Influence of Institutional Infrastructure on Hundred per cent Transition in Junior Secondary Schools in Mumias East Sub County
Sandra Nanjala Matere, Jane Barasa, Simon Kipkenei
Abstract
The Kenyan government's introduction of the hundred percent transition policy sought to guarantee all students’ progression from primary to junior secondary school. However, infrastructural constraints have posed significant challenges to the policy’s effective implementation. This study examined how institutional infrastructure influences the hundred percent transition in junior secondary schools in Mumias East Sub County. Using a mixed- methods design, data were collected through questionnaires and observation from a sample of 683 respondents, including headteachers, teachers, and students. Descriptive and inferential statistical analyses were conducted using SPSS. Findings revealed that inadequate classrooms, poor sanitation facilities, limited laboratories, and insufficient libraries significantly hamper smooth transitions. Schools with well-developed infrastructure experienced fewer disruptions, lower dropout rates, and enhanced learning experiences. The study concludes that institutional infrastructure is a critical determinant of successful policy implementation. It recommends prioritized investment in educational facilities to support the continued rollout of the competency-based curriculum in Kenya.
Keywords
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