Socio Economic and Socio Cultural Challenges to Effective Implementation of Subsidized Day Secondary Education in West Pokot Subcounty, Kenya
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Date
2020
Authors
Namasake, Martha Nasimiyu
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
In 2003, the government presented free primary education in Kenya, which prompted an
extreme increment in enrolment in primary schools. This act prompted the government
to introduce subsidized secondary education to allow the increased student population
to progress to secondary schools in 2008. This student population increase brought
about various challenges to implementation of the subsidized programme. This research
therefore examined the socio economic and socio cultural factors affecting effective
implementation of subsidized day secondary Education in West Pokot Sub-County,
Kenya. The study‟s specific objectives are to examine the socio economic factors
affecting effective implementation of subsidized secondary education in West Pokot; to
examine the socio cultural factors affecting the effective implement of subsidized
secondary education in West Pokot; and to determine the adequacy and availability of
physical resources to sustain the subsidized secondary school education in West Pokot.
The study utilized an exploratory survey design. The study targeted 123 respondents
comprising of 10 principals, 108 teachers, and 5 Curriculum Support Officers (CSOs).
The sample size was comprised of 6 principals, 54 teachers, and 2 CSOs. The study
instruments utilized for information collection from principals, CSOs and teachers were
survey questionnaires. The validity and reliability of the questionnaires was checked
using Pearson coefficient of correlation, which was 0.84. The Data was analyzed using
descriptive statistics in the form of frequencies and percentages and presented using
frequency distribution tables. The study concluded that certain socio economic and
socio-cultural factors notably influenced implementation of subsidized day secondary
education negatively. The study findings indicated that the major socio economic
factors that negatively affected implementation of subsidized secondary education
included pastoralism, nomadic way of life and illiteracy. The study also revealed that
the specific socio economic and socio-cultural factors that hampered the utilization of
subsidized day secondary education were an itinerant way of life, joblessness, single or
polygamous guardians, early relationships and marriages, female genital mutilation
(FGM), sexual orientation inclination of male instead of a female child and child labor
through household tasks. The study also found that most schools lacked physical
offices, for example, study halls, classrooms, latrines, libraries, research centers, seats
and work areas and tables, and the accessible offices were of low quality. The study
recommends extension of physical offices, the presentation of rotating assets for
destitute students, and enlightenment of the public on the merits of educating and
training their youngsters and stopping negative socio-cultural practices, which adversely
influence education such as FGM, early relationships and marriages and the nomadic
way of life.
Description
A Research Project Submitted to the Department of
Educational Management Policy and Curriculum
Studies in Partial Fulfillment of the Requirements
for the Award of Master of Education (Planning)
Degree of Kenyatta University
Keywords
Subsidized Day Secondary Education, West Pokot Subcounty, Kenya