CONSTITUENCY BURSARY FUND ON ACCESS TO SECONDARY SCHOOL

EDUCATION, A CASE STUDY OF KHWISERO CONSTITUENCY

KAKAMEGA COUNTY OF THE REPUBLIC

OF KENYA

BY

AMWAYI CAREN OBULEMELE

REG. NO. BAE/10033/81/DF

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL

FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF THE

DEGREE BACHELOR OF ARTS WITH EDUCATION

KAMPALA INTERNATIONAL

UNIVERSITY

MAY, 2011

DECLARATION

I Amwayi Caren Obulemele declare that this research report is my original work and has not been submitted

for the award of a degree/diploma in any other university/college/institution.

Si~ature .

AMWAYI CAREN OBULEMELE

BAE/l 0033/8 l/DF

Date.~S~).YiS 2011

APPROVAL

This research report entitled, the constituency bursary fund on access to secondary school education a case

study of Khwisero constituency of Kakamega county of republic of Kenya, has been submitted to the faculty

of education with my approval as the university supervisor.

Signed

MR. TINDI SEJE (SUPERVISOR)

Date

ACKNOWLEDGEMENT

All the conclusion of this research, I cannot forget to mention the following person to whom I’m greatly

indebted. My father Mr. Ainea N. Amwayi and my mother Dinah K. Amwayi for availing to me the

necessary financial support that I used to offset the expenses for this research. My brother Allan N. Amwayi,

my sisters Angela L. Amwayi and Rita M. Amwayi and my husband Ogweno Rocklife for their moral,

technical support and invaluable information they availed to me freely.

Their assistance was instrumental in ensuring that this research became a success to them I’m sincerely

grateful.

III

LIST OF TABLES

1) Table 1

2) Table 2

3) Table 3

4) Table 4

5) Table 5

6) Table 6

7) Table 7

8) Table 8

9) Table 9

10) Table 10

11)Table 11

iv

LIST OF ILLUSTRATION AND FIGURES

1. Histogram 1

2. Histogram 2

3. Histogram 3

4. Histogram 4

V

LIST OF ABBREVIATIONS

AEO

CBF

CDF

DEO

GDP

HIV/AIDS

N/B

RegNo

Area Education Officer

Constituency Bursary Fund

Constituency Development Fund

District Education Officer

Gross Domestic Product

Human immune deficiency virus/acquired immune deficiency

syndrome

Please note

Registration number

vi

TABLE OF CONTENT

DECLARATION

APPROVAL

DEDICATION

ACKNOWLEDGEMENT iv

LIST OF TABLES

LIST OF ILLUSTRATIONS/FIGURES vi

ABSTRACT ix

CHAPTER ONE 1

INTRODUCTION 1

1.1 Background of the study 1

1.2 Objectives of the study 5

1.3 Questions

1.4 Hypothesis 5

1.5Staternent of problem 6

1.6 Scope of the study 6

1.7 Significance of the study 6

CHAPTER TWO 7

LITERATURE REVIEW 7

2.1 Barriers of Education 7

2.2 Importance of Girls 7

2.3 Global Response 8

2.4Sustainable Solutions 8

VI I

CHAPTER THREE .11

RESEARCH METHODOLOGY ii

3.1 Research Design 11

3.2 Sampling Design 1 1

3.3 Collection of Data 13

3.4 Document Analysis 14

CHAPTE FOUR 16

PRESENTATION OF DATA, FINDINGS AND ANALYSIS 16

4.1 Data Presentation 16

4.2 Data Analysis 20

CHAPTER FIVE 24

DISCUSSION, CONCLUSION AND RECOMMENDATION 24

5.1 Discussion of Results 24

5.2 Conclusion 25

5.3 Recommendation 26

REFERENCES 27

APPENDIX 1 28

QUESTIONARIES FOR HEADTEACHERS AND STUDENTS 28

VIII

ABSTRACT

This research titled,~ Constituency bursary fiend on access to secondary school education a case study of

Khwisero constituency of the republic of Kenya was conducted to find out whether there existed any link

between the constituency bursary fiend and access to secondary school education for students from

economically disadvantagedfamilies or backgrounds and the effectiveness and sustainabiliry therefore of the

association. The bursary awards in financial amounts exemplified the constituency development fiend and

were the independent variable, while the number of students maintained in school by the bursary awards

characterized the dependent variable, access to secondary school education.

Access to secondary school education has been low at about 47% ofstudents who sitfor KCPE but only 17%

of students from economically disadvantaged backgrounds access education at this level was important to

ascertain whether the CDF has increased access or not within the constituency.

The objectives of the research were to ascertain whether the CDF increased access, whether it was gender

balanced and if it was si~jficient.

The research was conducted to a case study, data being collected during the months ofJuly to December the

year 2010 using the following instruments of data collection; Questionnaires, scheduled interviews,

instructed interviews and document analysis, from seven secondary schools, four wards, four locations,

selected from the eleven secondary schools four wards and four locations ofKhwisero constituency of the

republic of Kenya. The data was analyzed using descriptive analysis, quantitative analysis and employing

various statistical tools like frequency tables and histogram.

The study found tha4 there existed a direct link between the bursary awards and increased access to

secondary school education; the amount of the fiend was not sufficient; both the gender were treated equally;

The study concluded; that the bursary fiend increased access to secondary schools for students within the

constituency amount. The study recommended that the criteria for selection and allocation should focus on

the status and number of students and not on wards; the bursary awards should be consistent and that the

award should be released to schools on time.

ix

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Education being the key to massive human resource development for the people of any country to the

efficient implementation and attainment of national goals. Proper education not merely the attainment of

literacy was crucial to the achievement of all development goals including the millennium development

goals.

Access to education for both the gender and more specifically those from economically disadvantaged

families and backgrounds was the focus of this study.

In Kenya, for the last forty seven years since independence, access to secondary school education has been

particularly low at about thirty percent of all students’ disadvantaged background including those from

marginalized regions of the country who sit for Kenya certificate of primary education (KCPE).

This has been accurately low considering the potential of education to transform the lives of those students

and their families.

Since independence in 1963, the government of Kenya has implemented the policy of awarding and bursaries

to schools whose boards of governors then proceed to determine which students deserve the awards. This

school based bursary scheme was disbursed to schools nationally based on the legal status of the school,

whether a national, provincial or district school in Kenya. Also schools from the arid and semi-arid regions

were awarded a little more to cater for their vulnerable students’ population.

The school based grant and bursary scheme was implemented until the year 200 lwhen it was stopped and

replaced in 2003 with the national constituency bursary fund. This national fund is administered by the

ministry of education and human resource development.

The fund is allocated equally to all the 210 constituencies in Kenya but based on a formula factoring the

particular constituency’s poverty index.

Khwisero constituency has got two divisions which are the administrative units with area education officers

in charge. The constituency is as such a political unit not administrative. This research was however

conducted within Khwisero constituency.

1

This study attempted to find out to what extent the fund had on access to secondary school education for both

the gender within the schools in the constituency. It also investigated how the fund has succeeded in

ameliorating the adverse effects of socio-economic factors such a poverty, gender, culture, unemployment

and family incomes on access to secondary education within the constituency.

The study investigated the award of the bursary and the ability of the students to obtain admission, maintain

themselves in school and to complete their school programme and the association existing between these

issues.

This study focused on the importance of the fund on access and did not confuse the contribution of other

factors to access with that of the fund, Isolating the specific contribution of the fund to access to secondary

school education for students from economically disadvantaged background was the central task of this

study.

The study was conducted amongst the seven secondary schools sampled, within four wards and four

locations all within Khwisero constituency. This study focused on the period between 2006 to 2010

Within the fund has been operational.

The aims and objectives of the bursary fund scheme

The bursary scheme was investigated to be able to;

o Increase access for students from poor house holds to secondary schools

o Ensure retention of those who enter secondary school

o Enhance completion rate at secondary school level

• Reduce disparities and inequalities in the provision of secondary education

Who are the target groups?

- Orphans

- Poor but bright students

- Marginalized groups from rural and urban slums

- HIV/AIDS victims’

- The girl child

- Children in difficult circumstances (Special needs)

2

Reasons for new policy on disbursement

- To eliminate corruption on disbursement

- To empower the people to delivery participate in decision making at the grassroots level.

The application and disbursement procedures

Parents or students or guardians obtained bursary application forms from their respective area education

officers (AEO) or from school principals.

Applicants had to be residents of the constituency to which the application was made.

The forms duly completed were forwarded to the AEO, who in turn presented them to the committee

The committee sat and considered each applicant using the established criteria for allocating the bursary.

NB: Care had to be taken to ensure that the aims and objectives of the bursary scheme were upheld

during allocation.

The DEO (District Education Officer) received the list of the beneficiaries from the committee’s

secretary and when satisfied prepared cheques to schools and released them.

Justification for the procedures

- Constituencies do not have the same enrolments

- Students in a given constituency and district do not have identical levels of need

- Poverty indices and enrolment levels are the only criteria that can be applied to ensure that the

bursary scheme target the individual and not county or constituency.

Formular at national level

Constituency bursary= amount allocated X constituency enrollment/national enrollment X county

poverty index national poverty index.

Formular at divisional level

Allocation per ward in Khwisero =ward poverty index/constituency poverty index X ward

populationlconstituency population X amount.

3

Secondary schools within the constituency were found to be;

a) Day and mixed secondary schools,

Eshibinga mixed day secondary

Ekabuli day secondary school, Eshihongo mixed day secondary school

Eshinutsa secondary school,

b) Day and boarding mixed secondary schools;

Khwisero mixed day and boarding secondary school, Namasoli mixed day and boarding

secondary school.

c) Girls boarding schools

Malindi girls boarding secondary school

d) Boys boarding secondary schools

Mwihila boys boarding secondary school

e) Private mixed day secondary schools

St. Georges Mushiangubu secondary school

Khwisero constituency has got the following locations that also double as local authority wards. Each

location is headed by an administrator known as chief, while each ward is represented in the county council

by a councilor.

Location Ward

Kisa East Kisa East

Kisa North Kisa North

Kisa Central Kisa Central

Kisa South Kisa South

Data presentation

Poverty indices for wards within Khwisero constituency are as follows

KISA EAST 37

KISA NORTH 57

KISA CENTRAL 72

KISA SOUTH 78

4

Khwisero constituency poverty indices was 64

Khwisero constituency population was 64,711

Wards populations were as follows;

KISA EAST 15,241

KISA NORTH 7,870

KISA CENTRAL 6,670

KISASOUTH 8,482

The findings of the study were significance to the government of Kenya and its development partners in

assessing the current levels of access to secondary school education for students from economically

disadvantaged backgrounds; all stakeholders in determining whether and to what extent bursary awards

impact on retention and completion rate in secondary and to all the residents of the constituency in evaluating

the performance of the fund.

1.2 Objectives of the study

1. To find out whether the bursary awards had increased access to secondary school education for the

students from poor background.

2. To find out whether the amounts awarded are sufficient to maintain these students in school

3. To find out whether the bursary awards are gender balanced

1.3 Questions

1. Have the bursary awards increased the access to secondary school education for students from poor

backgrounds?

2. Is the amount awarded to the students sufficient to maintain them in school?

3. Is the bursary awards gender balanced?

1.4 Hypothesis

1. There is no significance relationship between the bursary awards increase and the access to secondary

school education among the poor students.

2. There is significance relationship between the amount awarded and sufficiency to maintain them in

school

3. There is no significance relationship between bursary awards and gender balance.

5

1.5 Statement of the problem

Access to secondary school education has been low at about 47% of students who sit for KCPE within

Khwisero constituency but only 17% of students of both genders from economically disadvantage

backgrounds access education at this next level. It was important to ascertain as to whether the CBF had

increased access or not within the constituency. It has not been ascertained as to whether the CDF is

faithful to its mandate or not. This research is to find out to what extent the CDF has increased access to

secondary school education for these cadre of students within Khwisero constituency.

1.6 Scope of the study

This study was conducted within Khwisero constituency in Kakamega County of the republic of Kenya

among seven secondary schools, within four administrative locations and four local authority wards.

Seven secondary school principals, four chiefs, four councilors and five hundred and sixty students.

These schools were chosen on the basis of accessibility, gender composition, ownership status and

whether boarding or day.

1.7 Significance of the study

1. The parents and guardians are bright but there are needy students within Khwisero constituency.

2. The government and its development partners is ascertaining the effectiveness’ of the CDF in Kenya

3. The local leaders stake holders and the Member of Parliament for Khwisero who are the actual

manager of the fund.

4. The student within the constituency

5. The policy formulators within the ministry of education in the government of Kenya

6. To academicians as an academic research report.

1.8 Conceptual frame work

This model shows how the constituency bursary fund is distributed and reaches the grass route in therepublic of Kenya.

The money that is to be allocated as the constituency bursary fund is usually allocated by the CentralGovernment of Kenya which comprises of the President, the minister of Finance and the Finance Committee.They usually allocate 3% of GDP and allocate it as the constituency bursary fund.

The Central Government through the ministry of finance sends the money to the District TreasureryOffices in their respective districts. These offices are in charge of the fund distribution at the constituency

6

level to the needy students and constituency development. These offices work hand in hand with the CDFBoard.

The CDF Board it is usually formed at the constituency level. It comprises of the Member of Parliament,chairman, secretary and other members of the committee. The board has an approximate number oftenmembers. Through the board, the needy students submit their request of bursaries. The board verifies therequest and approves them, then sends the request to the District Treasurery who then grants the bursaries tothe needy students. The board is not only to submit the students request but also submit request forconstituency development, hence the building of classrooms, dispensaries and road construction.

CENTRAL GOVERNMENT

DISTRICT TREASURERY

‘TI

CDF BOARD

CONSTITUENCY

7

CHAPTER TWO

LITERATURE REVIEW

The Kenya government having ascertained the weakness and inappropriateness of the school based bursary

and grant scheme embarked on the formulation of a new program that was aimed at offsetting the

shortcomings of the earlier scheme. This led to the introduction of the national constituency bursary fund

under the ministry of education and human resource development in the year 2003. “Education is the

premise of progress, in every society in every family”.

Former UN Secretary-General Kofi Annan.

Today, more than 90 million children do not have the opportunity to attend school. Education is a human

right and one of the most powerful tools we have to reduce global poverty. Ensuring that after children

receive the education they serve will help overcome inequality, improve health and promote economic

growth and political stability.

2.1 Barriers to Education

In 1948, the United Nations Subjected to the Universal Declaration on Human Rights, proclaiming that all

children have one right to a basic education. Yet, despite this pledge, over 90 million children still do not

attend primary school. Some of the most common barriers include, school fees, child labour, health crisis

such as HIV/AIDS, discrimination, and conflicts. The ability to attend school is only the first challenge;

quality of school is also important. In some places, there may be as many as 100-150 children in each

classroom and not enough teachers or suppliers.

2.2 Importance of Girls

Educating girls can raise economic productivity, lower infant and maternal mortality, improve nutrition and

promote health-including the prevention of HIV/AIDS and increase the likelihood of education in subsequent

generations. Yet girls currently make up more than half of all children out of school.

When money is scarce, parents tend to place greater value on education their sons, who are assumed to be the

breadwinners of the family. Girls are often expected to contribute more than boys to household chores and

8

upkeep-making the high cost of enrolling girls in school combined with the loss of valuable help at home not

worth it to many poor families.

Additionally, Aspin D.N and Champman J.D (1994) explains that; many schools are not sensitive to gender

issues. A scarcity of female teachers, lack of bathroom facilities and tolerance of sexual harassment in

schools make many parents reluctant in taking their daughters to school. Concerns about safety also keep

girls at home especially in rural areas, where they have to walk for miles just to reach their classrooms.

2.3 Global Response

The world has come together to make commitments to ensuring universal Primary Education by 2015.

o In 2000, 164 countries shown their commitment on to the Education for all goals at the world

Education Forum in Dakar Senegal.

o 189 countries agreed on the Millennium Development Goals for reducing global poverty by the year

2015 which include universal access to education and equal access among boys and girls.

‘While some countries are keeping their commitments to these goals, others are falling behind on their pledge

to help all children receive a quality, basic education. Out of 22 developed countries the United States is

ranked 20th for its level of commitment to funding education.

2.4 Sustainable Solution

Ensuring that all children received the education they deserve will require a coordinated, global effort of

individuals, communities, businesses and governments.

D.U Plusis Joy, Baramick A and Rugh A, says that, wealthy nations must increase funds and forgive debt.

Rich countries now give $2 billion each year to help poor countries pay for basic education. They need to

give $10 billion more each year to put all children in school by 2015. The United States, for example, gives

a total of 46 million each year — the approximate cost of building just 17 U.S high school.

Developing countries must work to abolish school fees, build more schools, hire more teachers, encourage

parents and communities to invest in girls’ education and create girl-friendly schools that are safe and

without bias. Mercy Corps works with communities around the world to achieve universal primary

education.

9

The bursaries in the fund were allocated and distributed to all the 210 constituencies in Kenya based on a

formula.

This fund has been operational from the year 2003 and as such this study has covered that period of seven

years. At the constituency level and this applied also to the division under study, there was a constituency

bursary fund committee, responsible for administering the fund but with guidelines given by the district

education officer for Khwisero Constituency.

There were 4092 public secondary schools in Kenya, with an enrollment of 1.448,2 14 students of which 47%

were girls and 53% were boys. Transition rate for the year 2003 was 47% from Primary to Secondary

Schools. Average poverty level within the country was 57% of the population.

Due to high inflation and recession in the economy, secondary school education was unaffordable to most

Kenyans. Also due to the arid and semi-arid regions of the country the situation was worsened resulting in

more than 50% of those completing primary level being unable to transit to the next level of secondary

school.

Studies have been conducted about the need and impact of subsidy in schooling especially in the developing

world. Venkataiah S. (1987) explains that, “in many parts of the third world, the ability of children from

poor families to access opportunities in the formal education system is always only made possible by

subsidies from the government is concerned.” It is a striking feature of developing countries that social

welfare educational policies were essential to the attainment of education by the vast majority of the

population.

Halsey A. H (1997) looks at the opportunities and abilities of students in disadvantaged and minority groups

and in Europe and discovered that “even in those fairly advanced economies various welfare systems were in

place to offer affirmative action on the education of children from poor families, girls and the disabled. “In

Europe subsidy of education still persist to this day in France, Germany, Spain, Italy, Denmark, Norway,

Sweden and Netherlands. Atkinson A.B (1974) has discovered that, in the distribution the economic

resources have a direct bearing on the ability of the country involved to attain a high incidence of education

within the population”.

10

Card David and Krueger J (1992) have pointed out, that public schools in the United States are characterized

of having a large population of students than in private schools. This is because majority of the students in

the public schools are from poor backgrounds families while the ones in the private schools are from rich

families who can afford to pay for their education in expensive schools. Due to reason the American

government saw it as necessary to chip in education matters; it came up with the issue of awarding bursary to

the less fortunate ones who wish to acquire education like the rest from rich families.

Health A.F. (1961) describes the relationship between the family, class and education in Britain an observes

that, “It has a direct link and impact on the level of access by members of the different sections of society to

formal education”

Omar Kobbaj (1980) has pointed out that under Nepad, access to education for children in Africa is key to

the successful implementation of all the millennium development goals in Africa for this reason all

stakeholders community must double there investments in the formal education sector in Africa, if the

millennium development goals are to be attained in the continent’s.

Venkataiah (1987) has aptly captured the theme of welfare initiatives in India by showing how bursaries have

facilitated access to millions of Indians not only at secondary level but even at tertiary and university level

but even at tertiary and university levels “India has so far continued to support its scholarship schemes as a

matter national policy, the socialist ideology of almost all of Indians governments since independence in

1947, have guaranteed increased access to all levels of education to millions of Indians.

In the third world access to education has largely been made possible in the last five decades by various

interventions. Before and immediately after the attainment of these independence countries of the third

world sought and obtained various scholarship schemes mainly from the then two world superpowers

namely USA, USSR. According to Havighurst JR (1962) much of the citizens of the developing countries

who have obtained formal education beyond the primary level have been facilitated by various government

bursary and grant schemes that have boosted access in these countries.

Among the Negro communities in the USA, various scholarship, bursary and grant schemes have contributed

to increased access to high school education for a vast majority of population. Willie VC (1964) notes that,

“the dynamics of education among negro communities is in congruence with the level of state involvement in

11

scholarship and grant schemes and is influenced by social status, neighborhood, religion and family

relationships.

These studies never investigated the sustainability of subsidy systems within these countries of the local level

or sub-national level which is what this report is all about. In this report the link between access, subsidy,

retention rate, completion rate and affirmative issue such as poverty, gender, special needs, minorities and

marginalization have been exhaustively studied at the local level within Khwisero Constituency in Kenya.

12

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

This research was conducted as a case study, employing both qualitative and quantitative research design.

The design was chosen because it was more specific, accurate, attainable and realistic to the researcher. As

the study was concerned with investigating the link between the award of bursaries and access to secondary

school education for students from economically disadvantaged background and those with special needs,

such issues were able investigated through the research design.

Target Population

This study was conducted among Secondary school of Khwisero Constituency Kakamega County of the

republic of Kenya. The constituency has eleven secondary schools of varying identities and evenly

distributed around the constituency. This diversity provided the study with a lot of opportunity to the various

dynamic within the study such as gender, family background, and status of the school, special needs and

poverty.

There are about 3,520 students in all these secondary schools, with a poverty level of about 57% within the

constituency, over a half of these students were actually found to be struggling to offset their fee balances.

3.2 Sampling Design

The study employed stratified sampling techniques and purposive sampling techniques. Stratified sampling

techniques were used to select the school and the category of responded that were included in the sample

stratified sampling was used in order to identify sub groups in the populations and to select from each sub

group to form a sample.

This ensured that a sub group were proportionally represented and also that the differences amount the sub

groups were catered for.

As the target population was not uniform since mixed and single sex schools and day and boarding schools

do not necessarily poses similar characteristics, the target and accessible population was not homogeneous.

Stratified sampling technique was therefore using to ensure that the target population was divided into

13

different homogeneous strata and that each sub group [strata] was represented in the sample in a proportion

equivalent to its size in the accessible population.

This ensured that each sub group characteristics were presented in the sample thus, this raised the externally

validity of this study.

Purposive sampling techniquewas employed in selecting certain respondents who were crucial to availability

a required or essential data. Respondents such as the area education officer, the local chief and the councilors

were purposely selected as seen fit by the researcher.

In the same regard, after the various schools were placed in different strata, some type of schools, that is,

some strata were found to contain only one school, this school was the purposely selected to represent that

strata.

Purposive sampling enables the researcher to obtain essential information that had been required before hand.

For example much of the documents analyzed were obtained from the area education officer for Khwisero

Constituency stratified sampling of the target population produced the following strata.

i. Boys high school

ii. Day and boarding mixed was one

iii. Girls’ boarding schools was one.

iv. Boys boarding was one

v. Private mixed day school was one.

The combined use of satisfied sampling technique and purposive sampling technique provided the best

approach towards capturing comprehensively representative data for this study.

As the study was conducted within the following schools,

i. Malindi girls boarding secondary school

ii. Eshibinga mixed day secondary school

iii. Mwihila boys boarding secondary school

iv. Khwisero mixed day and boarding secondary

v. St. Georges Mshangubu secondary school

vi. Eshihongo mixed day secondary school

vii. Ekabuli mixed day secondary school

14

The Sample

The sample consisted of five hundred and sixty students, seven principals, four location chief, four

councilors and the area education officer selected from eleven secondary schools, four locations and four

wards of Khwisero constituency of the republic of Kenya.

The sample above was chosen and was found to be able to adequately represent the population under study is

compassed of all wards, locations and diversity of secondary schools within the constituency.

Seven schools out of a total of eleven schools was found to be representative enough, while four locations

and four ward were also found to be adequately representation of five hundred and sixty form four and three

of the eleven secondary schools within the constituency.

3.3 Collection of data

In the study, data was collected by the use of several data collection instruments. These were;

i. Questionnaire

ii. Structure interviews

iii. Unstructured interviews

iv. Document analysis

Questionnaire

Questionnaires were sending and received from four location chiefs and four councilors from four different

wards within the constituency. These questionnaires were instrumental in ascertaining the perception of the

Dhief and councilors on the bursary fund and their roles if any in the management of the fund.

The instrument was chosen because it.

~-Iad specific questions that were crucial to the research objectives.

]uaranteed confidentially to respondentially to respondents.

~tructured Interview

seven Secondary school principals were interviewed on their roles in and perception of the bursary fund.

15

It was chosen because,

o Availed firsthand information to the researcher

o It gave the respondent an opportunity to understand the research objectives.

Unstructured Interview

Seven secondary school principals were interviewed on their roles in and perception of the bursary fund.

It was chosen because;

o Availed firsthand information to at the researcher

o It gave the respondent an opportunity to understand the research objectives

Unstructured interview

Unstructured interview was conducted among students of the form three, four from seven secondary school

within the constituency.

3.4 Document analysis

The area education officer for Khwisero Constituency availed to the researcher a wide array of official

document that related to the management of the fund from the year 2006 to 2010. These documents provided

to be of invaluable contribution to the determination of actual conduct of the affairs of the funds and

management within this specified period.

It is from these documents that the criteria for disbursement of the bursaries, the formula for allocation and

selection of the beneficiaries were obtained.

During the unstructured interview conducted on the area education officer the following facts were sought

and obtained.

Bursary allocation for the constituency per year from 2006 to 2010

i. Bursary allocation per ward per year from the year 2006 to 2010

ii. The ratio of boys to girls per year for the constituency in terms of bursary allocation

iii. The ration of total orphans to the partial orphan to parents both alive per year in the constituency in

relation to the bursary award.

iv. The criteria use in determining which ward and which student gets what.

v. The composition and structure of the constituency bursary fund management.

vi. Boys to girls ratio per school per year in relation to bursary award

16

The questionnaires administered on tbe four ward councilors for Kisa East, Kisa Central, Kisa South wards

established that all the councilors responded in the affirmative to questions 2,3,6,7, 10 and 11. They also

responded in the negative to question 9. Therefore all the councilors were in agreement that:

Their wards benefited from the bursary awards

The awards increased access for students from their wards

P/O and tb benefited from the awards

The scheme is sustainable

CBF management should be devolved and that

The allocation criteria were not fair to their wards.

The histogram illustrating bursary award within the constituency for the year 2006 to 2010 clearly shows

how the number of boys awarded bursary per year kept on increasing generally reaching a peak at 498 boys

in 2010, but the number of girls awarded largest remained low and constant, 249 girls being the highest

award in 2010. In table 1 the ratio of the total number of students awarded bursary to the total number of

applicants, was always about 1:2 for ever year from 2006 to 2010.

In analyzing table 2 showing bursary allocation for the constituency per year form 2006 to 2010, the amount

of bursary awarded to Khwisero constituency kept on increasing steadily from 1 million shillings in 2006 3.1

million in 2010 enabling many students to benefit. A total of Ksh. 10.907, 891.00 had been disbursed to

schools by the end of 2010 as bursary awards.

The results obtained from the unstructured interviews conducted within the seven secondary school

education adequate.

The amount awarded were not adequate

The allocation criteria should focus on the individual student’s condition and not the awards or locations

poverty index.

- The awards maintained them in school for the entire duration of their school program.

17

CHAPTER FOUR

PRESENTATION OF DATA, FINDINGS AND ANALYSIS

4.1 Data presentation

The following were finding of the study of conducted within Khwisero Constituency of the republic of

Kenya on the constituency bursary fund on access to secondary school education between in the year 2006 —

2010.

Table 1

Beneficiaries of bursary awards within Khwisero constituency, Kakamega County for the year 2006 —

2010.

Year Number of boys Number of girls Total for both Applicants

2006 240 160 400 898

2007 160 240 400 924

2008 333 195 528 1340

2009 313 184 497 978

2010 498 249 747 1568

Total 1544 1028 2572 5708

Table 2

Bursary allocation for Khwisero constituency per year from 2006 — 2010

Year Amount (Kshs)

2006 1,000,000.00

2007 2,840,400.00

2008 2,395,571.00

2009 1,562,246.00

2010 3,109,674.00

Total 10,907,891.00

18

Table 3

Ratio of boys to girls and par~hil orphans to total orphans to both parent alive awarded bur~ary for

the period 2006 to 2010.

Ratio Ratio

School Boys j Girls Plo Tb B/A

Eshibinga Mixed 3 1 5 3 3

Khwisero Mixed 4 1 7 4 2

Malindi Girls - ALL 3 1 1

Eshihongo Mixed 5 1 1 2 0.5

Ekabali Mixed 3 1 3 2 0.5

Mwihila Boys ALL - 1 2 0.5

StGeorge 1 1 2 1 1

Key

P/o - Partial orphans B/A -Both parents alive

Tb - Total orphans

Table 4

Number of students awarded bursary per year per school in Khwisero Constituency

School 2006 2007 2008 2009 2010Malindi Girls 42 46 65 — 66 68Eshibinga Mixed 36 31 54 55 57Mwihila Boys 21 22 48 49 60Khwisero Mixed 54 74 94 94 - 96Ekabuli Mixed 10 16 22 23 26Bshihongo Mixed 16 11 34 36 38St. Georges 21 36 26 26 29Fotal

19

Table 5

Bursary allocation per year per ward in Khwisero constituency for the year 2006 to 2010

Ward 2006 2007 2008 2009 2010 Total

jKshsl [Kshsl [Kshsj [Kshsl [Kshs]Kisa East 136,164.40 386,755.68 326,186.70 212,719.16 423,420.68 1,485,244.62Kisa North 108,315.70 307,659.91 259,477.71 169,215.72 336,826.52 1,181,495.56Kisa Central 115,957.90 329,366.82 277,785.38 181,154.77 360,591.27 1,264,856.14Kisa South 159,747.80 453,747.65 382,687.20 249,565.36 496,763.58 1,742,511.59Total 520,183.80 1,477,530.06 1,246,136.99 812,655.01 1,617,602.05 5,674,107.91

Table 6

Secondary schools principal’s responses to questions during the structured interviews.

No. Questions Malindi Eshibinga Mwihila Khwisero Khwisero Eshihongo St.Mixed Girls Georges

Res onsesYes No Yes No Yes No Yes No Yes No Yes No Yes No

Satisfied with your role * * * * * *

School status a factor * * * * * * *

Awards too late in * * * * * * *

comingAward ender balanced * * * * * * *

5 Amount appropriate * * * * * *

Prefers school based * * * * * * *

schemeCriteria satisfactory * * * * * * *

Lobbying present * * * * * * *

Bursary sustainable * * * * * * * —

10 Satisfied with CBF * * * * * *

management11 Increased access in your * * * * * * *

schoolTotal 7 4 5 6 5 6 5 6 7 4 7 474

20

Table 7

Councilór’s responses to questions within the questionnaires.

No Questions Kisa East Kisa North Kisa Central Kisa South

Yes No Yes No Yes No Yes No1 Satisfied with your role * * *

2 Your ward beneficiary * * * *

3 Bursary gender balance * * * *

4 Lobbying present * * * *

5 Fair to all wards * * * *

6 Increased access * * * *

7 Benefits P/OT/O * * *

8 Awarded to non deserving * * * *

students9 Allocation criteria fair * * * *

10 Scheme is sustainable * * * *

1 1 CBF management should * * * *

be devolvedTotal 9 2 9 2 7 4 7 4

Table 8

Location chiefs’ responses to questions within the questionnaire

No Questions Kisa East Kisa North Kisa Central I Kisa South

Yes No Yes No Yes No Yes No1 Location benefited * * * *

2 Increased access * * * *

Benefits P/OT/O * * * *

Bursary gender balanced * * * *

Scheme is sustainable * * * *

5 Fair to all locations * * * *

Lobbying resent * * * — * *

CBF management should * *

be devolved -

Satisfied with your role * * * *

10 Awarded to non deserving * * * *

students1 1 Number of beneficiaries * * * *

significantTotal 6 5 8 3 7 4 7 4

21

4.2 Data analysis

Table 9

Analysis of responses by secondary school principals during the structured interviews.

Questions Yes No1 1 32 4 63 7 04 7 05 0 76 7 07 3 48 0 79 7 010 0 711 7 0

Table 10

Analysis of responses by councilors to questions within the questionnaires

Questions Yes No1 3 12 4 03 4 04 2 25 1 36 4 07 4 08 2 29 0 410 4 011 4 0

22

Table 11

Analysis of responses by location chiefs to questions within the questionnaires

Questions Yes No1 4 02 4 03 4 04 2 25 4 06 0 47 2 28 4 09 1 310 2 211 1 3

23

HISTOGRAM 1

Histogram illustrating the responses of school principals during th structed interviews.

NO. OF PRINCIPALS

H~

HISTOGRAM 2

Histogram illustration the responses of location chiefs to questions within the questionnaires

No of chiefs

L~ Yes

~ No

600

400

100

O~

1 2 3 4 5 6 7 8 9 10 11

Yes

• No

600

500

300

200

0

1 2 3 4 5 6 7 8 9 10 11

24

HISTOGRAM 3

Histogram illustrating the responses of councilors to question within the questionnaire

No of councilors

HISTOGRAM 4

E-listogram illustrating bursary awards within Khwisero constituency for the year 2006-20 10

NO. OF STUDENTS

600

500

300

100

0

• Yes

• No

1 2 3 4 5 6 7 8 9 10 11

600

500

400

300

200

100

0

• Yes

No

1 2 3 4 5

25

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 Discussion of Results

The results obtained from these study were very comprehensive as they emanated from a sample that was

quite representative of the targeted population within the constituency. Data having been collected

professionally by use of the various data collection instruments such as questionnaire, schedule interview,

~locument analysis and unstructured interview, the validity and authenticity of the result are beyond dought.

The research results established that all the seven secondary school principals for Malindi, Eshibinga,

Vlwihila, Khwisero Mixed, Khwisero Girls, St. Georges Secondary Schools interviewed responded in the

~ffirmative to questions 3, 4, 6, 9 and 11 and in the negative to questions 5, 8 and 1, therefore all the

rincipals were in agreement that;

o The bursary awards come too late in their schools.

o The awards were not gender balanced.

o The referred the earlier school based bursary and grant scheme.

o The bursary scheme is sustainable.

o The amounts award to students was not appropriate.

o Lobbying for the bursary award was present.

o They were satisfied with the CDF management

Ehe questionnaires administered on the four location chiefs for Kisa East, Kisa North, Kisa Central locations

stablished that all the four chiefs responded in the affirmative to questions 1, 2, 3, 5 and 8. They however,

esponded in the negative to question 6.

~herefore, all the location chiefs were in agreement that:

o Their locations benefited from bursary awards.

o The awards increased access to secondary school education for students from their locations.

o The awards benefited pío and tb.

o The amounts awarded were not adequate.

26

o The allocation criteria should focus on the individual student’s condition and not the wards or

locations were index.

o The awards maintained them in school for the entire duration of their school programme.

5.2 Conclusion

The amount allocated to Khwisero constituency during the entire period of seven years was inadequate to

meet the demand for access to secondary school education of the many qualified but financially and

disadvantaged students within the constituency.

In addition, the criteria for selection and allocation of the bursary awards did not focus on student’s

individual socio-economic conditions but rather relied inadvently on the poverty indices of wards which

were general and not specific to family or household condition.

However, the study concluded that the scheme has considerably increased access to secondary school

education for both the gender within the constituency, it has also been generally well managed it has also

Dovered the entire division geographically.

[n conclusion it is safe to state that the scheme has got the support of all the stakeholders within the

Donstituency as they view it as sustainable and an invaluable part of the development strategy within the

~onstituency.

27

5.3 Recommendation

The study resulted into the following recommendations. That

o The financial allocation of the National Constituency Bursary Fund should be doubled if it were to

count a substantial number of the desperately needy students within the country and student

specifically within the Khwisero constituency.

o The management of the fund at the constituency level should be more representative of all the

stakeholders in the constituency.

o The management of the fund at the constituency levels should be devolved to the ward and for

location.

o The bursary awards should be released to the schools during the school holidays to avoid disruption

of school programmes during the terms.

o The successful students’ bursaries should be maintained in school by being constituency awarded to

the students until they complete their studies.

o The criteria for allocation of the bursary should emphasis the individual students socio-economic

status according to the poverty indices of wards or locations.

28

REFERENCES

Atkinson A.B (1974) The Economics ofInequality, Oxford University press New York.

Aspin D.N & Chapman J.D (1994) Quality Schooling. A pragmatic Approach to some current problems and

issues. London.Cassell.

Card David& Krueger J (1992) Doc School Quality matter? Returns to Education and the characteristic of

public schools in United States Journal (? Political, Economy, vol 100 Feburary 1-40)

Carron, Gabriel& T. Ngoc Chau (1996) The Quality ofPrimary Schools in Different Development Contexts.

Paris UNESCO, ILEP.

D.U. Plusis Joy, Mona H, Haddy 5, Baramick A& Rugh A (2002) In Av Classroom; A Guide to Reflective

Practice. Washington DC. USAID and American Institute of Research (AIR)

~Ia1se1y A. H (1997) Education, culture, economy society, Oxford University press New York.

~Iavighurst J,R (1962) Society and Education, Allyn and Bacon, Boston USA.

Elealth A.F (1961) Origins and Destinations, Family, Class and Education in modern Britain, Oxford

larendon press UK.

)mar Kabbaj (1980) Challenges ofAfrica Development, Oxford University press UK.

/enkataiah 5 (1987) Encyclopedia ofEducationfor the 2]~ century. Vikas New Delhi India.

Villie V.C (1964) Education, Deprivation and Alienation Journal of Negro education, USA.

29

O KAMPALAINTERNATIONAL Ggaba Road, Xansanga P.O. BOX 20000 Kampala, Uganda.Tel: +256 (0) 752 934526 Fax: .256 (0)41 - 501974

__________ UNIVERSITY E mail: admln@kiu.ac.ug Website: htlp:IIwww.k1U~!~.t

FACULTY OF EDUCATIONOffice of the Dean

Monday, May 23, 2011

TO WHOM IT MAY CONCE

Dear Sir/Madam,

RESEARCH INTRODUCTORY LETTER

Mr. /Ms. /Mrs. A. .‘ ..Oq~L.Q ~Reg1o)1~’JP~.. is a student

in the Faculty of Education. He/She is now carrying out a study

about~

J*.~~L1z~e,Ld: as one of the

requiremeflt~ for the completion of his/her studies. He/She is thus

introduced to you.

‘Hi.

Ag. OF EDUCATION

APPEDIX 1

QUESTIONNAIRE FOR HEADTEACHER AND STUDENTS

Dear respondent,

N4y name is Amwayi Caren Obulemele a student of Kampala International University pursuing a bachelor’s

legree in art with education, collecting data in constituency bursary fund on access to secondary school

~ducation. A case study of Khwisero constituency Kakamega County. I request for your cooperation.

NOTE: Do not mention people’s names to ensure privacy and confidentiality.

GENERAL INSTRUCTIONS.

1. This question is to be filled by head teacher and students.

2. Please assist and answer the appended questions after reading carefully.

3. Please tick in space of choice provided.

4. Write comments in the provided space where necessary.

PERSONAL DETAILS

GENDER

vIale

~ema1e

~ge bracket

30

15- 18 years

18-25 years

~5 years and above

~ccupation

Village / Town

)ate

~lease answer the questions that follow or tick the correct box where appropriate.

[. Are you aware that the constituency bursary fund is being awarded to students Khwisero constituency?

Yes E No E~. Do you know any student who has been awarded a bursary from the fund?

Yes E No ~

L If so the beneficiary was a student in which secondary school and from which ward?

[. Do you think that the bursary is awarded objectively?

Yes E No EHas this bursary increased the number of children from poor families in school from your village / town?

Yes E No E~. Does the bursary help students to complete their secondary school education?

Yes ~ No ~

Is the amount appropriate Yes ~ No ~JDo girls get the bursary equally with boys? Yes EJ No

Do you think this bursary fund is sustainable? Yes E No LI

31

10. Between the current constituency bursary fund and the earlier discarded school bursary fund which one

would you support?

Constituency bursary fund LI School bursary LI[1. Do you know the fund managers? Yes LI No LI[2. Is the composition of the management representative enough? Yes LI No LI[3. ‘What is your view of the criteria used to select those to be awarded the bursary?

Excellent LI Poor LI Average LI[4. Is the bursary awarded on time or does it come too late to help?

On time LIToo late LI

[5. What is your suggestion as to how the management of the fund can improved

.6. Should students in day school get the same award as students in boarding school?

Yes LI No LI.7. Who should determine the level of need of the student?

Chief LI CBF Management

School principal LICouncilor LI

8. Do you think the perceived status of a school is a factor in the award of the bursary to its student?

Yes LI No LI9. Do you think people have to lobby to get the bursary? Yes LI No LI0. Are some wards favored than others? Yes LI No LI1. Which of the following students should be awarded the bursary?

Bright and from poor family LIBright and from able family LIOrphan but not bright LINot bright and poor family LI

2. Are you also a member of the CBF management? Yes LI No LI3. If so, what role do you play in the management9

4. Do you have a role to play when students are applying for the bursary?

Yes LI No LI

32

~5. If so, what role do youplay~~

Dear respondent thank you very much for your co-operation.

33