Batoya Isaac Barasa et al./ Elixir Social Science 89 (2015) 37259-37267 37259 Introduction According to Dennison (1962) Education has long been recognized as a central factor in development. When developing countries began their campaign for independence in the 1950s, education was perceived as a means not only of raising political and social consciousness but also of increasing the number of skilled workers and raising the level of trained manpower. The social benefits together with the visible gains for individuals from education stimulated an unprecedented growth of enrolment in primary schools and substantial investment in education at secondary and university level in the developing World. According to G.O.K strategic plan (2006-2011), education and training is expected to increase economic growth, enhance productivity across sectors, increase individual earnings, and enhance democracy and good governance. In Kenya, according to the 1993 Economic Survey, primary school enrolment rose from 891,533 in 6,058 schools at independence to 5,530,200 in 15,465 schools, thirty years later. Further, the Economic Survey indicated that primary enrolment increased by 1.2% from 5.46 million in 1991 to 5.53 million in 1992. Following the introduction of free primary education in 2003 enrolment increased from 5.9 million in 2002 to 7.4 million in 2004, (GOK, 2006). The Kamunge report of 1988 attributed this remarkable increase in enrolment after independence to the steady rising social and private demand for education and training opportunities by a fast growing population (G.O.K.1988). In 1974, the government declared free primary education. This meant that it increased educational expenditure since the government had to open new primary schools, employ more teachers, and equip the schools. Within the same period the government introduced the school milk programme, which also inflated the public education expenditure (G.O.K 1982). According to the government estimate of 1987/88 financial years, education took over 40% of the total government expenditure (G.O.K, 1986). The private schools hire their teachers, procure learning facilities and provide education to those who can afford. The ability of these schools to meet this end depends on the quality of education. Unless various aspects of the quality of education are assessed the schools cannot be effective in providing education. The quality of education can objectively be measured by performance indicators notably, examination performance, which depends on committed school inputs (Kagia, 1984). The question of the quality of education is perhaps the center of controversy with regard to the existence and development of private schools in Kenya. Eshiwani (1986) had earlier on categorized the private schools as either elite or low cost schools depending on their differential performance in examinations. On the quality of education offered in most private schools, Eshiwani (1986) reckoned that a more serious problem relates to the academic achievement of these schools. Despite the fact that private schools are very expensive, they provide below average facilities and teachers. This naturally leads to poor performance in national examinations. On this basis, the existence of most private schools can hardly be justified. The quality of education offered by private schools as measured by examination performance can be determined by various factors. A study by Rutter et al (1979) in Britain indicated that the effects of school factors over pupil performance are greater when compared to either the socio- economic background of the pupil or surrounding environment. Sifuna (1989) attributed the quality of education in Kenyan schools to the educational background and training of the teachers. Eshiwani (1988) attributed the effect of pupil characteristics, school factors and teacher characteristics on pupil performance. Tele: E-mail addresses: ibatoya@gmail.com © 2015 Elixir All rights reserved ARTICLE INFO Article history: Received: 29 October 2015; Received in revised form: 23 December 2015; Accepted: 28 December 2015; Keywords Private schools, School inputs, Quality of education, Production function . The School Inputs and Quality of Education in the Private Primary Schools in Bungoma County Batoya Isaac Barasa 1,* , Boit John 1,* , Wambua Kyalo Benjamin 1 and Katiambo Dorcas 2 1 Moi University Eldoret, Kenya. 2 School of Education, Kibabii University, Kenya. ABSTRACT The purpose of this study was to investigate the influence of the school inputs in private primary schools in determining pupils‟ examination performance. This was in relation to general lack of literature on school inputs in relation to performance in private primary schools in Kenya. The findings of this study showed that the quality of education and performance of pupils in examinations are determined by teacher experience, teacher qualification, the school environment, the head teacher and educational resources. The study provides a base for an evaluation of cost-effectiveness of different policies associated with school inputs aimed at improving the quality of education at primary school level. Parents and the public in general can also gain from the study; by gaining confidence in the private schools and the quality of education they provide. © 2015 Elixir All rights reserved. Elixir Social Science 89 (2015) 37259-37267 Social Science Available online at www.elixirpublishers.com (Elixir International Journal)