Despite the Kenyan government allocation of billions of shillings to schools each year and the existing legal frameworks, service delivery has been faced with irregular procurement procedures. Thus, the purpose of the study was to investigate the effectiveness of service delivery in public secondary schools with a school needs identification procedure and tendering process perspective. Guided by the Agency Theory and Cultural Theory, the study adopted descriptive survey method design and carried out in Likoni sub-county, Mombasa. With a sample size of 116 respondents, questionnaires were administered among schools’ principals, deputies, bursars and storekeepers. The instrument was examined for reliability at a correlation coefficient of .73. Data analysis entailed descriptive and inferential statistics using SPSS Version 24.0. The study findings showed that the element of needs identification plays a role in the culmination of the requirements which in turn has effect on service delivery in public secondary schools. The study also revealed that the influence of tendering process on service delivery is insignificant at level .05 and concludes that there is no significant relationship between tendering process and service delivery.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0880/a.php" alt="Hit counter" /></p>

Life skills education was introduced by the Kenya government to replace the HIV and AIDS education which was not positively perceived by its implementers. The purpose of this study was to investigate Secondary schools' readiness towards the implementation of life skills education in

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