Academic journal article International Review of Management and Business Research

Walking the Talk in Strategy and Policy Implementation: A Survey of Secondary Schools in Meru Central District

Academic journal article International Review of Management and Business Research

Walking the Talk in Strategy and Policy Implementation: A Survey of Secondary Schools in Meru Central District

Article excerpt


Background Information

Kenya lias a highly developed educational infrastructure both in tenus of coverage and organization. In fonnulating the crurent education system, the Kenyan government is guided by the fact that the education offered must be national, democratic and must also cater for the people's cultural aspirations. The participation of the Republic of Kenya (RoK) in the Jomtien Conference in 1990 and its subsequent endorsement of the Education for All (EFA) declaration in 1999 reinforced the commitment Kenya made on the provision of education to its citizens. The EFA 2000 assessment report in Kenya reveals that the past decade witnessed a renewed government's commitment to EFA goals.

The development of education in Kenya has faced various challenges. These challenges have revolved around the need to increase access to education, improve relevance, quality and efficiency of the country's education system as well as attainment of gender parity across all levels of education. The desire to overcome these challenges is demonstrated through the Ministry of Educations' vision "To provide, promote and co-ordinate quality education, training and research for the empowerment of individuals to become competent, caring and responsible citizens who value education as a life-long process" (Ministry of Education, 2006).

To address these challenges, the education sector has undergone major transformations over the years with several reviews by official reports, sessional papers and studies of commissions, task forces and working parties established by the government. These reports examined Kenya's education system and made recommendations.

Among these were the Ominde Report (1964) or the Kenya Education Commission, the Gachathi Report (1976) or the National Committee on Educational Objectives and Policies (NCEOP), the Mackay Report (1981) on the Presidential Working Party on the Second University, the Kamunge Report (1988) on the Presidential Working Party on Education, Manpower and Training for the Next Decade and Beyond and the RoK Report (1999) of the inquiry into the Kenyan Education System.

Interventions made out of these various reports have in the recent years included the introduction of FPE in 2003, introduction of Free Day Secondary Education in 2008, provision of bursaries to the needy students, expansion of existing schools and starting of new ones, integration of Information Communication Technology into the teaching-learning process and strengthening of the teaching of science and mathematics among others (RoK Report, 1999)

To accelerate these achievements, the govermnent of Kenya and development partners developed the Kenya Education Sector Support Prograimne (KESSP). The KESSP was fitted within the broader National Policy Framework as set out in the Economic Recovery Strategy (ERS) and the Sessional Paper No. 1 of 2005 on a Policy Framework for Education, Training and Research. The broad objective was to give every Kenyan the right to quality education that is accessible and relevant.

To provide a framework for implementing KESSP, the Ministry of Education developed its own Strategic Plan 2006-2011 that was to provide the strategic direction to the MOEST with regard to resource targeting and implementation. Strategic planning would in turn be cascaded down to the school level as a means of improving school performance.

Despite all these interventions, many problems still face our education system which the MOEST hoped to solve through the introduction of the strategic planning policy in secondary schools. This study is therefore necessary as it aims to investigate the factors influencing the implementation of the strategic planning policy in secondary schools with a view to making a contribution to their successful implementation.

Education Reforms in Kenya

Remarkable progress has been evidenced in the education sector since Kenya gained independence, and it is well off in this respect compared to many low-income countries (Kimalu, 2001). …

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