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This study examined the effect of implementing Nine Year Basic Education (9YBE) policy on secondary school internal efficiency. The study followed descriptive design. Data on students’ enrolments and repetitions for consecutive school years, cohort 2014/15 and 2017/18, were collected from all five lower secondary schools in Ngoma and Tumba Sectors using survey questionnaire. Besides, focus group discussions (FGDs) were used to collect views of head-teachers on the study variables. The reconstructed cohort flow analysis technique was used to determine indicators of internal efficiency. Summary statistics are presented in tables. Qualitative data from FGDs were analysed through thematic content analysis with consideration of similarities and differences. The findings revealed (i) a positive change in students' promotion and repetition rates, (ii) students’ survival rate to the last grade increased to 69.39% for the cohort 2017/18 from 50.72% for the cohort 2014/15 and (iii) wastage ratio declined from 1.62 for cohort 2014/15 to 1.33 for cohort 2017/18. Thus, school efficiency rose to 75.19% in 2017/18. Head-teachers attributed the positive change in internal efficiency indicators to the combination of 9YBE interventions including removal of school fees, school feeding, and flexibility in student progression and increasing day secondary school in proximity of home. However, persistent high dropout rates indicated that the implementation of 9YBE policy had not alleviated all disruptive forces against students’ participation rates. It was therefore suggested to relook at policy interventions to address individual students’ challenges at school and household levels and the management of older children in the school system.

It is through education where a foundation for growth, groundwork on which most of our social and economic well-being is developed. This study sought to establish the influence of teaching and learning materials available on the development of pupils in upper primary schools in Karunga Zone, Gilgil Sub County. Teaching and learning materials are devices and aids through which learning and teaching are done in schools. The study was anchored on the Theory of Instruction and adopted the descriptive research design. The target population was 587 teachers of primary schools in Karunga zone, Gilgil Sub County from which a sample of 100 teachers were selected using the stratified random sampling method. Data was collected using questionnaires and analyzed through descriptive and inferential statistics. Results showed that teaching and learning materials availability (r= .652, p .000; ?= .751, p .000) has a positive and statistically significant influence on the development of pupils in upper primary. Based on this finding, the study recommends that the government of Kenya through the Ministry of Education Science and Technology should improve the availability of teaching and learning resources in public primary schools in order to promote optimal development of pupils.