Income generating activities in secondary schools: a case study of Suba District from 1998-2003
Author: Oduogi, Andrew Aguya | 2003 | MEd | Kenyatta University, Kenya
Secondary school education, before and after independence, has witnessed increases of students' enrolments, number of schools registered and escalating running costs.
Parents have faced financial burdens from arbitrary fees increases in secondary schools by Board of Governors. There was public outcry about such fees increases. In response the government introduced fees guidelines for all categories of secondary schools in January 2000.
This study was therefore designed to look into resources available in secondary schools in providing additional sources of finances. The basic objective was to identify income-generating activities that have been put in place in secondary schools in the last 5 years.
The researcher has outlined theoretical and relevant conceptual framework about income-generating activities.
The literature reviewed on IGA has been covered under general, international, African region and local studies of different scholars.
The study was carried out in Suba District of Nyanza Province, from a sample of 12 schools out of 18 schools which represent 75% of all schools in the district. Stratified and purposive sampling technique was employed to select the sample.
Research instruments were questionnaires and an interview schedule used to supplement data elicited through headteachers questionnaires.
The instruments were piloted to test their reliability and validity. The collected data were subjected to qualitative and quantitative analysis and results were presented in frequency distributions, percentages and descriptive statistics.
Major findings were:
The day school fee guideline was unrealistic to the needs of secondary schools educations.
Secondary school in Suba District had financial inadequacy and depend on parents' fees and community harambee as major sources of finances. Income generating activities are still far from solving financial burdens secondary schools because they lack proper planning.
The subordinate staff running IGA have low levels of academic and professional training backgrounds. The study recommended that fee guidelines be reviewed. BOG should incorporate broader membership of stakeholders in the IGA decision-making process. The IGA should be properly planned in the school Development plan.