Influence of physical facilities on academic performance in constituency development fund (CDF) built secondary schools in Rachuonyo South sub-County, Kenya

J O Ojuok

doi:10.30918/aerj.83.19.026

Abstract

Influence of physical facilities on academic performance in constituency development fund (CDF) built secondary schools in Rachuonyo South sub-County, Kenya

Highlights

Governments world-wide are turning to school leaders to improve educational quality and are responding to greater demand for accountability from the public for the education system where children are learning (World Bank, 2009)
In 2013 and 2014, over 50% (728 out of 1336 and 778 out of 1491) of candidates enrolled in constituency development fund (CDF) built secondary schools in Rachuonyo South sub-County got E to D grades which are below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses at tertiary and university levels
This study focused on school facilities as inputs which influence academic performance of students in CDF built secondary schools in Rachuonyo South Sub-county

Summary

Introduction

Governments world-wide are turning to school leaders to improve educational quality and are responding to greater demand for accountability from the public for the education system where children are learning (World Bank, 2009). To offer education of good quality educational institutions and programmes should be adequately and equitably resourced, with the core requirement of safe, environmentally friendly and accessible facilities, well-motivated and professionally competent teachers and books, other technologies that are context specific, cost-effective and available to all learners. It is because of the emphasis on quality education that the 2007 UNESCO and UNICEF reports addressed right to access quality education as one of the three interrelated rights that must be addressed in order to provide Education for All (EFA). According to the United Nations (2001) the following constitute comprehensive policies and programmes that enhance educational quality: quality learners; quality content; quality teaching and learning processes; quality learning environments that are healthy, hygienic and safe and quality outcomes

Objectives

Methods

Results

Conclusion