The purpose of the study was to develop guidelines and specific recommendations for financing construction of primary school facilities in the Republic of Kenya. Due to implementation of universal primary school education in Kenya, there was need to accelerate construction of primary school facilities. Based on resources and procedures utilized for raising money for financing school construction, it was determined there would not be enough funds available to meet the increasing demand for primary school facilities.To develop guidelines and recommendations, two instruments in the form of questionnaires were designed and sent to selected District Commissioners and Headmasters involved in construction of primary school facilities in Kenya. The responses recorded on the questionnaires returned to the United States were analyzed.Another source of information were the Annual Reports from District Education Officers compiled by the Ministry of Education in Kenya. Three volumes of the Annual Reports were mailed to the United States and were analyzed.In the review of related literature, the methods and procedures for financing public school facilities in eleven countries across the continents of Africa, Asia, North and South America were analyzed.The major findings of the study were:1. Seventy-four per cent of the families with children en rolled in primary schools paid the cost of the construction of primary schools.2. Eighty-four per: cent of the Headmasters reported children of primary school age were not in school because parents were unable to pay fees.3. Forty-eight per cent of the Headmasters reported that all school age children in the district could not be in existing school facilities.4. Finance, labor, and transportation were listed as major problems encountered in the construction of primary school buildings.5. Headmasters in 10 of the 19 primary schools suggested taxation as a means for securing additional revenue for the construction of primary school buildings.6. Fifty-nine per cent of the District Education Officers in 1970; 83 per cent of the District Education Officers in 1971; and, 66 per cent of the District Education officers in 1972 reported school buildings and classrooms were inadequate.7. The national government of each of the 5 African countries was listed as a source of financing school construction.8. State or provincial governments provided some form of financial aid for school construction in the United States, the Republic of China, and Mexico.9. National governments provided for school construction in Egypt and Israel.10. The national government of New Zealand paid the total cost of school construction in local districts.11. Ninety-eight per cent of school building construction in the United States has been financed by the taxation of property in the local school district.12. The issuance of bonds, by local school districts for school construction in the United States, has been universal in 49 of the 50 states.The major conclusions were:1. Universal primary education has been accepted as a goal to be achieved in many of the developing nations of the world.2. It is essential that the national legislative body pass appropriate measures or laws which commit the nation and its resources to achieving universal primary education.3. Sufficient money must be appropriated by the national government to provide substantial assistance to local school communities in need of new primary school facilities.4. An equitable taxing structure must be established so that regional, district or local school community taxpayers will provide some funds to help finance needed school building programs.5. The establishment of a system which would permit regional areas, districts, or communities to issue general obligation bonds against the taxable wealth of the unit is needed in order to secure local share of funds to finance needed primary schools.

Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between schools and the schooling experiences that girls have. The two have impact on how girls perceive themselves and their abilities, the preferences they nurture and the educational choices they make. The study draws attention to nuances in access and equity within girls’ education. It draws out issues and nuances linked to gender access, equity and equality with respect to school, teacher and subject access. Though the study is not generaliseable, it shows that in contexts where female access and survival is secured, there is need for attention to be paid to the environments that nurture educational choices and preferences so that the high rates in school access become translated into equally high educational output and outcomes.