Authors : Gathii Steve Kamau; Peter Mugo Gathara

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/5fzx8fb7

Scribd : https://tinyurl.com/mr4exmee

DOI : https://doi.org/10.38124/ijisrt/25nov1422

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : Selective Educational borrowing is the process of comparing the performance of an institutional processes and indicators such as cost, cycle time, productivity, or other characteristics that are widely accepted as best practices. The main purpose of the current study was to assess the trends in utilization of selective education borrowing in public secondary schools in Nairobi City County for the last ten years. The study was based on Goal-setting theory to Performance Management by Edwin Locke in 1960. A descriptive survey design was used in the study. The study was carried in Nairobi City County. The study targeted 78 secondary school principals and 78 secondary school deputy principals in Nairobi City County; making a total population of 156 respondents based on (9) sub-groups in accordance with the nine educational Districts and a sample size of 112 respondents. To choose schools and principals for the study, three selection strategies was used: stratified, purposive and simple random sampling procedures and to determine the sample size for responders, the researcher employed Slovin's formula for sample size determination: to gather information from the respondents for the study, principals and their deputies completed an interview schedule and questionnaires respectively. Two principals in two schools participated in the piloting of data collection tools. To assess the internal consistency of the principals’ surveys, the researcher utilized Cronbach's Alpha coefficient to establish the reliability of the instruments. The researcher utilized both descriptive and inferential statistics, such as frequencies, means, standard deviation to analyze quantitative data according to the study objectives. Quantitative data was coded, examined using percentages and frequency tables and presented. Thematic analysis complemented quantitative data by triangulating findings, involving the location, analysis and interpretation of patterns and themes in textual data. This qualitative analysis aided in drawing conclusions that addressed the study objectives by understanding how textual patterns contribute to the overall understanding.

References :

1. African Union Commission. (2015). Agenda 2063: The Africa we want. Retrieved from https://au.int/en/agenda2063/overview
2. Agaptus, A. (2020) The Influence of Academic Benchmarking on Provision of Quality Education in Secondary Schools in Morogoro Municipality, Tanzania. Unpublished Thesis Mzumbe University, Tanzania.
3. Amutuhaire, T. (2023). Improving Access and Equity in East African Higher Education through Internationalization. Fire: Forum for International Research in Education, 8, (1) 22-39
4. Amunga, J. (2020). Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya. The European Educational Researcher.
5. De Hoop, K. (2010). Selective Secondary Education and School Participation in Sub-Saharan Africa: Evidence from Malawi. Social Science Research Network. https://doi.org/10.2139/ssrn.1590126
6. Duru-Bellat, M. (2014). Access to Higher Education: the French case. HAL-SHS. https://shs.hal.science/halshs-01103597/document
7. East African Community. (2013). Protocol on education and training. Retrieved from https://www.eac.int/treaty/protocol-education-and-training
8. Eriksson, A., &Lindström, L. (2023). Benchmarking selective educational practices in Finnish secondary schools. Scandinavian Journal of Educational Research, 67(2), 245-260.
9. Eta, E.A.&Vuban, J.A. (2018) Educational Policy Borrowing in The Cameroonian Higher Education System: A Debatable Paradigm from Stakeholders’ Perspectives.FIRE: Forum for International Research in Education 4 (3) 77-94
10. Gvirtz, S., & Beech, J. (2014). Borrowing from the Best: Lessons from the Experiences of Small Countries in Educational Development. Prospects, 44(4), 577-593.
11. Lim, S., & Tan, A. (2022). Comparative analysis of student-centered learning practices in Singapore secondary schools. Asia-Pacific Education Researcher, 31(3), 239-251.
12. Lobna, A.A. (2015) Benchmarking as a Means to Gauge and Improve Academic Standards in Higher Education within the Arab Region.The Business and Management Review, 6 (5) 151-160.
13. Luzia, K., Harvey, M. Parker, M. McCormack, C. &Brown, N. R. (2013). Benchmarking with the BLASST Sessional Staff Standards Framework. Journal of University Teaching & Learning Practice, 10 (3), 1-15
14. Maria, C.A., Ana, S.C. & Barbosa, F., (2020). "Benchmarking of secondary schools based on Students’ results in higher education," Omega, Elsevier, vol. 95(C). Mwanga N.F.
15. Mrema, D., Ndayambaje, I., Ntawiha, P. &Ndabaga, E. (2023) Non-compliance with Quality Assurance Mechanisms in Tanzanian Universities in the Context of Input, Process, and Output Perspective. Rwandan Journal of Education. 7 (1), 54-71.
16. Muiru, F. (2020). Gender Disparities in Educational Leadership: A Case Study of Kenyan Secondary Schools. Journal of Educational Policy and Leadership, 15(2), 45-62.
17. Nyaoga, B.R., Mundia, C.M. &Irungi, I. (2013).The effect of Benchmarking on Performance in Secondary Schools in Nakuru Municipality-Kenya. International Journal of Management in Education (IJMIE) 3 (2) 283-295.
18. Republic of Kenya. (2012). Sessional Paper No.14 of 2012 on realigning education and training to the Constitution of Kenya 2010 and Vision 2030 and beyond.Ministry of Education Science and Technology. Nairobi. Kenya.
19. Republic of Kenya. (2012). Kenya Vision 2030: A globally competitive and prosperous Kenya. Retrieved from https://www.vision2030.go.ke/
20. United Nations. (2015). Sustainable Development Goals. Retrieved from www.un.org
21. United Nations. (2015). transforming our world: The 2030 Agenda for Sustainable Development. Retrieved from https://sdgs.un.org/2030agenda