Access to secondary school education through the constituency bursary fund in kanduyi constituency, Kenya

In the last decade, the government of Kenya has emphasized the provision of education as a leading policy initiative. As a result, the government instituted the Free Primary Education (FPE) in the year 2003, which resulted in high enrolment of the pupils at the Primary level. However, costly school fees were found to be a major reason that the vast majority of primary graduates could not attend Secondary schools because their families could not afford the cost. The provision of Subsidized Secondary Education (SSE) is very important in Kenya given that the country is a low income one. SSE policy was launched in 2008 with an aim of ensuring that all primary pupils from class eight are able to continue well with secondary education. There are limited studies on the SSE programme currently and it is against this background that this study sought to shed more light on the programme. The purpose of this study was to establish factors influencing implementation of SSE policy on access and retention of education in public secondary schools in Bureti Sub-County . The study aimed at establishing the factors that influence effective implementation of free secondary education in public schools in Buret Sub-County, in Kericho County, Kenya. The study adopted a descriptive survey research design. The target population was the school Principals/Deputy Principals, Teachers, Sub-County Director of Education, District Quality Assurance and Standard Officer. Simple random, systematic and stratified sampling procedures were used. Both qualitative and quantitative data was collected from the study. Data analysis was done using descriptive statistics after data cleaning and coding. Quantitative data was analyzed using frequency counts, means and percentages while qualitative data was analyzed thematically. Results of data analysis were presented using frequency distribution tables, bar graphs and pie charts. SPSS program was used in the analysis. The findings show that the major challenges facing implementation of FSE includes; Delay in disbursing the SSE funds, over enrolment of students leading to strained physical facilities, inadequate facilities, lack of funds from the government for expansion, acute teacher shortage, poor cost sharing strategies. Key intervention measures for mitigating the identified challenges includes; Government to release funds in good time to avoid straining relations between suppliers and schools management, increasing bursaries support from M.O.E, NGOS, CDF for continuing students, providing clear policy on fund disbursement and increasing FSE allocation per student among others. Article visualizations:

It is estimated that 23% of the girls in secondary schools in Kenya drop out of school each year as a result of teenage pregnancy. Findings of the Kenya Aids Indicator Survey of 2007 indicate that the HIV and STI prevalence rate is 7 for Rift Valley province, that is, 7 out of every 1000 people have HIV and STI. The drop-out rate for girls in Uasin Gishu district is 2.1% while that of boys’ stands at 2.4%, according to Uasin Gishu development plan 2002 -2007. This is attributed to factors such as HIV, STIs and teenage pregnancies among others. In response to the rising number of HIV, STIs and teenage pregnancies and the resultant dropout rates in schools, the Ministry of Education intended to introduce sex education in secondary schools in Kenya to create awareness on the consequences of sex abuse in order to reduce school dropout rate on teenage pregnancies and STIs related infections. Debates on introduction of Sex Education in schools rages on and a lot of studies have been done on the pros and cons of this. But the opinion of children has not been sought. However, the intentions of the ministry were not realized because religious groups opposed it. In African indigenous culture, children are not consulted in decision making, but according to the United Nations Convention of 1989, children have a right to access information, participate and take responsibility in the society. Hence, need to seek their views. Therefore, this study sought to find out the perception of secondary school students on the need for sex education in secondary schools in Eldoret municipality, Kenya. Perceptions are vital since they shape students behaviour and attitudes towards their sexuality as well as morality. The research design for this study was a cross sectional descriptive survey aimed at collecting qualitative and quantitative primary data from students on their perceptions on the need for sex education. This was done through structured questionnaires and focus group discussions. A sample of 325 students was obtained through stratified and simple random sampling. The findings of the study showed that 53% of the students perceived the need to introduce of Sex Education in schools and so the idea is perhaps worth revisiting. The researcher therefore concludes that many students’ perceptions’ towards introduction of sex education in secondary schools is positive. Article visualizations:

Uspostavljanje modela filmske edukacije u srednjoj školi

Problem setting. Nowadays the content of secondary education in Ukraine does not take into account individual characteristics of the students and it is not focused on the formation of creative potential and system of knowledge by interests, the educational process is overburdened with secondary factual material and is overly regulated. It necessitates the search and implementation of new approaches to organization of educational process in high school. One of such approaches is career counselling for secondary school students that provides thourough and specialized general education, access to quality education in accordance with the individual skills and needs of the student youth.Recent research and publications analysis. The problem of career counselling for secondary school students in Ukraine has become the subject of research by Ukrainian scholars. In particular, theoretical and conceptual foundations of career counselling training were investigated by N. Bibik, M. Burda, S. Volyanskaya, O. Adamenko, V. Kizenko, A. Samodrin, B. Fedorishin, G. Vashchenko, M. Goncharov, N. Dmitrenko.Highlighting previously unsettled parts of the general problem. The introduction of specialized secondary education is one of the priorities of public education policy. Therefore, it is advisable to investigate the legal bases for introducing career counselling for secondary education system in Ukraine within the science of public administration.The aim of the article is to analyze the legal support for the introduction of career counselling for secondary education system in Ukraine.Paper main body. According to Article 53 of the Constitution of Ukraine everyone has the right to education. However, the deterioration of indicators of competitiveness and the innovative attractiveness of secondary education system in Ukraine need a thorough reform within the framework of the Concept of Implementation of the State Policy for the Reform of General Secondary Education “New Ukrainian School” for the period up to 2029. The aim of the reform of the education system in Ukraine is to create the conditions for personal development and creative self-realization of every citizen of Ukraine, to create generations capable of learning throughout life, to create and develop the values of civil society.In accordance with the objectives of the first phase of implementation of the Concept (2017 – 2018), a new Law of Ukraine “On Education” was adopted, Article 10 of which defines three levels of secondary education: primary education lasting four years; basic secondary education lasting five years; specialized secondary education lasting three years. At the third stage of the Concept implementation (2023 – 2029), it is planned to introduce a specialized level of secondary education – a process of individual and differentiated learning, the basic ideas of which are the education of students in grades 10 – 12 by: interests; competencies; plans for self-realization.According to the Law of Ukraine “On Education”, obtaining a specialized secondary education involves two directions:– academic – specialized education based on the combination of the content of education which is defined by the standard s of secondary specialized education, and in-depth study of individual subjects taking into account the abilities and educational needs of education recipients focusing on continuing education at higher levels of education;– professional – labor market oriented specialized education based on a combination of educational content defined by the standard of secondary specialized education and a professionally oriented approach to learning taking into account the abilities and needs of students.Conclusions of the research and prospects for further studies.1. The crisis and the challenges of the problem have led to the reform of the content of secondary education in Ukraine on the basis of competent and personally oriented approaches to learning; orientation to the acquisition of skills necessary for successfu students self-realization in their professional activity.2. One of the directions of modernization and improvement of the secondary education system in Ukraine is to ensure the acquisition of appropriate qualitative skills and competences at school needed for work, innovation and active citizenship through the introduction of a specialized link education. The content of career counselling for secondary education involves the introduction of the process of individual and differentiated learning of students in grades 10 – 12 by interests, competencies and plans for self-realization.3. The legal basis for career counselling for secondary education system in Ukraine is the Constitution of Ukraine, the Laws of Ukraine “On Education”, “On Complete General Secondary Education”, the Concept of the implementation of state policy in the field of reforming general secondary education “New Ukrainian School” for the period up to 2029. For the effective reform of the general secondary education with the introduction of the career counselling component it is necessary to implement the provisions of the Law of Ukraine “On comprehensive general secondary education”, to develop and adopt the new Law of Ukraine “On Vocational Education”.The subject of further scientific research in this area will be the content and forms of organization of specialized education in secondary school.

This paper provides a critical appraisal of quantity primary education in Kenya as motivated by universal primary education (UPE), Education for all (EFA) and millennium development goals (MDGs) and the influence quality primary education in Kenya. Globally, primary education is recognized as the cornerstone of any country with stable economy. Bearing in mind the role played by education in development, the United Nations (UN) general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of physical facilities on quality of primary education in Kenya. The paper further examined the role played by United Nations in democratization of education globally in general and Africa in particular. The paper further assessed prospects that have arisen in Kenya because of universalizing education in the world. It therefore focused on the issue of quality education after the attainment of education For All (EFA) goal and the Jomtien conference of 1990. The study surveyed the definition of quality education as advanced by United Nations Education scientific and cultural organization (UNESCO) and United Nations children education fund (UNICEF). It also analyzed challenges that arose due to upsurge of enrolment in primary schools. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises are reflected in class size and physical resources that influence quality education. The paper adopted mixed method approach. Both quantitative and qualitative approaches to research were used. Descriptive survey design was used to collect data from three sets of questionnaires. The target population comprised of head teachers and teachers Kakamega County has got 800 primary schools. Using the sampling guide developed by Krejcie and Morgan (1970), a sample size of 36 primary schools, (three per Sub County) was selected. 36 head teachers (one head teacher per school) were therefore sampled. 4 teachers per school were randomly selected from the 36 sampled primary schools. The sample size for teachers was therefore 144. The total sample size for the study was 180.This was to conform to the confidence Interval of 0.05, confidence level of 95 percent which is a Z-score of 1.96 and standard of deviation of 0.5. The reliability was estimated through use of Cranach's Alpha Coefficient using Statistical Package for Social Sciences (SPSS) version 19.0. Findings of the study are significant to Kenya in particular and sub Saharan Africa in general as they would be assisted to redress challenges of quality education arising from universal primary education and education for all. The findings might help the policy formulators formulate education policies and the legal framework which are geared towards quantitative and qualitative primary education. The policy implementers would understand and appreciate education policies within which they are supposed to operate in providing effective leadership and management practices in the implementation of quality education at primary level. The entire education stakeholders would understand how to address quality issues which arise due to upsurge of enrolment. This paper is significant to the field of comparative and International education, since it provides data on what the Kenyan government is doing in promoting the development of qualitative primary education. This study has established that there is legislation to embrace qualitative free primary education. However, implementation of education policy to ensure quality is crucial. It is therefore recommended that proper structures be put in place to enable achievement of quality primary education. The study also established that the government of Kenya has set a bench mark for class enrolment as 45 pupils per class. However, due to high enrolment, physical facilities are strained and they have negatively impacted on quality primary education. It is therefore recommended that the government should actualize her obligation on provision of adequate physical facilities in primary schools. From the findings of the study, there is evidence of internal inefficiency in schools. The issue of inefficiency has not been seriously addressed by the government. It is there recommended that the government should come up with clear policy to redress inefficiency in primary schools. Article visualizations:

This paper sought to comparatively interrogate the extent of achievement of quantitativevis-à-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and UPE. It also analyzed difficulties that arise due to the upsurge of enrolment in primary schools and how they affect quality education in Kenya. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises were reflected in class size, teacher establishment, and physical resources that influence quality education. The paper adopted a document analysis method. The analysis was drawn from international and local legal instruments on quantitative and qualitative primary school education. A regional analysis of the necessary education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education were also examined. The interrogation would help the policy formulators formulate education policies and the legal framework, which would promote quantitative and qualitative primary school education. The policy implementers would understand and appreciate education policies. These are the policies within which they operate and provide effective leadership in management practices. The practices are crucial in the implementation of quality education at primary school.level. This paper is significant to the field of comparative and international education since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The study suggested the actualization of education policy guidelines to promote quality education in primary schools school. Inefficiency has infiltrated primary schools due to inadequate resources. It was, therefore, recommended that the government should come up with a clear policy to redress inefficiency in primary schools to improve the quality of primary education. It was further suggested that proper structures be put in place to enable implementation for the achievement of quality primary education. It was also recommended that the government of Kenya should consider allocating at least 25 percent of the national budget. Article visualizations:

Subsidization of the public secondary school education by the government of Kenya in 2008 witnessed a tremendous growth in the student population at this level of education. This scenario led to an over enrollment and a strain on the existing learning facilities and infrastructure in most public secondary schools in Kenya, including those in Bungoma County . Under these circumstances, the question that remained unanswered was ; what was the effect of the subsidized secondary education policy (SSEP) on the student pass rates in the Kenya certificate of secondary education (KCSE) in the public secondary schools in Bungoma County ? The purpose of this study was to analyze the change brought about by the SSEP on the student pass rates in the KCSE in public secondary schools in Bungoma County, Kenya. The findings of this study revealed that, the subsidized secondary education policy significantly improved the student pass rates in KCSE in the public secondary schools in the County, from a mean of 70.53% before the introduction of the subsidy, to a mean of 75.82% after introduction of the subsidy, with a p-value of less than 0.05( p<0.05). In conclusion, the SSEP improved the student pass rates in the KCSE. On the basis of the conclusion, it was recommended that the government should uphold the subsidized secondary education policy in public secondary schools, because it has the potential to sustain improved student pass rates in KCSE in public secondary schools in Bungoma County and Kenya at large.

The aim of the study was to examine the role of traditional cultural beliefs ceremonies on girls’ access to secondary school education provision in Tanzania. The study was done in urban Njombe region. Specifically at Luhororo, Uwemba and Mpechi secondary, and also at Luponde Madobole and Mkela primary school. The targeted population was students and parents. The study employed qualitative approach. Randomly and purposive sampling were used. Data were collected through structured and semi-structured interview. Data were analyzed through thematic analysis. The findings revealed that, most of the traditional cultural beliefs ceremonies does not fervor the equal chance for boys and girls in provision of education specifically secondary education in Tanzania. Also the girls’ access to formal education been hampered by traditional convictions that girls do not need education, because their main responsibility is limited within the household. The study recommended that the society needs powerful traditional culturally beliefs based campaigns to enable it eliminate all traditional practices, beliefs and attitudes that discriminate against girls’ access to secondary education in Tanzania. Article visualizations:

Commentary: Jumping the gun or asleep at the switch: is there a middle ground?

Globally the access of women education is still a debatable issue in most of developing countries. This study investigated how some aspects of indigenous education affected girls’ access to secondary education in Wabena tribal in Njombe region. The study focused the role of indigenous education on girls’ community life, and its effects on girls’ access to secondary education. The study employed qualitative research approach. Data were collected through interviews, questionnaires, focus group discussions and documentary reviews. The study found out that on reaching puberty, girls were denied access to secondary education or withdrawn from secondary schools to attend initiation ceremonies locally known as liwungo/likulo, which prepared girls for marriage. After initiation ceremonies, some girls engaged themselves in sexual relations, got pregnant while others were married and hence, lost their education opportunities. Therefore, perceived gender roles on household responsibilities and farm work, kept many girls at home as additional labour instead of attending secondary education. It was suggested that the society need to be sensitized on child rights to education; bad traditional practices; beliefs as well as attitudes that discriminate against girls’ access to education. Sensation campaigns have to involve stakeholders such as the government, CBOs, NGOs and religious organizations, public meetings, seminars and conferences. Article visualizations:

Psychosocial education is offered in secondary schools in Kenya. This is because the education plays an important role in development of useful social skills. In 2003 curriculum was revised and life skills lesson were integrated in to various subjects. Kenya Institute of Education (KIE) infused life skills lessons in secondary schools with an aim of overcoming psychological challenges among students as well as strengthening a positive behavior. The study focused on analyzing critically the influence of psychosocial education has on student's social adjustment in secondary schools. The researcher therefore sought to critically analyze the influence of sexuality education on students' social adjustment in schools, the influence of self-esteem on students' social adjustment, the impact of assertiveness and self-awareness education on students' social adjustment in secondary schools. The findings of this study will have great significance to educational stakeholders who may apprehend the importance of psychosocial education among secondary school students hence support it in different aspects. The research methodology used was critical analysis to critique the impact of psychosocial education on student's social adjustment in schools. The researcher critiqued the related literature that was available to support the methodology. The study concluded that psychosocial education assists learners to develop essential social skills. These skills enable them to attain desirable attitudes, make right choices and form healthy relationships. The study had the following recommendations: the government of Kenya should provide resources needed to offer this education. Curriculum developers and Kenya Institute of Education (KIE) should ensure that psychosocial education provided is of high quality. Teacher Service Commission (TSC) officers should assess the programmes to improve their effectualness and teachers should seek professional training to have intensive knowledge on how to provide this education. Article visualizations:

The article presents results of a research conducted for the Ministry of National Education and Sports, which primarily aimed to look closer at the changes in forms, scale and increase of aggressive behaviours of students at all the different learning and upbringing stages. The first kind of such research in Poland was initiated by K. Ostrowska and A. Siemaszko in 1981. Its results were widely discussed by A. Siemaszko in his book „Deviated teenage behaviours”. Next research, which is a direct source of reference for the research discussed in this article, was a countrywide research into aggressive behaviours of students, conducted in 1997 also from the initiative of K. Ostrowska, with a cooperation and extensive financial involvement of prof. Hans Ludwig Schmidt, dr. Janusz Surzykiewicz and the Bosch Foundation. Similarly as in the past, the results were thoroughly presented in a monography „Aggression and School Violence. Socio-economic conditions” written by Janusz Surzykiewicz. The presented research concerning aggressive behaviours of students in 2003, is based on answers of respondents about causing and experiencing aggression across a 12 months period before conducting the research. Questionnaires in self-report technique were conducted in November and December 2003. A group of 16 students was randomly sampled from ministerial lists of primary, lower secondary, general secondary schools, specialised secondary schools, technical secondary schools as well as basic vocational schools. Research has been conducted in all 16 provinces of Poland. In the randomly sampled schools a suitable number of students was randomly sampled from each teaching level. In relation to 1997 the number of surveyed students is smaller, the previous counted 2567 individuals. Contraction of this group was dictated by financial and time limitations of the research. This article includes characteristics of student respondents by their age, kind of school, class, place of living, family situation including family structure, marital status of parents, current residing or other persons, with parents, age of parents, their education and professional activity. The socio-demographic characteristic of the families indicated that in 90% of cases students come from complete families, they have parents, in the age of professional activity (35-50 years of age) with vocational, secondary and higher education. However, there is a worrying fact that about 20% of families is struggling economically due to the lack of permanent employment. The characteristic of aggressive student behaviour concerns, on the one hand, a number and percentage frequency structure of 41 behaviours considered in the research as an indicator of aggression, on the other hand - an analysis according to the differentiated categories of aggression. These are behaviours which have a smaller potential effect – they would cause a considerably smaller, danger, pain, harm, suffering i.e. spreading lies about other students; and ones which could be called examples of serious aggression or even as bearing characteristics of criminal offences such as: threatening with a knife, a razor blade, gas or using a sharp object while in a fight. The most common signs of aggression on the school area the less potentially harmful behaviours, they create a specific school atmosphere. Amongst those to mention would be: cheating on teachers, disrupting teaching in class, offensive talking, calling other students names, writing on school walls and desks, purposeful pushing others, spreading lies and harming oneself by drunkenness. Such forms of behaviour happen to 30 - 40% of respondents. However, as it has been mentioned in detailed descriptions, school is also a place where more serious forms of aggression take prace. These are: forcing students to do things against their will, fighting with other colleagues, group beating of a single student, forcing or provoking sexual behaviouts, using sharp objects in a fight. The article incorporates data suggesting an increase in aggressive behaviour amongst girls, and the still remaining statistically significant differences between girls and boys especially in the growth of aggression and in some more serious forms of aggression. Furthermore, a characteristic of aggressive student behaviours is presented taking into account six. categories: aggression and physical abuse, aggression and verbal abuse, psychological abuse, aggression and violence with objects, aggression and violence using gun, sexual abuse, and all other kinds of demoralisation and social maladjustment. A comparison of referenced findings from 2003 with those from 1997, required using not only the same research procedure (self-report questionnaire) but also taking up the very same classification of aggressive behaviours. Prevention of aggressive student behaviours can be effective if performed after correct diagnosis of such phenomenon, of its causes and only if an adequate means to diagnose will be used. An important element of the diagnosis is recognising aggression amongst students depending on the stage of their primary and secondary education. In 1997 there was no early secondary schooling yet, therefore only primary and secondary school students were verified. This very article introduces results of strengthening of different forms of aggressive behaviours in primary, lower secondary, general secondary schools, specialised secondary schools, technical secondary schools and basic vocational schools. What can be quickly noticed is a fact that all named forms of violent behaviours take place in the studied population independently of the kind of school, yet their intensity is different. These differences are provided by the received chi-squared coefficients presented in the tables. An additionally modified categorisation of aggression has been used for a more clear and efficient presentation of aggressive behaviours in schools for the future prevention. Two criteria have been taken - the strength of a deed and who it is directed at. In that way nine, instead of six, categories of aggression have been established: aggression and physical abuse, aggression against teachers, aggression against objects, psychological abuse, auto-aggression, family disobedience, verbal aggression, aggression with threatening to use a dangerous object, sexual abuse, take over, theft, being arrested by the police. For primary school the most characteristic behaviours are verbal aggression (31,1% of students admit to behave that way), physical aggression but to a lesser degree (13,7% of students), aggression against teachers (11,6%) aggression against objects (8,8%). Other forms of aggression occur less often, they are admitted by 2,6% to 5,1 % of students. In the lower secondary schools we can observe a higher figure of students using also other forms of aggression. Still the dominant form of aggression is the verbal one (38,1% of students), auto-aggression appears more strongly in form of alcohol and abuse of other psychoactive substances (19,9%), aggression against teacher has a higher level too (19%), as well as against objects (17,2%), physical abuse (12,7%). Psychological abuse, together with family disobedience occur more often than in primary schools. There is another difference in escalation of aggressive behaviours at the stage of lower secondary schools. Secondary schools, specialised secondary shools, as well as basic vocational schools, as shown in the forms of diagrams, indicate similar symptoms of aggression, the strength of such behaviours is also comparable within that group. The most common are: auto-aggression, verbal aggression, aggression against, teachers, aggression aguinst, objects, physical abuse, family disobedience, thefts, psychological abuse. Students in basic vocational schools differ in kinds and strength of aggressive behaviours. And primarily, more commonly than other students in their age, they show aggression and physical abuse. Diagnosis of aggression should not only focus on the knowledge about the offenders but also on the knowledge about the victims. This aspect has thus been discussed in this research. Twenty nine incidents of aggression have been analysed, victims of which could have been students. The aggressors could have been their colleagues, teachers, or other people. This side of a problem is not mentioned in the article. What has been under study, however, was the correlation between being an aggressor and being a victim, as well as on finding out the so-called ‘only aggressors’ and ‘only victims’. The research has confirmed the dependency between being a victim and being an aggressor. Factor analysis enabled for a differentiation of the types of ‘only aggressors’, five factors were found, and types of ‘only victims’ – seven factor found, and mixed types, ‘aggressors and victims’ - five factors. The aggression diagnosis amongst students based on the analysis of kinds of forms, their intensity and popularity within a population, is at the end of the article and it allows for stating that aggressive student behaviours are becoming a particular form of student ‘adaptation’ to the expectations of other fellow students, teachers and parents. They take more diversified forms, the number of behaviours dangerous to health and safety increases, too. Students attack teachers more often, despite the fact that teachers do try to limit their aggressive behaviours. In the student environment there is a growing number of far more serious incidents. The higher the education stage, aggressive behaviours do not decrease, the numer of aggressive students increases and the hierarchy of their order changes. The most worrying is an increase in number of students abusing alcohol and other psychoactive substances. Such behaviours are considered as forms of auto-aggression in this article. The report finishes with conclusions addressed to teachers, pedagogues, and pedagogic school supervisors for they could be included in the educational programmes and prevention methods to which schools are obliged by the adequate legal acts from the educational system and ministerial directives.

The ever increasing cost of education to Governments and to citizens calls for effective management of school resources by administrators. When the Government of Kenya (GOK) introduced free secondary education, the national budgetary allocation for the program was between Ksh.25 billion and Ksh.39.7 billion in the financial year 2007/08 and this figure was projected to increase to between Ksh.28.3 billion and Ksh.74.3 billion in 2011 due to increasing demand for secondary education (Republic of Kenya, 2009). Despite this increasing cost of education, there is training for school managers to equip them with skills, knowledge and competencies, needed for effective management of school resources (Ogembo, 2005). Selection to such positions is based on seniority in terms of age, experience and academic performance of the teacher. Training is a problem-centered, learner-oriented, and time-bound series of activities designed to strengthen the competencies of employees. Training for school managers enables them to attain the required skills, knowledge and competencies in managing school resources. It also eliminates deficiencies in the background preparation of school managers. In addition, Training keeps school managers abreast of new knowledge in financial management and inculcates a sense of creativity in them. Training in Kenya is provided through organized seminars and workshops by district or Provincial Heads of Association and through Kenya Education Staff Institute (KESI).The ministry of education (MOE) in Kenya expects public school Principals, Heads of Departments (HODs) and School bursars to be trained on: Human resource management (HRM), financial management and other management issues (MOEST,2005). Most public secondary schools in Kenya close earlier than term dates citing lack of food, have huge fees balances, charge extra levies, are heavily indebted to creditors, operate on deficit budgets and heavily depend on parents and the GOK to finance their programs (Ouya& Mwelesi,2011). The Study sought to investigate the effect of training of Principals, HODs and bursars on financial management of Public Secondary Schools in Trans Nzoia County. A descriptive survey design and a quantitative approach was be used on a target population of 36 public secondary schools selected using stratified random sampling and a

Diverse viewpoints on the role of education in the development of Third World countries have spawned a variety of theories of Third World education. Some scholars contend that Third World states are too weak and fragile to implement development programs for education, health, and other social services. This paper examines secondary education in Kenya with regard to issues of educational inequality and quality of education, emphasizing the role of civil society in the provision of education. The role of the state as a major actor in the provision of education, and additionally as a determinant of who gets the benefits from educational efforts of both the state and the civil society, is also discussed in detail. It is argued that despite the major expansion of secondary education, the overall provision of education remains inadequate in relation to equity considerations. Although impressive quantitative expansion has occurred, access to educational opportunities in Kenya is still not evenly distributed with respect to gender and region. With regard to regional inequalities in the provision of education, it clearly emerges from this analysis that educational benefits are distributed in favor of the economically and politically dominant districts and provinces in the country. It is argued that, despite the state's ceding of most of its influence on the educational arena to the civil society, educational outcomes are still largely determined, directly or indirectly, by structures instituted, or supported, by the state. The paper demonstrates how an intricate interplay of social, political, and economic factors has worked against the efforts of the state and the civil society to improve the quality of education and eradicate inequality in the provision of education in Kenya.

Purpose: The purpose of this study was to analyse the relationship between staff competency and implementation level of public procurement regulatory framework in the devolved governments in Kenya.
 Methodology: The study used descriptive design. The population targeted was 47 devolved governments in Kenya. The study adopted census because of the small size of the population. A structured questionnaire was used as a data collection tool. The study also undertook a pilot test on the instrument’s reliability and validity in the 3 counties; Nyamira, Kisii, Homa-Bay Counties where nine (9) respondents were engaged in the pilot study. Cronbach’s co-efficient Alpha and confirmatory factor analysis (CFA) were used to measure the reliability and validity respectively. The data was cleaned and coded then entered into SPSS 25 to be analyzed. The use of descriptive and inferential statistics for data analysis was considered. Study engaged the key informers from the 44 county Governments who positively responded hence achieving 100% response rate. The statistical tests were also done in the study. Presentation of data was in form of charts and tables as deemed appropriate. The study also used ANOVA to analyze the degree of relationship between the variables in the study.
 Results: The findings of the study indicate that there was a positive significant relationship between Procurement Staff Competency and implementation level of public procurement regulatory framework in the devolved governments in Kenya. The findings were found to be significant as the p-value of 0.00000 which was less than 0.05. This means that Procurement Staff Competency significantly affects positively Implementation level of public procurement regulatory framework in the devolved governments in Kenya. The findings therefore, implied that procurement staff competency was an important factor in determining the level of implementation of public procurement regulatory framework in the devolved governments in Kenya
 Unique contribution to theory, practice and policy: The study recommended the adoption of procurement staff competency as a way of improving the implementation level of public procurement regulatory. The study therefore, recommended that the county government to heavily invest on procurement staff capacity building as an important factor in improving the level of implementation of public procurement regulatory framework in devolved governments in Kenya. Since some staff members lacked technical skills beyond secondary education, the study recommended that the county governments need to identify, support and organize in-service training for the procurement staff officers to improve on their knowledge and skills capacity. The study found out that Competency theory model was applicable in the study and can provide more knowledge to future researchers and scholars.