Contributions of constituency development fund to students’ access to secondary education in Kabete Kiambu county
Momanyi, Caleb O
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Educational access is the ability to provide all students with appropriate educational institutions, materials and personnel. All students must have access to and complete a full course of schooling and eliminate social and economic barriers and gender disparity. This creates the need to expand schools, establish new schools and provide bursaries to increase enrolments and improve transition, retention and completion rates. The purpose of this study was to establish the influence of CDF on access to secondary school in Kabete Sub-County. The objectives were to: examine the effects of expansion of schools through the CDF on students‟ access to secondary school education, determine the effects of establishment of secondary schools through CDF on students‟ enrolment to secondary education, establish how the provision of bursaries through the CDF affects the transition rates in secondary education, examine how the provision of bursaries to students through the CDF affects completion rates in secondary education and to seek ways for which CDF should be properly managed to increase the sustainability of the school projects funded by CDF. This study used descriptive survey design to determine the relationship between the independent and dependent variables in a population. The target population for the study was all the thirtythree (33) secondary schools in Kabete, Kiambu Count; comprising of 33 principals, 345 teachers and 3,015 students. Due to the big population, only 20 schools were randomly sampled. Purposive sampling was used to select a proportional number of all categories of schools; 8 mixed, 7 boys‟ and 5 girls‟ schools were selected. For this study purposive sampling were used to sample class teachers and students in forms three and four. The principal, all the class teachers, 8 students in form four and 8 students in form three from each school participated in the study translating to 20 principals, 40 teachers and 320 students. This gave a sample size of 380 respondents. Questionnaires which consist of both open and closed ended questions were used to get the required information from the teachers and students. Interview schedules were also administered to the principals. A pilot study was carried out in a school in the neighboring Sub-County whereby the research instruments were administered twice with a one week lapse between the first and second tests. The results of the two tests were compared and a correlation coefficient of 0.75 through computation using the Pearson product moment of correlation. Quantitative data was analyzed using descriptive statistics such as measures of central tendency including the mean, the median and the mode occurrence of the different variables with the aid of SPSS. Qualitative data were arranged thematically and discussed. Graphical methods were used to show frequency distributions by using: frequency tables, bar graphs, line-graphs and pie-charts. The findings of the study indicated that the CDF has influenced access to secondary education through several aspects. These include the expansion of schools and support in establishment of school that have led to increased enrolments. The distance to schools however remains a major challenge to access since majority of the schools are day schools. The majority of the dropouts were in schools that did not receive bursaries for payment of fees. Those not receiving bursaries were therefore most likely to dropout due to lack of fees. The study concluded that CDF has improved access to secondary education through the building of classes‟ laboratories and dormitories. The fund however has not reduced the distance to school either by taking the schools near to the unreached.
University of Nairobi