PUBLIC EXPENDITURE TRACKING OF SECONDARY EDUCATION BURSARY SCHEME IN KENYA By Lineth N. Oyugi ISBN: 9966-948-708 Discussion Paper 115/2011 Abstract

The secondary schools bursary scheme was introduce by the government in the 1993/1994 financial year to enhance access, ensure retention, and reduce disparities and inequalities in the provision of secondary school education. In particular, the bursaries is targeted at students from poor families, those in slum areas, those living under difficult conditions, those from pockets of poverty in high potential areas, districts in Arid and semi-arid lands (ASAL), orphans and the girl child. In 2008, the Institute of Policy Analysis and Research conducted a pilot survey in 49 public secondary schools in Nairobi province. The results of the pilot survey indicated that only 43 percent of those that applied for the secondary education bursary were able to access bursary funding, with 84 percent of them getting Ksh.5, 000 and below and a paltry 0.4 percent receiving the maximum allocation of Ksh. 15,000. The data collected from schools further revealed that a significantly higher number of beneficiaries, 62 percent got funding from other bursary providers. Further, the Nairobi survey revealed that the students were not assured of continuous funding and that the disbursement of the bursary funds was not aligned to the school curriculum. Also, revealed from the Nairobi survey is poor record keeping that resulted in seven percent of the money not reaching the targeted beneficiaries. In 2009, IPAR embarked on a national survey of the remaining 202 constituencies. Findings from 184 constituencies and 189 schools reveal that the bursary is experiencing a number of challenges, notably: inadequate funds disbursed from the Ministry of Education to the constituencies with more than 61.5 percent of the demand unmet; poor use of allocation guidelines resulting in more than 83 percent of the beneficiaries getting the minimum allocation of Ksh. 5,000 and inconsistent support to needy students which disrupts the learning programme. Further, the findings indicate that there is poor keeping of records at the constituency level. The survey recommends for allocation of more funds to constituencies and financing of a few beneficiaries adequately to completion; disbursement of funds to constituencies in line with the academic curriculum; and revision of the guidelines to address the application procedures and submission of comprehensive reports, among others.

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