Convinced of the role of education in promoting and accelerating economic and social development, the Government of Kenya devoted the early years of independence to the expansion of the education sector. The Government, however, could not shoulder the whole burden of financing education for long and, therefore, introduced the cost sharing policy in 1988. Demand for education has considerably increased in Kenya, yet, the sources of education finances are experiencing constraints even with the cost sharing strategy. With increased poverty levels, many parents are not able to meet the cost requirements under the cost sharing policy. This study, therefore, intended to investigate the impact of the cost sharing policy in secondary education in Kenya. In particular, the study sought to find out the views of teachers, parents and students on the cost sharing policy, the costs of secondary education, the main participants of the cost sharing policy and the proportion of dropouts and absenteeism attributed to the costs of education. This study established that there was an escalation of school fees at secondary school level as a result of the introduction of cost sharing policy in Kenya as well as in the other countries cited in this study. Most parents viewed cost sharing as a burden because not all of them were able to educate their children beyond the primary school level. The study recommends that the Government should introduce better methods of financing secondary education that would enable poor but bright students to join secondary schools of their choice, establish policies of identifying needy students among others. / Educational Studies / M. Ed. (Education Management)

The implementation of the South African Schools Act (Act 84 of 1996) has placed additional financial management responsibilities on school principals and school governing bodies. Financial management has created several challenges for school principals and members of school governing bodies who do not have the necessary financial knowledge, skill and expertise to perform this function. This research was undertaken primarily to determine how principals and members of school governing bodies, in public primary schools, implement financial policy. The research is supported by a detailed literature study covering financial policy, the budget process, approaches to budgeting, the advantages of a budget system and requirements for effective financial control. In order to determine the financial management practices at public primary schools a questionnaire was designed and administered amongst twenty five public primary schools in the Ekurhuleni South District of the Gauteng Department of Education. The findings suggest that there is a need for schools to communicate resolutions adopted at parents’ meetings and other consultative procedures to parents of learners and in this way ensure the dissemination of pertinent information. There is a need for early intervention by schools concerning outstanding school fees to prevent the exacerbation of the problem. Educational institutions should prepare their budgets on the basis of their main objectives and policies in order to ensure an efficient allocation of funds. / Education / M. Ed. (Education Management)

Convinced of the role of education in promoting and accelerating economic and social development, the Government of Kenya devoted the early years of independence to the expansion of the education sector. The Government, however, could not shoulder the whole burden of financing education for long and, therefore, introduced the cost sharing policy in 1988. Demand for education has considerably increased in Kenya, yet, the sources of education finances are experiencing constraints even with the cost sharing strategy. With increased poverty levels, many parents are not able to meet the cost requirements under the cost sharing policy. This study, therefore, intended to investigate the impact of the cost sharing policy in secondary education in Kenya. In particular, the study sought to find out the views of teachers, parents and students on the cost sharing policy, the costs of secondary education, the main participants of the cost sharing policy and the proportion of dropouts and absenteeism attributed to the costs of education. This study established that there was an escalation of school fees at secondary school level as a result of the introduction of cost sharing policy in Kenya as well as in the other countries cited in this study. Most parents viewed cost sharing as a burden because not all of them were able to educate their children beyond the primary school level. The study recommends that the Government should introduce better methods of financing secondary education that would enable poor but bright students to join secondary schools of their choice, establish policies of identifying needy students among others. / Educational Studies / M. Ed. (Education Management)

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)