| dc.description.abstract | The main objective of this research was to find out the effects of school fees on equity provision of
education in public secondary schools in Kenya. The ministry of education fee guidelines allows
schools to charge feel according to the category of schools and schools are allowed to alter the fee
guidelines to cater for parents to finance school projects( MoEST 2008).As a result there exists
different fee structures in public secondary schools whose effects on equity provision of education
is not clear. The researcher used cross-sectional survey research design. The independent variables
were: fees charged in various categories of secondary schools, parents’ economic background,
government policy on fees, while the dependent variables were equity provision of learning
resources, provision of teachers, student retention in schools, student educational and career
aspirations. Target population comprised of secondary school head teachers, teachers, students and
parents. The sample comprised of: twenty three head teachers, two hundred forty seven teachers,
three thousand two hundred and ninety one students, and forty six parents. The research instruments
used were: Interview for head teachers and parents, questionnaires for teachers and students and
observation check list for school facilities. Reliability of the instruments was established through a
pilot study. A test- retest technique was used to correlate the result of the pilot study. The pilot
study results indicated that instruments yielded consistent results each time they were administered
to the respondents. Experts established content validity of the instrument by reading thoroughly t o
ascertain their focus in responding to research questions. Data obtained were analyzed using
descriptive statistics such as frequencies, percentages, and means by statistical Package For Social
Sciences.(SPSS) and presented using tables, graphs, and charts. Discussion and interpretation of the
findings, established that the higher the school fees charged, the better the provision of education to
students, the lower the school fees charged the poorer the provision of education to students.
Students from low economic backgrounds are highly disadvantaged in equity provision of education. In conclusion, categorization of school fees in Kenyan secondary school is an hindrance
to equity provision of secondary school to learners from poor economic backgrounds .To the
ministry of education, the researcher, recommended a revision of school fees policy guidelines to
guard against unrealistic fee increments, allocate funds for free secondary school according to the
needs of the schools but not per student. Employ enough teachers for all public secondary schools
to enhance equity provision of education. To the head teachers, the study recommended that they
should explore avenues of soliciting for funds from non-governmental organizations, well wishers,
income generating projects and CDF to assist in funding the school projects. To the parents the
study recommended that, they should work in collaboration with the head teachers to be educated
on economic empowerment through seminars and workshops. The researcher recommended further
research on adequacy of school facilities to establish which school needs more funding for facilities
and learning resources to enhance equity provision of education. | en_US |
