RP-Department of Educational Management Policy & Curriculum Studies

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Browsing RP-Department of Educational Management Policy & Curriculum Studies by Subject "access"

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    Alternative Sources of Funding For Free Day Secondary Education ( FDSE ) In Public Schools in Kisii Central District , Kisii County, Kenya
    (2014-04) Orodho, John Aluko; Getange, Kennedy Nyambeche; Onkeo, Jacob Machogu
    The thrust of this paper was to examine the alternative sources of funding for the free Day Secondary Education (FDSE) policy in public schools in Kisii Central District, Kisii County, Kenya. It is concerned with one main question: How adequate is the current government funding mechanism? To answer the question, the paper sets out to achieve three objectives: i) To profile the current trends in unit funding of all levels of education in the country, and ii) to examine The alternative funding strategy for public day secondary education in Kisii Central District, Kisii County, Kenya. The source of data for the paper was a combination of secondary data through desk literature review and primary data from a sample of 148 respondents drawn across various education stakeholders in the study locale. The major finding was that while on the one hand the Government of Kenya through the Ministry of Education was implementing the FDSE policy; on the other hand , the education sector in the study locale was still fraught with myriad of finance related challenges .The funds meant to fast track the FDSE policy are grossly inadequate and irregularly remitted to schools. This has forced the school managers to device alternative sources of financing education which is currently constraining the already poor parents. It is recommended that day secondary schools in Kenya should device more user-friendly modes of generating extra funds from income generating activities that do not burden parents of children from poor socio-economic backgrounds.
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    Factors Influencing Students Access To Guidance And Counseling Services In Secondary Schools In Central division, Machakos District Kenya
    (International Knowledge Sharing Platform, 2013) Muema, Elizabeth; Kiilu, Redempta
    The main focus of this study was to examine the factors influencing students’ access to guidance and counseling services provided in secondary schools, private and public in Central Division Machakos District. The youth in secondary schools face a lot of problems and challenges as this is the developmental stage which coincides with tremendous changes in the process of growth. The ministry of education has issued guidelines for secondary schools to set up departments to provide guidance and counseling services to students. Within the schools the services are provided by an appointed teacher. However it is not clear to what extent students make use of the available services, hence this study sought to find out what motivated the students to seek the services and their perception of factors influencing their access to these services. The descriptive survey method of research was used. Stratified sampling method was used to randomly select 7 public and 4 private schools from which 20 form three students were randomly selected from each school. The teacher in charge of the guidance and counseling were purposively selected from every school. Questionnaire and interview schedules were employed as data collection instruments. Data was analyzed using the Statistical Package for Social Sciences (SPSS) It was found out that 61 % of the students accessed counseling services in their respective schools. Access was found to be determined by gender of the student and type of school. Subject teachers and parents influenced students to seek counseling services. One of the recommendations was that of lighter curriculum workload be adopted for guidance and counseling services providers in the schools.
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    Financing Adult Education: How Adequate are Current Sources in Facilitating Access and Participation in Centres in Murang’a South Sub- County, Murang’a County, Kenya?
    (International Knowledge Sharing Platform, 2016) Ndonga, James Maina; Orodho, John Aluko
    The thrust of this study was to examine the level of adequacy of current sources in facilitating access and participation in adult education centres in Murang’a South Sub-County, Murang’a County, Kenya. The study adopted the descriptive survey design. Combinations of purposive and stratified random sampling techniques were used to select 82 subjects to participate in the study. The study established that most adult education centres in Murang’a South Sub-County received inadequate direct funding from the government in the last three financial years, hence making these centres unable to acquire adequate appropriate physical and instructional facilities. The funding conditions imposed by most financial institutions were prohibiting access and participation of prospective learners in these centres. It was recommended that the Government of Kenya and other public financing agencies should relax funding conditionality and increase their allocations to adult education in order to accelerate and sustain enrolment in the adult education centres (150 words). Keywords: level of adequacy, current sources, financing, access, participation, adult education centres, Murang’a South Sub-County, Murang’a County, Kenya
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    Policies On Free Primary And Secondary Education In East Africa : Are Kenya And Tanzania On Course To Attain Education For All (EFA) Goals By 2015?
    (2014) Orodho, John Aluko
    This paper provides a comparative perspective of two of the three East African Countries policies for expanding access to education, particularly with regard to equity and quality of basic education in Kenya and Tanzania. Against the background of the fast approaching deadline of 2015 for attaining Education for All (EFA), the paper provides a brief review of the policies in light of countries own stated goals alongside the broader international agendas set by the World Forum on EFA. It is concerned with two questions: What were the politics and underpinning philosophy surrounding the formulation of the policies in Kenya and Tanzania and have the policies changed over time, and if so why? What are the critical emerging challenges inhibiting the attainment of equity and quality of education in the two countries? The source of data for the paper was a combination of secondary data through desk literature review and primary data from studies conducted in some regions in the two countries, particularly in North Eastern Province of Kenya and Shinyanga Region in Tanzania. The major finding is that tremendous quantitative growth has occurred in access to primary and secondary education in the two countries. Nonetheless, education in these countries have been fraught with nearly similar unique multifarious and intertwined challenges of providing education, resulting in marked and severe regional and gender disparities in access to, and low quality of education. The two countries have put in place a series of educational interventions and drives including free primary education and subsidized secondary education, as well as bursaries for the poor needy learners that are yielding slow but positive progress towards the attainment of EFA goals. It is recommended that in order to attain EFA goals by 2015, these efforts should be accelerated and intensified with a view to reversing regional and gender disparities keeping in mind the fact that the deadline for the attainment of EFA goals is fast approaching and therefore making it urgent to translate the education policies into practice rather that the current rhetoric chimera.