Assessment of the effect of value addition strategies on performance of selected public and private Schools
Public sector institutions in Kenya, just as in other Sub-Saharan African countries are characterized by poor performance as a result of high level of inefficiencies in service delivery. In an attempt to address this situation, the Kenya Government has instituted a number of strategies especially in the area of value adding sectoral reforms. The key attempts at instituting value adding strategic reforms have been interalia; attempts to embrace private sector management practices in the public sector; establishing the Procurement Directorate under the Procurement Act of 2001; Guidelines on Performance Improvement Programmes in the Public Service of 2002; and A Policy Framework on Education, Training and Research of 2005. Despite these efforts by the Government there is evidence that little has been achieved. For example, on performance contracting 14 ministries and 16 parastatals could not meet the contract expectations as per the reform objectives. Therefore the purpose of this study was to investigate the assessment of value addition strategies on performance of selected public and private schools. The objectives of the study were: to assess the extent to which strategic thinking was practised in the selected schools, to establish the elements of value addition strategies in the selected schools, to determine the effect of value addition strategies on institutional performance and advice policy of the impact of value addition strategies on institutional performance. The study was guided by the assumption that the successful implementation of value addition strategies initiatives would lead to improved institutional performance hence greater results. The study employed exploratory and descriptive research design. Stratified random sampling technique was used to identify a target population. Thus the researcher selected 20 high profile high schools in the country composed of 10 private and 10 public schools in Kenya. The study used both secondary and primary data. Questionnaires were the main source of primary data as well as document analysis. Data from questionnaires were analysed in frequencies and percentages using SPSS. An Inferential Statistics and the Chi - Square test were used to analyse responses to various items in the questionnaire. The Chi-Square technique was used to test two research questions at the 0.05 level of significance and appropriate degrees of freedom. The other two research questions were given qualitative analysis. The major finding of the study indicate that majority of institutions have strategic plans (84.4% of respondents affirmed presence of strategic plans). The study recommends the infusion of value addition strategies in the operation of schools as they greatly impact on the performance. The study findings would benefit the Head Teachers, PTA's, Boards of Governors and the Ministry of Education and all those who invest resources in this important sector.