Hundred Percent Transition to Secondary School: Implementation Challenges in Selected Public Secondary Schools in Nairobi County, Kenya

Abstract

This study investigated the challenges faced by public secondary schools in Nairobi County while implementing Kenya's 100% transition to secondary school policy. While the policy successfully increased access to education, its execution has encountered significant obstacles. Guided by the Complex Adaptive Systems Theory and Systems Theory, the research explored implementation approaches, identified areas of difficulty, and aimed to propose strategic solutions. A descriptive research design was employed, using a mix of surveys, interviews, and focus groups with school administrators, teachers, students, and policymakers across ten selected schools. The findings revealed critical challenges, including severe overcrowding, a high teacher-to-student ratio, and inadequate resources such as insufficient teaching staff, financial support, and infrastructure. The study also highlighted socio-economic barriers for low-income students, along with administrative constraints and policy inconsistencies that further complicate the process. The study concludes that sustainable implementation requires a balance between access and quality, which can only be achieved through coordinated planning, adequate staffing, and community involvement. In view of these findings, the study recommends increased funding, structured support programs, and enhanced communication and partnerships among all stakeholders to improve educational outcomes in Nairobi County's public secondary schools.