Post on 12-May-2022
The Impact of Free Primary Education on Academic Performance of Primary
Pupil’s in Nyeri District, Kenya
By
Musembi Angeline Kiloko
BE /8939/51IDF
Research Report Submitted In Partial Fulfillment of the Requirements for the
Award of the Degree in Bachelor of Education in Early Child Hood
And Primary Education Kampala International University
November, 2008
Declaration
I, Sr. Musembi Angeline Kiloko BED/8939/51IDF do hereby declare that this report is of my
own work and to the best of my knowledge, has never been submitted to any university for the
award of a degree.
Date:... ~ L0 Q ~
Signed
Sr. Musembi Angeline Kiloko
BED/8939/5 1/DF
Certification
I certify that Sr. Musembi Angeline Kiloko carried out this work under my supervision in the
Institute of Open and Distance Learning of Kampala International University, Uganda.
Supervisor
P
Miss Onego Roseline
MAY, 2008
Dedication
This project is dedicated to the glory of almighty God the creator of heaven and
earth.
111
TABLE OF CONTENT
Declaration.Certification iiDedication iiiTABLE OF CONTENT ivAKNOWLEDGEMENT viOperational Definitions viiABSTRACT viii
CHAPTER ONEINTRODUCTION
1.1 Introduction I1.2 Back Ground to the Study I1.1 Statement of the Problem 21.2 Purpose of the Study 31.3 General Objective of the Study 31.4 Specific Objectives 41.5 Research Questions 41.6 Hypothesis of the Study 41.7 Scope of the Study 41.8 Significance of the Study 5
CHAPTER TWOLITERATURE REVIEW
2,0 Introduction 6
CHAPTER THREEMETHODOLOGY
3.0 Introduction 123.1 Study Design 123.2 Area of the Study 123.3 Survey Population 123.4 Procedures 123.5 Data Analysis 133.6 Research Instruments 133.7 Questionnaires 133.8 Interview 143.9 Library Study and Internet 143.9.1 Observation 14
CHAPTER FOURANALYSIS AND PRESENTATION OF FINDINGS
4.0 Introduction 15
iv
CHAPTER FWECONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusion 275.2 Recommendations 27Reference 30APPENDICES 32Appendix (i): BUDGET 32Appendix (ii)~ Questionnaire for the Children 33Appendix (iii): Questionnaire for the Teachers 36Appendix (iv): Questionnaire for the Head Teachers 38Appendix (v): Questionnaire for the inspectors 41TRANSMITTAL LETTER 43
V
AKNOWLEDGEMENT
It is imperative for me to thank all those who have in one way or the other contributed to the
successful completion of my study in this institution but constraint of space and time will not
allow me to mention all of them.
Foremost, to God be the glory for all the great things He Has done in my life, particularly for
giving me strength to overcome the world and tempting situations.
The second gratitude goes to Franciscan Sisters of the Heart of Jesus for having sponsored my
studies
I sincerely acknowledge with thanks the various ways that my supervisor Miss Onego Roseline
who assisted me despite of being saddled with a vast array of responsibilities. Her invaluable
guidance and interest have been of immense contribution to the success of my project.
vi
Operational Definitions
The following operational definitions are used in this study:
Culture: The behavioural patterns, beliefs and all other products of a group that are passed
from one generation to another.
Child: Any person under the age of 18.
Education: Is the transfer from one generation to another accumulated knowledge and it
prepares the young people to participate in development.
Intelligent: The ability to learn or understand or deal with new or trying situations.
Self$ulfihling prophecy: Is prediction of behavior that tends to come true because it leads
people to act as if it already were true.
School: Is a formal institution designed to transmit knowledge and skills children need to
become productive members of society.
Social Class: A group of people who think of themselves as belonging to the same social level
and who generally are willing to associate ultimately with one another.
Learning: Is a form ofgrowth or change in a person which is manifested as new mode or
patterns of behaviour. This change shows itself as a skill, a habit, an attitude, an
understanding, or as knowledge or an appreciation.
Universal Primary Education: A government programme providing free primary education to
all Kenyan’s children.
vii
ABSTRACT
This research was carried out in Iriaini Zone, Nyeri District Kenya. This was to find out the
impact of free primary education on pupils performance.
Consequently research questions were designed so as to guide in the research work. It also used
qualitative and quantitative methods by use of probability proportion to size. 200 respondents
were purposively selected. The target populations were the children, teachers, head teachers and
school inspector. Oral interviews and observation were also employed
The problems were lack up participation of parents in children’s work, socio-economic factors of
the families, absenteeism, poor nutrition, lack of motivation, big classes and teacher~pupil ration,
gender related factors, poor teaching methods, inadequate textbooks and lack of community
participation in academic work of the children. It is therefore desirable that the problem should
be resolved by the government, communities, families and school. It is important to have good
interaction and communication to check on strategies to improve FPE child performance
viii
CHAPTER ONE
INTRODUCTION
LI Introduction
Education the building block of development is one of the most important investments that a
nation can make. Investment in education contributes to the accumulation of human capital,
which is essential for higher incomes and sustained economic growth. To a child, education
positively impacts on his/her character, understanding, attributes [mind set] and behavior in
general. In other words it impacts every aspect of life. (Onego, 2006)
Education has a purpose. That purpose is to transmit from one generation to the next, the
accumulated knowledge of the society and prepare the young people for their future
mainstreaming. This is true explicitly or implicitly, for all society the capitalist society or the
East and African societies too (Eshiwani, 1993:24)
Since education is a significant aspect which brings about total changes in a person’s life to meet
the challenges and proper interventions with the wide diverse communities of the world. This
research is intends to investigate on the impact of free primary education on academic
performance of primary pupil’s in Nyeri district, Kenya.
L2 Back Ground to the Study
The problem of measuring performance of organizations, whether in the private or public sector
has been an on-going concern of practitioners and of researchers. In the private sector, it has
been assumed that, in the long run, the discipline of the market place will motivate the firm to
strive for cost efficiency and maximization of profits. While it is true that private firms pursue
multiple goals and that these goals often are not sufficiently well defined, the market system does
not provide economic indicators of performance through such measures as profits, rates of return
on investment, market shares etc.
The public sector lacks both an analog for profit-seeking behavior and an adequate feedback
system for learning about quality of decisions. As a result, the problem of evaluating
performance of public sector organizations and the development of insights to guide performance
improvement has been much more difficult. The main issue in school evaluation is the definition
of the factors that reflect the performance of the school. A current approach to school evaluation
considers the school as production that uses multiple inputs (resources) and produces multiple
outputs. In such a setting, the definition and measurement of the inputs and outputs that reflects
the operation of a school for evaluation purposes is not an easy task (Maragos and Despotis.
2002).
A commonly accepted measure of a well performing school is based on the records of its
students in public examination, class size, teacher-student ratio, the effects of social environment
of the school in its performance is also investigated and various measurements of that effect are
incorporated in the evaluation of the model (Maragos and Despotis, 2002). Free primary
education started Kenya in January 2003 which raised the National Gross Enrolment rate (GER)
from 88.2% in 2002 to 102.8% 2003. By 2004, the GER rose further to 104.8 %. The Kenyan
government intends to meet their goal in relation to this in 2015.
Li Statement of the Problem
The growth in importance of performance assessment in recent years has been linked with a
concern to ensure that the service represents “value for money”. Increasing concern over funding
of schools by government and the limitation of the resources available to the education sector has
given rise to the demand for greater efficiency and public accountability. This concern reflects
the need for comprehensive assessment of the degree to which school management practices and
education industry structure promote efficiency in education ~Mante and O’Brien, 2001), The
table below shows the major aspects that shows improvements however reveals the need for
attention in Free Primary Schools to improve the performance of pupils in these schools.
2
Table 1: Education Outcomes in Kenya Before and After Introduction of Free Primary
Education
[ Year 2002 2003Number of pupils 6,314,600 6,917,553
Number of teachers 197,331 178,037
Pupil to teacher ration 32:5 38:9
Number of class rooms 186,000 191,088
Pupil to class room ratio [ 34 36
Share of national budget 35 39
Primary education budget { 54.4 56.7
[ Percent female 49.5 49.7
Source: National education statistics; UNESCO fnstitutefor statistics
Premised on the above, this study is designed to estimate the Impact of Free Primary Education
on Academic Performance of Primary Pupil’s In Nyeri District, Kenya.
L2 Purpose of the Study
Due to the shortcomings of using one output to one input ratio approach in evaluating the
efficiency of schools there is a need to conduct performance evaluation of schools based on
measuring the efficiency of a school relative to other schools. This will give us a more practical
and productive efficiency measures as well as information on where to improve efficiency in
identified inefficient schools.
1.3 General Objective of the Study
To examine the impact of free primary education on academic performance of pupil’s in Nyeri
district.
1.4 Specific Objectives
i. To establish the performance of pupil’s in free primary schools
ii. To discuss factors responsible for poor performance in free primary schools in Nyeri
district
iii. To come up with possible strategies that can be adopted to solve the situation.
L5 Research Questions
i. How is the performance of pupils’ in free primary schools?
ii. Is there any relationship between free primary education and pupil’s performance?
iii. What are the factors responsible for poor performance in free primary education schools?
iv. What will be the possible solutions to curb the problem?
L6 Hypothesis of the Study
i. There is close relationship between free education and pupil’s poor performance
ii. There is close relationship between teacher’s quality and performance of pupil’s in
free primary schools.
iii. Poor performance of pupil’s in free primary schools is closely related to big class
size.
1.7 Scope of the Study
The study was conducted in iriaini zone, Nyeri district, and central province of Kenya. it
included five public primary schools: Karima, Kairia, Kiyu, Munaini and Kagumo. It included
two hundred respondents. Five head teachers, five class teachers and one class (primary eight)
which included forty pupils’ in every school was targeted. Parents, board governors’ members
and officials from the ministry of education were also included. The study will be confined to the
impact of free primary education on academic performance of pupil’s in Nyeri district. It also
discussed other factors responsible for poor performance of pupil’s in these schools then drew
possible solutions to curb the situation.
4
L8 Significance of the Study
The study is intended to provide an in-depth understanding of factors responsible for poor
performance of pupil’s in free primary schools. It will also benefit the ministry of education.
development practitioners, policy makers and implementers to identify problems responsible for
poor quality education in Kenya.
The findings of district —specific studies will help the administrators to make informed
decisions on matters related to quality, equity and relevance of education.
It is further hoped that these results and the findings of the study will stimulate further research
in the assessment free primary education in Kenya. This is very likely; as the researcher believes
beyond no doubt that the research will be the first of this kind in the country and therefore will
have capacity to provoke future researchers in the same field.
The results of the study are expected to assist the ministry of education and the government of
Kenya to formulate appropriate and realistic policies relating to free primary education and its
quality.
5
CHAPTER TWO
LITERATURE REVIEW
2M Introduction
The review of literature related to the impact of free primary education on students performance
of pupils’ in primary schools in Nyeri district were considered under the following sub headings
which according to the researcher are closely related to the introduction of free primary
education other than private schools.
(i) Class size and academic achievements
(ii) School facilities and academic achievements
(iii) Teacher pupil interaction
Global Overview
An estimated 299 million school-age children will be missing primary or secondary in 2015~ of
these, an estimated 114 million will be missing primary schools. These statistics suggest that
providing every child between the approximate ages of 6 and 17 with an education of high
quality will require time, resources and colossal efforts. Should the international community
commit the necessary economic, human, and political recourses to the goal of Universal
education? If so how should it deploy resources, and how much will it spend.
In 1900, estimated primary gross enrolment ratio [GER] were below 40% in all regions, except
that in Northwestern Europe, North America, and Anglophone of the pacific, collectively, the
ratio was 72% [Williams, 1997:122] as quoted by Joel et.al [2005] within the past few years, the
estimated global primary net enrolment [NER]- the number of pupils in the official primary-age
group expressed as a percentage of the total population in that age group- reached 86 414 million
[calculations by bloom based on UNESCO online datajas quoted by Joel et,al [2005:3]
Measures distinct from enrolment round out this picture, over the 20th Century, literacy tripled in
developing countries, from 25% to 75%. The average years of schooling in these countries more
than doubled between 1960 and 1990, increasing from 2.1 to 4.4 years [Bloom and Cohen, 2002
as reflected by [Joel et. al, 2005]. He further report that the figure has risen further since 1990.
This growth in enrolment and literacy was supported by more global spending on primary and
6
secondary education than at any previous time. Developing countries spent about $32 billion on
primary schooling in 2000 while on secondary education $93 billion per year. Although different
researchers present different, they all show big figures.
As access to education and literacy increased, global monitoring of student, schools, and
educational systems also increased. Developing countries are participating in international
measurements of educational status in greater numbers. More statistical measures of schooling
have been defined i.e. net and gross enrolment ratios, attendance rates, completion rates, average
years of attainment, and schooling life expectancy. Though not all are well supported by reliable,
internationally comparable, comprehensive data, several organizations are working towards this
goal. The UNESCO institute of statistics, Montreal, maintains that the highest quality data
[UNESCO, 2000, 2004)
Further more, indicators of educational quality are scarce. Though participation in international
assessments of educational quality has increased, countries most in need of improvements are
least likely to participate. As a result, important comparative data on quality of education
continues to be lacking for the developing world.
In addition to that, girl’s education falls short of boys’ education in much of the world. Although
enrolment rates do not differ greatly, many more boys than girls complete schooling, especially
at primary level. Although it is clear that gender, proximity to a city, and income level interact in
influencing educational deficits, a systematic global analysis remains to be done of how much
each contributes to differences in children’s educational opportunities and achievements.
Also gross disparities in education separate regions, income groups, and genders. The
populations farthest from achieving free primary education are typically the worlds poorest. Net
primary enrolment ratios have advanced in most of the developing world, but remain low in sub
Saharan Africa.
‘7
Developing countries have been said to be having a dramatic variation in spending on primary
education ranging from $46 per student per year in south Asia and central, spending in secondary
schools show a similar range.
Free primary education (universal primary education) is the stated goal of several international
initiatives. In 1990, the global community pledged at the World Conference on Education for All
in Jomtien, Thailand, to achieve universal primary education (free primary education) and
greatly illiteracy by 2000, when this goal were not met, it again pledged to achieve free primary
education, this time at the world education forum in Dakar, Senegal, with a target date of 2015.
Joel et al (2005)
The launching of the Universal Primary Education (free primary education) programme in 2003
marked a new era in history of education in Kenya. In an attempt to provide free primary
education for all school age children irrespective of the economic or social conditions of their
birth. Education was formally reorganized as a right rather than a privilege of six-years-olds.
Aziz (2007)
Using education is as a tool to achieve national objective the national policy of education of
Kenya clearly expressed the need to overcome existing contradictions ambiguities and lack of
the uniformity in educational practices. Regional gender disparities are evident in enrolment,
completion and repletion, transition and performance in Kenya certificate in primary education.
In the same way the enrolment does not necessarily mean attendance, attendance does not
necessarily mean receiving education and receiving education does not necessarily mean
receiving a good education. High enrolment ratios may give the mistaken impression that that a
high proportion of school-age going is being well educated. Some 75-95% of the world’s
children live in countries where the quality of education lags behind-most far behind — the
average of the OECD countries, as measured by standardized test scores, That standard may not
be universally appropriate. However, it is uncontested that educational quality is too often poor.
8
Kenya had a longstanding policy that education should be provided by the government and the
2001 student’s Act stated that the government should provide free and compulsory education.
Only in 2002, however, when the new government should provide free primary education as its
core tenet was such a program possible. It became reality in 2003.
Class Size and Academic Achievements
It is generally perceived that most of Free Primary Education schools have greater populations
thus leading to big classes. As school populations’ class size increase, the performances of
students become an issue of concern. According to Dror as quoted by Owoeye (2000), class size
has become a phenomenon often mentioned in the education literature as an influence on pupil’s
feelings and achievement, on administration, quality and school budgets. In his statement he
noted that class size is almost an administrative decision over which teachers have little or no
control.
With one of the highest population growth rates in the world [3.5%], Kenya has to work hard to
sustain basic services such as free primary education, The number of pupils in primary schools is
expected to reach 10 million by 2005-20 10 with new pupils coming from three sources:
Sealing the dropouts/improving the retention
• Enrolling those currently not in schools under the on disadvantaged from rigid areas like
pastoralists communities.
• Population growth: these numbers will have implication for resources availability and
budget allocation s among the sub-sectors.
School Facilities and Academic Achievements
Bishop [1985:212] contends that if there is to be changed and improvement in education and
pupils’ performance there must be adequate recourses. This implies that any attempt at
curriculum improvement must be preceded by the preparation of suitable textbooks, teacher
guides and other teaching and learning materials.
Free primary education and use play has not been effectively implemented because teachers lack
“the tools for the job.” Even though the Educational Policy Review Commission Report
9
identifies the provision of instruction materials particularly text books as the most effective way
to improving the quality of primary education, that these material are important in improving the
scholastic achievement, yet the same report reveals that these basic inputs are lacking in many
schools, which is seriously hampering learning.
Limited provision of school facilities, equipments and materials affect the quality of teaching and
learning which in return affects pupils’ performance Onego (2006). The children in both free
primary education do not have enough materials to be instructed on and thus has led to lack of
understanding ofwhat they are taught and hence poor performance Robert [20021 stresses that on
this issue that, it is worse when it comes to Science subjects since the students do not have
enough laboratories to use for practical. This in general has negatively affected policy and its
impact on development.
Research shows that many countries worldwide are experiencing a big challenge as far as
recruitment and retention of teachers is concerned. This clearly shows a negative effect on free
primary education and use policy where the salary and working conditions are poor thus
inversely affecting the standard of education.
Teacher-Pupil Interaction
The classroom is a complex social system in which a myriad of interaction take place each day.
Teachers play a central role in this highly social environment engaging in as many as 1,000
exchanges with pupils from the time the bell rings in the morning until dismissal in the afternoon
(Jackson 1968). On the average, most teachers’ talks convey academic content, and some
manage the complex flow of classroom events. Other teachers’ statements are evaluative. Pupils
get feedback about whether their answers are right or wrong and whether their behavior fits with
what is expected of them in the student role. This is very significant for the academic
achievement of the child. Unfortunately, this does not favour children from public schools
because the population is very high and even if the teacher is willing, he may not be able to
attend to all of them.
On the same line scholars also show in different studies that the majority of teachers are middle
class in origin and in their orientation, Consequently, they tend to handle with care children with
higher social status and to depreciate or neglect children of lower classes. The children
themselves in the school situation in the very early pattern put their attitudes towards one another
in conformity with adult social status differentiations. Studies show that children generally tend
to attribute socially desirable critics to their schoolmates from the upper classes and to rate those
from the lower-class families as not being “good looking” or as “people you would not want as
friends”. This in general all affects the children’s performance because majority of this low
population are in public schools.
One of the consequences of school experiences is likely to be a general and lasting dislike on the
part of lower-class children for the whole idea of education. In the past, the characteristic lower
class attitude towards school generally has been unfavourable and negativistic. The parents have
often tended to encourage resistance and attitudes of hostility and rebellion in their children
towards teachers and the school program generally.
Such attitudes obviously are not conclusive to the kind of learning which result in school
progress. Hence, the interaction between the pupil and his teacher is not likely to be pleasant and
constructive.
11
CHAPTER THREE
METHODOLOGY
3~O Introduction
This chapter presents the methods that were used in carrying out this study. it highlights the area
of study and the population size and the methods to be used. in this section the chapter fiarther
presents how data will be processed and analyzed for final presentation, the specific problem
which must be appropriate and detailed.
3d Study Design
Both qualitative and quantitative methodologies were used to authenticate the study and to allow
for the collection of detailed information from the respondents in their work place and at school
for the case of the teachers and pupils. Primary data was collected through both structured and
unstructured interviews, focus group discussions, and observations. National documents were
also consulted.
32 Area of the Study
The study was carried out in Nyeri District. The area is chosen for this study because it is
accessible to the researcher and there are also many government primary schools.
3~3 Survey Population
The study covered five public schools. A total of 40 respondents were targeted per school for a
total of 200 respondents (head teachers, teachers and pupils). The focus group discussions
involved 15 children from each of the selected schools. Five additions involved key informants
were included from the inspectors of schools, NGO and the PTA leaders. A total of 200
respondents and key informants contributed to this study
3d Procedures
The researcher obtained an introductory letter from the Institute of Open and Distance Learning
Kampala International University. The questionnaires were personally administered to sampled
200 respondents in the five selected schools, The subjects were briefed about the importance of
the study and were assured of confidentiality that was observed in the information they were to
12
give after which they were given useful hints about how to fill the questionnaires and appeal
was made for objectivity. The researcher also gave the respondents enough time to fill the
questionnaire after which they collected. This way a hundred percent rate of return was expected.
15 Data Analysis
The data collected was analyzed qualitatively and quantitatively. The qualitative [descriptive]
data was processed through content analysis in order to identify common problems and their
magnitudes to pupils’ performance. The data was edited before leaving the respondents; here the
researcher tried to check for uniformity, accuracy and consistency. The various data, which was
obtained, was analyzed by coding; this was done basing on the answer that was given to the
researcher by the respondents.
3~6 Research Instruments
The data for the study was collected by the use of the questionnaires and interviews plus
observation, This was carried out in schools, offices and homes for the case of the parents.
Interview with key informants was conducted in areas that were agreed on by participants.
17 Questionnaires
It involves written down items to which the respondent individually responds in writing. The
items are in the form of statements or questions. Questions are well planned and can always be
modified and adapted. It’s preferred because most of the data required is from various
categories. In addition they are less costly to use and can cover a wide area in a short time. The
questionnaire were designed in such a way that it had both structured and unstructured
questions and solicited information which included data on performance of pupil’s in free
primary schools, the relationship between free primary education and pupil’s performance in
primary schools and the factors responsible for poor performance in free primary schools in
Nyeri district
1—,13
3.8 interview
This involves the oral or vocal technique or discussion. The technique involve face- to- face
interaction between individuals leading to self- report. Responses from the interviewee are
recorded and can then be analyzed.
it advantageous because it is quite flexible, adaptable, and can be used to get information on
many people. information can be obtained in details and well explained. However, the
researcher found it disadvantageous in that the interviewees may be highly subjective, biased,
and shy or express discomfort in response. At times they may be unwilling to respond or
questions may be wrong and may take time to respond too.
This was one of the major methods, which was used in data collection. A structured interview
schedule is suitable for this purpose in that it caters for the respondents who cannot easily write
or read well, Besides this, the interview schedule ensures consistence and uniformity of question
order and content.
3,9 Library Study and Internet
The literature source that was consulted for this study will include documents from the ministry
of education, students’ records, reports from various researchers, text books from various
libraries with no exception of internet. These used to collect secondary data.
3.9.1 Observation
Observation has many advantages, which include avoiding report bias from some one else,
overcoming language barriers and observing the naturalistic behavior, it can be carried out
anytime. However, there are also demerits of this technique, which include
misinterpretation of what is observed, and the inability to observe some aspects of
behavior, in this case the researcher used naturalistic behavior, it can be carried out at any
time. However, there are also demerits of this technique, which include misinterpretation of
what is observed, and the inability to observe some aspects of behavior, in this case the
researcher will use the naturalistic observation to collect data on the class size, structures,
eating habits among and the learning environment in general.
14
CHAPTER FOUR
ANALYSIS AND PRESENTATION OF FINDINGS
4~O Introduction
This chapter gives an overview of the researcher finding. The findings are presented under the
following headings.
Profile of Respondents
On the profile of the pupils it was observed that most pupils sat for their K.C.P.E examination at
the age which was higher than usual. The below table 1,1 indicates this. The frequency of the age
between 14 and 16 years was comparatively higher than I 1- 12 the age at which most pupils sat
for their K.C.P.E Examination before U.P,E Free primary education contributed a lot in that
most of the children who had opted out of the school due to poverty had come back following
free education. It can also be shown that the number of boys was higher than the number of girls
in table 1.1 the girl-boy ratio was 4: 5 i.e. for every four girls sampled there were five boys.
Table 1: On Profile of Pupils
School Sex Age in Years
Male Female 11-12 13-14 15-16
Karima 5 3 1 2 5
Kagumo 4 4 2 3 3
Kairia 4 2 1 4 1
Kiyu 1 3 1 2 1
Muna-ini 6 4 3 2 5
Total 20 16 8 13 15
Source: Field Work Data
15
Enrolment
From table 2.1, enrolment increased from 1507 in 2004 to 1697 in 2008. This represented 32
percent increase. This increase could be attributed to the fact that all those children who had
earlier on dropped out from school for lack of fees or poverty made come backs since it was
free education. The table also shows that as per school, enrolment continued to rise every
other year. This is summarized in flg 2.1
Table 2: Summary Tables on Total Enrolment
School 2003 2004 2005 2006 [ 2007 2008 Total
Karima 465 459 435 469 465 2293
Kagumo 312 398 f 292 255 246 1413
Kairia 301 296 314 321 325 1557
Kiyu 228 235 H36 244 250 1193
Muna- 291 336 367 390 411 1795
miTotal 1597 1634 1644 1679 1697 8231
Source: Field Work Dab
From table 2.1 enrolment increased from 1597 in 2004 to 1697 in 2008. This represented 6
percent increase. This increase could be attributed to the fact that all those children who dropped
earlier out of school because of lack of school fees or poverty came back since it was free
education. This table shows that as per school enrollment continued to rise every other year by
about 3-4 percent. it is summarized in Table 2.1
16
Table 3: Summaries on Enrolment by Gender
Source: Field Work Data
Enrolment by Gender
On enrolment by gender as shown in the table 2.2 divisionaliy, there was near attainment of
gender parity on enrolment, All the years indicated that girl enrolment was lower than that of
the boys which means that F.P.E was benefiting one gender this was may be associated to
cultural factors where female sex is perceived as weaker sex that is meant to get involved
only in reproductive role (home makers).
2004 2005 2006 2007 2008
Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls
Karinia 220 196 224 201 229 209 232 216 246 219
Kagumo 108 97 121 107 129 114 131 111 138 108
Kairia 112 110 118 112 124 115 139 148 163 166
Kiyu 104 96 109 94 115 98 120 108 126 112
Muna- 232 215 242 238 257 240 263 251 271 269
mi
Total 776 714 814 4752 854 776 885 834 944 874
52% 48% 152% 48% 52% 48% 51% 49% 52% 48%
17
Figure 1.2: ummary on Percentage Enrolment by Gender
52
51
50
49 Dboysgirls
48
47
462004 2005 2006 2007 2008
Source: Field Work Data
The same picture was shown as in the table 2.2 for the same reasons. Girls was less
percentage than boys (Gender Disparity)
Ta le 4: Summary Table on Boys Enrolment
School 2004 2005 2006 2007 2008
Karima 220 224 229 232 246
Kagumo 108 121 129 131 138
Kairia 112 118 124 139 163
Kiyu 104 109 115 120 126
Muna-ini 232 242 257 263 271
Total 776 814 854 885 994
18% 19% 20% 21% 22%
Source: Field Work Data
18
Figure 1.3: Summary on Percentage Boys Enrolment 2004- 2008
25
20
percentages 151: IDBOy I
2004 2005 2006 2007 2008
years
Source: Field Work Data
The percentage of boys also increased as shown in figure 2.3
Table 5: Summary Table on Girls Enrolment.2004-2008
School 2004 2005 2006 2007 2008
Karima 196 201 209 216 219
Kagumo 97 107 114 111 108
Kairia 110 112 115 148 166
Kiyu 96 94 98 108 112
Muna-ini 215 238 240 251 269
Total 714 752 776 834 874
18 19 20 21 22
Source: Field Work Data
19
Figure 2.4: Summary on Percentage Girls Enrolment 2004 — 2008
25
—
20
15percentage ________
10 IDgirisi
5
02004 2005 2006 007 2008
years
Source: Field Work Data
It is shown that the number of girls was increasing over the years as shown in the figure
above
Table 6: On performance from sample schools
School year Enrolment total Mean % M.S
Boys irls scores
Karima 2002 28 28 56 283.00 56%
2003 34 32 66 283.38 56%
2004 28 28 56 286.21 57%
2005 20 29 49 286.32 57%
2006 27 30 57 279.64 55%
2007 35 38 73 283.45 56%
Kagtimo 2002 29 26 55 247.00 49%
2003 17 15 32 236.17 47%
2004 18 17 35 270.71 54%
20
2005 22 22 ]44 233.18 46%
2006 23 22 45 256.39 51%
2007 18 17 35 243.38 48%
Kairia 2002 18 17 35 228.00 45%
2003 137 138 275 210.52 42%
2004 109 106 215 235.26 47%
2005 77 74 151 228.61 45%
2006 123 118 241 228.62 45%
2007 136 133 269 244.11 48%
Kiyu 2002 15 13 28 214.03 42%
2003 16 14 30 224.12 44%
2004 13 13 26 218.61 43%
2005 14 16 30 216.50 43%
2006 16 15 31 204.80 40%
2007 18 16 34 208.00 41%
Muna-ini 2002 32 30 62 239.01 47%
2003 35 38 73 247.02 49%
2004 29 30 59 206,83 41%
2005 38 2 67 252.60 50%
2006 33 35 68 255.10 51%
2007 42 39 81 233.60 46%
Total 1,200 1,178 j_2,378
Source: Field Work Data
In Table 3.0 on standard eight enrolments and performance, there was irregular performance as
per school as can be seen in the rise and fall in mean score. it was seen that performance had
been below average as can be seen in figure 3.0
21
Figure 3.0: Performance from Sampling School from 2002-2007
60
50
40 Dkarimakagumo
30 fl Dkairia
20 U Dkiyu•muna-ini
10
02002 2003 2004 2005 2006 2007
Source: Field Work Data
Enrolment and Performance
On enrolment and performance it was clear that enrolment in the F.P.E programme had
increased enrolment was leading to lower performance.
Achievement of Free Primary Education
On achievement of F.P.E from the sample schools and population interviewed majority
showed that the government had provided enough learning materials which were helpful to
all the pupils. The learning materials helped to improve the academic performance has to
some schools as can be seen below.
22
57
56.5
56 — —~ ______
ID F.P.E I55 —
54.5
542002 2003 2004 2005 2006 2007
Source: Field Work Data
F.P.E had also leads to increased enrolment in public primary schools. Pupils who were
unable to go to school due to lack of school fees were able to go to school. There were other
people who never want to school they were old but still they joined school. Child labour had
reduced since the introduction of F.P.E. this meant that most victims of child labour had
found themselves in F.P.E classrooms.
As it was interviewed before girl and boy enrolment was increasing each year since the right
of children to education were being realized, those parents found not taking their children to
school to school would be persecuted in the court of law had seen this strongly observed.
Everyone can go to school to learn.
In summary it was observed that F.P.E had the following achievements
• The government had provided enough learning materials
• There was increased enrolment in public primary school
Child labour had reduced
Street children had also reduced
The children rights to education were now realized
23
The poor children were able to go to school
This is summarized in the figure below:
Table 7: Enrolment increase
YEARS 2004 2005 2006 2007 2008
Total 1.597 1,634 1.644 1,679 1,697
enrolment
Source: Field Work Data
Challenges of FYeE
On performance it was interviewed that performance was lowered due to able
increased of enrolment in public primary schools. Majority of the schools showed the
lowering of performance while few had improvement.
On facilities it was observed that F.P.E had led to lack of adequate facilities due to
increased enrolment. In spite of the government providing the learning materials it
showed that they were not enough for everybody to learn well.
On the aged going to class it was observed that F.P.E had actually led to very old
people joining class one. For example a man aged 84 and a lady aged 60 they both
joined the primary school.
So it was observed that there were pupils of mixed abilities due to entry of to average children
caused by F.P.E. Heavy work load for the teachers due to understanding and over enrollment was
also observed in that one teacher had 70 pupils in class while others had more than these so it
was difficult to handle them and unable to help even the weak ones. Majority interviewed that
there was lack of motivation for both pupils and teachers, there was lack of co-operation and
support from parent to teachers. Due to poverty of some families, it was observed that there was
a lot of absenteeism. Some lacked money for tuition and others basic needs. On Early Childhood
Education, it was observed that F.P.E program had failed to address this issue as it was still the
duties of parents to pay their early childhood education teachers, this was pay their early
childhood education teacher, this was seen as a challenge since same parents would keep their
24
children at homer for lack of money to enroll them for ECD classes until they attain the age for
joining class one where Education is free, This in itself affects quality of education. in a nut shell
the following were seen as challenges of F.P.E
- Lowered quality of education due to increased enrollment
- Lack of adequate facilities in rural areas due to increased enrolment
- it has led to the aged go to class blotting classes unnecessarily
In ability to incorporate ECE in FPE
Strengthening FPE Program
Among issues to be addressed to strengthen FPE were: Increase the number of teachers
especially in cases of over enrolment in public primary schools so that it would be easier for the
teachers to handle pupils well by meeting their needs individually. it was also observed that the
lower primary teachers have to work very hard for remedial teaching so that they were to have
good foundation. improvising of guidance and counseling was seen as an important factor to be
considered because it was found that due to F.P.E. there were mixed age groups who joined the
school with different characters so in all these some pupils lacked discipline and without
discipline no learning was to tale the place. There was also a need to increase the number of
school inspectors and the government to provide more funds for transport for regular inspection.
It was also revealed that running of more seminars to improve teachers skills increase funds for
quality assurance thus improving terms of service and pay for teachers which very essential.
appreciating their work. Teacher had to improve testing and evaluation to inco-orparate class
works instead of a single exam (K.C.P.E) and introduce information technology. There was
observation of poverty in some families whereby some pupils were not able to go to school every
day lacked food , school uniform. So due to these there was an idea of introducing feeding
program so that each child was able to have meals at school.
The community was to be mobilized to buy enough materials especially building materials.
There was a need to have clear policy and guidelines the media to be used intensively to
25
disseminate FPE policy and need to take interest in whni~tsion, retention and completion process
for all pupils in FPE program
26
CHAPTER FWE
CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusion
This research has shown that the introduction of FPE programme has indeed lowered academic
performance of pupils in primary schools. To step up and perhaps make free primary schools
feasible and sustainable it was found necessary that the government need to.
Have a more cost effective spending of educational resources
Increase training of teachers to ensure constant supply of teachers in schools. This
will alleviate the problem of work lead on the teacher.
The further ensures effectiveness and efficiency on the part of the teacher
Enhance enough learning materials and subsidies targeting the poor.
Have clear policy and guidance
Improvising of guidance and counseling in schools t o improve the disciplines.
Increase the number of inspector in primary school and the government to provide
more funds for regular inspection
Take interest in admission, retention all completion process for all pupils on FPE
programme
All the above cited is put in place would see FPE practical and feasible
5~2 Recommendations
As a recommendation therefore despite key issues highlight as a way forward above it was also
apparent that there could be certain additional underlying factors hindering achievement of the
UPE by the Kenyan child. One of which was the biting poverty. This was seen as one of the
constraint to the efficient delivery ofKenyan education system.
According to the 2003 human development report, the standards of living in Kenya have
generally decreased with the poor becoming poor. Things become more expensive such that
some poor parent cannot afford to provide the additional input required to sustain the children in
27
school. These include food, school inform and stationary. Poverty is known to breed hunger and
malnutrition. Hungry and malnourished children have reduced capacity to learn. These children
have been shown to perform poorly.
Another factor is understaffing and over enrollment whereby it was observed that some teacher
had a big number of children in class i.e. hundred in one class. This was a big problem even to
acknowledge individual weakness.
Absenteeism is another factor which is contributed to ill health. Conditions experienced include
malaria, helminthes infection, diarrhea diseases as well as acute respiratory infections.
These problems are more prevalent among the poor. Thus it is the poor children who are already
malnourished and hungry who are further robbed of an opportunity to improve their future lives
through acquisition of basic education, a situation more prevalent where the living conditions are
squalid and overcrowded with poor drainage limited or no access to safe drinking water and
health facilities.
In order for the government to ensure that there are more children retained in school, it needs to
address these issues and to do so urgently.
1. Co-ordinate in collaboration with the relevant international agencies such as World Food
Programme (W.F.P.) and others.
2. The government can implement school feeding programs whereby these children can be
provided with breakfast and lunch. Research has shown that providing children with
breakfast leads to improvement in schools attendance as well as greater performance in
arithmetic.
3. Schools could also establish gardens to promote dietary diversity which will enable the
schools to have mid-day meals.
4. There should be an adequate provision of safe drinking water and sanitation facilities
especially for human waste disposal. This should be incorporated with the dc-worming
program. The incidence of diarrhea and helminthes infection will be reduced.
28
5. The local community can participate in the building of necessary facilities such as pit
latrine! toilet and establishment of the community! school gardens.
It’s not only by availing primary education but also improving their health and nutrition
29
Reference
Accessibility and Relevancy of Education for Children with disabilities in Uganda
[October, 2003]
Barton T. and Wamai G [1994] “Equity and Vulnerability: A situation Analysis of Women,
Adolescence and Children in Uganda” Kampala NCC p.1 1-14, 16-22
Bellammy T. [1990 “State of the Worlds Children 1999 Education” UNICEF, New York P.11-
15, 16-18.
Bennell, P. And Sayed [22002] “Improving the Management and International Efficiency of
Post-Primary Education and training in Uganda” Sussex University, Briton P.22-29, 32-35.
Bishop: Everlasting student progress. Allyn and Bacon Inc., Boston.
Bloom, David E. [2004]~Universal and Human Progress: In wide Angle Discussion Guide 2”.
New York
Bruset, et.al. [2003] “A chance for every child” Word Bank, Washington. D.C
Education Review Report, Kajumbi [2003]
Education strategy investment plan [1997-2004] framework enhancing UPE: a stake holder’s
hand book [2004], Kampala.
Fordham, P (2002): Education For All. An Expanded Vision.
Paris. UNESCO
Joel, E. Cohen et. al [2005] Universal Basic and Secondary Education. P.2-33
30
MOES [19971 the education white paper: education national integration and development:
education white paper Kampala. P. 3-20.
MOEST (2004). Free Primary Education manual.
Nairobi Government Publishers
Mutie and Ndambuki PN (2002) Guidance and counseling for schools and colleges.
Nairobi Oxford.
Mwaura S. and Wanyera S. (2002) Introduction to children with speciaI~ needs in Nairobi. D.C.
Department KISE.
Ngugi W. (2002). Introduction to inclusive Education
Nairobi NA. SE.SE
Randiki F. (2002). Historical development of Education
(Kenyatta University ECD)
Wachira, K. (2004). The poor locked out of school, The East African Standard and career
booklet.
World Bank (1990). Poly Paper on Primary Education.
.5
APPENDICES
Appendix (1): BUDGET
ITEM/ACTIVITY COST (KSIIS)
1 Stationery 2,000.00
2 Printing & typing 4,000.00
3 Binding 2000.00
4 Research Assistant 2.00000
5 Miscellaneous 1,000.00
Total Expenditure 1 1,OOO~0O
3
Appendix (ii): Questionnaire for the Children
Instructions (Tick or fill in the blank spaces)
Sex Male/Female
I. What is your term average mark since you joined this
school
2. Do you get time to do your home work?
a) Yes
b) No
c) It depends
3 Do you have enough teachers?
a) Yes
b) No
4. Which subject does the best teacher teach?
a) mathematics
b) English
c) Science
d) Kiswahili
e) Social studies
f) C.R.E
5. What subjects do you like most?
a) English
b) Mathematics
c) Science
j 3
5b). a) do you get food at school?
a) yes
b) no
6. a) what do you like most the school to assist you in so that you can perform well?
I)ii) iii)...
iv
7. What problems make you not to perform well in your struggle to perform well?
i)
fl) iii)...
iv
6. Do your parents have time to help you to do the school home work?
a) Yes
b) No
c) Sometimes
7. How far is your home from school?
a) Near
b) far
c) Veiy far
7. b) Do you come to school every day?
Yes/No
34
7.b)Give reasons for your answer
above
8.. Do you come to school everyday?
Yes/No
10. Give reasons for your answers
above
ii. Are you satisfied with your performance? Yes/No
12. What makes you not to perform
well?
13. What do you think should be done for you to perform well?
.3-
Appendix (iii): Questionnaire for the Teachers
Instructions (Tick or fill in the blank spaces)
Sex Male/Female
Number of learners in your class
Boys
Girls
1. Do you concentrate on your work as a teacher? Yes/No
2. a) A are there any problems affecting your learners that hinder their performance?
Yes/No
b)Give reasons for your answer in 2 a) above
1)
ii)
iii)
iv
3. a) Do your students attend classes regularly?
Yes/No
b)Give reasons for your answer in 3.a) above
4. a) Is there any relationship between the Introduction Of Free Primary Education and their
academic performance
Yes/No
36
c) Give reasons for your answer above5. What percentage ofparents gets involved in theiradents woild
i)
ii).iii)...
iv.
6. State your views on how to improve the performance ofpupils in UPEschools
7. Incase you hear that 70% ofthe students in UPE schools have failed the PLE exams,
What would you say?
a) They were not well taught
b) Exams were difficult
c) All the above
d) Otherfactorsresponsible
e) Lack ofparent involvement
37
Appendix (iv): Questionnaire for the Head Teachers
Instructions (Tick or fill in the blank spaces)
School .............. totals enrolment (2008) teacher/pupil ratio
Number of learners in your class
Boys
Girls
I. Which class (in terms of economic status) do majority of tour learners come from?
a) Upper class
b) Middle class
c) Lower class
d) Below poverty line
2. How many children were enrolled in your school in the following years?
2004
2005
2006
2007
2008
3. Incase you hear that 70% of the students in F.P.E schools have failed the K.C,P.E exams,
What would you say?
Q They were not well taught
g) Exams were difficult
h) All the above
i) Other factors responsible
j) Lack of parent involvement
4. a) Is there any relationship between the social economic status of the parents and academic
performance of the students in F.P.E schools?
Yes/No
b) Give reasons for your answer
above
5. What would you like the government to assist you in to improve the quality of academic
performance of the students.
i)
ii) iii)...
iv
6. State your views on how to improve the performance of pupils in F.P.E
schools
7. How many students passed in the following grades?
Grade 2002 2003 2004 2005 2006 2007
1st
2~3rd
4th
Failed
Total
8. Do parents support their children to meet academic needs?
Majority
-3
Average
Very few do so
9. What do you think should be done in order to improve the quality ofF.P.E schools?
40
Appendix (v): Questionnaire for the inspectors
Instructions (Tick or till in the blank spaces)
Name of the inspector
Sex: Male/Female
1. How many times do you inspect the school in a year9
b) Are you satisfied with teachers work in your jurisdiction of work?
Yes/No
2. What are the causes of poor performance in F.P.E?
3. a) Is there any relationship between the introduction of Free Primary Education and
academic performance of the students in F,P.E schools?
Yes/No
b) Give reasons for your answer
above
4. What percentage of parents gets involved in their students work?
5. State your views on how to improve the performance of pupils in F.P.E
schools
41
6. How many candidates passed in the following grades in your division?
7. What do you think should be done in order to improve the quality of F.P.E schools?
42
Kam~)aJa International University~I-~ I~ lnstj(~1t0 of Open and Distance Lea tningP0 Box 20000 kansanga ~arnpala Uganda
~ 256 41 373 498/ 256 41 373 889 (Ug) 254 20246275 (Ke)e~majl: Tel: 0753142725-~-~ftce ~the Director
2 :\pr~ 2O0~
~ONCJ~I~~i:
Dear Sir/Madan~
RE: INTRODUCTION LETTER FOR MS/MRS,MR
The above named is Our student in the institute of Open and Distance Learni1~g (TODL),pursuing a Dip1on~!Bache1ors degree in Education
He/she wishes to ca~v out a research in your Organjza~j0~ on:
The research is a requirem~~~ for the Award of a Dipioma/Bachelors d~g:~e E~cation
~: ;~~~0rded to him/hcr regarding research ~ll1 b~ high1~ apprecia cc
Yo~ Fai~t~u1iy, ~
~‘ftJHWE~Zi~joSEpH,
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