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 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
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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
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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
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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
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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
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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: [email protected] 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