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MOBILIZATION STRATEGIES FOR ALTERNATIVE SOURCES OF FUNDING
SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
An appraisal of Nigerian government funding indicates s that
a significant portion is appropriated to funding education including secondary
schools. However due to increasing cost of educational funding there has been
calls to cut cost to reduce the overall cost of government spending in the
educational sector. (Otieno & Colclough, 2009).But in view of the
significance of the educational sector it is not proper to cut cost so as to
avert the Damaging consequences. (Go, 2005).Therefore due to greater demand for
education because the increased public demand for education and training has
stretched the government budget so much, the government has, in response, had
to intensify partnerships in educational funding with parents and communities,
individual investors, civil society and donors. The education sector in Kenya,
therefore, is financed from different sources depending on the categories of
schools. Mainly public resources and grants from donors and bilateral loans
fund the public education sector. Private investors, religious, charitable and
other Non Governmental Organizations (NGOs) also play a major role in financing
education programs in various parts of the country (MOEST, 2001).Provision of
quality secondary education is important in generating the opportunities and
benefits of social and economic development as envisaged in vision 2030. The
educational needs for secondary education have increased due to the
introduction of Free Primary Education in 2003 and the increased transition
rate. Secondary enrolment has grown from 0.9 million in 2004 and is expected to
reach 2.7 million by 2015. This requires that the government commits more
resources towards secondary education subsector in recurrent and physical
infrastructure expansion. Currently the government faces budgetary constraints
with the treasury claiming that there are no funds to employ more teachers and
meet physical infrastructural development. With the implementation of the
devolved administrative systems, government expenditure on education is likely
to increase even more. This therefore casts doubt on the sustainability of
government funding. There is need for school managements to explore other
alternative sources of financing secondary education in Kenya especially in the
rural areas with an aim of achieving educational development goals, hence need
for the study.
Sources of Financing Education
Various countries that are on track in achieving UPE are now
looking for innovative strategies and financing options for expanding secondary
education, consistent with national human capital development goals. However,
fiscal constraints prevent many, especially lowincome countries, from relying
solely on government revenue to finance desired educational expansion. To solve
these problems, most countries have adopted policies to (a) charge tuition fees
to recoup part of the cost of providing public education services; and/or (b)
encourage development of private schools to handle at least part of the
expansion. Assie Lumumba (2005) identifies five sources of financing
education: the state, local communities, families, businesses and external
sources. In general, for children from rural communities to access education at
17 lower costs, there is a tendency for the most broadbased contribution of
rural communities to the costs of education to be situated in the framework of
investment costs. The construction of school buildings is a significant area in
which community participation is most visible and widespread mortality by about
8% (World Bank, 2005).
1.2 STATEMENT OF THE
PROBLEM
Provision of good quality secondary education is a critical
tool in generating opportunities and benefits of social and economic
development (World Bank Report, 2005). Educating people means putting
opportunities into their hands and it is recognized as one of the best
antipoverty strategies. It is also one of the best ways of ensuring a
country’s economic prosperity and competiveness. It is estimated that average
earnings increase by 11% with each additional year of education (Ndichu,
2003). A critical analysis of the Public
and Private expenditure in education, however, indicates that the public and
households are not getting their money’s worth in education (MOEST, 2001). This
is because the country does not enjoy enrolment and participation rates
consistent with its high level of public spending in education. As indicated in
the sectoral analysis, the entire education system faces problems of access,
equity, completion, equality and regional and gender disparities. As the
government and other players in education therefore, find alternative viable
strategies in pursuit of quality education for all, there are major challenges
in the cost and financing of education that need to be addressed. The
Facilities Development Unit of the Ministry of Higher Education also grants
funds for specific development projects in schools identified for the
development of certain facilities.
1.3 OBJECTIVES OF
THE STUDY
To determine the strategies mobilized for alternative sources
of funding secondary schools in Enugu State.
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