Geographical Location and Access to External School Quality Monitoring: Evidence from Urban and Rural Primary Schools in Kakamega County, Kenya
Faith Ayako, Paul A. Ogenga & Pamela Buhere
Masinde Muliro University of Science and Technology
Nereahouche1@gmail.com/ pogenga@mmust.ac.ke/ pbuhere@mmust.ac.ke
Abstract: Equitable access to school quality monitoring remains central to improving accountability, instructional standards, and learning outcomes in basic education systems. In Kenya, the Directorate of Quality Assurance and Standards is mandated to undertake regular school assessments to ensure compliance with national education standards. However, concerns persist that schools located in rural areas may receive fewer external quality monitoring visits compared with urban schools because of transport barriers, staffing shortages, and administrative constraints. This study examined the influence of geographical location on access to external school quality monitoring among public primary schools in Kakamega County, Kenya, with specific focus on differences in the frequency of quality assurance and standards assessments between urban and rural schools. The study adopted a correlational comparative research design. The target population comprised head teachers, deputy head teachers, senior teachers, and curriculum support officers drawn from sampled public primary schools in Kakamega County. Data were collected using structured questionnaires and official school assessment records. Validity of instruments was established through expert review, while reliability was confirmed through pilot testing (Cronbach’s alpha > 0.80). Descriptive statistics, independent samples t-tests, and regression analysis were used in data analysis. Findings indicated statistically significant differences in the frequency of external quality monitoring between urban and rural schools (p < 0.05), with urban schools reporting more frequent inspections and standards follow-up visits than rural counterparts. Regression results further showed that school location significantly predicted access to external quality monitoring after controlling for school size and staffing levels. The study concludes that geographical disparities continue to shape access to regulatory and support services in primary education. It recommends increased facilitation for field officers, decentralization of quality assurance operations, and prioritization of underserved rural schools to promote equity in school supervision.
