Influence Of Policy Framework On Budgeting For Science Instructional Resources In Kenyan Secondary Schools

Abstract

Instructional resources are educational inputs that aid teaching and learning process. Planning for instructional resources demands that money be set aside and budgeted for to assure their availability and adequacy. Schools financial management policy framework guides budgeting process in instructional management and the extent of involvement of science teachers.. This was a descriptive survey which targeted science teachers and principals in 6 national secondary schools, 60 county secondary schools and 66 private secondary schools in Nairobi County. Information was obtained through questionnaires and interview from a sample of 108 selected using mixture of stratified and simple random sampling techniques. Findings indicated that secondary schools in Nairobi County have a financial management policy (mean of 3.82) and that this has objectives that inform budgetary allocation for instructional resources for sciences (mean of 3.47), guide sources of funds for budgetary allocations for instructional management (Mean of 3.35), provide for standardized procedures in sourcing for science instructional resources (mean of 3.41) and has accountability provisions (Mean of 3.57). Recommendations from the study aimed at the need to institute appropriate regulatory mechanisms to enhance instructional management in terms of budgetary allocation and utilization and further research on the role science teachers in financial decision making as far as instructional management is concerned.

Prof. Burdgetary Allocation and Utilization of Instructional Resources for Science Based Subjects in Secondary Schools in Kenya

“…Together with provisions of chapter 13, the constitution lays a basis for secondary schools boards of managements (BOMs) with values and principles key in managing schools resources for effective science instructional management. Such values according to Odundo and Oyier (2017), define school financial management leadership which directly influence budgetary allocations for science instructional resources. Further in Articles 20, 35, 42, 43 and 53 have an emphasis on education as a human right and Nolan (2013) asserted that countries to be guided by the principle that it is their responsibility to have resources to implement educational programmes.…”

“…Values and principles mentioned in Article 232 of the constitution to Odundo and Oyier (2017), define how secondary school financial management leadership would efficiently and effectively manage available resources in the most economical way to ensures quality science instructions. This will further determine budgetary allocations for instructional resources and how they are sourced or procured in the most accountable way possible.…”

Planning For Instructional Resources For Science Based Subjects In Secondary Schools In Kenya: Addressing Financing Options

“…Together with provisions of chapter 13, the constitution lays a basis for secondary schools boards of managements (BOMs) with values and principles key in managing schools resources for effective science instructional management. Such values according to Odundo and Oyier (2017), define school financial management leadership which directly influence budgetary allocations for science instructional resources. Further in Articles 20, 35, 42, 43 and 53 have an emphasis on education as a human right and Nolan (2013) asserted that countries to be guided by the principle that it is own responsibility to have resources to implement educational programmes.…”

“…Values and principles in Article 232 of the constitution according to Odundo and Oyier (2017), define how secondary school financial management leadership would efficiently and effectively manage available resources. Prudent financial leadership in secondary schools provides the most economical way to ensures quality science instructions through adequate budgetary allocation and utilization.…”

“…However, it has emphasis on efficiency in delivery of education through creation of structures to ensure public participation in the management. This is key science instructional management and according to Odundo and Oyier (2017) recognition the role of science teachers in budgeting process go a long way in effective utilization of teaching and learning resources. Further, it echoes Mbugua and Rarieya (2014) assertion that participation of science teachers in budgeting process would be vital in overseeing, directing, conducting, regulating and controlling in science instructional management.…”