Institutional determinants of implementation of free and compulsory education in public day secondary schools in Kitui county, Kenya

Abstract

Transition to secondary schools in Kenya, retention and completion at Kenya Certificate of Secondary Education (KCSE) have remained below 100 percent. This is contrary to Kenya government’s effort and desire of ensuring that every Kenya Certificate of Primary Education (KCPE) candidate has access to secondary education. Following specific objectives guided the study, to establish the relationship between charging of extra levies, school infrastructure adequacy, teaching staff adequacy and learners’ entry behaviour and implementation of free and compulsory education in public day secondary schools in Kitui County. Literature was reviewed on basis of the study objectives while the study was founded on Liberal Educational Theory (LET). The study used a descriptive study research design. The target population for the study was 655: 327 public day secondary school principals, 327 Parents Associations (PA) chairpersons of those schools and Kitui County Director of Education (CDE). The researcher collected data from a sample of 182 respondents: 164 principals, 17 (PA) chairpersons and the Kitui CDE. A questionnaire was used for data collection from the principals while interview schedules were used to collect data from the CDE and PA chairpersons. Document review analysis (NEMIS and KNEC records and requests for charging extra levies) were used to collect secondary data from the Kitui CDE’s office. Qualitative data from PA chairpersons and CDE interview schedules and document review analysis were analyzed based on emerging themes, while descriptive statistics were used to analyze quantitative data from QP questionnaire. Hypothesis testing was done using the Pearson product moment correlation coefficient (Pr) method and at a significance level of .05. The study findings showed that there was a negative and significant correlation (r =- .747; p ≤.01) between transition, retention and completion rates and extra levies charged. There was also a significant and negative relationship between school infrastructure adequacy and rates of transition, retention and completion (r =-.795; p≤ .01). Additionally, the study established that the relationship between teaching staff adequacy and implementation rate was negative and significant (r=- .722; p≤ .01) and finally the relationship between learners’ entry behavior and transition, retention and completion rates was negative and significant (r = -.678; p≤ .01). Considering the aforestated results, the study made the conclusion that the indirect relationship between the study variables negatively affected the implementation of free and compulsory education within the public day secondary schools in the study area in particular and the whole of Kenya in general. On this basis, the study recommends, among others that school principals should desist from charging extra levies, government to fund schools on need basis and staff secondary schools with adequate teachers on basis of curriculum based establishment (CBE). On the same note, principals should adhere to the policy of admitting KCPE candidates regardless of marks obtained. This would enhance prospects of 100 % transition, retention and completion rates in public day secondary schools in Kitui County and Kenya in general.