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dc.description.abstractThis paper examines a range of factors that determine primary school output (proxied by examination performance) with an aim of identifying the main inputs that are of policy relevance in the improvement of quality of primary education. Cross-section data was used in the analysis. The data was collected from a sample of 448 primary schools spread over 39 districts using structured questionnaires and was supplemented by the 2006 KCPE examination data from the Kenya National Examination Council (KNEC). An education production function was estimated. The results show that students’ socio-economic background, utilization of textbooks especially for homework, class-size, classroom environment as measured by pupil seating space, school management, availability of a meal in school, and school infrastructure have a significance effect on pupil performance in primary schools. A key finding is that utilization of textbooks rather than the pupil-textbook ratio is important in determining primary school performance. Therefore, in order to improve the quality of education, primary school management needs to ensure that pupils not only have books but that they use them effectively. The value of this study is in the identification of selected inputs that policy implementers need to focus on in order to enhance the quality of primary school education.en
dc.publisherThe Kenya Institute for Public Policy Research and Analysis (KIPPRA)en
dc.subjectEducation Inputsen
dc.subjectEducation Outputsen
dc.subjectEducation Systemsen
dc.subjectEnrolment Ratioen
dc.titleDiscussion Paper No. 81 of 2007 on Impact of Primary School Education Inputs and Outputs in Kenya: Empirical Evidenceen
dc.typeKIPPRA Publicationsen
ppr.contributor.authorNgware, Moses; Onsomu, Eldah & Manda, Damiano K.

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