This study examines SACMEQ policy suggestions and agenda for action on school resources
and the impact of the policy interventions in Kenya’s primary education system. The research
dwells on the extent the school instructional materials support, a large scale investment, has
contributed to quality in primary education. The Government did also implement targeted
infrastructure improvement programme for improving pupil learning environment.
The Kenya SACMEQ I, II and III project data was used in this study that took place in 1998,
2000 and 2007 respectively. The school learning environment (SLE) and the School
Instructional materials (SIM) variable scales were constructed using Item Response Theory
technique. Descriptive and inferential analysis was used to explain level and trends of school
instructional materials and the relationship to pupil learning outcomes in reading and
mathematics among standard 6 pupils’ across the provinces.
The findings of this study illustrate the importance of the SACMEQ policy suggestions that
guided policy makers in formulating Free Primary Education (FPE) and Kenya Education
Sector Support programme (KESSP). Primary schools had autonomy (based on guidelines) to
manage school grants so as to improve pupils’ access to adequate school instructional
materials. The results depict that the level of school instructional materials was not sufficient,
despite provision of large financial resources. In particular, standard 6 pupils in good learning
environment were worse off 7 years later despite the 5 years of FPE implementation.
Similarly, improvement of pupil learning achievement was not significant with fewer pupils
attaining advanced competency skills in reading and mathematics. In other words, higher
school resources did not necessarily translate to better performance for the standard 6 pupils.
Kenya’s primary education system was characterised of: ineffective mechanism in
governance and accountability of school resource; and inadequate supervision to ensure
pupils had sufficient access to school instructional materials.
Finally, strategies for effective implementation of school resources policy intervention were
recommended. These includes: policy review and harmonization for learning achievement;
research, monitoring and evaluation; resource mobilization and allocation for school
development; capacity development for enhanced governance and accountability and;
coordination, partnerships and collaboration. Further research was also proposed to be
conducted to determine effectiveness of the interventions as at 2010.