Equity implications of the secondary education bursary fund: a case of Trans-Nzoia west district, Kenya

Abstract

The Secondary Education Bursary Fund (SEBF) was established in 1994 by a presidential decree to help the socio-economically disadvantaged groups to access secondary education. The purpose of this study was to examine the effectiveness of the SEBF in enhancing equity in access to educational opportunities in Trans-Nzoia West District, Rift Valley Province, Kenya. The study was guided by Rawls‟ theory of social justice as fairness (1971) upon which the concept of equity is grounded. The study was specifically influenced by the Difference Principle and the Criterion of Reciprocity on the basis of reasonable citizenship as espoused by Rawls. The target population for the study was the 2674 students in the 49 secondary schools, school administrators, education officers and opinion leaders in the district. The study adopted a descriptive survey design. Stratified sampling technique was used to select 4 Provincial, 8 District and 5 Private schools. Purposive sampling was used to select the Form 3 students and leaders to be interviewed. Primary data was collected using questionnaires and interviews whose reliability was tested through piloting and validity realized through consultation with subject experts and test developers. Secondary data was derived from document analysis. The findings were analyzed by descriptive statistical techniques such as frequency distribution tables and percentages. The research established that the bursary beneficiaries transcended socio-economic boundaries as the allocation mechanism did not target the vulnerable. As a result, the fund had little impact on equity in access to secondary education. It was concluded that for the scheme to be responsive to the target group, there was need for structural and management adjustments. The findings of the study will inform management decisions geared to revitalizing the fund as well as offering a point of reference for policy review and scholarly debate on issues of education subsidies. The study recommended for the establishment of Management Information Systems and Monitoring and Evaluation structures and called for policy review on the composition and mandate of the CBC to help in targeting and ensuring consistency in bursary awards to the vulnerable groups.