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Influence of Education Financing By Non-State Agencies on Participation Rates in Public Secondary Schools in Makueni County, Kenya
Abstract
Governments around the world agree that the ability to provide quality education for all and to respond to new priorities depends on the availability of adequate funding in education (OECD, 2016). Financing of education is the greatest enabler of learners to participate in education and flow through education system from entry to exit. The purpose of this study was to investigate the influence of financing by non-state agencies on participation rates in public secondary schools in Makueni County, Kenya. This study adopted a descriptive survey design where the targeted respondents included School Principals and their Deputies from 196 secondary schools in Makueni County as well as 9 Sub County Directors of Education from Makueni County. Data collection instruments included questionnaires for Principals, Deputy Principals and interview schedule for Sub-county Directors of Education. The instruments were piloted and tested for content validity and reliability. The response rate from the data collection exercise was 91.8%. The data was analyzed by use of SPSS version 22. Descriptive statistics such as frequencies, percentages, means and standard deviations and inferential statistics were used to analyze the quantitative data. Qualitative data was analyzed thematically through content analysis and the responses were presented in narratives. Tables and figures were used to present the analyzed data. The results revealed that there was statistically significant relationship between education financing by non-state agencies and participation rates in public secondary schools in Makueni County. The adjusted R square of 0.630 indicated that 63% of the variation in the participation of students in schooling in public secondary schools in Makueni County could be explained by provision of funding by non-state agencies in financing education. From this result, the study concludes that financing by non-state agencies does influence students’ participation rates in public secondary schools in Makueni County, Kenya. The qualitative results also confirmed that education subsidies influence students’ participation rates in public secondary schools in Makueni County, Kenya. The study recommends that government should increase funding to schools and also enhance the partnership with other stakeholders in financing education to enhance students’ participation rates in education
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We study the impact of post- 1990 school finance reforms, during the so- called "adequacy" era, on absolute and relative spending and achievement in low- income school districts. Using an event study research design that exploits the apparent randomness of reform timing, we show that reforms lead to sharp, immediate, and sustained increases in spending in low- income school districts. Using representative samples from the National Assessment of Educational Progress, we find that reforms cause increases in the achievement of students in these districts, phasing in gradually over the years following the reform. The implied effect of school resources on educational achievement is large.
Incl. bibl., abstract This article argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional market-oriented reform strategies prevalent in many other countries. In this respect, Finland is an example of a nation that has developed from a remote agrarian/industrial state in the 1950s to a model knowledge economy, using education as the key to economic and social development. Relying on data from international student assessments and earlier policy analysis, this article describes how steady improvement in student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism and trust. Unlike many other education systems, consequential accountability accompanied by high-stakes testing and externally determined learning standards has not been part of Finnish education policies. The insight is that Finnish education policies intended to raise student achievement have been built upon ideas of sustainable leadership that place strong emphasis on teaching and learning, intelligent accountability, encouraging schools to craft optimal learning environments and implement educational content that best helps their students reach the general goals of schooling.
The aims of this pilot study were to determine the prevalence of head, face and dental injuries sustained by schoolboys while playing cricket and to compare the prevalence of those injuries in England and Australia.
A questionnaire that determined distribution and prevalence of orofacial injuries sustained when playing cricket was distributed to all players (n=411) who played cricket in four private schools in England and four private schools in Australia. There was a 100% response rate.
Fifty subjects (24.1%) from English schools and 52 subjects (25.5%) from Australian schools reported injury/injuries to the head, face and teeth. Australian cricketers reported more injuries per player. The distribution of injuries between the two countries was similar. Sixteen players had sustained loosened or broken teeth. Two players reported avulsed teeth.
It was concluded that there was a high prevalence of head and orofacial injuries among the schoolboy cricketers but relatively few dental injuries. The distribution of types of head, face and dental injury in England and Australia were similar.
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