Influence of Kenya Vision 2030’s Education Policy on Quality Education in Public Secondary Schools in Nakuru District, Kenya

Abstract

The thrust of this study was to examine the level of attainment of the main   Kenya vision 2030s’ education policy flagship targets and their influence on the enhancement of quality and equitable provision   of education in public secondary schools in Nakuru District, Kenya. The study was premised on Dale’s cone of visual classification of learning experiences. The study used descriptive survey design. Stratified random sampling was used to select 10 principals from 24 and 32 teachers from 308, constituting 41.7 % and 10.3 % of the target population of principals and teachers in Nakuru District, respectively, to participate in the study.  Questionnaires for principals and teachers as well as interview schedule for district quality assurance and standards officers were used to collect data. Qualitative data from interviews was analyzed thematically while quantitative data from questionnaires was analyzed using descriptive statistics. The major finding was that most schools in the study locale had inadequate human and physical resources, with most district schools lacking the critical human and instructional resources thereby compromising the attainment of the anticipated Kenya Vision 2030s’ education policy flagships. In addition, there was skewed distribution of teaching and learning resources in favour of national schools thereby disadvantaging the district schools. It is recommended that the Government, through the Ministry of Education, should carry out resources rationalization in different categories of schools to ensure equitable and quality provision of education as espoused in the Vision 2030 education policy in Kenya.

Key Words: Vision 2030 Policy, quality education, Equity, public secondary schools, Nakuru District, Kenya.