Contribution of Income Generating Activities to Secondary Schools' Budgets in Kirinyaga County, Kenya
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Date
2016-10
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Kenyatta University
Abstract
public expenditure it s 16
:,i“;\l:T\L;::L:;ill:‘i;l?s;lfrm%‘:\lf':];t: ;]1i_lllcr 9[" great concern given ‘lhat it w'/cighs very
been motivated by the '~ ) eed or [x]sllluhQns to g‘ener'ate lhel'l’ own 1n§ome‘ has » °d by the 8-4-4 system of education which is heavily vocationalized. Government system still leave fees-guidelines financial which gup | ll) principals pals h have to adhere dh to and ?he cost sharingari
Kl'w soverment Kas gdvised gthp in :18 school. To find a way 'oul Of!.hls fisFaI _dIS[.WSS,
reso(lrces S 65 Tl g IefSC_\ppls managers to mobilize avanllable msmuuopal
e et caey lennitn > physical facilities and equipment to generate income to provide ¢ & resources to enable the schools to run efficiently. The purpose of lhIS study was to establish the contribution of IGAs to secondary school budgets in !\lrln)'aga East Sub-County. The main objective of the study is to assess how much
income schools generate from Income Generating Activities and to determine how m}lch they supplement the government subsidies. The study was significant in that it will Iez_id to the improvement of strategies of financing education by identifying
alternative sources of financing basic education in Kenya to cater for the financial gaps that need additional funding in schools. The study was based on the Theory of the firm also known as the model of profit maximization by Wilkinson, 1994. It employed a
descriptive survey design. The target population consisted 26 heads of schools and the
BOM chairpersons making a total of 52 respondents. Simple Random Technique was
applied and in this case, the researcher sampled all the 26 schools in Kirinyaga East
Sub-County. Data collection was done using questionnaires, interview schedules and
observation checklists which were organized according to pertinent aspects of the study,
analyzed and reported using descriptive statistics such as frequencies, charts, graphs and
percentages. The study findings were that some schools engaged in IGAs including
agricultural based IGAs that included dairy farming and crop production; service based
1GAs including hire of classrooms and halls and commercial based IGAs for instance
the canteen. The main challenges of 1GAs included lack of sufficient funding, land
limitation and poor record keeping. The study concluded that the contribution of IGAs
can be a useful source of additional income as seen in the study whereby schools were
able to purchase teaching and learning materials including computers and equipping
Description
A Research Project Submitted to the Department of
Educational, Management Policy and Curriculum
Studies, School Of Education, in Partial Fulfilment
for the Award of the Degree of Master of Education
(Economics of Education) of Kenyatta University
October 2016