| dc.description.abstract | Since independence, the number of secondary schools
in Kenya has continued to increase at quite an alarming
rate. A midst different traditions and aims of starting
the schools, a variety of practices in the management
of these schools have arisen.
In formulating the problem of the study, the
researcher recognised the limitations placed to
educational expansion in the colonial era. A part
from the limited number of secondary schools at that
time, there was the government's racial and a religious
kind of segregation that influenced educational
opportunities for the Africans. At independence therefore,
the immediate need was to create places in
secondary schools so as to produce skilled manpower for
the country's requirements. The increase in the number
of places meant an increase in the number of schools.
This inarease was plagued by many problems such as
the use of unreliable data on the population densities
and distribution; and the regional imbalance 1n
economic and educational status and the traditional
set up of schools categorised as private. government .,
or missionary and later on harambee schools.
Historical overtones of the schools have
continued to influence their management. Experienced
expatriates had to hand over to inexperienced locals | |
