Financial, Infrastructural and Socio-cultural Barriers to Effective Implementation of Subsidized Day Secondary Education in West Pokot Sub-county, Kenya

In 2003, the NARC administration presented free primary education in Kenya, which prompted an extreme increment in enrolment in elementary schools. A couple of years after the act, numerous alumni from primary schools were looking to join secondary schools but could not access it due to money related imperatives. In 2008, the legislature reacted by propelling subsidized secondary education and training program that could prompt practically 70% progress rates from primary to secondary schools and expanding fulfillment rates. Nonetheless, a few difficulties compromise the maintainability of the program. This research examined the challenges confronting the compelling execution of sponsored day secondary Education in West Pokot Sub-county, Kenya. The investigation took a gander at shortage of physical offices, powerlessness to make installments for important things and social-cultural impediments that inhibited provision of quality subsidized day secondary Education. The examination utilized an exploratory survey design. The investigation targeted 123 respondents comprising of 10 principals, 108 teachers, and 5Curriculum Support Officers (CSOs). The sample size was comprised of 6 principals, 54 teachers, and 2 CSOs. Basic arbitrary inspecting was utilized to pick principals and teachers while purposive testing was utilized to pick CSOs. The examination instruments utilized for information accumulation from principals and teachers were survey questionnaires while interviews were utilized to gather information from CSOs. The instruments were validated through experts’ guidance and input. The dependability was tried by guiding the instrument through test-retest technique, and after that the Pearson’s Product Moment Correlation coefficient was utilized to ascertain the unwavering quality coefficient. Data/ Information were analyzed using descriptive statistics in the form of frequencies and percentages and presented using recurrence dissemination tables. The examination found that most schools lacked physical offices, for example, study halls, bathrooms, libraries, research centers, seats and work areas, tables, and the accessible offices were of low quality. The investigation further found that the expense of fundamental things and other essential installments influenced the execution of the subsidized day secondary education and training. The study also revealed that the principle socio-cultural difficulties that hampered the utilization of this subsidized education were an itinerant way of life, joblessness, single or polygamous guardians, early relationships and marriages, female genital mutilation (FGM), sexual orientation inclination of male instead of a female child, child labour through household tasks. The investigation prescribes an extension of physical offices, the presentation of rotating assets for destitute students, and that the public should be enlightened about the merits of educating and training their youngsters and hence surrender socio-cultural practices, which adversely influence Education, for example, FGM, early relationships and marriages and the nomadic way of life.