FACTORS AFFECTING TRANSITION RATES FROM PRIMARY TO SECONDARY SCHOOLS: THE CASE OF KENYA
Journal Title: Problems of Education in the 21st Century - Year 2011, Vol 32, Issue 1
Abstract
Kenya envisages being a developed nation by 2030. This calls for increased transition rates from primary to secondary school in all districts to meet its anticipated middle and high level manpower requirements. However, transition rates from primary to secondary school in some districts remain low despite the government effort to offer tuition free secondary education. This has been attributed to a number of factors among them cultural, environmental, school-based or socio-economic factors. This is a cause of concern if the government has to meet Vision 2030 as well as MDGs by 2015. This paper reports on factors affecting transition rates from primary to secondary school in Taita Taveta district, Kenya. A sample of 144 respondents consisting of 88 parents and 56 primary school head teachers in the district were used. The main tools of data collection were a questionnaire and interview schedule. Data analysis involved the use of percentages and a Chi- square. The results indicate that an average of 40% of pupils fail to transits to secondary schools every year in the district and the most affected are girls. The main reasons for non transition are lack of funds to pay school levies, early marriages, long distance to school and lack of interest in schooling. There is thus need for the government to introduce incentives such as additional allocations to the poor, include secondary education as basic education, empower the locals through poverty eradication strategies and review the curriculum to make it more responsive to students’ interests.
Authors and Affiliations
Kikechi R. Werunga, Geoffrey Musera, Oliver Sindabi
Keywords
Related Articles
- EP ID EP478724
- DOI -
- Views 103
- Downloads 0
ABOUT THE SCHOOL AND THE STUDENT-TEACHER RELATIONSHIP IN THE 21ST CENTURY: SOME PERSPECTIVES AND CHALLENGES
Contemporaneity, defined as post-modernity, is a stage of civilization changes, which in its nature entails changes in the sphere of didactic and educational thinking and practice. The rapid pace of social change, shapin...
THE EVALUATION STRATEGIES OF INTEGRATED SCIENCE TEACHING AND LEARNING
In educational literature we can find different definitions on evaluation. Evaluation is the pay-off of description – it is the synthesis of descriptive information and criterial information according to very strict and...
DEVELOPING SPATIAL VISUALIZATION WITH 3D MODELING
The research was carried out in 2011 among 22 pupils from 14 – 15years old. The purpose of the pilot study was to determine the influence of 3D modeling on the spatial visualization of pupils, as well as the gender diffe...
MODERN TEACHING OF COMPUTER SUBJECTS TO SUPPORT WEB 2.0 TECHNOLOGIES
The subject of our interest is an educational process, which is a dynamic process, changing in time, and can be examined from various viewpoints. We can focus on participants of this process, i.e. on students and lecture...
EVALUATION OF STUDENTS’ GENERAL PERCEPTIONS OF PROBLEM-BASED LEARNING IN A COMPUTER ENGINEERING PROGRAM IN BRAZIL
This research aimed to evaluate students’ overall perceptions of Problem-based Learning use in a Computer Engineering program in Brazil. PBL is applied to nine interdisciplinary core courses of its curriculum. A 32-item...