Management practices in Kenyan secondary schools since independence

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