Influence of Free Secondary Education Policy on Repetition Rates in Kenya: A Case Study of Kericho County

Ngeno, Viviline; Simatwa, Enose M.W.; Ayodo, T.M.O.

doi:10.15580/gjer.2015.3.071815098

Cited by 3 publications

(7 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore quality education is the degree of achievement in education as evidenced in national examinations, transition from one level to the next and access. The first cycle of students who benefited from Free Secondary Education policy graduated in 2011 (Ngeno and Simatwa, 2015b).…”

Section: Introductionmentioning

confidence: 99%

“…Consequently Free Secondary Ndolo and Simatwa 025 Education policy was introduced to enhance transition of pupils from primary schools to secondary schools, improve on quality of secondary education and reduce wastage. Ngeno and Simatwa (2015b) examined influence of Free Secondary Education policy on dropout rates in Kenya: A case study of Kericho County. The study population was 4,457 principals, Sub County Quality Assurance and Standard Officers, Directors of Studies and form IV students of 2011.…”

Section: Introductionmentioning

confidence: 99%

“…The fluctuations could be attributed to repetitions and dropout because on the whole a general decline could be observed as students transited from form one to form four for the 2004 cohort. This trend was of concern because with introduction of Free Secondary Education policy the participation rates were expected to increase and be sustained (Ngeno and Simatwa, 2015). It is therefore plausible to examine if the same trend applied to other areas in Kenya apart from Kericho hence the need to examine Mbita and Suba Sub-counties in order to establish whether the objective of Free Secondary Education policy to enhance transition of pupils from primary to secondary had been achieved.…”

Section: Introductionmentioning

confidence: 99%

“…It is therefore plausible to examine if the same trend applied to other areas in Kenya apart from Kericho hence the need to examine Mbita and Suba Sub-counties in order to establish whether the objective of Free Secondary Education policy to enhance transition of pupils from primary to secondary had been achieved. Further, Ngeno and Simatwa (2015b) examined form to form transition rates.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Impact of free Secondary Education Policy on Primary to Secondary Education Transition Rate in Kenya: A case study of Mbita and Suba Sub- Counties

Ndolo¹,

Simatwa²

2016

Educ. Res

View full text Add to dashboard Cite

Free Secondary Education policy was introduced in Kenya in 2008 with an aim of making secondary education affordable so as to enhance access, transition and student academic performance. Studies in some parts of Kenya like Kangundo Sub County have revealed that subsidized fees at all levels of education and particularly at primary and secondary education level enhances access, transition and academic performance. This seemed not to be the case in Mbita and Suba sub counties, where the transition rates from 2010 to 2014 were 39.4, 41.2, 40.4, 54.5, 59.2 for Mbita, 56.2, 54.4, 61.1 and 59.2 for Suba which were lower than the national transition rates of 68.9, 69.4, 68.4, 76.8 and 80.4 for the same period. The purpose of this study is to determine the influence of Free Secondary Education policy on transition in Mbita and Suba Sub-counties. A conceptual framework based on the Psacharopoulous and Woodhall (1985) production function was adopted to determine the influence of Free Secondary Education policy on transition. The study findings revealed that Free Secondary Education policy influenced transition. However, Free Secondary Education policy had high influence in small and medium schools and very high influence in large schools. The government should therefore increase capitation fees for each student by 100%, employ more teachers, improve infrastructure and where possible merge small and medium schools for purpose of cost effectiveness. It is expected that the findings of this study may inform ministry of education, planners, teachers, parents and policy makers on strategies to improve or redesign Free secondary education policy to improve transition rates at the same time assist in the on-going search for efficient and quality education accessed by all.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Impact of free Secondary Education Policy on Primary to Secondary Education Transition Rate in Kenya: A case study of Mbita and Suba Sub- Counties

Ndolo¹,

Simatwa²

2016

Educ. Res

View full text Add to dashboard Cite

show abstract

“…The sexually abused result in teenage pregnancies, early parenthood and single parents also are unable to take care of themselves and their children. According to Ngeno et al (2014), child labour is a factor behind gender inequality in secondary schools.…”

Section: Editon Consortium Journal Of Curriculum and Educational Studies (Ecjces)mentioning

confidence: 99%

Relationship between Economic Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

Ngala¹

2020

Editon Cons. J. Curr. Educ. Stud.

View full text Add to dashboard Cite

This study attempted to examine the relationship between economic factors and gender disparity in enrolment of students in mixed public day secondary schools in Kericho County, Kenya. Social Demand Theory guided the study. The study adopted a descriptive survey research design. The study targeted 124 public mixed day secondary schools. The target population consisted of 124 principals and 9,418 students. Sampling techniques applied included purposive and systematic random sampling techniques. A sample size of the principals was determined by applying Kerlinger (1986) 30% rule, whereas for the students Cochran formula was used. The sample size consisted of 38 principals and 384 students. Data for the study was collected by the use of questionnaires. The study revealed that there exists a statistically significant relationship between Economic Factors and Gender Disparity (r=0.768; p<0.05). From the findings, in connection with economic factors, it was established that child labour had the highest mean of 3.21 and therefore was the major factor related to gender disparity in enrollment. This was followed by parents' reluctance to pay fees due to the false notion of free education with a mean of 3.10. The study concluded that the government, through quality assurance and standards officers alongside local administration, should ensure that policies on child labour are well implemented. That child labour is not practised so that all school age going children irrespective of their gender attend school uninterrupted.

show abstract

The Relationship between Socio-Cultural Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

Tikoko¹

2020

Editon Cons. J. Educ. Manag. Leadership

View full text Add to dashboard Cite

This study attempted to establish the relationship between socio-cultural factors and gender disparity in enrolment of students in mixed public day secondary schools in Kericho County, Kenya. The study was guided by Social Demand Theory. The study adopted a descriptive survey research design. The study targeted 124 mixed day secondary schools. The target population consisted of 124 principals and 9,418 students. Sampling techniques applied included purposive and systematic random sampling techniques. A sample size of the principals was determined using Kerlinger’s 30 per cent rule, whereas for the students Cochran formula was used. The sample size consisted of 38 principals and 384 students. Data for the study was collected by the use of questionnaires. There exists a statistically significant relationship between Socio-Cultural factors and Gender Disparity (r=0.536; p<0.05). The study found out that, early pregnancies among girls had the highest mean score of 3.28, and this was followed by students' negative attitude towards education with a mean of 3.02. This was followed by peer influence with a standard of 2.98. Parent's preference to educate a boy at the expense of a girl with a mean of 2.92. The study recommended that stakeholders and especially the county education ministry should develop and fund peer education programs through which they can outreach students from all over the county and encourage them to complete their secondary education cycle. Education providers and stakeholders should address early marriages, early pregnancies and domestic chores among girls to address gender disparity in enrolment.

show abstract

Influence of Free Secondary Education Policy on Repetition Rates in Kenya: A Case Study of Kericho County

Abstract: ABSTRACT

Cited by 3 publications

References 1 publication

Impact of free Secondary Education Policy on Primary to Secondary Education Transition Rate in Kenya: A case study of Mbita and Suba Sub- Counties

Impact of free Secondary Education Policy on Primary to Secondary Education Transition Rate in Kenya: A case study of Mbita and Suba Sub- Counties

Relationship between Economic Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

The Relationship between Socio-Cultural Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

Contact Info

Product

Resources

About