Factors influencing sustainable implementation of subsidized seccondary education in Mwala District, Kenya
The purpose of this study was to establish the factors influencing the sustainable implementation of subsidised secondary education in public secondary schools in Kenya; it was guided by four objectives that revolved on the factors influencing the sustainable implementation of the subsidised secondary education that included availability of physical resources, adequacy of human resources, disbursement of funds and community perception. The design for this study was a descriptive survey research. The target population comprised all seventeen secondary schools in the area, with a population of7100 students, seventeen principals and two hundred and fifty five teachers. For the purpose ofthis study, ten schools were randomly sampled and all the principals from the schools participated in the study. 100 students were randomly sampled and 26 teachers were randomly sampled to participate in the study. The main instruments for data collection were questionnaires and document analysis. Data was collected from the sampled schools after attaining research permit from the Ministry of Education. Responses in the questionnaires were tabulated, coded and processed by use of a computer Statistical Package for Social Science (SPSS) version 17.0 programme to analyze the data. The availability of textbooks and learning materials has implications for immediate quality improvements in the educational system. The findings of the study reveal that school sitting and writing places are quite adequate. Overcrowded classrooms with an insufficient number of desks and benches also have negative effects on teaching and the classroom learning environment. Further development of the education system in Kenya requires a major investment in all the critical areas including school access, retention and completion, and education quality. The study concluded that availability of physical resources, adequacy of human resources, disbursement of funds and community perception are factors that influence the implementation of subsidized secondary education in Kenya. The study recommends that the Government will have to continue to reallocate resources from teacher salaries to other recurrent inputs at the secondary level. To make the most of limited resources, there is need for the Government to develop policies and strategies with regard to splitting the financing burden between the Government, communities or households.
University of Nairobi, Kenya