Empirical Analysis of The Relationship Between Schools’ Alternative Financing Models And Quality of education In Basic Institutions in Kenya

Abstract

Quality education is a key pillar of national development, particularly at the basic education level, which provides the foundational knowledge and skills necessary for the growth of young individuals. In Kenya, the right to quality education is enshrined in the Basic Education Act of 2013 and related policy documents. However, education financing in Kenya continues to face significant challenges, such as insufficient budget allocations, inefficiency in resource utilization, over-reliance on donor funding, inconsistent policy execution, and financial mismanagement. School leadership plays a pivotal role in addressing these challenges by promoting sustainable and inclusive financing strategies. This study explored the relationship between alternative funding models and the quality of education in Basic Education institutions in Kenya. Drawing on the Theory of Change typology and Resource Dependence Theory, the study examines how alternative financing models, beyond capitation grants, affect the quality of education in basic education institutions. Specifically, it analyses the relationship between income-generating activities, public-private partnerships, and community-driven financing models on educational quality. The findings suggest that these alternative financing models positively contribute to improving education quality, but their success is contingent upon well-structured and policy-driven implementation. The study recommends the adoption of these financing models to supplement capitation grants to ensure the delivery of quality education, which is essential for Kenya’s national development. Further, the study recommended that Kenya should build a sustainable education financing framework that aligns with the national education and the global education goals, such as Sustainable Development Goal 4, which advocates for quality education for all