RETHINKING EFFECTIVE RESOURCE UTILIZATION IN URBAN SECONDARY SCHOOLS IN KENYA

Sarah Likoko, Mabele Wafula, Kennedy Amadi

Abstract


In light of the assertion by Alvin Toffler that “The illiterates of the 21st Century will not be those who cannot read and write but those who cannot learn, unlearn and re-learn”, the aim of this paper is to encourage educational planners, managers and scholars to re-think and adopt school management practices towards effective resource utilization in urban schools. While many scholars have written on effective resource utilization in schools, this paper examines the relationship between school management practices and effective utilization of resources in urban schools. The main educational resources under focus in this study include physical facilities, financial and human resources. These resources are managed in a manner beneficial to a single-owning school yet other schools within the neighborhood experience severe shortages. Like in most areas of the world, Kenya encounters a steady rise in student enrolment in urban schools due to the ever-growing population. This is compounded by the government’s policies of 100% transition to secondary education and Tuition-Free Secondary Education (TFSE). Resource constraints and misuse threaten the quest for improved access, quality and equity in education in Kenyan urban secondary schools.  This paper uses a review of available literature and empirical studies, from which authors discuss, make conclusions and give recommendations to inform policy on management practices towards effective resource utilization in urban schools.

 

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resource utilization, school management practices, urban schools

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i5.4826

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