Improving access to secondary education in Kenya: what can be done?

Ngware, Moses; Onsomu, Eldah; Muthaka, David I.; Manda, Damiano Kulundu

doi:10.1108/02610150610714367

Cited by 12 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is, therefore, the obligation and responsibilities of these developing nations to overcome these challenges and to ensure effective implementation of the education access and quality enhancement policies. A study conducted by Ngware, Onsomu, Muthaka, and Manda (2007) in Tharaka Sub -County indicated that there is low enrollment in secondary schools due to FGM and early marriages which are all cultural.…”

Section: Socio-cultural Factors and Educationmentioning

confidence: 99%

Financial, Infrastructural and Socio-cultural Barriers to Effective Implementation of Subsidized Day Secondary Education in West Pokot Sub-county, Kenya

Namasake¹,

Mungai²

2020

theijhss

View full text Add to dashboard Cite

In 2003, the NARC administration presented free primary education in Kenya, which prompted an extreme increment in enrolment in elementary schools. A couple of years after the act, numerous alumni from primary schools were looking to join secondary schools but could not access it due to money related imperatives. In 2008, the legislature reacted by propelling subsidized secondary education and training program that could prompt practically 70% progress rates from primary to secondary schools and expanding fulfillment rates. Nonetheless, a few difficulties compromise the maintainability of the program. This research examined the challenges confronting the compelling execution of sponsored day secondary Education in West Pokot Sub-county, Kenya. The investigation took a gander at shortage of physical offices, powerlessness to make installments for important things and social-cultural impediments that inhibited provision of quality subsidized day secondary Education. The examination utilized an exploratory survey design. The investigation targeted 123 respondents comprising of 10 principals, 108 teachers, and 5Curriculum Support Officers (CSOs). The sample size was comprised of 6 principals, 54 teachers, and 2 CSOs. Basic arbitrary inspecting was utilized to pick principals and teachers while purposive testing was utilized to pick CSOs. The examination instruments utilized for information accumulation from principals and teachers were survey questionnaires while interviews were utilized to gather information from CSOs. The instruments were validated through experts' guidance and input. The dependability was tried by guiding the instrument through test-retest technique, and after that the Pearson's Product Moment Correlation coefficient was utilized to ascertain the unwavering quality coefficient. Data/ Information were analyzed using descriptive statistics in the form of frequencies and percentages and presented using recurrence dissemination tables. The examination found that most schools lacked physical offices, for example, study halls, bathrooms, libraries, research centers, seats and work areas, tables, and the accessible offices were of low quality. The investigation further found that the expense of fundamental things and other essential installments influenced the execution of the subsidized day secondary education and training. The study also revealed that the principle socio-cultural difficulties that hampered the utilization of this subsidized 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, child labour through household tasks. The investigation prescribes an extension of physical offices, the presentation of rotating assets for destitute students, and that the public should be enlightened about the merits of educating and training their youngsters and hence surrender socio-cultural practices, which adversely influence Education, for ex...

show abstract

Section: Socio-cultural Factors and Educationmentioning

confidence: 99%

Financial, Infrastructural and Socio-cultural Barriers to Effective Implementation of Subsidized Day Secondary Education in West Pokot Sub-county, Kenya

Namasake¹,

Mungai²

2020

theijhss

View full text Add to dashboard Cite

show abstract

“…In fact primary school enrolment in the region increased from 63% to 84% upon the introduction of the free education system between 1999-2011 (UNICEF, 2015). Secondary education is however still wanting, as of the 60% enrolment, only 41% attend and the transition rate from primary school in 2006 was only 50% (Ngware et al, 2006).…”

Section: Perception Of Local Communities On Current Forest Status As mentioning

confidence: 99%

The status of Mtwapa Creek mangroves as perceived by the local communities

Okello

Alati

Kodikara

et al. 2019

West Ind. Oc. J Mar. Sci.

View full text Add to dashboard Cite

Aims and scope: The Western Indian Ocean Journal of Marine Science provides an avenue for the wide dissemination of high quality research generated in the Western Indian Ocean (WIO) region, in particular on the sustainable use of coastal and marine resources. This is central to the goal of supporting and promoting sustainable coastal development in the region, as well as contributing to the global base of marine science. The journal publishes original research articles dealing with all aspects of marine science and coastal management. Topics include, but are not limited to: theoretical studies, oceanography, marine biology and ecology, fisheries, recovery and restoration processes, legal and institutional frameworks, and interactions/relationships between humans and the coastal and marine environment. In addition, Western Indian Ocean Journal of Marine Science features state-of-the-art review articles and short communications. The journal will, from time to time, consist of special issues on major events or important thematic issues.

show abstract

“…Kenya has long subscribed to an exclusionary educational system that provides opportunities for further learning to only a select few (Buchmann, 2003;Kay & Nystrom, 1971;Macharia, 2011;Shahjahan, 2011). Out of all school-age children in Kenya, about 85% currently attend primary school; 32% will continue on to secondary school, and only 2% will go to college (Lloyd et al, 2000;Ngware et al, 2006). This condition is far from the ideal model of mass education in developed countries, where more than 80% of adolescents aged 14-18 would be enrolled or have completed secondary education (Boli et al, 1985;Meyer et al, 1992;Ramirez & Boli, 1987).…”

Section: Introductionmentioning

confidence: 99%

Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions

Ogembo

Ngugi

Pelowski

2012

E J Info Sys Dev Countries

View full text Add to dashboard Cite

This paper investigates the outstanding challenges facing primary schools' computerization in rural Kenya. Computerization of schools is often envisaged as a 'magic', or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirtyseven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness -lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofingposing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found.

show abstract

Improving access to secondary education in Kenya: what can be done?

Cited by 12 publications

References 12 publications

Financial, Infrastructural and Socio-cultural Barriers to Effective Implementation of Subsidized Day Secondary Education in West Pokot Sub-county, Kenya

Financial, Infrastructural and Socio-cultural Barriers to Effective Implementation of Subsidized Day Secondary Education in West Pokot Sub-county, Kenya

The status of Mtwapa Creek mangroves as perceived by the local communities

Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions

Contact Info

Product

Resources

About