Influence of School Based Policies on Internal Efficiency in Public Day Secondary Schools in Nyatike Sub County, Kenya

Khatete Ibrahim^1,

¹Department of Educational Administration and Planning, University of Nairobi, Kenya

Cite this paper:
Khatete Ibrahim. Influence of School Based Policies on Internal Efficiency in Public Day Secondary Schools in Nyatike Sub County, Kenya. American Journal of Educational Research. 2018; 6(3):161-169. doi: 10.12691/education-6-3-1

Abstract

Policies formed at the school level have tended to interfere with national agenda universal schooling in many countries of the world. A study therefore was carried out on the influence of school-based policies on internal efficiency in public day secondary schools in Nyatike Sub County, Kenya. The study was guided by three objectives; students’ grade to grade promotion policy, schools time management policy and school time tabling. The design employed in this study was descriptive survey. The researcher targeted all 52 secondary schools in Nyatike sub-county. Stratified random sampling was used to arrive at the chosen samples for the study. The school-based policies analyzed were found to affect the internal efficiency in education in public secondary schools. The government’s policy of no repetition, was found be flowed by all the schools as they had their own students’ grade to grade promotion policy based on students’ performance in internal examinations. All schools visited were found to be using exams for promotions. Ninety point zero three percent of the students responded that rules put by schools on student grade to grade affects their wellbeing and stay in school. Sixty one point five three percent of the students sampled believed student grade to grade policy has an impact on repetition of students. On time management policy, a majority of the schools did not have strategic plans to guide the operations in schools. However, the schools had timetables as required by the ministry of education. No effort was put in place to assist weak students in bettering in their academics to meet the set school targets for promotion. In conclusion the internal school policies on grade to grade promotion have affected greatly the internal efficiency in education in Nyatike sub-county. The inefficiency index of 1.3 was found. There is poor implantation of time management policy and there is a lot of waste of time in the afternoons in the sub-county. It is recommended that close monitoring be done by the sub-county director of education office on implementation of no student repetition policy.

Keywords:
terms used academic performance automatic promotion internal efficiency students’ grade to grade promotion policies time management policy

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Kumar and Ahmad (2007). Meaning, Aims and Process of Education. Available from: https://sol.du.ac.in/Courses/UG/StudyMaterial/16/Part1/ED/English/SM-1.pdf.
[2]	Ozturk, S.K. (2011). Investment in human capital. American Economic Review, 51 (1), Pp. 334-342.
[3]	Klein (2011). Psychological Research Method; a conceptual Approach. Unpublished M.Ed. Thesis. University of Bradford.
[4]	Schultz, T. (1971). Investment in human capital. The role of education and research. New York: Free Press.
[5]	Kothari (2004). Research methodology: Methods and Techniques. New Delhi; New age international (P) limited, publisher.
[6]	Mugenda, O. M & Mugenda, A. G. (2003). Research Methods: Qualitative and Quantitative Approaches. Nairobi: Acts Press.
[7]	Orodho J. A, Khatete I and Mugiraneza J. P (2016). Concise Statistics; An Illustrative Approach to Problem Solving. Nairobi, Kanezja Happyland Enterprises.
[8]	Gibbons, S., kimmel, H. & O’Shea, M. (1997). Changing Teacher Behaviour through Staff Development: Implementing the teaching and Content Standards in Science schools and Mathematics. 976(1): 302-340.
[9]	Warren F. (2014). Promotion of students’ wellbeing. Paris IIEP.
[10]	Ndaruhutse, S (2008). Grade repetition in primary schools in Sub-Saharan Africa: an evidence base for change. CfBT Education Trust.
[11]	Cohen, D. & Soto, M. (2007). Growth and human capital: Good data, good results: Paris school of Economics: Springer Science+Business Media, LL.
[12]	Hannan Homad Mohamed Alharbi (2015). Internal and External Efficiency of the Saudi Education system.
[13]	Leedy and Arnold (2005). Practical research: Planning and design; Upper Saddle River, N.J.: Prentice Hall.
[14]	Lumuli, N. C. (2009). An Investigation into Internal Efficiency Measures in Promotion of Access and Completion Rates in Public secondary Schools in Bungoma, South District. Unpublished M.Ed. Thesis, University of Nairobi. Kenya.
[15]	Nyatike secondary schools. 2017. KCSE analysis; performance improvement and value added progress. Sub-County Education office; Nyatike Kenya.
[16]	Orodho, J. A. (2009). Techniques of writing research proposals and reports in education and social sciences. Nairobi. Kanezja publishers.
[17]	Rono, J. K. (1990). Factors Influencing the Rate of Drop out Among Primary School Students in Nandi District of Kenya. Unpublished M. Ed Thesis, Kenyatta University, Nairobi Kenya.
[18]	Sanothimi, & Bhaktapur, (2001). Study of Internal Efficiency of Primary Education. Nepal. http.//www.esat.org.np/.
[19]	Teacher establishment and shortage within Nyatike sub county for the year 2017 TSC office; Nyatike sub- county. Kenya.
[20]	UNESCO. (2010). Education for All. Global Monitoring Report, London. L. Publishers.