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

Abstract

Instructional resources are educational inputs necessary for raising quality of education across the school system. Planning for instructional resources include setting aside money through budgetary allocation for procurement of resources. An assurance for availability and adequacy of instructional resources require defined sources of funds and standardized procedures with appropriate financial base for prudent utilization. Interaction between policy and practice in budgeting process assures efficient utilization of finance for science instructional resources in schools. The study focussed on identification of gaps within national educational policy framework on budgeting process which influence planning for science instructional resources. Specifically, determining extent to which policy framework supports budgetary allocation, financial resources, standardized procedures and financial accountability in science instructional management. The study adopted frontloading approach, a methodological process that translates (inter)national human rights standards and obligations into the budget proposals required for effective implementation in public policy. The study reviewed legal instruments, publications, reports and documentation on instructional management. Findings indicated that, domesticating ICESCR in Constitution of Kenya (2010) scanty policy guidelines on issues of quality instruction; limited specific provision for budgetary allocation for science instructional resources, as much as FDSE provide no budgetary guidelines on bridging deficits, adherence to legal provision guiding procurement procedures and accountability. The study recommends streamlining of policies to entrench framework support for implementation and monitoring and evaluation of resource allocation for quality of instruction and management.

Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method

“…Dewey's reflective practice philosophy holds significant implications not only for teaching in general but also for CRE in particular by challenging educators, urging them to incorporate reflective practice skills into the teaching and learning process [ 73 ]. In line with a study by Odundo and Gunga [ 21 ], habitually, classroom practices in CRE embrace the conventional methods where the teacher's role has been perceived as that of the primary source and conveyer of knowledge. However, Situma [ 10 ] elucidated that although these methods may seem more straightforward in terms of teachers' preparation, they prove ineffective in promoting a deep understanding and long-term retention of the subject matter.…”

“…As a result, objectives of CRE, particularly regarding the Gospel of Luke, remains largely unrealized, and this may be attributed to pedagogy in terms of the instructional methods employed by teachers [ 10 , 15 ]. Effective learning of these essential values and skills requires active engagement in the learning process, suggesting a shift from theoretical teaching approaches to practical methods that directly instil the desired values and skills in learners [ 21 ].…”

Patterns of Interactions in Science Classrooms at the Colleges of Education in Ghana

“…Learner-centered methods actively engage students in the learning process for effective mastery of the subject matter and production of a positive attitude toward the subject (Odundo & Gunga, 2013). In a learner-centered class, teachers facilitate in class and students take a participatory role by leading discussion.…”

“…Again, interactive teachers allow for different learning style among their students and encourage active involvement of all students, while helping them to improve in individual weaknesses (Curtin, 2005). Learners are encouraged to ask questions, define problems, and lead conversation (Chika as cited in Odundo & Gunga, 2013). Furthermore, such methods connect the learners’ world with what is happening in the classroom (Bush, 2006).…”

Teaching Methods and Gender as Determinants of Academic Achievement of Students in Agriculture Subject in Ndhiwa Sub County, Kenya

“…These misconceptions are discovered when students are tested at higher levels of learning and are found to have numerous misunderstandings about the subject they have learned. Additionally, Odundo and Gunga (2013) noted that the lecture approach is defined by the presentation of a large amount of content, which results in the learning of only a few concepts. Younger people show a gender divide in academic performance, with males outperforming women in some contexts while women outperform men in others (Ogweno, 2021).…”