Utility of Educational Resources on Access and Equity of Subsidized Secondary Education in Kenya
- March 7, 2019
- Posted by: RSIS
- Category: Education
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue II, February 2019 | ISSN 2454–6186
Utility of Educational Resources on Access and Equity of Subsidized Secondary Education in Kenya
Dr. Bomett Emily Jepchirchir (Ph.D.)
Department of Educational Management and Policy Studies, School of Education, Moi University, P.O Box 3900, Eldoret, Kenya
Abstract:-The Kenya Government announced the release of 2.9 billion for subsidized secondary education and allocated Ksh. 10,265 to every child to cater for tuition and operational costs annually. The purpose of this study is to assess the determinants of access and equity to subsidized secondary education in Eldoret West, Uasin Gishu County. The objective of the study was to determine the effect of educational resources on access and equity to subsidized secondary education in public secondary schools in Eldoret West. The target population comprised of the Sub-County Education Officer, 16 Head Teachers and 227 class teachers was used. Purposive and stratified simple random samplings were employed. Questionnaires and Interview schedules were the main data collection instruments. The Quantitative data was analyzed using both inferential and descriptive statistics such as frequency tables and measures of central tendency while qualitative data were reported thematically. The study results revealed that there was a significant relationship between educational resources and access and equity to subsidized secondary education (p=0.001). The study concluded that the government should allocate more funds to schools to enable them expand their educational facilities to accommodate the high number of students seeking secondary education.
Key words: Utility, Access, Equity, Resources, Subsidized Secondary Education
I. INTRODUCTION
Lockhead (2000) said that the intended curriculum cannot be easily implemented without the necessary materials. The quality and adequacy of resources affect the quality of education and how effectively the curriculum is implemented. These materials provide information, organize the scope of coverage and the sequence of information presented and provide opportunities for students to use what they have learnt. Such materials include textbooks, teachers’ guides, computers, maps, chalk and exercise books among other teaching and learning aids. Mbiti (2007) alludes that teachers cannot teach well without such supporting materials, no matter how qualified they are. Both the quantity and quality of books should be improved.
