| dc.description.abstract | This study evaluates the technical efficiency and the changes in total factor productivity of public primary schools Kenya grouped into 72 districts. The approaches used are the data envelopment analysis (DEA) and DEA-based Malmquist productivity index. In addition, a second-stage tobit regression is estimated to determine the possible causes of inefficiency. Mean scores in the Kenya Certificate of Primary Education (KCPE) examination are used as output while gross enrolments, pupil-classes ratio and pupil-teacher ratio are used as inputs. In the second stage, a dummy variable to capture the location of the district is included in the model.
The results indicate that the mean efficiency score of the 72 districts is 90.8 percent. The overall technical efficiency of the 72 districts ranges from 70 to 100 percent with 10 of the districts being technically efficient. The variable returns to scale DEA values indicate that on average, schools can improve their performance by 9.2 percent using their current level of inputs. The Malmquist productivity index shows that there is an increase in total factor productivity by 2.2 percent over the entire period. The productivity gains was as a result of technological change.
The analysis of Tobit regression shows a negative significant relationship between Pupil Teacher Ratio is and efficiency thus high pupil teacher ratio is associated with inefficiency. This may be attributed to congestion that minimizes pupil teacher contact therefore the quality is compromised. Districts located in urban areas are found to perform better than their rural counterparts. This may be due to the differences in the socio-economic factors which may be more favourable in urban regions than in rural regions.
The study recommends that government policy should be geared towards improving the pupil teacher ratios. The rising levels of enrolment should be addressed by increasing the number of classes as well as the number of teachers. Teacher motivation is important in achieving these goals. This may be done through better terms of employment and also awards and recognition. The teaching of pupils in shifts should also be explored to help cope with the increasing enrolments and thus ensure that all children of school going age get a place in school without compromising quality. | en_US |
