The Impact of Government Grants and Learners’ Enrollment in Public Secondary Schools in Busia County, Kenya

Abstract

Purpose: The aim of this study was to assess the impact of government grants on student enrollment in public secondary schools in Busia County, Kenya. The study specifically sought to identify the level of these grants and investigate their effect on enrollment rates. This objective was motivated by the ongoing challenges of low transition rates and high dropout rates, despite financial interventions such as the Free Day Secondary Education Program. The research aimed to determine whether the current government funding effectively addresses financial barriers and promotes equitable access to education in this resource-constrained region.

Methodology: The research employed a Descriptive Survey Design and a Mixed-Methods Approach to collect both quantitative and qualitative data. The Sampling Technique involved Cluster Sampling of public secondary schools in Busia County, supplemented by simple random sampling. The Sample Size comprised of 35,821 participants, including 130 principals, 130 bursars, 290 class teachers, and 35,271 students. Data Collection was conducted through questionnaires and interviews. For Statistical Analysis, quantitative data were processed using statistical package for social science (SPSS) version 22 and excel. Tables and Figures were also used to present the data. In contrast, qualitative data from open-ended questions were analyzed using Thematic Analysis to identify recurring themes and contextual insights.

Findings: The study found that government grants increased overall student enrollment in Busia County by 16% between 2019 and 2023, effectively reducing financial barriers. However, significant challenges persisted. Approximately 80% of schools still sent students home for unpaid ancillary fees, such as uniforms and exams. Boys were more affected (43.9%) than girls (24.4%), partly due to targeted bursaries for females. The COVID-19 pandemic led to a 9% decline in enrolment in 2020. Delays in fund disbursement and hidden costs continued to limit the effectiveness of the grants, preventing equitable access and sustained retention for the most vulnerable students. The study recommends that the government expand subsidy coverage to include essential non-tuition costs such as uniforms, exam fees, and other hidden charges, while ensuring timely fund disbursement and strengthening gender-sensitive bursary programs to support vulnerable learners. It further urges community sensitization, establishment of emergency support programs, and targeted outreach to marginalized groups to sustain enrolment gains and address persistent equity gaps.

Unique Contribution to Theory, Practice and Policy: This study was based on Human Capital Theory, which views education as a valuable investment. The research supports this theory by demonstrating a measurable connection between government grants (which serve as an investment) and increased enrolment (indicating the development of human capital). This confirms that financial interventions can lead to positive educational outcomes. For practitioners, such as school administrators, it is recommended to implement flexible payment plans and utilize community support networks to assist students in need. This approach will help ensure that enrolment increases are not hindered by additional costs or administrative inflexibility. For policymakers, the study recommends expanding grant coverage to include often-overlooked costs, such as uniforms and exam fees, while ensuring timely disbursement of funds. These actions are crucial for aligning policy intentions with on-the-ground realities, thereby promoting equitable access to education.