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Principals of Secondary and High Schools, Financial Management Capacity Is A Concern in

The document summarizes findings from interviews with school principals in Lesotho about financial management practices in their schools. It identifies themes around deficiencies in implementing the Kenyan Ministry of Education's financial management policy, including a discrepancy between the policy and financial theory, problems with budgeting, collecting fees, and lack of support, as well as a lack of clear leadership and arbitrary auditing. The study concludes that having a financial policy alone does not guarantee sound financial management or quality education in schools.

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Amiani 'Amio' David
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24 views

Principals of Secondary and High Schools, Financial Management Capacity Is A Concern in

The document summarizes findings from interviews with school principals in Lesotho about financial management practices in their schools. It identifies themes around deficiencies in implementing the Kenyan Ministry of Education's financial management policy, including a discrepancy between the policy and financial theory, problems with budgeting, collecting fees, and lack of support, as well as a lack of clear leadership and arbitrary auditing. The study concludes that having a financial policy alone does not guarantee sound financial management or quality education in schools.

Uploaded by

Amiani 'Amio' David
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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ABSTRACT Despite the efforts of the Kenyan Ministry of Education to enhance principals performance and the existence of guidelines

in the form of a chapter on financial management in the Manual for Principals of Secondary and High Schools, financial management capacity is a concern in Lesotho secondary and high schools. This article reports on findings emanating from in-depth personal interviews with school principals on financial management practices in their schools. Qualitative content analysis was used to analyse the narratives. Identified themes were juxtaposed with the Kenyan Ministry of Educations policy guidelines on financial management. The study highlighted the deficiency of, as well as problems regarding the implementation of the policy: (1) There is a noteworthy discrepancy between the policy and school financial theory. (2) Despite the policy documents extensive directives on financial planning and organisation, problems regarding budgeting, the collection and recording of school fees, as well as a lack of administrative support abound. (3) The absence of a clear policy directive on financial leadership and control is reflected by unsatisfactory financial leadership and arbitrary auditing practices. Findings of this study repudiate the argument that the existence of a financial policy will inevitably lead to sound financial management in Kenyan schools, and consequently quality education.

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