scholarly journals The Role of NGOs in Financing Public Primary Education in Kenya

2018 ◽  
Vol 1 (1) ◽  
pp. 350-384
Author(s):  
Paul Muga Obonyo ◽  
Samuel N Waweru ◽  
Onyango G Adino
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Target Population ◽  
Education For All ◽  
School Enrolment ◽  
Head Teachers ◽  
Direct Support ◽  
The Government ◽  
Descriptive Survey

The World Conference on Education for All, held in Jomtiem, Thailand 1990 stated that education is so diverse, complex and demanding to expect governments alone to meet the vast arrays of learner needs. The call for a multi-sectoral approach and building new alliances between governments, private, and NGOs forces was central to the thematic round tables on "NGOs and Literacy" and Mobilizing for "Education for All" (Hadaad 1990). This study examined the role of NGOs in financing public primary education in Budalangi, Kenya. The specific objectives of the study were: to determine NGOs participation areas in public primary education provision focusing on disbursement procedures and equity considerations for different socio-economic groups; to find out the various sources of NGOs‘ funds; to reveal the challenges facing NGOs in their effort to support public primary education and finally, to find out the adequacy and relevance of NGOs support as perceived byschool heads, parents and pupils in the region. The study adopted a descriptive survey paradigm. The target population comprised of 16 NGOs supporting publicprimary education, 33 primary schools and 16518 pupils and their parents benefiting from NGOs support. The sample included nine NGOs, seven public primary schools and 111 pupils and their parents. This gave a total of 238 respondents. The data was collected using questionnaires for NGO administrators and head teachers and interview schedules for parents and pupils. The study found out that NGOs play a central role in promoting quality, access, equity and relevance of primary education by providing physical facilities, direct support to pupils and parents. It was noted that the number of supported pupils was significant (31%) in relation to the total school enrolment. However, NGOs faced the challenge of insufficient funds, lack of exit strategy and mistrust by the government. The study recommends that the NGOs should use capacity building for sustained support and to work hand in hand with the government and all other stakeholders in education to help Kenya meet her international commitment in achieving the MDG goal in Education and EFA goals adopted in Dakar in 2000.

scholarly journals The Challenges of Free Primary Education Implementation in Primary Schools in Bungoma County, Kenya

2019 ◽  
Vol 7 (01) ◽  
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
The Government ◽  
Descriptive Survey

In January 2003 the Kenyan government implemented Free Primary Education (FPE). The launch of the programme saw an increase in enrolment in primary schools which put pressure on learning resources. The FPE policy envisaged that the government would provide teaching and learning materials to all public primary schools. This paper therefore discusses challenges of implementing FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers, the school management committee chair persons and the students. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. The study found that upward trend in enrolment since the inception of FPE in 2003 led to overcrowding in class and many more schools opening up. It also found that there was lack of enough teachers to handle the increased numbers of pupils. It was also established that delayed release of FPE funds led to challenges in the FPE appropriate implementation.  The findings will inform the policy makers to make more informed decisions towards implementation of the free primary education in order to achieve Universal Education.

scholarly journals TEACHERS’ PREPAREDNESS TOWARDS IMPLEMENTATION OF FREE PRIMARY EDUCATION IN BUNGOMA COUNTY, KENYA

2019 ◽  
Vol 7 (2) ◽  
pp. 210-220
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Teacher Preparation ◽  
Primary Education ◽  
Primary Schools ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Policy Makers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
Descriptive Survey

The launch of the Free Primary Education (FPE) in 2003 by the Kenyan government lead to an increase in enrolment of learners in primary schools which posed a challenge to the teacher preparation of handling large number of learners. This paper therefore discusses teacher preparedness with reference to FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers and the school management committee chair persons. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. Most teachers feel inadequate in handling challenges of FPE on resource utilization due to inadequate in-service programmes. The findings will inform the policy makers in making informed decisions towards proper teacher preparation for FPE implementation.

scholarly journals Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, Kenya

2020 ◽  
Vol 10 (4) ◽  
pp. 40
Author(s):  
Paul Ekeno Ejore ◽  
Daniel Komo Gakunga ◽  
Musembi Nungu
Keyword(s):  
Primary Schools ◽  
Group Discussion ◽  
Access To Education ◽  
Group Discussions ◽  
Head Teachers ◽  
Government Interventions ◽  
Pastoralist Communities ◽  
School Feeding ◽  
The Government ◽  
Descriptive Survey

Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.

Status of Primary Education: A Case Study of The Dangs District in Gujarat

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Gaurang Rami
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Socioeconomic Development ◽  
Compulsory Education ◽  
Constitutional Amendment ◽  
Education For All ◽  
Gujarat State ◽  
The Status ◽  
The Government ◽  
Education And Development

Universal primary education is a constitutional directive. Article 45 of the Directive Principles of the constitution urges all state to provide ‘free and compulsory education for all children until they complete the age of fourteen years’ within a period of ten years from the commencement of the constitution. Right to education has been recognized as fundamental right in 83rd constitutional amendment, even then the goal of universal education for all has remained distant dream. The status of education is one of the key indicators of socioeconomic development and employment opportunities largely depend on the level of education. In this paper we have examined the status of primary education in the Dings district of Gujarat state. The availability of basic necessary infrastructural facilities in the primary schools of the Dangs districts is not satisfactory. The process of education and development does not seem to have benefited the disadvantaged tribal groups in the Dangs district as much. Attempts have been made by the government and different voluntary agencies to promote education among tribal groups. The efforts to enhance the tribal education did not achieve its objectives because in many of the cases the educational needs and problems of the tribal communities are not properly identified. Keywords - Literary, Enrollment, Dropout, The Dangs, Gujarat, India

scholarly journals Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

2017 ◽  
Vol 5 (4) ◽  
pp. 50-57
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA ◽  
NEPHAT J. KATHURI ◽  
JOHN G. MARIENE
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Target Population ◽  
Head Teacher ◽  
Head Teachers ◽  
Qualitative Research Design ◽  
Parent Collaboration ◽  
Study Results ◽  
The Government

This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.

scholarly journals Teachers’ Attitude in Implementation of the Competence-Based Curriculum in Primary Schools in Kericho County

2021 ◽  
Vol 3 (1) ◽  
pp. 116-129
Author(s):  
Beatrice Ngeno ◽  
Teresa Mwoma ◽  
Maureen Mweru
Keyword(s):  
Social Constructivism ◽  
Primary Schools ◽  
Positive Impact ◽  
Survey Design ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Competency Based ◽  
The Government ◽  
Descriptive Survey

Competence based curriculum have faced criticism from educationalist based on its tasking and resistivity to change. However, in Canada, Scotland and Finland its implementation has be stunning. The stakeholders in Kenya has raise concern about their preparedness coupled with criticism from section of the government complaining on lack of involvement of stakeholders. The objective of the study was to establish whether teachers’ attitude influences the implementation of the competence-based curriculum. Social constructivism theory was adopted. A descriptive survey design and correlation research design were adopted for the study. The target population of the study included 24 County support Officers (CSOs’), 52 headteachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 headteachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analysed using descriptive statistics in the form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data were analysed thematically. The attitude of teachers had a positive impact on CBC implementation, with a correlation of 0.560 and a calculated value of 0.00 for the headteachers and 0.284 with a calculated value of 0.032 for Grade 1 teachers. The results of this study are important for the successful adoption of the competency-based program through the participation of education stakeholders.

scholarly journals EXTENT OF CODE-SWITCHING OF ENGLISH AND KISWAHILI DURING ENGLISH LESSONS IN PUBLIC PRIMARY SCHOOLS IN ELDORET WEST SUB-COUNTY, KENYA

2021 ◽  
Vol 9 (11) ◽  
pp. 568-576
Author(s):  
Mutai Susan ◽  
◽  
J. Rono ◽  
Audrey Matere ◽  
Julia Situma ◽  
...  
Keyword(s):  
Primary Schools ◽  
Qualitative Data ◽  
Survey Design ◽  
Target Population ◽  
Code Switching ◽  
National Language ◽  
Educational Systems ◽  
Language Of Instruction ◽  
The Government ◽  
Descriptive Survey

English is a language of international communication hence it has special place in educational systems of most countries in the world. In Kenya, English is a language of instruction as well as examinable subject in Kenyan schools. In addition, Kiswahili is a national language which is used by both learners and teachers leading to code-switching. The purpose of the paper was to establish the extent of code-switching in English and Kiswahili during English lessons in public primary schools. The study adopted descriptive survey design and mixed methods approach. The target population was 243 teachers of English, 64 grade three teachers and 2176 learners in primary schools in Eldoret West Sub-County, Kenya. The sample size was 33 teachers of English, 8 grade three teachers and 292 learners. Both quantitative and qualitative data was collected through the use of questionnaires, interviews and observation schedule. Piloting of research instruments was conducted in the nearby Wareng Sub County which shares similar characteristics as the study area. Validity was ensured through expert judgment while reliability was tested using Cronbachs alpha coefficient after piloting. The data was analyzed using both qualitative and quantitative techniques. Quantitative data was analysed using descriptive statistics frequencies and percentages while content analysis was used to analyze qualitative data. The study found out that majority (56.5%) of teachers used code switching most of the time while explaining meaning of words and most (50.4%) of the teachers of English used code switching as a way of explaining grammar in an explicit manner while most (41.2%) of the teachers used code switching to introduce unfamiliar topics to learners during English lessons. The findings will benefit the Government of Kenya in formulating language policies for schools. The study will also be of significance to teachers of English in coming up with the strategies to boost performance of English.

scholarly journals Provision of Food to Public Primary Schools and Its Effects on Enrolment of Pupils in Mara Ward, Narok West Sub-County, Narok County, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 20-27
Author(s):  
Rotich Paul Bii ◽  
Stephen Tomno Cheboi
Keyword(s):  
Primary Schools ◽  
Sampling Method ◽  
Simple Random Sampling ◽  
Target Population ◽  
Similar Treatment ◽  
Quality Of Food ◽  
The Government ◽  
Descriptive Survey ◽  
The Relationship

The purpose of the study was to evaluate the relationship between the provision of food to public primary schools by FTC and the enrolment of pupils in Mara Ward of Narok West Sub-County, Narok County, Kenya. The study adopted descriptive survey research design. The target population was 131 public primary schools in Narok West Sub-County, 1460 teachers and 3150 pupils. A sample of 97 schools, 302 teachers and 344 pupils was drawn. Simple random sampling method in the numbers of schools, teachers and pupils was used. Findings of the study showed that provision of food increased the enrolment rate of pupils in school. This is because meals programmes offered in schools enables the pupils from far and humble backgrounds to have similar treatment to the pupils coming from better backgrounds and close to the schools. These programmes increased the level of admission of new pupils thus increasing the rate of enrolment in most schools. However, offering food in schools does not automatically increase the rate of enrolment for it was realized that quality of food matters the most as well. The findings can help the government to sensitize on the quality of food being offered to be increased. Meals programmes should be implemented in all schools in Mara Ward and even to other parts of the country. In addition, the quality of the food offered should be increased to reduce diseases associated with malnutrition.

scholarly journals THE INFLUENCE OF ADMINISTRATORS’ PERCEPTION OF THE CHILDREN ACT 8 OF 2001 ON THE IMPLEMENTATION OF THE GUIDANCE AND COUNSELLING PROGRAMME IN PUBLIC PRIMARY SCHOOLS IN EAST POKOT SUB-COUNTY, BARINGO COUNTY, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Maina Samuel Gitonga ◽  
Enos Barasa Mukadi ◽  
Prisca Tarus-Kiptoo
Keyword(s):  
Primary Schools ◽  
School Administrators ◽  
Target Population ◽  
Total Sample ◽  
Coefficient Alpha ◽  
Head Teachers ◽  
School Activities ◽  
Rights Of The Child ◽  
Ex Post ◽  
The Government

<p>The Government of Kenya is committed to ensuring that all children within her borders have access to their rights as detailed in the Convention on the Rights of the Child. School administrators in Kenya are mandated with the responsibility of managing primary school activities, as well as the task of ensuring the success of the school programmes and their perceptions greatly determines the success of the implementation of educational policies of guidance and counselling programmes. The purpose of this study was to determine the influence of administrators’ perception of the Children Act 8 of 2001 on the implementation of the guidance and counselling programme in public primary schools in East Pokot Sub-county, Baringo County, Kenya. The study was guided by client-centred approach theory and McGregor’s Theory X and Y. The ex post facto research design was utilized. The target population under study comprised the 438 administrators in East Pokot Sub County. The total sample size was 280 respondents consisting of 140 head teachers and 140 teacher counsellors from 140 sampled schools. Purposive sampling was used to select head teachers and teacher counsellors from the five school divisions in East Pokot Sub-county. Questionnaires were used to collect data from the respondents. The instruments were pilot tested in 20 primary schools in the neighbouring Samburu County. The validity of the instruments was checked by the researcher through expert judgement from the department of Psychology, Counselling and Educational Foundations, Laikipia University. Reliability was determined by the use of the Cronbach coefficient alpha. The questionnaire was considered reliable after yielding a reliability coefficient alpha of 0.96 since a Cronbach alpha coefficient of 0.7 and above is considered sufficient to undertake the study. The Statistical Package for Social Sciences (SPSS) computer programme version 24.0 for windows was utilized to analyse the data. The data was analysed using descriptive and inferential statistics including percentages, means, and frequencies and simple regression which was tested at .05 level of significance. The study established that administrators’ perception of the Children Act 8 of 2001 influenced the implementation of the guidance and counselling programme in public primary schools in East Pokot Sub-county, Baringo County, Kenya. Findings might benefit the County Ministry of Education officers, parents, teachers and other stakeholders in the implementation of guidance and counselling programme in primary schools. The study determined that in the respondents’ opinion administrators’ perception of the Children Act 8 of 2001 does significantly influence the implementation of the guidance and counselling programme in public primary schools in East Pokot Sub-county, Baringo County, Kenya. The study thus recommends that intensive awareness on the Children Act 8 of 2001 among the administrators in primary schools be carried out to enhance the implementation of the guidance and counselling programme in public primary schools in the region.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0920/a.php" alt="Hit counter" /></p>

scholarly journals Enrollment and Distribution of Disabled at Primary Schools in Nepal

2014 ◽  
pp. 45-49
Author(s):  
Shiba Prasad Rijal
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Primary Education ◽  
Primary Schools ◽  
Economic Condition ◽  
Education For All ◽  
Mental Disabilities ◽  
Disabled Children ◽  
Poverty Index

The issue of education for disabled children is of major concern with a view to achieve the goal of universal primary education. Nepal, being a signatory of Education for All and the Salamanca Declaration (1994), has adopted a policy of inclusive education ensuring the presence, participation and achievement of children having different abilities in the schools. Altogether 53,681children (1.3percent of the total enrolment) having different abilities were enrolled at primary schools of Nepal in 2009. Of them the proportion of children with physical and mental disabilities was high as compared to other types. The enrolment of disabled children varies spatially by region and district. Among disabled enrolled at primary school, The Western and Mid-western Mountain Region share the highest proportion i.e. 3.7 percent each. Among district, Surkhet shows the highest proportion (4.3 percent) of disabled children enrolled. Socio-economic condition of the household and disability of children are directly or indirectly interlinked. The positive correlation between district level Human Poverty Index (HPI) and enrolment of children having disability clearly show this. However, the role of other factors cannot be undermined. DOI: http://dx.doi.org/10.3126/ttp.v11i0.11553The Third PoleVol. 11-12Page : 45-49  

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