CONSTRAINTS TOWARDS THE ACHIEVEMENT OF ONE HUNDRED PERCENT TRANSITION TO SECONDARY SCHOOL IN KENYA: A CASE OF CHESUMEI SUB-COUNTY.

Abstract

The government of Kenya is committed to raising the transition rates of learners from primary to secondary schools. Transition rate is seen as a measure of internal efficiency of education system. The aim of carrying out the current study was to investigate the constraints towards the achievement of 100% transition to secondary schools in Chesumei sub-county in Nandi County then use the findings to suggest ways of raising transition rates. The objectives which guided the study were four and stated as: to find out the influence of family background on 100% transition from primary to secondary schools, to establish the influence of legal frameworks towards realization of 100% transition to secondary schools, to find out the influence of learner related factors towards realization of 100% transition to secondary school and to examine preparedness of secondary schools towards 100% transition from primary to secondary schools. While conducting the study, descriptive survey was used and therefore questionnaires and interview schedule were used in data collection. The study was guided by the life course theory. The study targeted 4112 form one students, 55 head teachers, 55 class masters, learners who missed to transition to secondary school and the sub-county Director of Education. With the help of head teachers and class masters, purposive sampling was used to identify learners who did not transition to secondary schools. 23% of learners in form one were selected to participate in the study. The total number of respondents was 1136.The questionnaires used for teachers and students had an average correlation coefficient of 0.747 and 0.681 respectively. Pilot test was done to check the reliability of research tools. Raw data collected was analyzed both qualitatively and quantitatively. Content analysis was used to analyze qualitative data obtained while quantitative data was analyzed with the aid of SPSS package then presented in tables and charts. Data analysis and conclusion indicated that for family background and its influence on 100% transition to secondary schools, the study concluded that family background enhances transition of learners to secondary schools, single parental upbringing, learners from poor families, level of education of parents, engaging in emergent economic activities and paid wage, absence of role models and poor family networking all contribute to low transition rates in the sub-county. In regards to legal frameworks on influence of one hundred percent transition, the study concluded that one hundred percent transition policy has managed to increase the number of learners who join secondary schools. Relating to learner factors, the study concluded that, drugs and substance abuse, pregnancy and early marriage together with truancy influenced transition rates in Chesumei Sub-county. For the influence of secondary schools’ preparedness towards transition process, the study concluded that how well secondary schools are prepared to accommodate learners with special needs and persistent use of KCPE score for placement to available vacancies reduces transition rates to secondary schools. By close examination of available literature review and the fore going findings the study recommends that; the sub-county needs to put in place deliberate measures early enough to contain learner factors which interfere with their xii transition to secondary schools. Through the ongoing digitization of Education Management Information Systems, the government should in co-operate deliberate mechanism by law and penalty to keep the learners in the system. The aim being to admit, retain and have smooth transition. Stiff measures and penalties need to be put in place for those found colluding for early marriage and pregnancies. More so those parents found to have married off their children after class Eight should consider repaying government expenditures on learners for the eight years. Mob-up and guidance and counseling to be intensified in schools in collaboration with outreach programmes. Schools need to be adequately prepared by human and material resource for the transition process.