Assessment of Funding Mode as an Integrated Education Management Strategy on Pupils’ Participation in Public Primary Schools in Kenya

Abstract

Comprehensive development of human capital demands for adequate investment in the formal education system of primary, secondary and tertiary training (Kariyana, Maphosa & Mapuranga, 2012; Lekhetho, 2013). OECD (2019) describes human capital as "the knowledge, skills, competencies and other attributes embodied in individuals or groups of individuals acquired during their life and used to produce goods, services or ideas in market circumstances". Formal education is admittedly a proven and sure approach to achieving economic stability for a nation (Grajcevci and Shala, 2016). This education is delivered at structured levels through firm commitment by various governments (Mamoeketsi, 2013).Kenya has committed itself to the above global declarations on education delivery which has led to continuous improvement of education in Kenya through such policy initiatives like the Sessional Paper No. 1, 2019 (Ministry of Education, Kenya (2019) and Directorate of Committee Services (2019). These policy documents provide guidance in the development of the entire education sector in Kenya. The Government of Kenya has made tremendous effort in conforming to the above commitments through major education policies, namely, the Free Primary Education policy in 2003 (Republic of Kenya, 2012) which followed the passing of the Children's Act in 2001 (Republic of Kenya, 2001).The Kenya Government intervened through the Free Primary Education (FPE) Policy, but was still inadequate to completely support school programmes (Schmidt, 2006). Support from donor funding was not uniform across all schools. Some schools with elaborate networking with donors, especially church-based schools received more funding from these sources than those which were secular (Koech Committee, 1999). External donors too did not assist all schools uniformly across the board. Fund raising practices have not been highly successful due to poor philanthropic convictions and beliefs (Somerset, 2009). Support from school income generating activities has made insignificant impact.This scenario affects pupils' participation in enrolment, retention, dropout and academic performance. Inadequate funding has a ripple effect such as to poor learning environment. Some schools completely lack proper sanitary facilities and access to potable drinking water. Resources for repair, maintenance and improvement (RMI) are grossly inadequate. This leads to poor state of education facilities (Ministry of Education Kenya, 2016).Poor funding has resulted to inadequate assessment of pupils at school and regional levels which eventually affects final performance (Somerset, 2009). Due to low level of funding, adequate provision of learning materials to pupils including stationery as well reference materials for teachers have not been satisfactorily achieved. Methodology Research DesignThis study required collection of both qualitative and quantitative data. According to Kothari ( 2005), qualitative methods provide greater in-depth of understanding about a limited number of subjects, while qu...