Social Economic Status and Implementation of the 100 Percent Transition Policy in Public Primary Schools in Sololo Sub-County, Marsabit County
DOI:
https://doi.org/10.70619/vol3iss2pp11-19Keywords:
Social economic status, implementation, the 100 percent transition policy, public primary schoolsAbstract
The idea of a smooth transition from primary to secondary school is part of a global push to give all children a 12-year era of continuous learning. The high cost of secondary education in Kenya contributed to the low transfer rate from primary to secondary school. The government created Free Tuition Secondary Education and Free Day Secondary Education to lower the cost of education and improve transition rates from primary to secondary school. However, this movement has not resulted in a full transition rate in most sections of the country. This study aimed to assess the influence of social economic status on the implementation of the 100 percent transition policy from public primary schools in Sololo Sub-County, Marsabit County. The study used descriptive research design and the target population was 841 including one Director of sub-County Education, 25 Heads of primary schools, 25 chairpersons of primary schools BOM, and 790 KCPE candidates. The findings indicated that social economic status and the implementation of the 100% transition policy were positively and strongly correlated (r =.467, p =.00<0.05). The study concluded that parents' socioeconomic level had a favorable and significant impact on how the 100% transition policy was implemented in public elementary schools. The government should support parents through substantial subsidization of tuition fees to ensure that children do not miss school due to a lack of school fees. The government should develop programs aimed at creating awareness among parents on the importance of taking their children to secondary schools.
References
Atherwood, S., & Sánchez-Soto, G. (2023). Does Social Class Matter Equally for the Timely Transition Into and Out of College? Evidence from the NLSY97. Research in Higher Education, 64(1), 95-128. DOI:10.1007/s11162-022-09692-w
Filardo, M., & Vincent, J. M. (2017). Adequate & Equitable U.S. PK-12 Infrastructure: Priority Actions for Systemic Reform. A Report from the Planning for PK-12 School Infrastructure National Initiative. In 21st Century School Fund. 21st Century School Fund. https://eric.ed.gov/?id=ED581636
Katiwa, A. K. (2016). Factors influencing pupils’ transition rates from primary to secondary schools in Kitui Central Sub-County Kitui County, Kenya (Doctoral dissertation, University of Nairobi).
Kiumi, J., & Ngunjiri, M. (2018). Social Economic Factors Influencing Pupils' Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya.
Mbatia, M. J. W., Mbuthia Ngunjiri, D., & Robert, M. (2019). Influence of Cultural Factors on Pupils’ Transition from Primary to Secondary Schools in Nakuru County, Kenya. International Journal of Scientific Research and Management, 6(10), 701-710.
Njenga, M. M. (2019). Institutional determinants of implementation of the 100 percent transition policy in public secondary schools in Nyandarua Central Sub County, Kenya (Doctoral dissertation, University of Nairobi).
Onyango, M. (2020). Family Socio-economic Status and Students’ Participation in Education in Siaya County, Kenya.https://www.academia.edu/63651852/Family_Socio_economic_Status_and_Students_Participation_in_Education_in_Siaya_County_Kenya
Otieno, A. & Ochieng, A. (2020). Impact of 100 percent transition policy on public secondary schools in Machakos Sub-County, Kenya: Focusing on Coping Strategies. Journal of Education and Practice, 11(24).
Sogoto, D. W. (2020). Students’background Characteristics And Choice To Enrol Into Different Categories Of Public Secondary Schools In Busia County, Kenya (Doctoral dissertation, MMUST). http://ir-library.mmust.ac.ke:8080/handle/123456789/1371
Stuart, E., & Woodroffe, J. (2016). Leaving no one behind: can the sustainable development goals succeed where the millennium development goals lacked? Gender & Development, 24(1), 69-81.
Tompsett, J., & Knoester, C. (2023). Family socioeconomic status and college attendance: A consideration of individual-level and school-level pathways. Plos one, 18(4), e0284188. https://doi.org/10.1371/journal.pone.0284188
World Bank (2018). Secondary School Education.
