https://kerd.ku.ac.ke/handle/123456789/106 2026-08-25T04:39:28Z 2026-08-25T04:39:28Z Njihia, Mukirae S. https://kerd.ku.ac.ke/handle/123456789/1485 2020-07-02T08:06:08Z 2011-01-01T00:00:00Z

Effectiveness of Constituency Bursary Committees in Promoting Access and Retention in Secondary Education: A Case of Nairobi and Machakos Counties Njihia, Mukirae S. The Kenyan government transferred the management of the secondary education bursary fund from Head teachers and School‘s Boards of Governors to the newly created Constituency Bursary Committees (CBCs) in the 2003/2004 financial year in line with its policy of decentralization. It is a tenet of decentralization that it leads to enhanced efficiency, effectiveness, transparency, accountability and local participation in service delivery. However, some educational stakeholders have criticized the new system of disbursing bursaries as inefficient and ineffective and have numerously called on the government to re-examine it. It is against this background that this study was conceived and executed with a view to: capturing the perceptions of stakeholders with regard to the new secondary education bursary disbursement procedure, determining the effectiveness and equitability of the CBCs in bursary disbursement, and mapping the challenges facing the CBCs. This study adopted an exploratory approach using a descriptive survey design. The study locations were Nairobi County and Machakos County. The target population included members of the CBC, Secondary schools Head teachers, BoG chairpersons, PTA chair persons, elected Councillors, Parents, Students, Religious leaders, KNUT officials and DEOs. Data was collected through questionnaires and interview schedules. The study established that the CBCs were rated lowly by the stakeholders. In a five point likert scale (1 low, 5 high), the CBCs scooped very low scores on a number of key variables namely: efficiency (2.48), transparency (2.36), accountability (2.34), representation of local community (2.40), competence (2.19), and fairness (2.50). The study established that the majority of the stakeholders, especially Parents, BoG members, PTA members, Head teachers and KNUT Officials, would prefer that the Secondary Education Bursary Scheme be managed at the school level. The study further established that the decentralized bursary scheme was inefficient with regard to timeliness in making bursary awards for it took more than two months for 50% of the applicants to get their bursary. It also emerged that the bursary had a limited reach as only 21.9% of the applicants in the 13 constituencies received bursaries over a three year period. Indeed, some constituencies had a reach averaging around 10% over the three year period meaning many of the applicants were unsuccessful. According to the head teachers, some 4302 very needy students were locked out of the bursary and some 65 students dropped out of school due to lack of school fees. The study also tested some five hypotheses using ANOVA and established that the bursary was equitable with regard to gender (p-value 0.474), type of school attended (p-value 0.068), type of family set up (pvalue 0.000), family income (p-value 0.000), and region of residence-urban or rural (p-value 0.013). The CBCs faced a number of challenges e.g., political interference by MPs, limited funds against a high number of bursary applicants, delayed release of funds by the MoE, and lack of capacity. In order to improve the effectiveness of the CBCs, the recommends that: MPs should cease being the patrons of the CBCs so as to curb their influence, government should increase bursary allocation in order to benefit more students, government should stick to a schedule for releasing the bursary as this would enable CBCs to plan, and that teachers should be more involved in the screening bursary applicants at school level. A thesis submitted to the department of Educational Management, Policy and Curriculum Studies, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy of Kenyatta University, September 2011

2011-01-01T00:00:00Z Nyangaresi, Dickson Kamanda Onderi, Henry Mwebi, Benard https://kerd.ku.ac.ke/handle/123456789/1283 2020-06-26T06:34:52Z 2016-01-01T00:00:00Z

Influence of School- Based Income Generating Projects on Students’ Retention Rate in Secondary Education in Kenya Nyangaresi, Dickson Kamanda; Onderi, Henry; Mwebi, Benard The purpose of the study was to find out influence of school based income generating projects on retention rate in secondary education in Kisii County. The objectives of the study were to: find out various income generating projects; find out how income generating projects were utilized to address students’ retention rate and establish the challenges facing sustenance of Income Generating Projects (IGPs) on retention of students in secondary schools. The target populations of the study were: 60 principals, 95 class teachers, 4267 form four students, 60 bursars and 1 Sub county quality assurance and standards officer (SQASO). Simple random sampling technique was used to obtain 24 principals, 24 bursars, 38 class teachers and 214 form four students. Purposive sampling in addition was used to select the SQASO. The study employed a descriptive survey design. Instruments for data collection involved semistructured questionnaire and interview schedule. Conceptual framework was employed. Validity of instruments was enhanced under close consultations and guidance of the supervisors. Test-retest method was used to establish reliability of the instruments and a correlation coefficient of 0.87 was obtained. Quantitative data was analyzed using descriptive statistics that included percentages and frequency counts while qualitative data was analyzed thematically. Findings of the study were: secondary schools had various IGPs with the majority of the schools engaging in agricultural based projects; IGPs were used to supplement students’ tea break, lunch, supper and buying uniform to bright but needy students and this has led to average retention of students. The main Challenge facing the Income Generating projects was lack of proper records. The study concluded that majority of the schools were engaged in IGPs as a way of supplementing the school budget with improved accessibility. The study recommends that there should be proper and up- to -date records on IGPs and which should be audited twice a year as a way of accountability and that a study should be carried out with a focus on the influence of school based income generating projects on students’ retention rates in primary schools. An article published in Journal of Educational Policy and Entrepreneurial Research (JEPER)

2016-01-01T00:00:00Z Ibrahe, Gurro Yattani https://kerd.ku.ac.ke/handle/123456789/1164 2020-06-19T09:12:26Z 2016-09-01T00:00:00Z

Assessing Stakeholders’ Roles in Implementing Equity in Educational Resources Allocation and its Influence on Outputs in Public Secondary Schools in Marsabit county, Kenya Ibrahe, Gurro Yattani This study was to asses the role of stakeholders’ in equity in educational resource allocation and its influence on outputs in public secondary schools in Marsabit County. The study was guided by the following research questions; How are educational resources equitably allocated to public secondary schools in Marsabit county?; To what extent does the socio-economic status of parents influence equity in implementing secondary education in Marsabit county?; What are the challenges facing equity in educational resources allocation in public secondary schools in Marsabit county?; What structures should be put in place to facilitate distribution of education resources and promote education equity in public secondary schools in Marsabit county?; The study adopted mixed methods research particularly triangulation design. The study covered thirteen secondary schools that presented students foe Kenya certificate of secondary education exams for the last five years, thirteen head teachers, teacher’s service commission county director and county director of education, 59 teachers and 237 students. the teachers and students were selected using stratified random sampling and simple random sampling. Quantitative data were gathered using questionnaires, interviews, and observation guides and document analysis. Descriptive statistics such as frequencies, means, standard deviation, percentages, and inferential statistics such as Pearson product moment correlation, One-Way analyses of variance and independent t-test by the help of SPSS program version 20 were used to analysis and summarize the data. The qualitative data were analyzed and presented using narrative descriptions and excerpts. The study found that equitable educational resources allocations to public secondary schools lead to high growth and achievements level of students, while some schools were not fairly allocated resources hence suffered low retention rates, high dropouts, low enrolment which led to closure of some classes due to lack of students. The study established that equity in educational resource allocations were hindered by high fees, political interference, poverty, insecurity and geographical location. The study recommended that the government should increase the amount of tuition funds and bursaries to cover boarding fees for the needy students from poor families and improve quality outputs A dissertation submitted to the faculty of education, in partial fulfillment of the requirement for the award of Doctor of Philosophy degree in education administration and planning

2016-09-01T00:00:00Z Nyanyuki, Nyakundi Okioga, Charles Ojera, Patrick Nyabwanga, Robert Nyamao Nyamwamu, Tom Onsare https://kerd.ku.ac.ke/handle/123456789/1080 2020-06-18T05:39:46Z 2013-01-01T00:00:00Z

An Assessment of the Effect of Accounting Practices on the Management of Funds in Public Secondary Schools: A Study of Kisii Central District, Kenya Nyanyuki, Nyakundi; Okioga, Charles; Ojera, Patrick; Nyabwanga, Robert Nyamao; Nyamwamu, Tom Onsare In Kenya, Secondary education expenditure has over the years increased with the Ministry of Education statistics indicating that the expenditure increased from 21.7% to 27% of total education budget in the financial years 2004/2005 and 2007/2008 respectively. Despite this increased funding, concerns over the accuracy of fees arrears continue to be raised, questioning the management of funds in public secondary schools. By 2008, public secondary schools’ arrears from fees collection had accumulated to kshs.15.5 billion. This study therefore sought to establish the effect of accounting practices on the management of funds in public secondary schools in Kisii Central District, Kenya. The study employed a survey design using 90 respondents, consisting of 45 Principals and 45 Bursars. Closed-ended questionnaires were used to collect primary data which were analyzed using frequency distributions, weighted means, Pearson’s correlation coefficient and regression analysis. The study revealed that the level of Management of Funds in public secondary schools is positively correlated to the extent of use of Accounting Practices at 0.01 significance level. The coefficient of determination (R2) indicated that 92.1% of the variations in Management of Funds could be explained by changes in accounting practices with the F-Statistic (899.091) significant at 95% confidence level indicating that management of funds is influenced by the accounting practices. The study concluded that accounting practices have an influence on management of funds in public secondary schools and recommends the use of such accounting practices to a very large extent and recommends the mandatory use of accounting practices so as to improve the general management of funds in public secondary schools in Kenya. An article published in Asian Journal of Business and Management Sciences

2013-01-01T00:00:00Z