IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 9, Ver. II (Sep. 2014), PP 53-63 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org www.iosrjournals.org 53 | Page The Subsidized Secondary Education Policy: What are the Socio- Economic and Cultural Implications on Equitable and Quality Education in Madera West District, Mandera County; Kenya? Mohammed Abdi ADAN 1 , John Aluko ORODHO 2 , Doctorate student in the Department of Educational Management, Policy and Curriculum Studies, School of Education, Kenyatta University, Kenya. Associate Professors, Specialist in Research and Statistics, Department of Educational Management, Policy and Curriculum Studies, School of Education, Kenyatta University, Kenya Abstract: The gist of this paper was to examine the socio-economic and cultural implications of subsidized secondary education policy on equity and quality education in Mandera West District, Mandera County, Kenya. The study was premised on the Reconstructionist Theory propounded by Brameld and George Counts that emphasizes the need to address social questions and a quest to create a better society and wonderful democracy. Mixed methods involving quantitative and qualitative approaches were used to collect and analyze data from a stratified sample of 126 respondents comprising of headteacher, teachers, members of the Board of Management, and Quality Assurance and Standards Officers (QUASO). The findings revealed mixed results in the sense that although the subsidized secondary education policy was making remarkable impact in terms of accelerated access to education, there was high wastage exhibited in low transition rates from lower to upper classes, low retention rate, widening inequality that was negatively affecting education of the girl-child, and overall low quality of education. The major factors contributing to this scenario were largely socio- economic and cultural in nature, with poverty, low formal educational attainment of most parents, low premium attached to the education of the girl-child and some retrogressive socio-cultural factors being the most conspicuous. The school based factors compromising equity and quality education included; unfriendly schools especially to the females, overcrowding in classes, high student –teacher ratios, and inadequate and poorly maintained physical and instructional resources. It was concluded that the subsidized secondary education policy was not efficient and effective in providing equitable and quality education. It was recommended that there should be increased campaigns to empower the economic status of communities and reverse their negative attitude towards education, increase funding to schools for the purchase of the critical instructional resources geared towards creating more child friendly schools and enhanced students’ academic performance.[300 Words]. Key Words: Subsidized secondary education, education policy, socio-economic factors, cultural factors, equity. Quality, Mandera West District, Mandera County, Kenya, I. Introduction Background to the study Research studies that attempt to explore the socio-economic and cultural contexts in which free education policies in their respective countries have not been conclusive due to the intertwined nature of the problem (Sava & Orodho, 2014, Karongo & Orodho, 2014; Orodho,2013). The best starting point would be to trace the chronology of these policies in Kenya and examine their justification to be able to understand their implications on equitable and quality educational provision (Mwinyipembe & Orodho, 2014; Njeru & Orodho, 2003; Orodho, 2014). In 2003, the Government of Kenya, following the 2002 election campaign pledge , introduced the Free Primary Education (FPE) policy in order to universalize access to primary education and increase educational attainment in the country( Oketch & Ngware,2012, Republic of Kenya, 2005a, 2005b).This policy was followed later with the Free Day secondary Education (FDSE) policy in 2008 which equally was aimed at accelerating enrollment and quality of secondary education in the country( Odhiambo,2010). These policies had international backing and credibility, as these were part of the universally agreed Millennium Development Goals (MDGs), and other internationally agreed protocols (Orodho, 2013). This broad Vision of education and the holistic approach to sector development was fully embraced by Kenya as a critical vehicle for realizing Vision 2030, the road map for development (Odhiambo, 2010; Gikondi et.al, 2010; Republic of Keya/UNESCO, 2012). The Constitution of Kenya 2010 unequivocally promises all Kenyans unprecedented opportunity to capitalize on the progress made thus far in order to exploit the full potential of education for each and every child, youth and adult in the nation (Republic of Kenya, 2010, 2012). In addition, the Basic Education