100% TRANSITION POLICY IN PUBLIC SECONDARY SCHOOLS

Abstract

Kenya’s 100% transition policy from primary to secondary education aims to guarantee universal access to basic
education. While enrolment rates have improved, implementation faces challenges including inadequate facilities,
teacher shortages, and socio-economic constraints. This study investigates how school-related factors influence
the policy’s effectiveness in public secondary schools. A descriptive research design was employed, gathering
data from teachers, administrators, and education officers through questionnaires and interviews. Results
indicate that infrastructure, staffing, leadership practices, and parental involvement significantly affect policy
outcomes. Strengthening resource allocation, enhancing leadership capacity, and fostering community
participation are recommended to improve the policy’s sustainability and impact.