Access To Secondary Education Research Articles

IMPACT OF THE SECONDARY EDUCATION DEVELOPMENT PROGRAM ON ACCESS TO SECONDARY EDUCATION IN TANZANIA

Limited access to secondary education is a growing challenge especially in many developing countries, where more young individuals of secondary school age are pushed back to join higher level of education beyond primary level because of few number of secondary schools, hence continued to be less competitive in the national labor markets. Evidence suggests that, if investment in school construction interventions is made, more people will be aware about schools and other education services, hence the cost of education will be reduced and education attainments can be attained. The study used Difference in Difference (DID) multiple regression model to evaluate the impact of the secondary education development program (SEDP) on access to secondary education in Tanzania. The study employed secondary data of 2012 Population and Housing Census data from the National Bureau of Statistics (NBS) and secondary schools census data from Presidents Office Regional Administration and Local Government (PO-RALG). The study found that, SEDP has significant impact on the number of secondary schools and student enrolment in secondary schools in Tanzania. The results revealed that, number of secondary schools and students enrollment increases more in wards that have received SEDP, than it would have without SEDP intervention

PRINCIPALS’ PERCEPTION OF CHALLENGES UNDERMINING EFFECTIVE IMPLEMENTATION OF FREE SECONDARY EDUCATION IN LIKUYANI SUB-COUNTY, KENYA

Free Secondary Education (FSE) in Kenya was introduced in 2018 with an aim of enhancing access to secondary education in the country. This initiative however, has experienced challenges related to funding, infrastructure in schools and staffing shortages. In this regard, the study sought to examine principals’ perception of the challenges with a view to determining the extent to which the challenges could be undermining effective implementation of the programme in Likuyani sub-county. The study used ex-post facto research design. Data was collected by use of a personally delivered questionnaire from 52 principals who were randomly selected from a total population of 60 principals in the study area. Data analysis was done using Statistical Package for Social Science (SPSS) programme version 20. Nominal scale data was analysed using frequency counts and percentages while ordinal scale data was analysed using t-test and ANOVA statistics. Gender of the principal had no statistically significant influence on principals’ perception of the challenges undermining FSE implementation. However, years of experience had a statistically significant influence on the rating of FSE implementation challenges. The study has proffered a number of recommendation on ways in which implementation of FSE can be enhanced in the study area and by implicating other parts of the country. Article visualizations:

THE ROLE OF TRADITIONAL CULTURAL BELIEFS CEREMONIES ON GIRL’S ACCESS TO SECONDARY SCHOOL EDUCATION PROVISION IN TANZANIA: A CASE OF BENA TRIBAL IN NJOMBE, TANZANIA

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:

THE EFFECTS OF INDIGENOUS EDUCATION ON GIRLS’ ACCESS TO SECONDARY EDUCATION IN TANZANIA: THE CASE OF WABENA COMMUNITY IN NJOMBE REGION, TANZANIA

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:

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

Secondary school education is very critical in any education system because of the crucial role, it plays in catalyzing national development. Consequently, maintaining a high student enrolment at this level should be a priority for all countries. The Constituency Bursary Fund (CBF) was established by the government of Kenya through an act of parliament in 2003 to ensure that the needy students have access to secondary education. This fund provides for the involvement of community members in identifying the bursary recipients. With the communal involvement in decision-making, it was anticipated that there would be fairness and efficiency in the bursary allocation process. However, contrary to the high expectations; cases of complaints about the implementation of the constituency bursary fund are many. It is on the basis of these complaints that the study was conducted. This study was guided by the theory of socialist economics of education. A theory that emphasizes the need to create an economy that redistributes income from the rich to the poor, so as to create equality of well being. The study population constituted of; high school bursary recipients in the 2007 fourth form cohort in Kanduyi constituency, their class teachers and committee members of the Kanduyi Constituency Bursary Fund (KCBF). The purposive sampling technique was used to select the population sample. Questionnaires and interview schedules were used to collect data, which was then coded and analyzed both descriptively and statistically. From the findings, it was established that; the applicant’s parentage and academic performance were great determinants of eligibility for bursary allocation. And that the fund is equitably awarded to the recipients. The fund was found to experience the following set-backs namely; the amount of bursary disbursed to the constituency was insufficient and could not meet the demands of the high number of the needy applicants. There was political interference by the local Parliamentarian. The government delays to disburse these funds, a condition that inconveniences many needy students. Based on these findings, the following recommendations were made; the Government Of Kenya (GOK) treasury should allocate more money to the CBF if the applicants are to be served effectively. The government should also establish a management framework devoid of political manipulation to run the constituency bursary fund. Key terms: Access, bursary, bursary recipient, constituency, efficiency, needy, parentage, socio economic status.