The paper examines the financing status of secondary education in Kenya and explores possible cost reduction and financing options in the long term. Educational needs for secondary education in Kenya are on the increase since the introduction of Free Primary Education in 2003. Financing of secondary education continues to be a challenge to the government, parents and communities at large. Identifying sustainable financing options that maximize on cost-effectiveness in resource utilization is therefore critical. The study utilized secondary data obtained from education trend statistics, the 2003 Kenya school census, and the Teachers Service Commission. The education simulation and financial projection tool provided the basis for projecting both growth in secondary enrollments, resource needs, and financial implications of various policy options. Some of the insights from the study show that expenditure on secondary education as a proportion of GDP and the total education public budget averaged 1.6% and 22%, respectively. Public financing is predominantly recurrent, while non-recurrent expenditures are estimated at 6%. High-income quintiles benefit more from public provision and financing of secondary education compared to the low-income quintiles. Feasible financing options would therefore include increasing secondary education revenue and fiscal allocation on non-salary expenditures. Cost reduction measures should target the expansion of quality day schools, efficiency utilization of teachers, and streamlined procurements. The paper provides research findings and makes objective projections with a view to informing researchers, education managers and policy makers.

PurposeThe purpose of this paper is to analyse factors that influence access to secondary education, and strategies for improving access to secondary education in Kenya.Design/methodology/approachA logit model estimated using the Welfare Monitoring Household Survey while a simulation model is used to evaluate some of the strategies for improving access to secondary school education.FindingsThe main determinants of access to secondary school education at household level include household's income, education level of household head, household residence, sex of child, availability of schools, and age of student.Research limitations/implicationsFactor such as property ownership by household and indirect costs to schooling not adequately captured due to non‐responses.Practical implicationsStrategies for expanding secondary school education include: expansion of infrastructure through strong partnerships, enhancing efficiency in use of human and financial resources, developing sustainable poverty reduction and resource targeting mechanisms, increasing household awareness on the importance of secondary school education, and addressing gender disparities.Originality/valueThe value of the paper is in its innovativeness to empirically estimate factors that determine access to secondary education and simulate resource requirements for secondary school education with the aim of identifying appropriate strategies for improving access.

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The impact of skills development on competitiveness: Empirical evidence from a cross-country analysis. Educational Policy Analysis Archives, 18 (7). Retrieved [date] from http://epaa.asu.edu/epaa/v18n7/.Abstract: In the past half-century, most countries have emphasized the development of human capital as an instrument for economic growth, sustainable development, and improved global competitiveness. However, limited evidence exists on the link between skills development and a country's competitiveness. This paper examines the contribution and association of skills to a country's competitiveness. The study uses panel data from 84 countries in estimating an empirical model. Skills 1 Accepted under the editorship of Sherman Dorn. Vol. 18 No. 7 2 availability, foreign direct investments, secondary education, and technical (engineering) education and training are significant contributors to a country's competitiveness in a technologically changing and demanding world. This dynamic requires institutionalizing high-level technical skills development and on-the-job training programs in various firms that provided company specific and general skills to employees. The study recommends increased participation in secondary education and technicallyoriented courses in tertiary education and programs that encourage skills transfer from foreign companies. Foreign direct investment, however, requires a conducive investment environment. Increased collaboration between tertiary institutions and industry is crucial for improved skilled development. Keywords: human capital; international development; international economic competition. Education Policy Analysis ArchivesEl impacto del desarrollo de habilidades para la competitividad: Evidencia empírica de una comparación entre países Resumen: En el último medio siglo, la mayoría de los países enfatizaron el desarrollo del capital humano como un instrumento para el crecimiento económico, el desarrollo sustentable y la mejora de la competitividad global. Sin embargo, existen pruebas limitadas sobre la relación entre el desarrollo de capacidades y la competitividad de un país. Este artículo examina la contribución y la asociación de habilidades para la competitividad de un país. Este estudio utiliza datos de 84 países en la estimación de un modelo empírico. La disponibilidad de habilidades, la inversión extranjera directa, la educación secundaria y técnica (ingeniería), la educación y la formación contribuyen de manera significativa a la competitividad de un país en un mundo con tecnología cambiante y exigente. Esta dinámica requiere la institucionalización de altos niveles de desarrollo de competencias técnicas y programas de capacitación laboral en empresas que proporcionen formación específica y general a los empleados. Este trabajo recomienda aumentar la participación de la educación secundaria, cursos de orientación técnica en la educación superior y programas que fomenten la transferencia de competencias de las empresas extranjeras. La inversión extranjera directa, sin embargo...

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