The aim of this paper is to explore the influence of strategic planning in improving the quality of education. The quality of education is directly linked to the effort expended in making arrangements or preparations of educational objectives and determining the requisite resources to facilitate the training, instruction or study that leads to the acquisition of skills or knowledge. Education at secondary sector is of particular importance because it seeks to augment the general intellectual skills acquired at primary level, which are also relevant to any productive occupation including subsequent education. In Kenya, the Decentralized Education Management Activity initiated by the Ministry of Education in 2012 in partnership with USAID embarked on capacity development among education managers at the district and school level to enable them prepare and implement strategic plans. This notwithstanding, education at secondary level continues to experience unique challenges which are more often attributed to deficiencies in planning. Lack of emphasis on careful planning and implementation of plans could have implications for institutions in the current competitive environment. This paper is based on literature search on educational administrators' perceptions of strategic plans, formulation, implementation and their effects on the quality of education. From literature, the vital role of strategic planning in enhancing quality of education is underscored; evidently, some schools have strategic plans in spite of the constraints in their formulation. Strategic planning is viewed as a tool that enables stakeholders to increasingly contribute to the school's strategic objectives which result in long-term sustainability and improvement in quality of education.
In recent times when there has been a shift in public benefit of education from the higher education to basic education, beneficiaries of higher education take responsibilities of most of their financial commitments as students. The focus of the study was to find out the extent to which financial responsibilities affect the persistence of female students accessing higher education through the distance education programs. A correlational research design was used to describe and predict the effect of financial responsibilities on persistence of 441 female students drawn from selected public universities in Ghana. Data was collected using questionnaires and analyzed with descriptives and simple linear regression. It was found that financial roles had positive effect on persistence of the female students. The study recommended that female students were exposed to the sources of funding to enable them mitigate the effect financial roles might have on their persistence and academic progression. Florence Muthoni ITEGI is a Senior Lecturer at the department of Education Management, Policy and Curriculum Studies at Kenyatta University, Kenya. Dr. Itegi earned PhD in Educational Administration and Planning in 2009. Her research interests are in strategic education management, policy, leadership and behavior modelling. She has over ten papers published in peer reviewed journals, a book on project management, chapter in an international book and made presentations in international conferences. She is a research consultant with wealth of experience in supervision of masters and PhD students' research and enjoys facilitating in seminars and workshops.
The contributions of individuals towards a nation’s development cannot be underestimated. Nevertheless, research has proven that gender roles could create some setbacks to the extent that some individuals may not be able to reach the optimum in higher education. This correlational study explored whether the interplay of some female gender roles affected persistence as female students juggled with studies. A total of 21 study centres with female enrolment of a 100 and above were purposively selected. Using simple random sampling, a sample of 441 female students were drawn from two distance education institutions in Ghana. The study employed the correlational research design. A questionnaire was used to collect data and analysed using descriptive statistics and Pearson Product Moment Correlation Coefficient. It was revealed that female students had family roles they performed. The study found that there was a positive correlation between persistence and familial roles among the participants. This implied that as the level of familial roles of the respondents increased, their persistence increased as well, thus revealing some level of resilience towards the progression of their education. It was therefore recommended that administrators of distance education institutions equipped female students with the needed knowledge and support to ensure the effective management of their familial roles.
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