Institutional Determinants Of Implementation Of The 100 Percent Transition Policy In Public Secondary Schools In Nyandarua Central Sub County, Kenya

Abstract

The purpose of this study was to establish the determinants of implementation of the 100 percent transition policy in public secondary schools in Nyandarua Central sub County. The study was guided by four research objectives. The first objective sought to establish the influence of teaching and learning space on implementation of the 100 percent transition policy. The second objective sought to establish the extent to which teaching and learning resources influence implementation of the 100 percent transition policy. The third objective sought to establish how adequacy of sports facilities and equipment influence implementation of the 100 percent transition policy. The fourth objective sought to determine how enhanced sanitation facilities influence implementation of the 100 percent transition policy. The study used descriptive survey research design. The study was based on education production function theory which was proposed by Mace in 1979. The target population comprised of the sub County Director of Education, all the 34 public secondary school principals, 34 BOM chairpersons, 134 teachers and 1400 students, giving a target population of 1603. Stratified sampling was used to select ten schools which participated in the study. Purposive sampling was used to select all the 10 Principals, all the ten 10 BOM chairpersons and the sub County Director of Education. Simple random sampling was used to select 30% of the class teachers and 10% of the form one students, giving a sample size of 40 teachers and 140 students. The main data collection tools were the interview schedule, questionnaires and an observation guide. The study findings revealed that schools in Nyandarua Central sub County had inadequate teaching and learning space which hindered the smooth implementation of the curriculum. Teaching and learning resources were also found to be inadequate, which affected the teaching and learning processes. The study also established that games facilities and equipment were inadequate where day schools were worst hit. This made it difficult for teachers to contain students during co curricular activities. Inadequacy of sanitation facilities was found to cause wastage of learning time as students spent extra time cuing to access the toilets. The study concluded that adequacy of teaching and learning space, teaching and learning resources, sports facilities and equipment and enhanced sanitation facilities all have a positive influence on the implementation of the 100 percent transition policy. The main recommendation of the study was that the government should promptly allocate more funds for additional infrastructure to public secondary schools. This would ensure that all public schools have adequate teaching and learning space, adequate teaching and learning resources, additional sports facilities and equipment and enhanced sanitation facilities.