Prof. Burdgetary Allocation and Utilization of Instructional Resources for Science Based Subjects in Secondary Schools in Kenya

P. Odundo, C. R. Oyier
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Abstract

Instructional resources are educational inputs necessary for raising quality of education across the school system. Planning for instructional resources include setting aside money through budgetary allocation for procurement of resources. An assurance for availability and adequacy of instructional resources require defined sources of funds and standardized procedures with appropriate financial base for prudent utilization. Interaction between policy and practice in budgeting process assures efficient utilization of finance for science instructional resources in schools. The study focussed on identification of gaps within national educational policy framework on budgeting process which influence planning for science instructional resources. Specifically, determining extent to which policy framework supports budgetary allocation, financial resources, standardized procedures and financial accountability in science instructional management. The study adopted frontloading approach, a methodological process that translates (inter)national human rights standards and obligations into the budget proposals required for effective implementation in public policy. The study reviewed legal instruments, publications, reports and documentation on instructional management. Findings indicated that, domesticating ICESCR in Constitution of Kenya (2010) scanty policy guidelines on issues of quality instruction; limited specific provision for budgetary allocation for science instructional resources, as much as FDSE provide no budgetary guidelines on bridging deficits, adherence to legal provision guiding procurement procedures and accountability. The study recommends streamlining of policies to entrench framework support for implementation and monitoring and evaluation of resource allocation for quality of instruction and management.
肯尼亚中学理科学科教学资源的预算分配与利用
教学资源是提高整个学校系统教育质量所必需的教育投入。规划教学资源包括通过预算拨款拨出资金用于采购资源。要保证教学资源的可得性和充分性,就必须确定资金来源和标准化程序,并有适当的财政基础,以便谨慎利用。预算编制过程中政策与实践的相互作用保证了学校科学教学资源财政的有效利用。这项研究的重点是查明影响科学教学资源规划的国家教育政策框架内预算编制过程的差距。具体而言,确定政策框架在多大程度上支持科学教学管理中的预算分配、财政资源、标准化程序和财务问责制。这项研究采用了预先负担办法,这是一种方法过程,将(国际)国家人权标准和义务转化为有效执行公共政策所需的预算提案。这项研究审查了关于教学管理的法律文书、出版物、报告和文件。研究结果表明,在肯尼亚宪法(2010)中,ICESCR的本土化缺乏关于质量教学问题的政策指导;科学教学资源预算分配的具体规定有限,就像FDSE一样,没有提供关于弥补赤字、遵守指导采购程序的法律规定和问责制的预算指导方针。该研究建议精简政策,以巩固框架支助,以执行和监测和评价用于教学和管理质量的资源分配。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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