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dc.contributor.authorCrispus, iLleLi-
dc.descriptionA thesis submitted to the School of Post Graduate Studies in partial fulfillment for the Award of Master of Arts Degree in Development Administration and Management of Kampala International Universityen_US
dc.description.abstractIn spite of national aim to achieve education for all, basic education remain an elusive dream for many Kenyans, particularly girls in arid and semi arid lands(ASAL).The research study was carried out in Kitui district. It was aimed at finding out the role of government education policy on the social development process of Kitui district. The policy includes UPE, USE, OVC and Street Children education programme and HELB which are geared towards fulfillment of the MDGS. These programmes are aimed at creating gender parity and women emancipation in the country and improving living standards among the people. The study analyzed the contributions made by the government education policy in the development process in Kitui district, Kenya. It . examined the level of involvement and contribution of the local population in the implementation of the government education policies. It also explored on the challenges faced out by the government in the implementation of government education policy. Finally it investigated the strategies put in place by government to overcome the challenges hindering the implementation of education policy. The study examined a sample population of 100 respondents, which include community and opinion leaders, teachers, graduates, DEO, and AEO. The Kitui district is divided into ten (10) divisions. Out of the ten (10) divisions, the study considered only four divisions. For these four (4) divisions was selected using purposive sampling technique and the other two (2) divisions were selected using systematic random sampling. The study investigated how these five clusters of respondents theorized government education policy, their perceptions on the value of UPE, USE, Education for OVC and HELB government education policy programmes. Several pieces of related literature on the roles of government education policy on the development process were read and written in Chapter two. Questionnaire, Focus group discussions and semi -structured interviews schedules and observation constituted the main methods used to get the primary data. Documentary data analysis constituted the main method for secondary data collection. The data was then analyzed for each group Xll according to the themes in the research questions and objectives. The researcher noted that corruption, cultural beliefs, lack of local population participation and mismanagement and disbursement of government funds were the main challenges that were found out by the research findings. The research also found that the following strategies are put in place; youth Polytechnics and Technical Institutions, Capacity Building Programmes, Gender Mainstreaming, Jua Kali Training and Rising the Number of Educational Institution . Finally, recommendations were made regarding the study and these include, provision of adequate instructional materials to schools, government should reduce teacher-pupil ratio to a manageable size such that participatory learning is promoted, government to continue expanding the current physical facilities in primary, secondary schools and tertiary education institutions in an effort to accommodate the large enrollments. GOK should increase capitation grant given to schools by government through UPE, and USE programmes. HELB kitty should also be increased to cater for all the needs of university students.en_US
dc.publisherKampala International University, College of Humanities and Social Sciencesen_US
dc.subjectEducation policyen_US
dc.subjectSocial developmenten_US
dc.subjectKitui District- Kenyaen_US
dc.titleThe role of government education policy on the social development process of Kitui District- Kenyaen_US
Appears in Collections:Master of Development Administration and Management

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