Following the ministry of education directive, all public secondary schools should formulate and implement strategic plans(MOE, 2005),as a result, most public secondary schools developed good strategic plans but very little has been achieved in their implementation, (Wanjiku, 2013) occasioning the need for the researcher to find out how stakeholders' involvement in strategy formulation affect the implementation. The general objective of this study was to establish how stakeholders' involvement in strategy formulation influences strategy implementation in public secondary schools. The study revealed that key stakeholders, in particular parents, teachers and students were not adequately involved in strategy formulation in public secondary schools. It also revealed that lack of adequate involvement of the stakeholders influenced negatively on strategy implementation. In the schools where parents, teachers and students were not adequately involved, a higher percentage of the particular schools registered a success in implementation of below 50% whereas in the schools where the 3 stakeholders were adequately involved, a higher percentage of the schools registered an implementation of above 50%. The study recommends that the boards of managements in public secondary schools in Kenya should ensure adequate involvement of the parents, teachers and students in strategy formulation in public secondary schools, this will ensure that they feel part of the decision making process, they will be more informed and thus play their role in implementation more effectively leading to more success in implementation of strategic plans

Provision, adequacy, utilization and management of educational facilities largely determine the quality and standard of education offered in a school. The purpose of this study was to determine the extent to which Quality Assurance and Standards Officers' (QASO) supervision has impinged on management of educational facilities in secondary schools in accordance to Ministry of Education Science and Technology (MOEST) guidelines. The study was anchored on Total Quality Management theory (TQM) by William Deming. A mixed method research paradigm with a triangulation design was adopted.The research was carried out in eight private and six public secondary schools in Kajiado North sub county, Kenya. Simple random, stratified and purposive sampling techniques were employed to arrive at 14 principals, 42 teachers, 40 parents, 14 support staff, 14 Parents and Teachers Association (PTA) chairpersons and 4 QASO. Data was collected through questionnaires, physical and instructional facilities observation guides and interview schedules. It was found that though occasional QASO school visits were made as indicated by respondents, educational facilities inadequacy, lack of maintenance and neglect was rampant. In most schools drinking water was salty and unsafe for human consumption while sanitary facilities were appaling and gender insensitive. Teachers, parents and support staff attributed the dilapidation state of some facilities to both school administration and QASO failure in their designated roles.There was a statistical significant difference in mean views of principals, teachers, parents and support staff in regard to teaching and physical facilities management in their schools as determined by one-way ANOVA (F(3,106) = 16.14, 0 2 C 2 p 0.05). The study recommended that QASO in conjuction with school administrators should establish a participatory monitoring and evaluation system an essential component of each school safety programme.

The issue of organisational direction for organisations worldwide has generated growing interest in the recent past. As a result, formation of strategic plan by many organisations has attracted growing concerns due to environmental pursuit of organisational growth and survival in the long run. This study explores the link between formulation of school strategic plans with employee motivation, availability of funds, support by top school leadership, government policy and employee knowhow. The paper specifically analyses the factors that influence the formulation of strategic plans in secondary schools in Embu North District, Embu County, Kenya. The study was carried out in 24 public secondary schools in Embu North District, Embu County, Kenya. The following persons were involved; 24 Principals, 24 Chairpersons of Board of Governors and 24 Chairpersons of Parents Teachers Association in all the schools. Data was collected primarily through structured questionnaire and analysed using spearman's rank correlation analysis. The findings at 0.05 significance level indicated that employee motivation, availability of funds, support by top school leadership, government policy and employee skills had a statistical relationship with formulation of strategic plans in public secondary schools in Embu North district.

Monitoring and evaluation (M&E) has become an increasingly important tool within global efforts toward achieving environmental, economic and social sustainability through acting as a check and balance machinery in the process of projects and programmes implementation (OECD, 2012). At national and international scales, sustainability criteria and indicators for M&E are important tools for defining, monitoring and reporting on ecological, economic and social trends, tracking progress towards goals, and influencing policy and practices (United Nations, 2012). At regional and sub-regional scales M&E is important for assessing the sustainability of local practices, and can be an important tool to assist with management planning (Montaño, Arce & Louman, 2006). The study was conducted through a descriptive survey research design as conceptualized by Kothari (2004). A total target population of 92 was used for the study. The study adopted census sampling for the head teachers, deputy head teachers, BOM chair people and the PTA chair people. The questionnaires were used to collect data from the total population. Questionnaires were prepared on the basis of the objectives as outlined in chapter one and as discussed in the literature review. Prior to proceeding to the field MOE permit was obtained upon getting a letter of authorization from the University of Nairobi. The appointments were scheduled with the BOM chairs, principals, deputy principals and finally PTA chair people to notify and request for permission to carry out the study in their Projects. Through the help of two research assistants, the instruments were personally administered to the respondents who were given ample time to respond to the questions. This ensured achievement of a good response rate and also the respondents had a chance to seek clarification on items which proved difficult to answer. The data that collected from the field was keyed and analyzed by simple descriptive analysis using Statistical Package for Social Scientists (SPSS) 20.0 software. From the study a sample population of 92 was used. A total of 92 questionnaires were given to the respondents, though the ones that were well filled, returned and considered for the study were 65. The return rate therefore was 70.65%. Based on the findings of the study it is recommended that: The Ministry of education and that of finance should come up with measures that should involve all the stakeholders in the M&E of school projects for better results; Almost 10 to 20 percent of project budget finances should be allocated for M&E; more specifically when dealing with school infrastructure projects that are ever failing from time to time, and, Finally, the bodies concerned with projects M&E should concentrate on employing qualified personnel for M&E and set aside time that can allow better training, research and planning of M&E. Suggestions for Future Research included; A similar study can be carried out in other counties in Kenya, A similar study can be carried out but at primary schools, and, Finally, a study can be done to establish the effects of M&E on the performance of school infrastructural projects in Mombasa County’s secondary schools.

There is growing concern by various stakeholders about the declining student achievement and teacher performance highlighted by strong media publicity and frequently acknowledged in educational analysis in Kenyan schools. This paper examined technical and environmental factors influencing the implementation of Quality Assurance and Standards policy in public secondary schools in Kenya. The study was based on the Effective Schools Theory. This study employed a descriptive research design as it involved gathering data as well as describes events. The study was carried out in Keiyo Sub County, in Elgeiyo Marakwet County. The Keiyo Sub County has 38 public secondary schools. In each of these schools, there are six officers concerned with Quality Assurance and Standards. Thus, in total, there were 38 schools of which five heads of departments and one principal/head teacher was selected to get 228 respondents in charge of quality in the whole Sub-County. Both probability and non-probability sampling designs were employed to determine sample size. Purposive sampling was used to select five heads of departments and one principal/head teacher. Data were collected using closed and open-ended questionnaire. The data was analyzed using descriptive statistics and correlation analysis. The study established that technical factors positively affected the implementation of Quality Assurance and Standards(QAS) policy in public secondary schools were; the level of training, staffing level of the QAS officers, innovativeness of the QAS and means of transport used by the QAS officers. The surroundings of the school, weather conditions and the socio-economic activities of teachers influence the implementation of QAS policy. The location of QAS officers and accessibility of school does not influence the implementation of QAS policy.

The gist of the study was to examine the challenges and main coping strategies on resource management and academic performance amongst primary schools in Makindu District, Makueni County, Kenya. The study was premised on Hunts (2007) theory on project management. A descriptive survey design was adopted. A combination of Purposive and simple random sampling techniques were s used to draw 25 head teachers, 200 teachers and 25 chairpersons of Parents Teachers Association(PTAs), yielding a total sample of 250 respondents. Interview schedules and questionnaires were used to collect data from chairpersons and headteachers/teachers, respectively. The study established that the various resource management challenges were: inadequate funding by the Government through the Ministry of Education, overstretched physical facilities as well as inefficient utilization of the available physical and human resources in schools. In addition, there was a positive and significant correlation between the effectiveness of resource management strategies and learners' academic performance in national examination. The researcher recommended that schools managers should involve teachers and learner in decision making process and management strategies that enhance learners academic performance in national examinations in the study locale of Makindu District, Makueni County, Kenya.[189 words].