service as principal in current station and academic qualifications of principals.
Also investigated were category of schools and the number of streams in each school as
per registration certificate.
4.1.1 Gender Composition of Principals.
It was important to establish the gender composition of the principals of schools and the
results are provided in Figure 5.
Figure 5. Gender Composition of Principals.
Figure 5 indicates that majority of the pricipals, 68.8% are male and 31.2% were female.
The dominance of male principals to female principals might be due to the fact that untill
the 2002 the gender factor into positions of headship was not taken into consideration.
45
Consequently most of the mixed schools in the district were headed by men. This made
the proportion of male principals more compared to female principals.
4.1.2 Teaching Experience of the Principals
The study investigated the teaching experience of the principals and the results are in
Figure 6.
Figure 6. Teaching Experience of Principals
Figure 6 clearly indicates that majority of principals, 62.5% had over 10years teaching
experience, 25.0% 6-10years while 12.5% had less than five years teaching experience.
These results were attributed to the fact that to be appointed a principal one must have
served as a teacher, head of department and deputy principal for at least three years at
each level.
4.1.3 Length of Service as Principal
The research investigated how long the respondents had been principals and the results
are presented in figure 7.
46
Figure 7. Length of Service as Principal
68% of the respondents had served as principals for less than 10 years. This might have
been attributed to the fact that since 2002 several CDF funded schools had been
established resulting in new appointments of principals.
4.1.4 Length of Stay in Current Station
It was important to establish the length of stay of the principals in their current stations
and the results are in Figure 8.
Figure 8. Length of Principal’s stay in Current Station
Figure 8 shows that majority of the respondents, 68.8% had stayed in their current
stations for less than 5years. 18.8% had stayed in their current station for 6-10 years while
12.5% of the respondent who said that they had stayed below 5years. Perhaps the reason
could be due to the fact that the Ministry of Education, enacted a rule that principals
should not serve in one station for more than 10 years and therefore many principals
could have been transferred on this account, secondly other principals might have been
recruited to head the newly established CDF schools.
4.1.5 Academic Qualifications of Principals
The research investigated the levels of education of the principals and the results are
presented in Figure 9.
47
Figure 9. Academic Qualifications of Principals
Figure 9 shows that majority of the respondents, 85.0% of the respondents had degrees of
which 75.0% are bachelor‘s degree holders while 12.5% had master‘s degrees. The
diploma holders constitute 12.5%. The diploma holders had been promoted on merit,
master‘s degree holders were few since the avenues of advancing in education were
opened recently.
4.1.6 Category of Schools
The study investigated the category of schools in the district and the responses are
provided in Figure 10.
Figure 10. Category of Schools
Figure 10 indicates that majority of schools, 37.5% were day, this was followed by day
and boarding schools which constitutes 25.0%, girls boarding and boys boarding
had18.75% each. The pure boys and girls boarding schools were the county schools
which were meant to admit students from all over the county. The full day schools were
the newly established CDF funded schools which were started to cater for transition of the
large number of students from the free primary education programme that was started in
48
2003. Again the day schools were less expensive and therefore popular with the low
income families.
4.1.7 Number of Streams as per Registration Certificate
It was important to establish the number of streams per school and the results are
provided in figure 11.
Figure 11. Number of Streams as per Registration Certificate
Majority of the schools, 43.75% were two streamed this was followed by 37.50% who
indicated that they were single streamed. Four streamed and three streamed were 6.25%
and 12.50% respectively. Single and double streams were mainly the newly established
schools. Three and four streamed schools were established schools whose third and fourth
streams were established recently which catered for the transition from primary to
secondary level.
4.2 Adequacy and Timeliness of Disbursement of Government Subsidies to Schools.
The first research question of the study was to establish the adequacy and timeliness of
disbursement of government FDSE subsidies to schools. This section represents the
research findings about the adequacy and timeliness of disbursement of government
subsidies to schools. Factors such as the adequacy of disbursement of government
subsidies, the timing of the disbursement, and adequacy of tranches per term, allocations
per vote head and the principals‘ proposal on the amounts for each vote head are
discussed.
4.2.1 Adequacy of Disbursed Government Subsidies
The study sought to establish the adequacy of disbursed government subsidies to schools
and the findings are presented in Figure 12.
49
Figure 12. Adequacy of Disbursed Government Subsidies
All the respondents indicated that government subsidies were inadequate. These results
may be attributed to fact that the Ksh. 10,265/= per student capitation had not been
reviewed since FDSE was established in 2008 despite inflation, sky rocketing market
prices and high cost of teaching-learning materials. Lockheed (1991) states that
educational systems in developing countries are inherently inefficient due to among other
reasons a low budgetary allocation which lowers the quality and quantity of inputs,
especially physical infrastructure such as classrooms, workshops, laboratories and
learning materials.
4.2.2 Timeliness of FDSE Subsidies
The study sought to find out if government subsidies are disbursed in time and the
responses are provided in figure 13.
Figure 13. Is Government Subsidies Disbursement Timely?
These results show that majority of the respondents, 93.8% indicated that government
subsidies were not disbursed in time and only 6.3% were of the contrary opinion. The
disbursements should have been such that the school should not experience lack of
purchasing power throughout the year and hence reduce the increase of prices by
suppliers due to the delayed payments.
50
4.2.3 Adequacy of Tranches per Term
The investigated if tranches per term were adequate and the findings are provided in
Figure 14.
Figure 14. Opinion on Adequacy of Tranches per Term.
Majority of the respondents, 93.8% indicated that the tranches were inadequate while
6.3% said they were adequate. Most purchases in schools were effected at the beginning
of the calendar year. The tranches should be proportional to the activities and events in
teaching-learning taking place in schools.
4.2.4 Allocations per Vote Head
It was important to establish if the allocations per vote head per term were adequate and
the responses are provided in table 4.
Table 4. Adequacy of Allocations per Vote Head per Term
Response Percent (%)
Vote head is adequate 0.0
Vote head is inadequate 100.0
Total 100.0
Table 4 shows that all the respondents (100%) indicated that the vote head allocation was
inadequate. The prices of commodities had gone up leading to inadequacy in the
allocations per vote head.
4.2.5 Principals’ Proposal on the Amounts for each Vote Head
The respondents who indicated that the allocations per vote head were not adequate were
provided with various vote heads and asked to provide their proposal in Kenya shillings.
The estimates are provided in table 5.
51
Table 5. Principals’ Proposal on the Amounts for each Vote Head
Vote head Current allocation
(K. Sh.)
Proposed allocation
(K. Sh.)
Textbooks 2195.00 2500.00
Exercise books 720.00 2000.00
Laboratory equipment 300.00 2400.00
Teaching/learning resources 195.00 875.00
Chalk 70.00 310.00
Internal examinations 120.00 710.00
Reference/library books - 2190.00
R.M.I 400.00 875.00
LT & T 400.00 1350.00
Administration 500.00 1090.00
Activity 600.00 1190.00
EWC 500.00 3600.00
Personal emolument 3965.00 5000.00
Medical 300.00 500.00
Total subsidy proposed 10265.00 24,590.00
Table 5 tabulates the proposal of the respondents on the amounts for each vote head. The
capitation of K.Sh. 10265 was 140% less the figure proposed by the principals. The
principals being the accounting officers in secondary schools were more informed about
the needs of each school depending with its population, physical facilities, geographical
location and the economic status of its clientele. The proposal by the principals was
therefore more likely to be commensurate with the current prices and inflationary
pressures.
4.2.6 Adequacy of Non-Teaching Staff Versus Recommendation by Task Force
The study also sought to establish if the number of non teaching staff recommended by
the task force on education is adequate. The responses are provided in table 6.
Table 6. Number of Non Teaching Staff Recommended by Task Force Adequacy
Responses Percent
Adequate 33.3
Not adequate 66.7
Total 100.0
Table 6 shows that majority of the respondents, 66.7% indicated that the number of non
teaching staff recommended by the task force on education was inadequate while 33.3%
felt it was adequate. For the day and newly established schools the number of support
52
staff required cannot be the same as in the boarding schools and therefore the proposal by
task force did not take into consideration the needs of each type of school.
4.2.7 Principals Proposal on the Number for Non Teaching Staff
The respondents who indicated that the number of non teaching staff was inadequate were
asked to propose the required number and the results are indicated in table 7.
Table 7. Principals Proposal on the Number for Non Teaching Staff
Cadre Average number proposed
Bursar 1.1
Accounts clerk 1.2
Grounds men 2.7
Typist/secretary 1.5
Store keeper 1.2
Laboratory 1.6
Cooks 3.4
Cateress 1.3
Drivers 1.6
Watchmen 3.9
Table 7 indicates that majority of respondents proposed a high number of watchmen, this
was followed by cooks and grounds men. Other responses are indicated in the same table.
The non skilled cadres, namely the watchmen, cooks and grounds men represent the
greatest short fall. This could be attributed to the fact that they are required in large
numbers and each school was concerned about high wage bills and therefore tries to put
up with the bare minimum.
4.3 Cost of Compulsory Items and Other Direct Payments by Parents
The second research question was on the parental cost burden (cost of compulsory items
and other direct payments) since the introduction of FDSE. Despite the subsidization of
school fees, parents and guardians were responsible for providing other mandatory costs.
Unlike school fees where contributions were reduced after the free secondary education
policy, there was no change in the cost of items that parents were required to provide.
Some of the compulsory items that the parents were expected to purchase for their
children, included, uniforms, bible, english dictionary, mathematical table, kiswahili
dictionary, atlas, hymn book, geometric set, school bag, t-shirt, hockey sticks, bed sheets,
gumboots, rubber shoes/ games kit and pangas. These items were classified into two,
namely items directly related to tuition and items not directly related to tuition. The items
directly related to tuition were taken to be as follows; books, geometrical sets and
53
mathematical tables while the items not directly related to tuition were; clothing, farm
implements and schools bags. Also investigated was whether those items were mandatory
or not and their approximate cost. The total cost was then computed from those
approximations.
The findings of the study on the compulsory items that parents were required to purchase
and their approximate cost are presented in Table 8.
Table 8. Compulsory Items Directly Related to Tuition
Item Mandatory (%) Approximate cost
(Ksh.)
Uniform 100.0 3340
Bible 100.0 525
English dictionary 100.0 885
Mathematical table 100.0 280
Kiswahili dictionary 100.0 610
Padlock 100.0 150
Geometric set 100.0 300
Hymn book 100.0 250
Atlas 100.0 800
Total 9,250
Table 8 indicates that the total cost of items that all schools requested summed up to an
average of K.sh. 9,250.00. This was 90.1% of the subsidy remitted by the government.
Therefore for a pupil to be enrolled in secondary school the parent or guardian was
required to look for extra money failure to which the education could be compromised.
These items constitute the basic requirements for teaching and learning.
Table 9. Compulsory Items not Directly Related to Tuition
Item Mandatory (%) Approximate cost
(Ksh.)
School bag 68.8 407
T Shirt 93.3 510
Hockey Sticks 15.4 N/A
Panga 33.3 200
Gumboots 20.0 720
Rubber shoes 81.3 345
Games kit 87.5 660
Bed sheets 71.4 530
Total 58.9 3372
54
Table 9 shows that nearly 60% of schools had the condition that new students were to
purchase items that added up to a total of shillings 3,372. In addition to the compulsory
items indicated in Table 8 a student joining such a school had to pay a total of shillings
12,622. These costs may have been prohibitive and countered to the government‘s policy
of making education available to all children. The teaching learning items not directly
related to tuition were necessary for the preparation of an all round, healthy and
productive student. They facilitate discovery and nurturing of talents.
These findings were in agreement with a study carried out by UNESCO (1997) which
observed that despite the abolition of school fees, households were responsible for
providing other mandatory costs. Unlike school fees where households‘ contributions
were reduced after the FDSE policy, there was no change in the cost of items that parents
are required to provide. Some of the compulsory items that the parents are expected to
purchase for their children, included, uniforms, socks, shoes, school bag, Bible, English
dictionary, Kiswahili dictionary, hymn book, mathematical table, geometrical set, atlas,
spring file, T-shirt, trouser/ skirt, rubber shoes, games kits, bed sheets, blankets, pillow,
basin and bucket, towel, slippers, plate, spoon and mug cup and padlock. Since the cost
associated with these items were substantial, students often shared books or temporarily
borrowed used ones from fellow-students who had completed secondary school. Games
kits, which included standardized uniforms for sports activities, were also compulsory for
all students. In addition, boarding students were required to possess items essential for
boarding and to meet the travel costs. Although costs for each item varied, it was
estimated that direct costs for compulsory items for a day scholar could be actually
prohibitive.
4.3.1 Students Ability to Meet the Cost of Compulsory Items
It was important to investigate if all students selected to join schools had the ability to
meet the cost of compulsory items. The responses are presented in figure 15.
Figure 15. Students’ Ability to Meet the Cost of Compulsory Items
55
Figure 15 shows that majority of students, 87.5% were unable to meet the cost of
compulsory items; only 12.5% were able to meet the cost. The marked inability of most
parents‘ failure to meet the cost of the compulsory items is perhaps due to the fact that
prices of most commodities have gone up without a corresponding increase in income.
4.3.2 Measures Taken for Students who cannot meet the Cost of Compulsory Items
The study investigated the measures that are taken for those students who were unable to
meet the cost of compulsory items. The responses were provided as follows: agreed with
parent on how, to buy the items, sought bursary from CBF, seek well wishers donations,
request some board members and parents could assist, gave parent some temporary job,
permitted the student to continue without payments, requested teachers and other students
to assist, sent the student home to come with the items, requested parents to pay in kind,
gave a grace period of up to mid-term or gave own donation.
According to Republic of Kenya (2002) in order to deal with the inability of poor and
vulnerable households to pay secondary school fees, the Government of Kenya created a
bursary scheme in 1994. The objective was to provide financial assistance to
economically and socially needy students in all public secondary schools. Abid (2002)
adds that it was not known whether the bursary reached the targeted students. This
demonstrated concern for the effective and equitable distribution of the bursary scheme.
Another study by Njeru and Orodho (2003) on the bursary scheme found that although
there were students who benefited from bursaries, this had no significant impact on
enrolment by the poor. They concluded that because the scheme targeted students already
enrolled in secondary school, it missed students who had failed to raise the initial school
fees, so the scheme ignored students who had not already been able to gain access,
despite their academic eligibility. Since children from the poor households had fewer
chances to enroll in secondary school than children from the wealthy households, it was
important that government bursaries reach the poor.
4.4 Teacher/pupil Ratios Following the Implementation of FDSE
The third research question sought to establish the teacher-pupil ratio following the
implementation of FDSE. Human resources in terms of teachers, support staff, their
experience, professional development, adequacy especially of teachers in terms of pupil
teacher ratio are crucial key inputs. The ratio of the number of teachers to the number of
pupils is paramount, where there are many teachers relative to the number of pupils
56
learning and teaching is bound to be more effective as opposed to where the number of
students to one teacher is high.
4.4.1 Teacher/pupil Ratios
The research sought to establish the existing teacher/pupil ratio and the results are
presented in Table 10.
Table 10. Teacher/pupil Ratios
Teacher factor per school Mean
CBE 15.7
No of TSC teachers 11.5
Average teachers short fall 4.8
Average student enrollment 311
Teacher/pupil ratio 1:27
Table 10 indicates the mean of various factors related to the number of teachers:
Curriculum Based Establishment (CBE), 15.7, numbers of TSC teachers 11.5, shortfall
4.8 and student enrollment of 311. This could be due to the fact that the structural
adjustment programmes enacted by the Ministry of Education in 1997 froze employment
of teachers thereby replacing only those who exited the profession through natural
attrition and resignation. Other factors that contributed to teacher shortage were the rate
of mushrooming of new secondary schools was not accompanied by addition of more
teachers and diversification of the curriculum, whereby new subjects such as computer
studies had been introduced. Consequently all schools were facing an acute shortage of
teaching staff which they tried to alleviate through employment of BoG teachers.
A study by Branson (2009) on teacher population in Kenya since the inception of free
secondary education found out that the average number of teachers‘ shortage per school
increased progressively form 3.6 in 2007, 4.0 in 2008 and 4.3 in 2009. According to
Republic of Kenya (2002) the teacher resource is an important input in achieving the
objectives of the Education Sector. Equitable distribution of teachers was one of the
challenges in the teacher management. The number of teachers had remained constant
over the years despite the increase in enrolments and the number of educational
institutions which resulted to inequality in distribution of teachers and impacted
negatively on quality and access of education. Recruitment of teachers had in the recent
past mainly been done only to replace those who exited through natural attrition. The
57
number of teachers employed by TSC had remained constant over the years except the
4,000 recruited during 2007/08 to bring a total of 239,000.
Majority of these teachers were primary and secondary teachers constituting 96 percent of
all teachers. The remaining 4 percent of teachers was distributed among special and
technical education institutions. Over the past two years, the Ministry had rationalized
distribution of teachers by transferring teachers from overstaffed to understaffed schools.
4.5 Textbook/pupil Ratios
The fourth research question was on the status of textbook pupil ratios following the
implementation of FDSE. The results are presented in Tables 10, 11 and 12. Textbooks
are an important resource in the teaching learning process. Textbooks are an important
perquisite for quality learning. Where textbooks are lacking, the students cannot do
personal reading; doing of assignments and homework is compromised.
4.5.1 Textbook/pupil Ratios in Mathematics and Sciences
The study established the status of textbook pupil ratios in mathematics and sciences and
the findings are tabulated in Table 11.
Table 11. Textbook/pupil Ratios in Mathematics and Sciences
Subject Ratio Percent
Mathematics 1:1 6.3
1:2 68.8
1:3 12.5
1:4 12.5
Chemistry 1:1 18.8
1:2 50.0
1:3 6.3
1:4 18.8
Physics 1:1 25.0
1:2 43.8
1:3 12.5
1:4 18.8
Biology 1:1 18.8
1:2 50.0
1:3 18.8
1:4 12.5
Table 11 shows that majority of the respondents indicated that that the textbook/pupil
ratio in mathematics, biology, physics and chemistry as 1:2. Other responses are indicated
in the same table. These results were due to the fact that schools had adhered to the
58
standard ministerial requirement which recommends a text/pupil ratio of 1:2. This no
doubt improved the provision of textbooks in secondary schools.
4.5.2 Textbook/pupil Ratios in Languages
It was important to establish the textbook pupil ratios in languages. The findings are
provided in Table 12.
Table 12. Textbook/pupil Ratios in Language
Subject
Ratio Percent
Kiswahili 1:1 6.3
1:2 62.5
1:3 25.0
1:4 6.3
English 1:1 12.5
1:2 50.0
1:3 25.0
1:4 6.3
Again the majority of respondents indicated that textbook/pupil ratio in languages as 1:2.
Other responses are indicated in the same table.
4.5.3 Textbook/pupil Ratio in Humanities
It was important to establish the textbook pupil ratios in humanities. The findings are
provided in Table 13.
Table13.Textbook/pupil Ratios in Humanities
Subject
Ratio Percent
History 1:1 18.8
1:2 50.0 1:3 25.0
1:4 6.3
CRE/IRE 1:1 18.8 1:2 50.0
1:3 18.8
1:4 12.5
Geography 1:1 13.3 1:2 73.3
1:3 13.3
1:4 0.0
Table 13 indicates that the majority of respondents indicated that textbook/pupil ratio in
humanities as 1:2. Other responses are indicated in the same table.
59
4.5.4 Textbook/pupil ratios in Technical and Applied Subjects
It was important to establish the textbook pupil ratios in technical and applied subjects.
The findings are provided in Table 14.
Table 14. Textbook/pupil Ratios in Technical and Applied Subjects
Subject
Ratio Percent
Agriculture 1:1 33.3
1:2 58.3
1:3 8.3
Home Science 1:2 25.0
1:3 75.0
Music 1:1 00.0
1:2 50.0
1:3 50.0
1:4 00.0
wood work 1:2 50
1:3 50
Business studies 1:1 40.0
1:2 20.0
1:3 40.0
Again the majority of respondents indicated that textbook/pupil ratio in technical and
applied subject as 1:2. Other responses are indicated in the same table.
The textbook/pupil ratios for all the departments; mathematics, sciences, languages,
humanities and technical and applied subjects were found to be within the international
recommended ratios of 1:2. It was important that textbooks were available if schools were
to have meaningful teaching and learning. It was apparent that the funds released by the
ministry of education to schools for purchase of textbooks had been prudently used as per
the ministerial guidelines. Schools had realized that provision of textbooks gave the
learners the opportunity for further reading, revision, writing assignments and home work
promptly and effectively and thus enhanced performance.
4.6 Availability and Adequacy of Physical Facilities in Secondary Schools
The fifth research question was on the level of availability and adequacy of physical
facilities in secondary schools in Nyeri South District since the introduction of FDSE.
The respondents were provided with a list of various physical facilities in order to
determine their adequacy or inadequacy. The responses are provided in Table 15.
60
Availability and adequacy of physical facilities in secondary schools was essential if
schools were to realize their goals. The inadequacy of these resources tended to
compromise the quality of teaching and learning in schools. School resources including
classrooms, desks, chairs, computers, textbooks, teachers, principals, school operating
expenses and other instructional equipment/materials were critical in making teaching-
learning more effective. They helped to improve access and educational outcomes since
students were less likely to be absent from schools that provided interesting, meaningful
and relevant experiences to them, These resources should be provided in quality, quantity
and in time for effective teaching-learning process.
Table 15. Availability and Adequacy of Physical Facilities
Resource Adequacy (%)
Teachers tables 73.3
Teachers chairs 85.7
Staffroom 60.0
Classrooms 80.0
Students desks 86.7
Students chairs 93.3
Lighting 57.1
Playground 40.0
Foot paths 26.7
Dormitories 28.6
Laboratories 46.7
Toilets 50.0
Bathrooms 38.5
Library 33.3
Home science room 8.3
Agriculture room 33.3
Computer lab 6.3
Dining hall 46.7
D/H furniture 50.0
Means of transport 38.5
Table 15 indicates that students‘ chairs, desks, classrooms, teachers chairs and teachers
desks topped the list in terms of level of adequacy. Other responses are indicated in the
same table.
The facilities that were inadequate included; home science room, computer laboratory,
agriculture room, library, means of transport, play ground, science laboratories and dining
hall.
61
Through the FDSE repair maintenance and improvement vote head, schools had managed
to provide these basic physical resources for learning. From these results it was evident
that the resources directly related to classroom teaching, namely, tables, chair,
classrooms, lighting and laboratories were provided for adequately. Schools were
committed to producing good academic results as expected by the stakeholders in
education. Provision of these resources created an enabling environment for the learning-
teaching process. The special rooms namely, home science, agriculture workshop,
laboratories (science and computer), were essential to teaching-learning but the cost of
establishing and equipping them was enormous, hence most schools had not managed to
provide them adequately. However the government of Kenya through the Ministry of
Education and CDF subsidized the provision of these facilities.
Schools considered facilities such as, pavements, flower beds, and buses as subsidiary to
the teaching learning process and therefore relegated them to second position. Inadequacy
of playgrounds in most schools was probably due to acute shortage of land in the area.
The high population density in the neighbourhood of most schools restricted the
expansion of existing school boundaries despite increase in enrollment.
UNESCO (2005) observes that in a school set up the inputs refer to the quality of the
learners; their health, nourishment, their readiness to participate and learn and the support
given to them to learn by their families in terms of financial and psychological support.
The financial inputs usually facilitate provision of instructional materials, textbooks,
physical facilities and equipment like laboratories, classrooms, latrines /toilets, boarding
facilities, stationery, co-curricular facilities, seats, desks and other instructional facilities.
These facilities should be gender sensitive and comfortable to all assuring health and
safety. Water and sanitation, class size, psychological elements such as peaceful safe
environment are key inputs. The quality of the content also matters. A student centered
and non-discriminatory curricular that has unique content covering all areas of numeracy,
literacy, life skills and peace education are indicators of quality inputs.
4.6.1 Level of Parents’ willingness to Provide for Inadequate Facilities
The study investigated the level of parent willingness to provide for the inadequate
facilities in schools and the results are provided in Figure 16.
62
Figure 16. Level of Parents’ Willingness to Provide for Inadequate Facilities
Figure 16 shows that majority of respondents, 68.75% indicated that that parental
willingness was moderate; this was followed by 25.00% who said the level of willingness
was high while 6.25% said it was low. Therefore 75% of the parents were either moderate
or low in willingness to provide resources for adequate facilities. Denial of secondary
education to children from poor households was seen as a limit to their chances of
escaping poverty. Hence parents, especially those from the poor households really
supported the schools in the provision of facilities despite their financial limitations.
4.6.2 Observation Guide on Physical Facilities
The study sought to establish the condition of the physical facilities in school and the
responses are provided in tables 15, and 16. The observation guide was necessary in order
to ascertain the responses of the principals pertaining the various variables under
investigation. It was expected that by obtaining an independent opinion to collaborate the
principals‘ responses the findings of the research are bound to be more reliable.
63
Table 16. Facilities Directly Related to Tuition
Facility Condition Percent (%)
Teachers tables good 56.3
fair 37.5
bad 6.3
Teachers chairs good 46.7
fair 46.7
bad 6.7
Staffroom good 31.3
fair 56.3
bad 12.5
Students desks good 37.5
fair 56.3
bad 6.3
Students chairs good 18.8
fair 75.0
bad 6.3
Classroom floor good 37.5
fair 56.3
bad 6.3
Classroom walls good 43.8
fair 56.3
bad 0.0
Lighting good 46.7
fair 33.3
bad 20.0
Black board condition good 75.0
fair 18.8
bad 6.3
Laboratories good 57.1
fair 42.9
bad 0.0
Table 16 shows that majority of respondents indicated facilities directly related to tuition
were either in good or fair condition. Except for lighting none of the facility was rated as
bad by more than 7% of the respondents.
64
Table 17. Facilities not Directly Related to Tuition
Facility Condition Percent (%)
Cleanliness good 60.0
fair 40.0
bad 0.0
Doors good 37.5
fair 56.3
bad 6.3
Windows good 50.0
fair 43.8
bad 6.3
Walls good 40.0
fair 53.3
bad 6.7
Playground good 33.3
fair 53.3
bad 13.3
Footpaths maintenance good 18.8
fair 75.0
bad 6.3
Flowerbeds maintenance good 28.6
fair 71.4
bad 0.0
Compound maintenance good 57.1
fair 42.9
bad 0.0
Dormitories good 57.1
fair 42.9
Table 17 indicates that majority of the respondents rated the condition of facilities not
directly related to tuition as either good or fair. The results obtained in the observation
guide tallied fully with the principals responses. As indicated in the principals‘ responses
on availability and adequacy of physical facilities in schools, it was established that
facilities that were directly related to tuition were given more emphasis than other
facilities.
4.7 Measures Taken to Improve the Implementation of FDSE
The sixth research question was on the measures taken to improve the implementation of
FDSE. The research established the measures included: improvisation, soliciting funds
from the CDF, harambee fund raisings, parents‘ contribution and donor funds which
included the alumni of the respective schools. There was also the government support in
infrastructure development through the Ministry of Education grants, Economic Stimulus
65
Projects (ESP), ICT programme by the Ministry of Education, and donations for
laboratory equipments.
These results agree with the World Bank (2005) report which stated that, because of
social, political and economic benefits associated with secondary education, governments
in SSA are looking for ways that enable the poor to gain access to secondary education.
For these and other reasons, free secondary education is seen as a potential strategy to
expanding access to education for the poor. Lockheed (1991) states that educational
systems in developing countries are inherently inefficient due to among other reasons a
low budgetary allocation which lowers the quality and quantity of inputs, especially
physical infrastructure such as classrooms, workshops, laboratories and learning
materials. Kwamboka (2008) states that a shortage of teachers, scarcity of textbooks and
inadequate facilities were amongst the problems that face secondary schools in Kenya.
66
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This chapter gives the summary of major findings, conclusions and recommendations of
the study. The study was aimed at investigating the challenges facing the implementation
of free secondary education in Nyeri South district, Nyeri County. The study was guided
by the following objectives, to determine; the adequacy and timeliness of disbursement of
government subsidies to schools, the cost of compulsory items and other direct payments
towards education that is paid by the parents since the introduction of free day secondary
education, the teacher pupil ratios following the implementation of free day secondary
education, the textbook pupil ratios, the availability and adequacy of physical facilities in
secondary schools in Nyeri South District and to establish measures that can be taken to
improve the situation.
5.1 Summary of Major Findings
The study revealed that majority of the pricipals, 68.8% were male and 31.3% were
female. The majority of principals, 62.5% had over 10 years teaching experience, and had
stayed as principals in their current station for a period of less than than 5years and above
ten years were both 31.3% . Majority of the respondents, 68.8% had stayed in their
current stations for 0-5years. Most of the principals, 75.00% fell in the degree level of
education. Majority of schools, 37.50% were day. 44% of the schools were two streams,
four streamed and three streamed were 6.25% and12.5% respectively. Thus, two to four
streams constituted 62.5%.
On adequacy and timeliness of disbursement of government subsidies to schools, the
study found out that; the subsidies were inadequate and were not disbursed in time.
Majority (94%) of the respondents indicated that the tranches were inadequate. All the
respondents, 100% indicated that the vote heads allocation were inadequate.
The research sought to establish the cost of compulsory items and other direct payments
by parents despite the subsidization of school fees. Some of the compulsory items that the
parents were expected to purchase for their children, included, uniforms, bible, english
dictionary, mathematical table, kiswahili dictionary, atlas, hymn book, geometric set,
school bag, t-shirt, hockey sticks, bed sheets, gumboots, rubber shoes/games kit and
pangas. It was found out the cost compulsory required for a new student joining school
67
totaled to an average of 12,622 shillings. Majority of students (87.5%) were unable to
meet the cost of compulsory items.
The research investigated the teacher/pupil ratio and found out that the mean of various
factors related to the number of teachers: namely CBE, 15.7, numbers of TSC teachers
11.5, shortfall 4.8 and student enrollment of 311. The teacher/pupil ratio was found to be
1:27.
On the textbook/pupil ratios the research established that the textbook/pupil ratio in
science and mathematics, languages, humanities, technical and applied subjects as 1:2. It
was apparent that the funds released by the ministry of education to schools for purchase
of textbooks had been prudently used as per the ministerial guidelines.
On availability and adequacy of physical facilities in secondary schools the study
established that the resources directly related to classroom teaching namely, tables, chair,
classrooms, lighting and laboratories have been provided for adequately. Facilities such
as, pavements, flower beds, and buses were considered to be subsidiary to the teaching
learning process and therefore relegated to second position. Inadequacy of playgrounds in
most schools was probably due to acute shortage of land in the area.
Measures that could be taken to improve FDSE included: improvisation of teaching-
learning resources, CDF bursaries and Infrastructure funding, MOE Bursaries, harambee
fund raising, parents‘ contribution, donor funds which included the alumni of the
respective schools, government support in infrastructure development, ICT equipments
by the Ministry of Education, Ministry of Education grants, Economic Stimulus Projects
(ESP) by the government, donations for laboratory equipment and employment of
teachers by BOGs.
5.2 Conclusion
The study established that the government subsidy of FDSE was inadequate and was not
disbursed in time.
The cost of compulsory items and other direct payments made by parents added up to
Ksh. 12,622.00, which was 123% above the government subsidy. Majority of students
were unable to meet the cost of the compulsory.
The teacher/pupil ratio was found to be 1:27.
68
The research established that the textbook/pupil ratio in science and mathematics,
languages, humanities, technical and applied subjects was 1:2. It was apparent that the
funds released by the ministry of education to schools for purchase of textbooks have
been prudently used as per the ministerial guidelines.
The study found out that the physical facilities that were directly related to classroom
teaching, such as computer and science laboratories, workshops, home science rooms and
libraries are inadequate and poorly equipped. Inadequacy of playgrounds in most schools
was probably due to acute shortage of land in the area.
FDSE can be improved through: improvisation of teaching-learning resources, CDF
bursaries and Infrastructure funding, MOE Bursaries, harambee fund raising, parents‘
contribution, donor funds which include the alumni of the respective schools, government
support in infrastructure development, ICT equipments by the Ministry of Education,
Ministry of Education grants, Economic Stimulus Projects (ESP), donations for
laboratory equipment and employment of teachers by BOGs.
5.3 Recommendations
Based on the findings and conclusions of this study, the following recommendations can
be made:-
i. Budgetary allocation should be based on the market prices, should address the
needs of various schools and regions. It should also be reviewed periodically to
address the changing market forces. The capitation should include the cost of
compulsory items that are necessary for teaching and learning.
ii. The disbursements of funds by the government to schools should be timely and
adequate and should be in harmony with the calendar of schools activities, in
order to avoid schools experiencing lack of purchasing power within certain
periods the year and hence reduce the increase of prices by suppliers due to the
delayed payments.
iii. The textbook/pupil ratio should be maintained and improved.
iv. The teacher pupil ratios should be improved to reflect the government
recommendation of 1:20, by employing more teachers. The government should
establish measures to provide the infrastructure necessary to make FDSE a
success.
69
v. Stakeholders should continue with their commitment to provide physical facilities,
teaching learning resources and human resources.
5.4 Suggestions for further research
From the findings of this study, further research can be conducted. Therefore the
following are suggestions for further research.
i. Cost cutting measures that schools can employ in order to make the day secondary
school education affordable.
ii. Research should be conducted to indentify the percentage of eligible students who
fail to enroll in secondary schools due to the high cost of education.
iii. Research should also be conducted on the use of ICT integration to cater for the
teacher shortage.
70
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APPENDIX A: LETTER OF AUTHORITY TO CARRY OUT RESEARCH
Dedan Muriithi Muhindi
P.O. Box 855
Othaya
DEO Nyeri South District
P.O. Box 258
Othaya
RE: REQUEST FOR PERMISSION TO CARRY OUT AN EDUCATION
RESEARCH AS A STUDENT OF KENYATTA UNIVERSITY M.ED PROGRAMME
I wish to request to be granted permission to carry out a research in secondary schools in
Nyeri South district. I feel the outcome of the research will enable me contribute to
improvement of education management in the district.
Yours faithfully
D. M. MUHINDI
CC: Dean of Academics Kenyatta University
PDE Central province
All Principals Nyeri South District.
76
APPENDIX B. TEACHERS STATISTICS FOR THE YEARS 2007-2009
Table 18. Changes in the number of teachers since inception of FDSE
2007 2008 2009
Average number of teachers per school 19 12 11.9
Average number of teacher shortage per
school
3.6 4.0 4.3
Untrained teachers 23% 29% 33%
Average teacher pupil ratios 45:1 48:1 52:1
Source. 2007/2009 field study Branson Inc.
77
APPENDIX C. PRINCIPAL’S QUESTIONNAIRE
Kindly respond honestly and accurately to questions listed below. Any information that
you provide will be treated with utmost confidence and will not be used for any other
purposes other than which pertains to this research. You don‘t need to indicate your
name, thank you.
SECTION A
General information. Please provide the information about you and your school. Tick appropriately ( √ ).
a) What is your gender?
Male ( ) Female ( )
b) What is your teaching experience?
0-5yrs( ) 6-10yrs ( ) above 10yrs ( )
c) For how long have you been a principal?
0-5yrs( ) 6-10yrs ( ) above 10yrs ( )
d) For how long have you served in the current station?
0-5yrs( ) 6-10yrs ( ) above 10yrs ( )
e) Tick your academic and professional qualifications as applicable below.
Certificate ( ) diploma ( ) degree ( ) masters ( ) Others ( )
f) What category is your school? Tick as appropriate.
Boys boarding ( )
Girls boarding ( )
Day ( )
Day and boarding ( )
g) How many streams is your school as per the registration certificate?
……………………………………………………………………………………
………………………………………………………………………………………
………
SECTION B
(a) Adequacy and timeliness of disbursement of government subsidies to schools
i. Is the capitation allocated per student adequate to the education needs of the student per
year?
YES ( ) NO ( )
78
ii. If the answer in (a) (i) above is NO, propose the estimated amount that would be
sufficient.
…………………………………………………………………………………
iii. Are the government subsidies disbursed in time?
YES ( ) NO ( )
iv. If the answer in (iii) above is NO, propose the appropriate disbursement time of the
year.
v.Are the tranches per term adequate?
YES ( ) NO ( )
vi. If your answer in (v) above is NO propose the appropriate proportion in percentage of
the tranches per term.
Term I…………………….Term II………………… Term III……………..
vii. Are the allocations per vote head adequate per term?
YES ( ) NO ( )
viii. If your answer in (vii) above is NO propose the appropriate amounts for each vote
head.
Vote head Proposal(Ksh)
Textbooks
Exercise books
Laboratory equipment
Teaching/learning resources
Chalk
Internal examinations
Reference/library books
R.M.I
LT&T
Administration
Activity
EWC
Personal emolument
Medical
ix. Is the number of non teaching staff recommended by the task force on education
adequate?
YES ( ) NO ( )
79
x. If the answer in (ix) above is NO propose the adequate number for your school in
each cadre as tabulated below.
cadre Number proposed
Bursar
Accounts clerk
Grounds men
Typist/secretary
Store keeper
Laboratory assistants
Cooks
Cateress
Drivers
Watchmen
Others(specify)
1.
2.
3.
4.
5.
6.
(b) Cost of compulsory items and other direct payments by parents.
(i) Indicate with if it is mandatory ( √ ) or not mandatory( X ) to have these in your
school. Indicate the respective approximate cost of each of the items.
ITEMS Mandatory Approx. cost
(Ksh.)
1 Uniforms items
2 school bag
3 Bible
4 English dictionary
5 mathematical table
6 Kiswahili dictionary
7 hymn book
8 T-shirt
9 Hockey sticks
10 Panga
11 Gumboots
12 rubber shoes
13 games kits
14 bed sheets
15 Blankets
16 pillow
17 basin and bucket
18 towel
80
19 slippers
20 Plate
21 spoon
22 mug cup
23 padlock
24 geometrical set
25 atlas
spring file(s)
Kindly indicate below any other items that are
required but are not listed above
26
27
28
29
TOTAL
(ii) Are all students selected to join your school able to meet the requirements in (i)
above?
YES ( ) NO ( )
(iii) Briefly explain the measures you take for those students who fail to meet the
mandatory requirements
……………………………………………………………………………………..
…………………………………………………………………………………….
……………………………………………………………………………………
(c) The school Teacher/Pupil Ratio (TPR)
(i) What is the CBE of your school? ..............................................
(ii) How many teachers in your school are employed by the TSC?
………………………………………………………………………………………
(iii)What is the short fall?
…………………………………………………………………………………
(iv) How is the short fall catered for?
……………………………………………………………………………
……………………………………………………………………………………
(v)How has the shortfall affected.
81
Performance
…………………………………………………………………………………
The school annual budget
…………………………………………………………………………………
(vi) What is your school enrollment?
………………………………………………………………………………….
(d) Textbook/pupil ratio
(i) Indicate the pupil of pupils sharing one textbook in the following subjects in your
school?
Subject No. of pupils sharing one textbook
Kiswahili
Mathematics
English
Chemistry
Physics
Biology
History
CRE/IRE
Geography
Agriculture
Home science
Music
Wood work
Computer
Business studies
Art and design
French/German
Others (specify)
1.
2.
3.
(d) Availability and adequacy of physical facilities
82
(i) Fill the table below pertaining the availability and adequacy of the listed
physical facilities as applicable.
Physical facility Available ( √)
Not available (X)
Adequate ( √)
Inadequate (X)
Teachers tables
Teachers chairs
Staffroom
Classrooms
Students desks
students chairs
Lighting
Playground
Footpaths maintenance
Dormitories
Laboratories
Toilets
Bathrooms
Library
Home science room
Agriculture room
Computer laboratory
Dining hall
Dining hall furniture
Means of transport(specify)
(ii) What measures has the school put in place to address the unavailability and
inadequacy of the items that you have listed in (i) above.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
83
(iii) In your opinion what is the level of parents‘ willingness to provide for the
inadequate and the unavailable resources in your school.
High ( ) moderate ( ) low ( )
84
APPENDIX D. OBSERVATION GUIDE
PHYSICAL FACILITIES
For each of the items listed in the table below tick ( √ )the response that most closely
explains the condition of the corresponding facility.
Good Fair Bad
Teachers tables
Teachers chairs
Staffroom
Cleanliness
classrooms
Students desks
students chairs
Classroom floor
Classrooms walls
Lighting
Blackboards
condition
Doors
Windows
Walls
Playground
Footpaths
maintenance
flowerbeds
maintenance
Compound.
Maintenance
Dormitories
Laboratories
85
APPENDIX E: BUDGET
Table 19: Budget
Item(s) Unit Price Total
cost(Ksh)
Printing
20 copies of Research proposal 600.00 12,000.00
7 copies of research Project Report draft 1000.00 7,000.00
8 copies of Research Project report
1000.00 8,000.00
Binding
20 copies of Research Proposal
100.00 1,000.00
8 copies of Research Project report 200.00 1,400.00
Photocopies
18 Principals interview schedules 3.00 240.00
400 students questionnaire 3.00 2,160.00
Others
Stationery 3,000.00
Research‘ subsistence 50,000.00
Transport 5,000.00
Total 96,800.00
Contingencies(10% of total) 9,940.00
GRAND TOTAL 99,740.00
86
APPENDIX F: WORK PLAN
Table 20: Work plan
Time
Activity
Aug/
Sep 2011
Oct/
Nov 2011
Dec/
2011
Jan
2012
Feb/
Mar 2012
Apr
2012
May
2012
Jun
2012
Jul
2012
Aug
2012
Proposal
Writing
* *
Proposal
presentation
*
Proposal
correction
* *
Submission
For defense
*
Data
Collection
* *
Data
Analysis
*
Report
Writing
*
Report
Submission
*
87
APPENDIX G: LETTER OF AUTHORIZATION BY KENYATTA UNIVERSITY
88
APPENDIX H: LETTER OF AUTHORIZATION BY NCST
89
APPENDIX J: RESEARCH CLEARANCE PERMIT