Challenges of School Boards in Management of Subsidized Funds for Secondary Education in Kiminini Sub-County in Kenya
- February 20, 2022
- Posted by: RSIS
- Category: Education
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue I, January 2022 | ISSN 2454–6186
Johnson Bulowa, Sarah Likoko
Department of Educational Planning and Management, Kibabii University, Kenya
Abstract: The study evaluated the management of funds for subsidized secondary education in public day schools in Kiminini Sub-County in Kenya. The study adopted descriptive survey design. The target population included all the Boards of Management of 68 public secondary schools in Kiminini Sub-County. Purposive sampling technique was used to select 21 head teachers from 21 sampled schools. Data was analyzed using descriptive statistics. A questionnaire was used in data collection. Correlation analysis established that challenges negatively and significantly influence effectiveness of managing funds.
Keywords: Boards of Management, Challenges, Funds, Subsidized, Secondary Education
I. INTRODUCTION
The launching of Subsidized Day Secondary school Education by the government in 2008 was historic and intended to develop the education sector. It was an important policy by the NARC government. This led to an increase in the education budget. However, the haste in which the program was implemented left gaps such as the need for principals and members of BOM to be prepared in handling finances. The government started organizing for in- service courses for them that were equally expensive. The government had recognized that changes within the society and within the education system itself requires continuous in-service to enable staff managers acquire knowledge, skills and attitude for the roles.
The World Bank (1980) pointed out some of the repercussions for mismanagement of resources being lack of preparation for principals of schools to handle financial affairs. Following the above, the government established Kenya Education Staff Institute (KESI) to offer in-service training for the principals of secondary schools on the management of schools that included financial management (Kamunge, 1988). Lack of managerial skills among principals and BOM members has been a major challenge in the handling of subsidized funds for day secondary schools. Whenever the principal is promoted, he does not undergo training that is geared towards financial management. This is also applicable to members of BOM who serve in a school for a period of three years.
