Evaluating the Influence of Secondary Education Quality Improvement Project (SEQIP) on Quality Education in Public Primary and Secondary Schools in Kenya: A Case of Marigat Sub-County


  • Alfred Yator Komen School of Social Science, Department of Social and Development Studies, Mount Kenya University
  • Kefa Nyandoro School of Social Science, Department of Social and Development Studies, Mount Kenya University




Secondary Education Quality Improvement Project (SEQIP), Quality Education, Public Schools


In Kenya, many projects have been done in the education sector to improve the quality of education, and among these projects is the Secondary Education Quality Improvement Project (SEQIP). Since the SEQIP inception in 2017, much has been done in public primary and secondary schools and little has been reported.  The purpose of the study was to evaluate the influences of the SEQIP on the education sector in Marigat Sub-County in Kenya. A descriptive survey design was used where structured questionnaires alongside interviews were administered to the sampled respondents to collect the data which was analyzed using Excel. Descriptive statistics such as frequencies and percentages were used to summarize the data. The data were collected from 68 schools; 17 from each zone and 3 teachers from each school, all 4 curriculum support officers (CSOs) from each Zone, an SCDE, and a TSC Sub-County director which formed the sample size. The study found that the SEQIP project has helped in the improvement of quality as said by 73% of the respondents. The project also was found to have improved the rate of retention in classes 7 and 8 and also the transition to secondary school as said by 60% of the respondents. It was further established that 93% of the respondents agreed that the project has enhanced the adoption of new curriculum reforms. The study came to the conclusion that SEQIP made a significant contribution to the creation of curriculum designs and teacher training. The study suggests that the School-Based Teacher Support System (SBTSS) application in teaching should be monitored and reported on. The Sub-County education quality assurance officers should be tasked with checking the proper implementation of the training’s contents in school by the teachers.


Baker, B. N., Murphy, D. C., & Fisher, D. (1988). Factors affecting project success. In D.I. Cleland & W.R. King (Eds.). Project management handbook (pp. 902-919). New York: Wiley. https://doi.org/10.1002/9780470172353.ch35 DOI: https://doi.org/10.1002/9780470172353.ch35

Balan, S. (2011). "Research On Improving The Quality Of School Education Bălan Sorina Mihaela." Conference: International Conference on Quality and Innovation in Engineering and ManagementAt: Cluj Napoca.

Bediako, S. (2019). "Models and concepts of curriculum implementation, some definitions and influence of implementation." In curriculum change and evaluation conference. 10.13140/RG.2.2.17850.24009.

Chen, H, T. (1997). Applying mixed methods under the framework of theory - driven evaluation. New Directions for Evaluation. https://doi.org/10.1002/ev.1072 DOI: https://doi.org/10.1002/ev.1072

Fullan, M., & Fullan, M. G. (1993). Change forces: Probing the depths of educational reform. Psychology Press, 10.

Gould, W.T.S. (1993). People and Education in the Third world. Harlow: Longman

Government of Kenya. GOK. (2017). Secondary Education Quality Improvement Project (SEQIP). Government of Kenya. https://www.education.go.ke/sites/default/files/2022-05/ministry-of-education-vmgf-report-july-2017.pdf

Haass, O., & Guzman, G. (2019). Understanding project evaluation - a review and reconceptualization. International Journal of Managing Projects in Business. ahead-of-print. 10.1108/IJMPB-10-2018-0217. DOI: https://doi.org/10.1108/IJMPB-10-2018-0217

Harris, D.N. & Sass, T.R., (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, Elsevier, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009 DOI: https://doi.org/10.1016/j.jpubeco.2010.11.009

Johnson, S. M. (2012). Having it both ways: Building the capacity of individual teachers and their schools. Harvard Educational Review. https://doi.org/10.17763/haer.82.1.c8515831m501x825 DOI: https://doi.org/10.17763/haer.82.1.c8515831m501x825

Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher.

https://doi.org/10.3102/0013189X10390804 DOI: https://doi.org/10.3102/0013189X10390804

Konga, D., & Cheboi, Stephen. (2021). Influence of school resources on academic performance of visually impaired learners in integrated public primary schools in Baringo County, Kenya. European Journal of Special Education Research, 7. 10.46827/ejse.v7i2.3826. DOI: https://doi.org/10.46827/ejse.v7i2.3826

Koskei, B.K., & Chepchumba, E. (2020). Teachers 'competency as a cornerstone on the implementation of competency-based curriculum in Kenya: A case of lower primary schools in Nakuru county. International Journal of Educational Research, 8(2).

Lelei, M., & Weidman, J. (2012). Education development in Kenya: Enhancing access and quality. In book: Quality and Qualities: Tensions in Education Reforms (pp.143-162) Publisher: Sense Editors: Clementina Acedo, Don Adams, Simona Popa. https://doi.org/10.1007/978-94-6091-951-0_8 DOI: https://doi.org/10.1007/978-94-6091-951-0_8

Lewin, K.M. (2009). Access to education in sub-Saharan Africa: patterns, problems and possibilities. Comparative Education, 45 (2), 151-174. 10.1080/03050060902920518 DOI: https://doi.org/10.1080/03050060902920518

Migosi, J. (2017) Secondary Education Improvement Project (SEQIP) Vulnerable and Marginalized Groups programme. Allan and Associate Ltd.

Muchira, J., Morris, R., Wawire, B., & Oh, C. (2023). Implementing Competency Based Curriculum (CBC) in Kenya: challenges and lessons from South Korea and USA. Journal of Education and Learning, 12, 62. 10.5539/jel.v12n3p62. DOI: https://doi.org/10.5539/jel.v12n3p62

Mulenga, I. M., & Kabombwe, Y. M. (2019). Understanding a competency-based curriculum and education: The Zambian perspective. Journal of Lexicography and Terminology, 3(1), 106-134.

Mupa, P., & Chinooneka, T. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence? Journal of Education and Practice, 6 (19), 125.

Ngware, M., & Ndirangu, M. (2005). An improvement in instructional quality: Can evaluation of teaching effectiveness make a difference? Quality Assurance in Education, 13, 183-201. 10.1108/09684880510607936. DOI: https://doi.org/10.1108/09684880510607936

Njeru, P. G., & Itegi, M. (2018). Competence based curriculum policy: Monitoring the implementation of digital literacy in grades 1, 2 and 3 in public primary schools in Tharaka Nithi County Kenya. Glottrec.com.

Okungu, J., Orwa, G., & Mung'atu, J. (2014). The retention rates of students in public secondary schools using the Cox Proportional Hazard Model: A Case of Kisumu County, Kenya. Mathematical Theory and Modeling, 4, 180-189.

Onyango-Ouma, W. (2006). School knowledge and its relevance to everyday life in rural Western Kenya. Nordic Journal of African Studies, 15(5), 393 - 405.

Philemon, P., & Mkulu, D. (2020). Impact of motivation on students' retention in public secondary schools in Rorya District, Tanzania. International Journal of English Literature and Social Sciences, 5, 2316-2326. 10.22161/ijels.56.70. DOI: https://doi.org/10.22161/ijels.56.70

Sifuna, D.N., & Kaime, J.G. (2007). The effect of in-service education and training (INSET) Programmes in Mathematics and Science on classroom interaction: a case study of primary and Secondary Schools in Kenya. Africa Education Review, 4:1, 104-126, DOI: 10.1080/18146620701412191 DOI: https://doi.org/10.1080/18146620701412191

Slade, S., & Griffith, D. (2013). A whole child approach to student success. KEDI Journal of Educational Policy, 21-35.

UNDP. (2009). Handbook on planning, monitoring and evaluating for development results. New York: UNDP.

UNESCO. (2000). "Dakar Framework for Action: Education for All. Meeting Our Collective Commitments." World Forum on Education, Dakar, Senegal, 26-28 April 2000, UNESCO, Paris.

UNESCO. (2011). Education for All Global Monitoring Report 2011: the hidden crisis. Armed Conflict and Education. Paris: UNESCO.

World Bank. (2017). Kenya Secondary Education Quality Improvement Project (P160083). World Bank. https://documents1.worldbank.org/curated/en/806781513805053211/pdf/Disclosable-Version-of-the-ISR-Kenya-Secondary-Education-Quality-Improvement-Project-P160083-Sequence-No-01.pdf




How to Cite

Komen, A. Y., & Nyandoro, K. (2023). Evaluating the Influence of Secondary Education Quality Improvement Project (SEQIP) on Quality Education in Public Primary and Secondary Schools in Kenya: A Case of Marigat Sub-County. African Journal of Empirical Research, 4(1), 219–226. https://doi.org/10.51867/ajernet4.1.20