Ahawo et al
Greener Journal of Educational Research Vol. 5(3), pp. 098-119, July 2015
ISSN: 2276-7789 © 2015 Greener Journals
Manuscript Number: 071815100
Stakeholders Contribution to Infrastructure Development in Enhancement of Girls Academic Achievement in Kenya: A Case Study of Siaya County
Ahawo Adhiambo Hellen, Enose M.W. Simatwa and Ayieko J. Yalo
Department of Educational Management and Foundations, Maseno University
Department of Educational Management and Foundations, Maseno University
Department of Special Needs Education, Maseno University
Corresponding Author’s E-mail: simatwae@ yahoo. com
The desire to have quality education for all Kenyan children is one of the concerns of Education. Stakeholders in education such as principals, religious sponsors, parents, politicians and Boards of Management play a key role in addressing this concern. Notwithstanding this concern the girl child’s education is usually easily compromised compared with that of the boy child. The study therefore aimed at establishing the contribution of stakeholders to infrastructure development for the provision of quality education to girls in public secondary schools in Siaya County. The objective of the study was to establish the extent to which stakeholders contribute to the development of infrastructure in enhancement of girls’ academic achievement in secondary schools in Siaya County. The findings of the study were that parents, principals and Boards of Management contributed highly to school infrastructure development while politicians’ and religious sponsors’ contribution was low. Nevertheless all stakeholders as partners in school infrastructure development contributed moderately to the development. The principals’ ratings were higher than those of the teachers. In essence the stakeholders contributed to quality education as infrastructure is one of the determinants of provision of quality education. Findings of this study are significant to education managers in improving infrastructure in order to promote standards of girls education, help educational policy makers come up with policies that may retain the girl child in school, will make parents know their roles of providing teaching learning resources and will make parents, and motivates religious sponsors on the need to source for funds to improve girl child in secondary schools.
Key Words: Stakeholders, Contribution, Infrastructure Development, Enhancement, Girls Academic Achievement, Siaya, Kenya.
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