Abstract
<p>Despite the introduction of free primary education by the Government of Kenya in 2003 and subsequent subsidized secondary education in 2008, there are still challenges in access, retention and completion of girls in Nandi County. The purpose of this study was to investigate the influence of subsidized day secondary education program on girls’ school participation in Nandi North Sub-County, Kenya. The study adopted mixed method approach and descriptive survey research design. This study was guided by Education Production Function theory. The data were collected using questionnaires and interview schedules to obtain both quantitative and qualitative data from respective respondents. The target population comprised 20 head teachers, 60 class teachers and 1320 girls drawn from 20 public day secondary schools in the Nandi North Sub-County. From these populations, a sample of 20 head teachers, 60 class teachers and 396 girls were drawn using census method on head teachers and class teachers, and random sampling technique was used to select 30 percent of girls from one to form three. The study used questionnaires to collect data from the girls and class teachers and interviewed head teachers. The instruments were validated and a piloted questionnaire that obtained a reliable 0.78 Cronbach alpha test score used. Quantitative data obtained from the questionnaires have been analyzed to obtain frequencies and percentages. Qualitative data obtained from the interviewees have been analyzed thematically in accordance to the research questions. The study found out that inadequate funds allocated to girls and school infrastructural facilities affected girls’ participation in secondary school education to a great extent. However, in general, teaching and learning materials were adequate and enhanced instruction and students’ performance. The study therefore recommends that parents should complement government effort and that government should increase allocation of subsidy funds to students especially girls and disburse the funds in time to schools.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0809/a.php" alt="Hit counter" /></p>
Highlights
Education is an economic and social development pillar in every society
The study employed a population of 20 head teachers, 60 class teachers and 1320 girls in 20 public day secondary schools
On the influence of adequacy of subsidy funds allocated to girls in public day secondary schools on their education participation in Nandi North Sub – County, the study found out that since the introduction of subsidized secondary school education, money allocated to girls for schooling in secondary schools increased
Summary
Education is an economic and social development pillar in every society. According to Central Bureau of Statistics (2005), sustainable development in any society is achieved when there are several educated people. Having educated people means that poverty level in the society reduces (World Bank, 2015). The rising cost of education amid other challenges has affected achievement of education in many societies (Lusardi, 2019). In the USA, the state funds and education grants has declined despite increase in school expenses. Schools have been experiencing a growth in management accounting further driving up the cost of education (Lima, 2011). Despite the rising cost and other challenges experienced in obtaining education, everybody has a right to education especially basic education which should be obligatory (UNESCO, 2007)
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