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Now showing items 21-30 of 80
Discussion Paper No. 16 of 2002 on Better Understanding of the Kenyan Economy: Simulation from the KIPPRA-Treasury Macro Model
(The Kenya Institute for Public Policy Research and Analysis (KIPPRA), 2002)
Since the pioneering work of Tinbergen in the late 1930s, the use of macroeconomic models as vital instruments for policy analysis has gained
considerable interest. Based on historical behaviour of an economy, an ...
Discussion Paper No. 15 of 2002 on Land Laws and Land Use in Kenya: Implications for Agricultural Development
(The Kenya Institute for Public Policy Research and Analysis (KIPPRA), 2002)
Land is both a ‘social’ and economic asset. As an economic asset, land
works either as a financial tool or production tool. Land as a production
tool is essential in production of agricultural goods. At the same time,
land ...
Discussion Paper No. 14 of 2002 on the Decline in Primary School Enrolment in Kenya
(The Kenya Institute for Public Policy Research and Analysis (KIPPRA), 2002)
Since independence in 1963, Kenya has invested substantial resources in education. For almost three successive decades, these investments and other government policies led to impressive gains in educational access at all ...
Discussion Paper No. 18 of 2002 on Impact of Institutional and Regulatory Frameworks on the Food Crops Subsector in Kenya: 1990-1999
(The Kenya Institute for Public Policy Research and Analysis (KIPPRA), 2002)
This paper focuses on policy, institutional and regulatory reforms in the food
crops sub-sector: maize, wheat and rice. Reforms in this subsector were expected
to enhance market coordination and control, in addition to ...
Discussion Paper No. 17 of 2002 on Performance of Kenya's Wheat Industry and Prospects for Regional Trade in Wheat Products
(The Kenya Institute for Public Policy Research and Analysis (KIPPRA), 2002)
Wheat is the second most important food crop in Kenya. Wheat production has
however declined over the years due to high production costs, high capital costs,
lack of credit for production, and the low level of ...
Discussion Paper No. 57 of 2006 on Mainstreaming Social Budgeting into the Budgetary Process in Kenya
(The Kenya Institute for Public Policy Research and Analysis, 2006)
This study analyses the current MTEF budgetary process in Kenya with the
aim of examining the extent to which it addresses the concerns of the social
sector. It reveals that the MTEF budget process is not efficient in ...
Discussion Paper No. 55 of 2006 on Financing of Secondary Education in Kenya: Costs and Options
(The Kenya Institute for Public Policy Research and Analysis, 2006)
This study examines the financing of secondary education in Kenya and explores possible financing options for the next ten years. This study uses data from various sources, including education trend statistics, the 2003 ...
Discussion Paper No. 62 of 2006 on Public Sector Procurement in Kenya: The Need for a Coherent Policy Framework
(The Kenya Institute for Public Policy Research and Analysis, 2006)
Persistent controversies in Kenya's public procurement and the resultant
negative impacts on efficient public service delivery can be explained, in
part, by weak enforcement of the existing legislation. A coherent
public ...
Discussion Paper No. 75 of 2007 on Free Secondary Education in Kenya: Costs, Financing Sources and Implications
(The Kenya Institute for Public Policy Research and Analysis, 2007)
The study analyses the feasibility of Free Secondary Education (FSE) in
Kenya. Its purpose is to present an analysis on whether Kenya can afford
FSE and how such a programme can be financed without compromising
the gains ...
Discussion Paper No. 71 of 2008 on Does Adoption of Improved Maize Varieties Reduce Poverty? Evidence from Laikipia and Suba Districts in Kenya
(The Kenya Institute for Public Policy Research and Analysis (KIPPRA), 2008)
Adoption of technologies that increase farm yields is a prerequisite for poverty alleviation in agrarian societies. However, the link between adoption of improved varieties and poverty reduction is not well understood or ...