Publication: Equitable resource distribution in accessing free primary education in Kenya:A case of Msambweni District, Kenya.
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2012-10
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Mount Kenya University
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Abstract
The key problem of this study was that despite the government efforts to reduce poverty levels
and distribute resources, most public primary schools have still a dismal margin of access to
adequate resources hence hindering education development in the rural areas of the country.
Determinants of learner’s access to education resources at all levels have not been adequately
investigated and well understood. The Education management society of Kenya explored equity
in provision of Secondary Education, focused on some ethnic groups, regions, type of genders,
social class that may have more and better resources and opportunities towards Secondary
Education as a result of their geographical location and ethnic proximity to the ruling elites. The
purpose was to investigate equitable distribution of resources in accessing quality education is
rural schools causing some public schools in Coast region not equitably distributed with
adequate resources to reduce poverty levels in the region. The objectives aligned to were; to
establish challenges faced by such schools in spending government funds, the role of
infrastructure in accessing F.P.E in rural schools and distribution of teachers in search areas.
Msambweni District, Kwale County. The research variables were geographical locations, gender
imbalance, teachers, finance resources and infrastructure. Simple random sampling based on
rural public primary schools within an education zone Division was used. The researcher used
computer software SPSS and MS-Excel program to analyse the data collected. Unvaried analysis
was used for the single variables which comprised of computation of frequencies, tables, means
and modes. The target population was 580 teachers, 60 headteachers, 1 T.S.C personnel, 1
Educational Officer and 1 TAC tutor. Observation checklist investigated the socio-economic
status of the school facilities. Descriptive statistics were used to analyse the data. Equal
distribution of resources was significant to learners in rural public primary schools in Kenya to access and actively participate in national development.
The research findings included
inadequate distribution of teachers, schools infrastructure; poor road network coverage in rural
which deterred effective transportation and unclear communication from schools through Tac
tutors to the ministry’s headquarters.
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educational planning management