Report - Mapping Education Facilities Nandi Kenya

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Report of the Mapping

Research on:

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Presented To AIID and AMC-CPCD

By Daniel Mathews Were

Peniel Development Consult, July 2011

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CONTENTS ABBREVIATIONS USED ...................................................................................................................... 2

PREAMBLE .......................................................................................................................................... 3

1.0 AN OVERVIEW OF EDUCATION IN KENYA ....................................................................... 4

1.1 Introduction: ....................................................................................................................................... 4

1.2 Primary Education ............................................................................................................................... 4

1.3 Secondary Education ........................................................................................................................... 5

1.4 Vocational Schools and Colleges: ....................................................................................................... 6

1.5 University Education: .......................................................................................................................... 6

1.6 Situational Analysis: Nandi County: .................................................................................................. 6

2.0 GENERAL BACKROUND OF RESEARCH AREA................................................................... 7

2.1 Lessos/Kilibwoni Divisions: ................................................................................................................ 7

2.2 Kipkaren Division: .............................................................................................................................. 8

3.0 RESEARCH METHODOLOGY ................................................................................................. 9

4.0 SURVEY FINDINGS ................................................................................................................ 10

4.1 Part I: Findings Lessos/Kilibwoni Divisions: ................................................................................... 10

4.1.1 Part I(a): Primary Schools .............................................................................................................. 10

4.1.2 Part I(b): Secondary Schools ......................................................................................................... 23

4.2 Part II: Findings Kipkaren Division: ................................................................................................. 35

4.2.1 Part II(a): Primary Schools ............................................................................................................ 35

4.2.2 Part II(b): Lessos/Kilibwoni Division Secondary Schools and Tertiary Institutions .................. 47

5.0 GENERAL CONCLUSION ...................................................................................................... 59

ANNEX 1: PHOTO TEMPLATES (KIPKAREN DIVISION) .............................................................. 61

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ABBREVIATIONS USED

AIID - Amsterdam Institute for International Development BoG - Board of Governors CDF - Constituency Development Fund CPCD - Centre for Poverty-related Communicable Diseases ECDE - Early Childhood Development Education ESP - Economic Stimulus Programme GPS - Global Positioning System JAB - Joint Admissions Board LELBREN - Lessos Livestock Breeders Network KCPE - Kenya Certificate of Primary Education KCSE - Kenya Certificate of Secondary Education KESSP - Kenya Education Sector Support Programme KNBS - Kenya National Bureau of Statistics LIA - Letters of Interim Authority NAC - National Assessment Centre NGO - Non-Governmental Organization PTA - Parents Teachers Association

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PREAMBLE

The Amsterdam Institute for International Development (University of Amsterdam, The Netherlands) and the Center for Poverty-related Communicable Diseases (Academic Medical Center, The Netherlands) conducted an impact evaluation study on a project being implemented by PharmAccess Kenya. The project involves introducing health insurance amongst dairy farmers in the Tanykina Dairies Ltd. cooperative and upgrading some health care facilities in the same area. To perform a well-informed impact evaluation study, a control group was identified in an adjacent area of Lessos Division in Nandi East. The cooperative suggested as control group is Lelbren Dairies Ltd. in Lessos. The study also involved a comparison of education facilities in the control group (Lelbren Dairies Ltd.) to the ones in the intervention group (Tanykina Dairies Ltd.), whose information is presented in this draft. The ToR involved an assessment of the education provision (schools) in the area where the members of the Tanykina Dairies Ltd. and Lelbren Dairies Ltd. have their children enrolled for schooling. The research encompassed informational and/or desk research, whereby information of existing educational facilities was sought through existing publications available from other organizations (e.g. (local) government offices, NGO’s and/or research organizations). In addition, a “practical” research component, whereby all primary and secondary facilities in the area were visited and information gathered on the ground. A comprehensive list of all educational facilities in the two areas and their GPS coordinates in the designated area has been provided, including the parameters given in the short questionnaire added to this document and the following extra information and description of the accessibility of the educational facility (eg. Quality of road, bus connection). The questionnaire was filled in by the consultant and his team together with persons responsible in the education facility, through appointments and visits.

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1.0 AN OVERVIEW OF EDUCATION IN KENYA

1.1 Introduction: Educational quality has recently received a lot of attention in Kenya. The government's main document in this effort, the Kenya Education Sector Support Programme (KESSP) for 2005–2010, established the National Assessment Centre (NAC) to monitor learning achievement. In 2010, the NAC released the results of its first assessment in which it was established that: 1. Literacy levels are low, and are substantially lower in certain regions. Girls tend to perform

better in reading English and Kiswahili, while boys tend to perform better in math; 2. Literacy levels are lower in public schools than private schools; 3. Most children can solve real world, “ethno-mathematics” problems, while fewer can solve

similar math problems in an abstract, pencil and paper format; 4. 5% of children are not enrolled in school, but the problem is far worse in particular regions. 5. About half of children are enrolled in pre-school; 6. Many children are older than expected for their class level, including 40% of children in class

2, and 60% of children in class 7; 7. North Eastern Province and arid districts in Rift Valley and Eastern Provinces have particularly

low performance; and many older children, especially girls, are not attending school; 8. Many families pay for extra tuition, which focuses heavily on drilling and exam preparation; 9. Schools struggle to plan their budgets because they receive funds at unpredictable times; 10. Children whose mothers are educated, particularly beyond primary school, tend to have much

higher rates of literacy and numeracy; 11. About 15% of students are absent on a given day, with much higher absenteeism in certain

districts; 12. There is a severe shortage of teachers, estimated at 4 teachers per school. 1.2 Primary Education Primary education in Kenya begins at the age of 6 or 7 after completion of a year of kindergarten commonly known as Nursery School or pre-unit. The first class or year of primary school is known as Standard 1, the final year as Standard 8 and primary school children are known as pupils. The school year at both primary and secondary levels, begins in January and ends in November. Students get 3 school vacations in April, August and December. At the end of the school year pupils advance to the next grade. Students who completely fail their end of year exams usually repeat the class the following year instead of advancing to a higher grade. Most primary schools are day schools with pupils living at home. Fewer schools at primary level are boarding schools compared to secondary schools. All public primary school pupils sit for the Kenya Certificate of Primary Education (KCPE) examination at the end of the school year in Standard eight. In January 2003, free Primary education was re-introduced which previously existed before the mid 80s when the government adopted cost sharing measures that led to a minor level of school fees charged by primary schools for text books, PTA, and extracurricular activities. Since 2003, education in public schools became free and universal (but not compulsory).

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1.3 Secondary Education Secondary schools in Kenya fall into three categories - government funded, harambee and private. Government funded schools are divided into national, provincial and district levels. Harambee schools do not receive full funding from the government and private schools are run by private organizations or individuals. After taking the primary school leaving exam and successfully passing, government funded schools select students in order of scores. Students with the highest scores gain admission into national schools while those with average scores are selected into provincial and district schools. Harambee schools accept students with low scores. Students who fail examinations either repeat the final school year or pursue technical training opportunities. A number of students also drop out of school by choice due to poor scores. Under the current system, students attend secondary school for four years before sitting for the school leaving exam at the end of the fourth year. The first class or year of secondary school is known as form 1 and the final year is form 4. At the end of the fourth year, from October to November students sit for the Kenya Certificate of Secondary Education (KCSE) examination. In 2008, the government introduced plans to offer free Secondary education to all Kenyans. Secondary schools in Kenya are generally high cost schools offering students an alternative system of education with better or more luxurious facilities compared to public schools. They are often favored for prestige. Most private schools in Kenya offer the British system of education which includes “O-levels" and “A-levels”. Very few offer the American system of education and good number of them offer the Kenya system.

The average grade is based on performance in the eight subjects. Where a candidate sits for more than eight subjects, the average grade is based on the best eight subjects. University matriculation is based on the best eight and performance in particular subjects relevant to degree courses. The average grade is 81 divided by 8, which equals 10.1 (approximately 10.0 points) which is Grade B+ according to the grading system. Training institutions, faculties and departments determine their own minimum entry requirements. Students who manage a grade of C+ qualify to do a degree course at the University. Owing to competition, and fewer places at the University, those with B and in a few cases B-, and above are taken for degree courses at the Public Universities and benefit by paying government-subsidized fees. The rest join private universities or middle-level colleges. Interestingly, the number of students admitted to public universities through J.A.B depends on the total number of beds available in all the public universities. Nonetheless, those who miss out but attained the minimum university entry mark of C+ or C with a relevant diploma certificate are admitted through the parallel degree programmes (module II) if they can afford the full fees for the course. This has been the subject of much discussion with people questioning the rationale and morality of locking out qualified students from public institutions yet still admitting those who come from financially able families.

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1.4 Vocational Schools and Colleges: These are two or three year post-secondary school institutions also termed as colleges. They award certificates, diplomas and higher national diplomas in various disciplines after successful completion of relevant courses. Courses offered by these institutions include among others, Business Education, Accounting, Secretarial Studies, Nursing, Teacher Training, Computer Studies, Journalism, Media, Design, Culinary Studies, Foreign Languages, Tourism and Technical Skills. In order of credibility or accreditation, national polytechnics rank first, followed by government training institutes, teacher training colleges and private institutions. Although generally termed colleges, these institutions do not award degrees. Degrees are only awarded by universities. In the last decade, private post-secondary institutions have expanded rapidly in terms of the number of institutions, courses offered and student enrolments. 1.5 University Education: There are 30 universities in Kenya, 7 of which are public and 23 private. The 7 public universities have a total of 12 constituent colleges. The University of Nairobi is the oldest university in Kenya. There are 3 categories of private universities: 1. Chartered Universities - fully accredited universities, by the Commission for Higher Education, 2. Universities, which had been offering degrees long before the establishment of the Commission for Higher Education and 3. Universities authorized to operate with Letters of Interim Authority (LIA). 1.6 Situational Analysis: Nandi County: The education sector continues to experience improvement, considering support from both government and private entities. Infrastructure in schools and institutions has largely been boosted through the on-going Economic Stimulus Programmes (ESP) and devolved funds from the Constituency Development Fund (CDF) kitty. By and large, many schools and institutions still have poor facilities to meet the required standards of education despite being in a potentially high agricultural income bracket zone. The increasing demand due to increasing population in the area also calls for establishment of better facilities both in quality and number to meet these demands. The poor roads infrastructure and facilities, however, remains a challenge to both the government and the communities in the survey area. According to the District Development Plans, there is low utilization of some tertiary institutions like the youth polytechnics owing to lack of interest as well as poor or lack of tools to support the training curriculum. Another challenge is the huge financial sums required to run specialized training facilities.

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2.0 GENERAL BACKROUND OF RESEARCH AREA

2.1 Lessos/Kilibwoni Divisions:

Lelbren Dairy draws farmers from a catchment area that covers Olessos, Kilibwoni, Kesses and Nandi Hills Divisions within Nandi County. As activities increase, however, there is a possibility of the Dairy extending services to parts of the neighbouring Wareng and Uasin Gishu areas in the North Rift. The Milk collection points include the following areas: Kiptenden, Chuiyat, Chereber, Kilibwoni, siwo, Keben, Tulon, Kapchumba, Kabore, Lolminingai, Koilot, Sochoi, Lolduga, Ndumbeneti, Kaplonyo, Chepkunyuk and Kesses. Lelbren Dairy currently serves a membership of over 2,000 dairy farmers. Olessos Division is comprised of 7 Locations (Lelwak, Siwo, Koilot, Sochoi, Olessos, Chepkunyuk and Kibabet) and 17 Sub-locations (Oldoldol, Chebilat, Siwo, Choimon, Koilot, Sochoi, Kapkorio, Mogoon, Lolduga, Nduroto, Lelwak, Chepkunyuk, Kapchuryai, Olessos, Keben, Kipkoror and Sigilai) while Kilibwoni has 6 Locations and 13 Sub-locations (Ndubeneti, Kapnyeberai, Emdin, Kiplolok, Kaplonyo, Tulon, Songoliet, Kapchepsir, Kapchumba, Terige, Kabore, Tiryo and Lolminingai).

Olessos division has a population of 35,269 (17,745 – male; 17,551 - female) within an area of about 109.9km2, with 7239hh while Kilibwoni has a population of 48,845 (24,574 – male; 24,271 - female) in an area of 163.9 km2 with (9411hhs). Source: KNBS, 2009 Population Census)

The area is characterised by hilly topography that includes an outcrop of basement system rocks and is within the physiography of the larger Nandi area with rolling hills in the west; the Kapsabet Plateau (which is part of the Uasin Gishu Plateau); the wooded highlands and foothills of Tinderet Volcanic mass in the south-east; Kingwal Swamp in the centre (Baraton-Chepterit); and dissected Nyando Escarpment at its southern borders. The hilly and undulating topographic features of Nandi District coincide with a spatial distribution of ecological zones that define agricultural and overall economic development potential of the area. The northern parts receive rainfall ranging from 1,300mm to 1,600mm per annum. The southern half is affected by Lake Basin atmospheric conditions receiving rainfall as high as 2,000 mm p.a. The long rains start early in March and continues up to end of June, while the short rains start mid-September and end in November. However, usually there is no single month without rainfall. The dry spell is usually experienced from end of December to mid-March.

The rainfall distribution and intensity has direct relationship to economic activities in the district. Olessos area is within the 1500 mm (and above) rainfall p.a and forms the extended Agro-Ecological Zone for current and potential tea cultivation (LH1 and UM1). The relatively drier areas to the east and north-east are suitable for maize growing. Dairy activity is predominant throughout the area although the area has potential to produce various agricultural crops ranging from tree crops, horticultural crops, pyrethrum, cereals and fruit trees, due to reliability of rainfall.

During the dry months of December to January the temperatures are as high as 23°C and during cold spells of July and August the night temperatures are as low as 14°C.

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2.2 Kipkaren Division: Kipkaren Division is comprised of 9 Locations including Kipkaren, Chepkemel, Chepterwai, Ndalat, Kabiemit, Koimur, Kimngoror, Kurkung and Kabiyet and 8 Sub-locations (Kapsirtuny, Chepkemel, Chepterwai, Kabiemit, Kaigat, Koimur, Kimng’oror and Kaiboi. The entire division has an area covering 300.2 km2 with an estimated population of 60,767 inhabitants (CBS: 1999 Population Census). The Tanykina Dairy also extends operations to Mosop and Lolkeringet Sub-locations of Lolkeringet location, Kabiyet Division. Selia is the administrative centre for Kipkaren Division and also hosts the Tanykina Dairy plant. “Tanykina” is a Nandi word for a cow’s udder and is symbolic to the dairy operations of the firm as the name identifies with its milk production activities. The Dairy has an estimated membership of 4,000 farmers with over 50,000 indirect beneficiaries. Kipkaren area is within a highland plateau with altitudes falling gently from 2000m above sea level in the South East to about 1,500m above sea level at Kipkaren river in the West. The area is in the Lake Victoria catchment zone with all the rivers draining into Lake Victoria. Major rivers in the division are Sosiani river and Kipkaren river, that provide water for livestock, domestic and industrial use. Rainfall in Kipkaren area is high, reliable and evenly distributed. The average rainfall ranges between 900mm-1200mm. It occurs between the months of March and September with two distinct peaks in May and August. The dry spells begin in November and end in February. Temperatures range between 8.40 and 26.10C. An estimated 90 percent of land area in Kipkaren is arable and classified as high potential with a few pockets having medium potential. There are four major soil types in the area for agricultural production. These include red loam, red clay, brown clay and brown loam. Dairy farming is one of the biggest agricultural undertakings in the area.

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3.0 RESEARCH METHODOLOGY

(a) Review of relevant literature/documentation and available data/information: Consultative meetings were held with relevant officials concerned with education at the Divisional levels to seek their consent on the survey. Discussions were also extended to the relevant heads of schools and institutions to give their consent on the questionnaire admonsitartion. Furthermore, discussions were also held with officials of the Tanykina and Lelebren Dairies to seek their solidarity in collecting as much information as possible from all the targeted instituions in the respective catchment areas of their operations and in facilitating identification of the targeted facilities.

(b) Identification of relevant instituions and respondents within the survey area area:

After deliberations, the research team settled on the following respondents who assisted in identfying facilities, correct names and geographical location of the same: The Manager Lelbren Dairy Ltd.; The Manager Tanykina Dairies, Local area administrators including Chiefs and Village heads; Local Education Officers; Principals, Managers, Directors, Head Teachers and Proprietors of education facilities.

(c) Mapping recconnaisence of facilities to be plotted:

Based on the catchment area map for the research areas, the surveyed facilities were plotted according to the catchment areas within the two Dairies, i.e. Lelbren Dairy in Lessos/Kilibwoni and Tanykina in Kipkaren Division. These were plotted according to the GPS coordinates assigned per facility, per location.

The following facilities were identified for mapping: Type of Facility Division

No. Lessos/Kilibwoni Division No. Kipkaren Division Public Secondary Schools 18 26 Public Primary Schools 51 57 Private Secondary Schools 1 5 Private Primary Schools 26 24 Colleges 0 1 Universities 0 0 Polytechnics 1 2 Others 1 0

Total 98 115 (d) Research Findings:

The research findings were collected through structured questionnaires and analysed using the SPSS statistical software. The findings are presented in two parts: Part I: Findings Lessos/Kilibwoni Divisions and Part II: Findings Kipkarren Division.

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4.0 SURVEY FINDINGS

4.1 Part I: Findings Lessos/Kilibwoni Divisions: 4.1.1 Part I(a): Primary Schools Positions held by the respondents: The study tried to establish the various positions that were held by the respondents and from the results obtained, most of the respondents 56(71.8%) held the head teachers position in the schools.

56, 72%

14, 18%

3, 4% 5, 6%Head teacher

Teacher

Administrator

Deputy head teacher

This result was interpreted to mean that the information obtained from the study will be of great importance since majority of the respondents who took part in the study have a good knowledge of the schools. Type of schools of the respondents: The respondents were asked to state their type of school and most of the respondents 74(94.9%) stated that they were in primary schools which proved that the target population was well covered.

74, 95%

3, 4%1, 1%

Primary

Primary and secondary

Nursery

Category of the school: When asked to state the category of the schools, most of the respondents 52(66.7%) stated that they were in public schools.

52, 67%

23, 29%

3, 4%

Public

Private

Mission

The results proved that there are more public schools in the region than the private and the mission schools.

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Type of school: The respondents were also asked to state the type of school that they were in and from the findings most of them 6(84.6%) stated that they were in day schools which proved that most of the primary schools in the region are day schools

1, 1%

66, 85%

11, 14%

Boarding school

Day school

Boarding and day school

Funding or support of the schools: The study tried to establish whether the schools receive any funding or support from an external organization or non-governmental organization and from the findings most of the respondents 74(94.9%) stated that they did not which implied that most of the schools in the region do not receive funding or support from an external organization or non-governmental organizations

3, 4%

74, 95%

1, 1%

Yes

No

None response

The lowest and highest level of grade offered: The respondents were asked to state the lowest and highest level of grade offered and from the findings, most of the respondents 71(91.0%) stated that they offered the ECDE grade as the lowest level of education with 58(74.4%) stating that they offered class eight as their highest level of education.

The lowest level of education offered Frequency Percent None response 5 6.4 ECDE 71 91.0 Class one 2 2.6 Total 78 100.0

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The highest level of education offered Frequency Percent None response 5 6.4 Class eight 58 74.4 Top class 1 1.3 Class Seven 3 3.8 Class six 1 1.3 Class five 3 3.8 Class four 3 3.8 Class three 1 1.3 Class two 1 1.3 Class one 1 1.3 Form four 1 1.3 Total 78 100.0

The results implied that the lowest grade offered by the primary schools in the region is the ECDE grade and the highest is the Class eight grade. The division of boys and girls attending the primary schools: The respondents were asked to state the division of boys and girls in their schools and from the results obtained from the study most of the respondents 18(23.1%) stated that the division of boys was ranging from 101-150 while most of them 20(25.6%) also stated that the division of girls was ranging between 101-150 which implied that the division of boys and girls in most of the primary schools within the region is almost equal

Division of boys Division of girls Frequency Percentage Frequency Percentage

None response 4 5.1 4 5.1 1-50 14 17.9 15 19.2 51-100 17 21.8 15 19.2 101-150 18 23.1 20 25.6 151-200 15 19.2 14 17.9 0ver 200 10 12.8 10 12.8 Total 78 100.0 78 100.0

The minimum and maximum age of children: The respondents were also asked to state the minimum and maximum age of children attending their schools and from the findings most of the respondents 50(64.1%) stated that the minimum age is below five years while most of them 28(35.9%) stated that the maximum age is between 15-16 years

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The minimum age Frequency Percent Below 5 years 50 64.1 5-6 years 25 32.1 7-8 years 3 3.8 Total 78 100.0 The maximum age Frequency Percent None response 1 1.3 11-12 years 6 7.7 13-14 years 18 23.1 15-16 years 28 35.9 17-18 years 14 17.9 over 18 years 4 5.1 6-7 years 3 3.8 9-10 years 4 5.1 Total 78 100.0

The findings implied that the schools used the right criteria to ensure that it caters for the children of the same age sets Operational years of the school: When asked to state the number of years that the school has been in operation most of the respondents 35(44.9%) stated that their schools have been in operation for a period of more than 20 years which implied that most of the schools have been in operation for a long period of time

0

10

20

30

40

50

Below 5 years 5-10 years 11-15 years 16-20 year Over 20 years None response

Number of students enrolled in the schools: The respondents were asked to state the number of students that are currently enrolled in their schools and from the results obtained from the study most of the respondents 24(30.8%) stated that they had 201-300 students enrolled in their schools which implied that the schools are well populated

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0

5

10

15

20

25

Below 100

students

100-200 students301-400 students401-500 studentsOver 500 students

Number of teachers in the schools: The study tried to find out the number of teachers employed in the schools and from the findings most of the respondents 35(44.9%) stated that the schools had a number of 6-10 teachers

0

10

20

30

40

50

1-5 teachers 6-10 teachers 11-15 teachers 16-20 teachers Over 20 teachers

The results obtained from the study clearly indicated that most of the schools in the region do not have enough number of teachers Teacher absenteeism: The respondents were asked to state whether teacher absenteeism is a problem in their schools and from the findings most of the respondents 66(84.6%) stated that it was not which proved that the teachers are very committed in doing their work

1, 1% 11, 14%

66, 85%

Very much of a problem

Somewhat of a problem

Not at all a problem

Number of administrative staffs: According to the results obtained from the study most of the schools have less than five administrative staffs as supported by 75(96.2%) of the respondents which implied that the schools do not have enough administrative staffs to carry out their work effectively.

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75, 97%

1, 1%1, 1%1, 1%Below 5 staffs

5-10 staffs

11-15 staffs

None

The number of teachers hired and fired: When asked to state the number of teachers that the school has hired and fired in the past year most of the respondents 14(17.9%) agreed that the schools have hired 3 teachers while 55(70.5%) did not respond to the question of the number of teachers fired from the schools

Number of teachers hired Number of teachers fired Frequency Percentage Frequency Percentage

None response 20 25.6 55 70.5 1 teacher 11 14.1 5 6.4 2 teachers 11 14.1 1 1.3 3 teachers 14 17.9 1 1.3 4 teachers 8 10.3 0 0.0 5 teachers 2 2.6 0 0.0 More than five teachers

12 15.4 1 1.3

Total 78 100.0 78 100.0 The findings obtained from the study prove that in most cases the schools hire teachers than they fire teachers The division of male and female teachers: Majority of the respondents did not respond to the question of the division of male teachers and female teachers but majority of those who responded to the question 10(12.8%) stated that the division of male teachers was 3-4 with majority of them 8(10.3%) stating the same which implied that the division of male teachers and female teachers in the region is not very clear

Number of male teachers Number of female teachers Frequency Percentage Frequency Percentage

None response 50 64.1 49 62.8 1-2 teachers 5 6.4 6 7.7 3-4 teachers 10 12.8 8 10.3 5-6 teachers 8 10.3 7 9.0 7-8 teachers 1 1.3 5 6.4 9-10 teachers 2 2.6 0 0.0 Over 10 teachers 2 2.6 3 3.8 Total 78 100.0 78 100.0

The number of classes per grade level: When asked to state the number of classes per grade level most of the respondents 43(55.1%) stated that they had only one class per every grade level which implied that the schools do not have enough classes to cater for high number of pupils.

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Frequency Percent None response 8 10.3 1 43 55.1 2 8 10.3 3 2 2.6 4 1 1.3 7 1 1.3 8 4 5.1 9 2 2.6 10 3 3.8 11 1 1.3 12 1 1.3 14 2 2.6 15 2 2.6 Total 78 100.0

Average class size in lower and upper grade: When asked to state the class size in lower and upper grade most of the respondents 24(30.8%) stated that they had a number of less than 25 students in the lowest grade with most of them 28(35.9%) stating the same for the highest grade classes which implied that most of the classes in the schools are not highly populated

Lowest grade Highest grade Frequency Percentage Frequency Percentage

None response 4 5.1 4 5.1 Below 25 students 24 30.8 28 35.9 25-30 students 18 23.1 18 23.1 31-35 students 9 11.5 6 7.7 36- 40 students 11 14.1 8 10.3 41-45 students 5 6.4 7 9.0 46-50 students 2 2.6 3 3.8 Over 50 students 5 6.4 4 5.1 Total 78 100.0 78 100.0

Number of classrooms in the schools: The respondents were required to state the number of classes that they have in their schools and most of them 28(35.9%) stated that they had over 10 classes in their schools.

0

10

20

30

40

1-2 classes 3-4 classes 5-6 classes 7-8 classes 9-10 classes Over 10

classes

None

response

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The results implied that even though the school has a lot of classes they are not enough to handle a high learning population as based on the number of classes that the schools have per grade level Highest level of education of the teachers: The respondents were asked to state the highest level of education that the teachers had and from the findings obtained from the study it was evident that most of the teachers in the primary schools have learned up to the diploma in teaching level as supported by 62(79.5%) of the respondents.

The number of teachers with diploma in teaching Frequency Percent 1 26 33.3 2 16 20.5 3 13 16.7 4 5 6.4 9 1 1.3 11 1 1.3 None response 16 20.5 Total 78 100.0 The number of teachers with bachelors degree in teaching Frequency Percent 1 14 17.9 2 11 14.1 3 6 7.7 4 1 1.3 5 2 2.6 6 1 1.3 None response 43 55.1 Total 78 100.0

The findings implied that most the teachers in the primary schools are well qualified for the teaching positions that they hold. Number of schooling hours: When asked to state the number of schooling hours that the students were offered with per day, most of the respondents 56(71.8%) stated that they offered 8 hours of learning to the students.

4, 5%1, 1%3, 4%

56, 72%

6, 8%7, 9% 1, 1%

5 hours and below

6 hours

7 hours

8 hours

9 hours

10 hours

None response

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The results implied that the schools in the region try to ensure that the students get enough learning hours/time while in school The number of school days offered: The study tried to establish the number of days that the schools offered their students per calendar year and from the results obtained most of the respondents 35(44.9%) stated that they offered 191-200 days of learning which implied that the students of the schools receive enough school days annually

0

10

20

30

40

50

Below 150 days 171-180 days 191-200 days Over 200 days None response

Whether student absenteeism is a problem: The respondents were also required to state whether student absenteeism is a problem in their school and from the results obtained, most of them 42(53.8%) believed that it was somewhat of a problem.

6, 8%

42, 53%

28, 36%

2, 3%


Some what of a problem


None response

The findings implied that the problem of absenteeism is moderately experienced in the schools within the region The number of student dropout per year: The respondents were required to state the number of student dropout per year in their schools and from the findings most of the respondents 21(26.9%) stated that they were about 4-6 student dropout per year

0

10

20

30

40

1-3 students 4-6 students 7-9 students 10 students

and above

None

response

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The number of students who go to the next level: The study tried to find out the number of students who go to the next level and from the results obtained from the study most of the respondents did not respond to that question but majority of those who did 14(17.9%) stated that about 11-20 students moved to the next level of education

1, 1% 14, 18%

7, 9%

7, 9%49, 63%

1-10 students

11-20 students

21-30 students

Over 30 students

None response

Participation in standardized testing: The study further tried to find out whether the schools participate in standardized testing and from the study findings it was discovered that almost all of the schools did as supported by 73(93.6%) of the respondents

73, 93%

3, 4% 2, 3%

Yes

No

None response

The findings were interpreted to mean that the schools in the region did participate in standardized testing. The average scores over the last three years: The respondents were asked to state their average scores over the last three years and from the findings most of the respondents 32(41.0%) stated that they had average scores ranging between 251 and 300.

0

10

20

30

40

50

151-200 201-250 251-300 301-350 Over 350 None

response

The results implied that most of the schools within the region perform above average in their exams

Page | 20

Availability of electricity: The respondents were asked to state whether the school had electricity and most of them 50 (64.1%) stated that it did not

27, 35%

50, 64%

1, 1%

Yes

No

None response

The results proved that very few schools in the region have electricity and therefore it is very difficult to carry out learning activities which require electricity Reliability of the electricity: For those respondents who stated that they have electricity they were required to state whether the electricity is reliable and 25(32.1%) stated that it was which implied that the electric systems of the schools that have electricity is good

25, 32%

29, 37%

24, 31%Yes

No

None response

Access to drinkable water: When asked to state whether the schools have access to drinkable water most of the respondents 43(55.1%) stated that it did which implied that the water sources of the region are good

43, 55%

34, 44%

1, 1%

Yes

No

None response

Availability of toilet facility: When further asked to state whether the schools had toilets available, almost all of the respondents 74(94.9%) stated that it did which proved that the availability of toilets in the schools is good

Page | 21

74, 94%

2, 3%2, 3%

Yes

No

None response

Availability of separate toilet facilities: The respondents were asked to state the availability of separate toilet facilities for boys and girls and most of them 73(93.6%) stated that there was which implied that in almost all of the schools in the region, boys and girls have separate toilet facilities

73, 94%

5, 6%

Yes

No

Provision of food in the schools: When asked to state whether they provided food for students in the schools, most of the respondents 28(35.9%) stated that they did to all students which proved that the schools in the region provided food for all of their students

28, 36%

24, 31%

26, 33%Yes to all students

Yes to some students

No

Annual contribution per child: Further, the respondents were asked to state the annual contributions that parents made per child in various expenses and from the findings most of the respondents did not respond to this question but majority of those who did 17(21.8%) stated that they gave an amount of over 2000 in tuition fees, 6(7.7%) spend 501-100 in textbook/materials, 5(6.4%) spend 1001-1500 in school uniforms and shoes, 3(3.8%) spend 501-1000 in transport, 1(1.3%) spend over 2000 in boarding, 8(10.3%) spend 0-500 in PTA, 2(2.6%) spent 0-500 in lunch program while 6(7.7%) spend 0-500 in paying for exams. The results obtained from the study were interpreted to mean that the activity in which the parents use their money in is in the paying of tuition fees for their children

Page | 22

Amount Contributions made

Tuition Textbooks/ materials

School uniform/ shoes

Transp. Boarding P.T.A Lunch program

Exam

F % F % F % F % F % F % F % F % None response 43 55.1 62 79.5 64 82.1 72 92.3 77 98.7 70 89.7 74 94.9 72 92.3 0-500 9 11.5 8 10.3 1 1.3 2 2.6 0 0.0 8 10.3 2 2.6 6 7.7 501-1000 3 3.8 6 7.7 3 3.8 3 3.8 0 0.0 0 0.0 0 0.0 0 0.0 1001-1500 4 5.1 1 1.3 5 6.4 0 0.0 0 0.0 0 0.0 1 1.3 0 0.0 1501-2000 2 2.6 0 0.0 4 5.1 0 0.0 0 0.0 0 0.0 1 1.3 0 0.0 over 2000 17 21.8 1 1.3 1 1.3 1 1.3 1 1.3 0 0.0 0 0.0 0 0.0 Total 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0

Availability of enough textbooks: The respondents were asked to state whether they thought there were enough textbooks/materials for all the children in the schools and from the results obtained most of the respondents 63(80.8%) stated that they did not.

15, 19%

63, 81%

Yes

No

The findings implied that the schools do not have enough textbooks/materials to cater for the effective learning of their students Availability of the parents association or committee: When asked to state the availability of the parents association or committee, most of the respondents 75(96.2%) stated that the parents association or committee was available in their schools

75, 96%

3, 4%

Yes

No

The findings were interpreted to mean that most of the schools in the region have a parent association or committee in operation.

Page | 23

4.1.2 Part I(b): Secondary Schools The positions held by the respondents: The study tried to establish the positions that were held by the respondents and from the results obtained, most of them 11(30.6%) held the position of deputy head teachers which implied that the response gained will be accurate since they have a good knowledge of the schools under study.

0

10

20

30

40

Principle Teacher Administrator Deputy principle

Type of school of the respondents: The study also tried to establish the type of school that the respondents were working under and from the findings obtained from the study, most of the respondents 32(88.9%) stated that they were in secondary school which implied that the target population of the study was well covered.

32, 89%

1, 3% 3, 8%

Secondary

Primary and secondary

Tertiary institutions

Classification of schools attended: When asked to state the category of school that they were in most of the respondents 28(77.8%) stated that they were in public schools which implied that most of the secondary schools in the region are public schools.

28, 77%

6, 17%1, 3%1, 3%

Public

Private

Mission

Harambee

Type of schools of the respondents: An equal number of most of the respondents 15(41.7%) stated that they were in boarding schools and day schools which implied that the study tried to get opinions from an equal number of boarding schools and day schools.

Page | 24

15, 41%

15, 42%

5, 14% 1, 3%

Boarding school

Day school


None response

Receiving of funding or support: The respondents were asked to state whether they receive funding or support from external organization or non-governmental organization and most of them 29(80.6%) stated that they did not which implied that the public schools in the region do not receive any funding from external organization or non-governmental organization.

6, 17%

29, 80%

1, 3%

Yes

No

None response

The lowest and highest level of grade offered: When asked to state the lowest grade level and the highest grade level that they offer, most of the respondents 27(75.0%) stated that they offered form one as the lowest level and most of them 25(69.4%) stated that form four is the highest grade level that they offer

The lowest level of education offered Frequency Percent None response 6 16.7 Form one 27 75.0 Artisan 1 2.8 ECDE 2 5.6 Total 36 100.0 The highest level of education offered Frequency Percent None response 8 22.2 Form one 1 2.8 Form two 1 2.8 Form four 25 69.4 Diploma 1 2.8 Total 36 100.0

The results were interpreted to mean that most of the institutions which took part in the study offer form one as their lowest grade level and from four as their highest grade level.

Page | 25

The division of boys and girls in the schools: The respondents were asked to state division of boys and girls in the schools and from the findings majority of the respondents 8(22.2%) stated that the division of boys is between 51-100 with majority of them 12(33.3%) stating the same for the girls which meant that the division of boys and girls in the schools is almost even

Division of boys Division of girls Frequency Percentage Frequency Percentage

None response 13 36.1 8 22.2 1-50 6 16.7 6 16.7 51-100 8 22.2 12 33.3 101-150 3 8.3 3 8.3 151-200 3 8.3 2 5.6 0ver 200 3 8.3 5 13.9 Total 36 100.0 36 100.0

The minimum and maximum age of students: Most of the respondents 19(52.8%) stated that they minimum age of students attending their institutions is between 14-15 years while most of them 16(44.4%) stated that the maximum age of students attending their institutions is between 20-21 years which implied that there is no great difference between the children attending the same level of education.

The minimum age Frequency Percent None response 3 8.3 12-13 years 11 30.6 14-15 years 19 52.8 16-17 years 3 8.3 Total 36 100.0 The minimum age Frequency Percent None response 2 5.6 16-17 years 4 11.1 18-19 years 8 22.2 20-21 years 16 44.4 22-23 years 2 5.6 24-25 years 1 2.8 over 25 years 3 8.3 Total 36 100.0

Operational years of the schools: The study tried to find out the number of years that the students have been in operation and from the findings obtained from the study most of the respondents 13(36.1%) stated that their schools have been in operation for a period of 5-10 years which implied that most of the schools which took part in the study from this region have not been in operation for a long period of time.

Page | 26

0

10

20

30

40

Below 5 years 5-10 years 11-15 years 16-20 years Over 20 years

Number of students enrolled in the schools: The study also tried to find out the number of students that are currently enrolled in the schools and from the findings most of the respondents 12(33.3%) stated that they have about 100-200 students which proved that the schools are not highly populated

0

10

20

30

40

Below 100 100-200 201-300 301-400 401-500 Over 500 None

response

The number of teachers in the schools: The study further tried to find out the number of teachers working in the schools and from the results obtained from the study most of the respondents 13(36.1%) stated that they have 6-10 teachers working in their institutions which implied that the schools do not have enough teachers working for them

0

10

20

30

40

1-5 teachers 6-10 teachers 11-15 teachers 16-20 teachers Over 20 teachers

Teacher absenteeism: When asked to state whether teacher absenteeism is a problem, most of the respondents 29(80.6%) stated that it was not which proved that the teachers never miss school for whatever reasons. Number of administrative staffs: The respondents were required to state the number of administrative staffs that they had in their schools and from the results obtained most of the respondents 2 7(75.0%) stated that their administrative staffs were below five in number

Page | 27

27, 75%

8, 22%1, 3%

Below 5 staffs

5-10 staffs

11-15 staffs

The number of teachers hired and fired: The respondents were asked to state the number of teachers that they have hired and from the findings majority of the respondents 7(19.4%) stated that they have employed 2 teacher, 4 teachers and more than seven teachers and most of the respondents 20(55.6%) did not respond to that question which implied that the schools hire more teachers than they fire.



7 19.4 0 0.0

None 0 0.0 12 33.3 Total 36 100.0 36 100.0

The division of male and female teachers: The respondents were required to state the division of male teachers and from the results obtained from the study an equal number of most of the respondents 28(77.8%) did not respond to that question which implied that it is very difficult to know the division of male and female teachers in the region.

Number of male teachers Number of female teachers Frequency Percentage Frequency Percentage


Page | 28

The number of classes per grade: The respondents were asked to state the number of classes that they have per grade and from the respondents most of the respondents 21(58.3%) stated that they had only one class per grade level which proved that the schools do not have enough classes.

Frequency Percent 1 21 58.3 2 8 22.2 3 2 5.6 4 4 11.1 6 1 2.8 Total 36 100.0

Average class size in lower and upper grade: The respondents were asked to state the average class size of their schools and from the findings majority of the respondents 10 (27.8%) stated that their lower classes had below 25 students which implied that the lower grades in the schools which took part in the study are not highly populated. Majority of the respondents 8 (22.2%) stated that their upper grades have 36-40 students which implied that the classes of the schools in the upper grades is fairly populated.



Number of classrooms in the schools: When asked to state the number of class rooms in the schools, majority of the respondents 12(33.3%) stated that they have 3-4 and 7-8 classes which implied that the schools have a fair number of classes

8.3, 8%

33.3, 34%

11.1, 11%

33.3, 33%

2.8, 3%11.1, 11% 1-2 classes

3-4 classes

5-6 classes

7-8 classes

9-10 classes

Over 10 classes

Page | 29

Highest level of education of the teachers: When asked to state the level of education of their teachers, most of the respondents stated that their teachers have been to tertiary level of education which implied that the teachers of the schools are well qualified for the positions that they hold

The number of teachers with diploma in teaching Number of teachers Frequency Percent 1 9 25.0 2 12 33.3 3 4 11.1 4 5 13.9 9 1 2.8 None response 5 13.9 Total 36 100.0 The number of teachers with bachelors degree in teaching Number of teachers Frequency Percent 1 2 5.6 2 4 11.1 3 1 2.8 4 3 8.3 7 5 13.9 8 4 11.1 9 3 8.3 10 1 2.8 12 2 5.6 14 1 2.8 18 2 5.6 19 1 2.8 23 1 2.8 32 1 2.8 None response 5 13.9 Total 36 100.0 Masters degree Number of teachers Frequency Percentage 1 8 22.2 2 3 8.3 4 1 2.8 None response 24 66.7 Total 36 100.0

Page | 30

Number of schooling hours: The respondents were also asked to state the schooling hours that they offered to their students and from the findings most of the respondents 19(52.8%) stated that they offered 8 hours to their students which proved that the schools offer enough learning hours to their students.

1, 3% 1, 3%4, 11%

19, 52%

6, 17%

4, 11% 1, 3% 5 hours and below

6 hours

7 hours

8 hours

9 hours

10 hours

Over 10 hours

The number of school days offered: When asked to state the number of school days offered per calendar year to the students, most of the respondents 23 (63.9%) stated that they offered them more than 200 days which implied that the schools offer enough days of learning to their students.

3, 8% 1, 3%2, 6%

7, 19%

23, 64%

Below 150 days

151-160 days

171-180 days

191-200 days

Over 200 days

Whether student absenteeism is a problem: When asked to state whether students’ absenteeism is a problem, most of the respondents 17(47.2%) stated that it was somewhat of a problem which implied that the absenteeism of students in the schools is fairly a problem to the schools.

6, 17%

17, 47%

12, 33%

1, 3%




None response

Page | 31

The number of student dropout per year: The study tried to find out the number of students that drop out per and from the results obtained from the study most of the respondents 11(30.6%) stated that about 4-6 students drop out of schools per year which implied that the drop out rate is very popular in the region

0

5

10

15

20

25

30

35


and above

None

response

The number of students that move to the next level: The study tried to find out the number of students that move to the next level and from the results obtained most of the respondents 20(55.6%) did not respond to that question which implied that it is difficult to establish the number of students that make it to the next level in the schools

2, 6%4, 11%

2, 6%

8, 22%

20, 55%

1-10 students

11-20 students

21-30 students

Over 30 students

None response

Participation in standardized testing system: The respondents were asked to state whether they participate in standardized testing and from the results obtained, almost all of them 35(97.2%) stated that they did which implied that the schools in the region participate in standardized testing

35, 97%

1, 3%

Yes

No

Page | 32

The average scores over the last three years: When asked to state their schools average scores, majority of the respondents 6(16.7%) stated that their schools obtained an average of C- as the average test scores which implied that the schools perform below average in their exams

Frequency Percent None response 16 44.4 D 1 2.8 D+ 5 13.9 C- 6 16.7 C 4 11.1 C+ 2 5.6 B- 2 5.6 Total 36 100.0

Availability of electricity in the schools: The study tried to find out whether the schools have electricity and from the results obtained most of the respondents 24(66.7%) stated that they did which proved that most of the schools in the region have electricity

24, 67%

12, 33%

Yes

No

Reliability of the electricity: The respondents were asked to state the reliability of the electricity in their institution and from the findings of the study, most of the respondents 24(66.7%) stated that it was which implied that the electric systems in the schools is very stable

24, 66%

10, 28%

2, 6%

Yes

No

None response

Accessibility to drinkable water: According to most of the respondents 21(58.3%) their schools have access to drinking water which proves that the water supply of drinkable water in most of the schools is good

21, 58%

15, 42%Yes

No

Page | 33

Availability of toilet facilities: Almost all of the respondents who took part in the study 34(94.4%) stated that they had toilet facilities available in their schools which was interpreted to mean that the schools in the region do provide toilet facilities to their pupils.

34, 94%

2, 6%

Yes

No

Availability of separate toilet facilities for boys and girls: When asked to state whether the schools provided separate toilet facilities for boys and girls in the schools most of the respondents 27 (75.0%) stated that they did which implied that most of the schools do provide separate toilet facilities for boys and girls.

27, 75%

4, 11%

5, 14%

Yes

No

None response

Provision of food in the schools: The study tried to establish whether the schools did provide food for their pupils and from the findings obtained from the study, most of them 34(94.4%) stated that they did provide food to all of their students.

34, 94%

2, 6%

Yes to all students


The results were interpreted to mean that most of the schools in the region do provide food to their students. Annual contribution per child: When asked to state the amount of money that the students parents spend on various school activities per child majority of the respondents 19(52.8%) and 21(58.3%) stated that they spent over 2000 shillings in tuition and in the purchase of school uniforms and shoes respectively which implied that the activities that the parents spent a lot of money in is in the paying of tuition fees and in the purchase of uniforms and shoes.

Page | 34

Amount Contributions made Tuition Textbooks/

materials School uniform & shoes


Exam


Availability of enough textbooks/materials: The respondents were asked to state whether their schools have enough textbooks/materials for all their students and from the findings most of them 27(75.0%) stated that they did not have enough textbooks/materials.

9, 25%

27, 75%

Yes

No

The results implied that the schools in the region do not have enough textbooks/materials that they need for effective learning to take place. Availability of parent association or committee: When asked to state whether their schools have a parent association or committee, almost all of the respondents 35(97.2%) stated that they did which implied that schools in the region do have a parents association or committee.

35, 97%

1, 3%

Yes

No

Page | 35

4.2 Part II: Findings Kipkaren Division: 4.2.1 Part II(a): Primary Schools The position held by the respondents: The study tried to establish the position of the respondents and from the results obtained, most of the respondents 45(56.3%) held the positions of head teachers and when asked to indicate the type of schools that they were in almost all of the respondents 79(98.8%) stated that they were in primary schools with only one respondent not responding to the question

45, 56%

11, 14%

3, 4%

21, 26%Head teacher

Teacher

Administrator

Deputy head teacher

The results implied that the information obtained from the study would be accurate since the head teachers have a proper knowledge of the schools. The category of the schools: The respondents were required to indicate the category of schools that they were in and most of them 57(71.3%) stated that they were in public schools which implied that most of the primary schools in the region are public schools

57, 71%

21, 26%2, 3%

Public

Private

Mission

The status of the schools: The respondents were asked to state the status of the schools that they were in and most of them 59(73.8%) stated that they were in day schools which proved that most of the primary schools in the region are day schools

10, 13%

59, 73%

10, 13% 1, 1%

Boarding school

Day school


None response

Page | 36

Funding or support from external organization: When asked to state whether their schools received any funding or support from external organizations or non-governmental organization most of the respondents 71(88.8%) stated that they did not which implied that the schools do not get any support from external organizations or non-governmental organizations

7, 9%

71, 88%

2, 3%

Yes

No

None reponse

The lowest and highest level of grade offered: From the study findings it was discovered that the lowest grade of education offered by the schools is the ECDE level and the highest level of education offered is class eight grade as supported by 75(93.8%) and 64(80.0%) respectively which implied that the lowest grade offered by the primary schools in the region is the ECDE grade and the highest is the Class eight grade.

The lowest level of education offered Frequency Percent None response 5 6.3 ECDE 75 93.8 Total 80 100.0 The highest level of education offered Frequency Percent None response 2 2.5 Class eight 64 80.0 Class Seven 1 1.3 Class six 3 3.8 Class five 3 3.8 Class four 2 2.5 Class three 3 3.8 Class one 2 2.5 Total 80 100.0

The division of boys and girls attending the primary schools: When asked to state the division of boys and girls in their schools, most of the respondents 24(30.0%) stated that the division of boys ranged between 151-200 while that of girls ranged between 101-150 as supported by 27(33.8%).

Page | 37

Division of boys Division of girls

Frequency Percentage Frequency Percentage None response 1 1.3 1 1.3 1-50 10 12.5 10 12.5 51-100 18 22.5 13 16.3 101-150 18 22.5 27 33.8 151-200 24 30.0 17 21.3 0ver 200 9 11.3 12 15.0 Total 80 100.0 80 100.0

The results were interpreted to mean that there are more boys attending the primary schools in the region than girls The minimum and maximum age of children: According to most of the respondents 69(86.3%) the minimum age of children attending the schools is below five years while the maximum age is between 15-16 years as supported by 33(41.3%).

The minimum age of children Frequency Percent Below 5 years 69 86.3 5-6 years 11 13.8 Total 80 100.0 The maximum age of children Frequency Percent 11-12 years 3 3.8 13-14 years 18 22.5 15-16 years 33 41.3 17-18 years 16 20.0 Over 18 years 4 5.0 6-7 years 3 3.8 9-10 years 3 3.8 Total 80 100.0

These results implied that the minimum age of pupils attending the primary schools within the region is below five years and the maximum years ranges between 15-16 years. Operational years of the school: The respondents were required to state the number of years that their schools have been in operation and most of them 29(36.3%) stated that their schools have been in operation for a period of over 20 years which proved that most of the primary schools have been in operation for long period of time.

Page | 38

0

5

10

15

20

25

30

35

40

Below 5 years 5-10 years 11-15 years 16-20 years Over 20 years None response

Number of students enrolled in the schools: The study tried to establish the number of students that are currently enrolled in their schools and from the results obtained most of them 23(28.8%) stated that they had about 301-400 students

0

5

10

15

20

25

30

Below 100 100-200 201-300 301-400 401-500 Over 500 None

response

The results obtained from the study implied that most of the primary schools in the region are well populated Number of teachers in the schools: The study tried to find out the number of teachers employed in the schools and from the findings most of the respondents 38(47.5%) stated that their schools had a number of 6-10 teachers which implied that most of the schools in the region do not have enough number of teachers

0

10

20

30

40

50

1-5 teachers 6-10 teachers 11-15 teachers16-20 teachers Over 20

teachers

None response

Absenteeism of teachers: The respondents were required to state whether absenteeism of teachers is a problem in the schools and from the results obtained, most of the respondents 70(87.5%) stated that it was not.

Page | 39

2, 3% 6, 7%

70, 87%

2, 3%

very much of a problem



None response

The results were interpreted to mean that the teachers attendance in the schools is perfect and they are committed in doing their work. Number of administrative staffs in the schools: When asked to state the number of administrative staffs in the schools, most of the respondents 72(90.0%) stated that they had below 5 administrative staffs which implied that the schools have no enough administrative manpower working under them

72, 90%

7, 9% 1, 1%

Below 5 staffs

5-10 staffs

None response

Number of teachers hired and fired in the past year: When asked to indicate the number of teachers that they have hired and fired in the past years, majority of the respondents 15(18.8%) agreed that they have hired 2 teachers while most of the respondents 48(60.0%) did not respond to the question of the number of teachers that they have fired

Teachers hired Teachers fired Frequency Percent Frequency Percent


9 11.3 0 0.0

None 5 6.3 23 28.8 Total 80 100.0 80 100.0

Page | 40

The results clearly indicates that the primary schools within the region do more of hiring of teachers than firing The division of men teachers and female teachers: When asked to state the division of male and female teachers most of the respondents 59(73.8%) did not respond to that question for male teachers and 58(72.5%) for the female teachers which implied that it is very difficult to establish the division of male and female teachers in the primary schools.

Male teachers Female teachers Frequency Percent Frequency Percent


The number of classes per grade level: The respondents were required to state the number of classes per grade level and from the findings most of the respondents 41(51.3%) stated that they had only one class per grade level which proved that the schools do not have enough classes

Frequency Percent 1 41 51.3 2 10 12.5 3 3 3.8 8 11 13.8 9 5 6.3 10 2 2.5 11 2 2.5 12 1 1.3 13 1 1.3 15 1 1.3 None response 3 3.8 Total 80 100.0

The average class size: The study tried to establish the average class size in the schools in the lowest grade and highest grade and from the study findings, most of the respondents 37(46.3%) stated that the average class of lowest grade was below 25 students while 19(23.8%) stated that the average class size of the highest grade is over 50 students

Page | 41

Lowest grade Highest grade

Frequency Percent Frequency Percent None response 6 7.5 5 6.3 Below 25 students 37 46.3 18 22.5 25-30 students 17 21.3 16 20.0 31-35 students 4 5.0 2 2.5 36- 40 students 10 12.5 9 11.3 41-45 students 3 3.8 5 6.3 46-50 students 1 1.3 6 7.5 over 50 students 2 2.5 19 23.8 Total 80 100.0 80 100.0

The results clearly indicate that the highest grades of the schools are highly populated than the lowest grade since they have a high average class than the lower grade. Number of classrooms in the schools: The study further sought to find out the number of classrooms in the schools and from the results obtained, most of the respondents 28(35.0%) stated that their schools have 9-10 classes.

0

5

10

15

20

25

30

35

1-2 classes 3-4 classes 5-6 classes 7-8 classes 9-10

classes

Over 10

classes

None

response

The qualification of the teachers: The respondents were asked to sate the number of teachers who had attained various qualifications in their institutions and from the study findings, most of the respondents 20(25.0%) had only one teacher with diploma in teaching while 17(21.3%) had one teacher with a degree in teaching which implied that the schools do not have enough qualified teachers in their teaching staffs.

Diploma in teaching Frequency Percentage 1 20 25.0 2 17 21.3 3 9 11.3 4 7 8.8 5 1 1.3 9 1 1.3 11 1 1.3 None response 24 30.0 Total 80 100.0

Page | 42

Degree in teaching Frequency Percentage 1 17 21.3 2 9 11.3 3 5 6.3 4 1 1.3 9 1 1.3 None response 47 58.8 Total 80 100.0

Schooling hours offered per day per student: When asked to state the number of schooling hours that they offer to their students per day, most of the respondents 48(60.0%) stated that they offered 8 hours of learning to their students per day which implied that the pupils in the region receive enough time for learning in their schools.

0

10

20

30

40

50

60

6 hours 7 hours 8 hours 9 hours 10 hours Over 10

hours

The number of school days offered: The study also tried to find out the number of school days that were offered to the pupils and from the findings it was discovered that most of the schools offered over 200 days of learning per calendar year to their students as supported by 50(62.5%) of the respondents.

1, 1%1, 1%

23, 29%

50, 63%

5, 6%171-180 days

181-190 days

191-200 days

Over 200 days

None response

The results were interpreted to mean that the schools also ensure that they provide their pupils with enough learning days every year.

Page | 43

Absenteeism of students: The respondents were asked to state whether the absenteeism of students in the schools is a problem and from the results obtained most of the respondents 35(43.8%) stated that it was somewhat of a problem.

13, 16%

35, 44%

31, 39%

1, 1%Very much of a problem

Somewhat of a problem


None response

The results obtained from the findings implied that the absenteeism of students in the region is fairly disturbing The number of student drop out per year: According to most of the respondents who took part in the study 16(20.0%), 4-6 students drop out of primary schools in the region every year which shows that school drop out is a problem in the region

0

10

20

30

40

50


and above

None

response

The number of students that move to the next level: When asked to state the number of students that move to the next level most of the respondents did not respond to that question but for those who did majority of them 6(7.5%) stated that 21-30 students made it to the next level

3, 4% 6, 8%2, 3%

69, 85%

11-20 students

21-30 students

Over 30 students

None response

Participation in standardized testing: When asked whether their schools participates in standardized testing, almost all of the respondents 78(97.5%) stated that they did which implied that almost all the schools in the region participate in standardized testing system.

Page | 44

78, 98%

1, 1%1, 1%

Yes

No

None response

The average scores over the last three years: The respondents were asked to state the average scores of their schools over the last three years and from the findings most of them 30(37.5%) stated that they had an average score ranging between 251-300 which implied that most of the schools score above average in their exams

0

10

20

30

40

151-200 201-250 251-300 301-350 Over 350 None

response

Availability of electricity: The respondents were asked to state the availability of electricity in their schools and from the findings most of them 48(60.0%) stated that they did not have electricity in their schools which implied that most of the schools in the region have no electricity

32, 40%

48, 60%

Yes

No

Reliability of electricity: The respondents were further requested to state the reliability of the electricity and from the findings most of them 34(42.5%) stated that it was which implied that the electric systems in the primary schools is good.

34, 43%

29, 36%

17, 21%

Yes

No

None response

Page | 45

Access to drinkable water: The study tried to establish whether the schools have access to drinkable water and from the findings most of the respondents 40(50.0%) stated that their schools did not have access to drinkable water which proved that the schools in Tanikina region do not have access to clean water

38, 48%

40, 49%

2, 3%

Yes

No

None response

Availability of separate toilet facilities for boys and girls: All of the respondents agreed that they have toilet facilities available in their schools and almost all of them 79(98.8%) agreed that they have separate toilet facilities for boys and girls

79, 99%

1, 1%

Yes

No

The results were interpreted to mean that the schools in the region have toilet facilities available for use by the students which are separate for boys and girls Provision of food in the schools: The respondents were asked to state whether they provide food in the schools for their pupils and from the results obtained from the study most of them 33(41.3%) stated that they provided food to all of their students

33, 42%

25, 31%

21, 26%

1, 1%

Yes to all students


No

None response

The results proved that the students of the schools within the region are provided with food within their schools by the administration

Page | 46

Annual contribution per child: When asked to state the amount of money contributed by the parents in various school expenses per child most of the respondents 25(31.3%) stated that they used over 2000 for tuition fees, 10(12.5%) used the same amount for textbooks/materials, 11(13.8%) used the same amount for school uniforms and shoes, 7(8.8%) used the same amount for transportation while 10(12.5%) also used the same amount for boarding facilities. The results were interpreted to mean that the tuition activity was the most expensive activity among the school activities that were selected.




Exam


Availability of enough textbooks/materials: The study tried to find out whether the schools had enough textbooks/materials for learning and from the findings most of the respondents 66(82.5%) stated that they did not have enough textbooks for all their children.

14, 18%

66, 82%

Yes

No

The results obtained from the study were interpreted to mean that the schools in the region do not have enough textbooks/materials that they need for learning. Availability of the parent’s association or committee: The respondents were asked to state whether their schools have a parents association or committee and from the findings most of the respondents 76(95.0%) stated that they had a parents association or committee

76, 95%

4, 5%

Yes

No

The findings implied that most of the schools in the region have a parents association committee.

Page | 47

4.2.2 Part II(b): Lessos/Kilibwoni Division Secondary Schools and Tertiary Institutions The positions held by the respondents: The respondents were required to state the positions that they hold in the learning institution and from the results obtained most of them 12(60.0%) stated that they held the positions of principles which implied that they have a good knowledge of the learning institution and their response is of great significance

12, 60%3, 15%

1, 5%

4, 20%Principle

Teacher

Administrator

Deputy principle

Type of school of the respondents: The respondents were asked to state the type of school that they were in and from the results obtained almost all of them 18(90.0%) stated that they were in secondary school which implied that the information given will mainly be from respondents who work under secondary school level of education

18, 90%

2, 10%

Secondary

Tertiary

Classification of schools attended: All of the respondents stated that they are in public schools and when asked to state they type of school that they were working under most of them 9(45.0%) stated that they worked under day school with 8(40.0%) stating that they were in boarding school

8, 40%

9, 45%

3, 15%

Boarding school

Day school


The findings implied that the study evenly tried to capture the response of both boarding and day schools

Page | 48

Receiving of funding or support: The study tried to establish whether the schools received any funding from external organization or non-governmental organization and from the results obtained, majority of the respondents 17(85.0%) stated that they did not

3, 15%

17, 85%

Yes

No

These findings implied that the public schools in the region do not receive any funding from external organization or non-governmental organization. The lowest and highest level of grade offered: The study tried to establish the lowest and the highest level of grade that were offered by the institutions and from the findings majority of the respondents 10(50.0%) stated that they offered form one as the lowest grade while 14(70.0%) offered form four as the highest grade

The lowest level of education offered Frequency Percent None response 8 40.0 Form one 10 50.0 Artisan 2 10.0 Total 20 100.0 The highest level of education offered Frequency Percent None response 2 10.0 Form two 2 10.0 Form four 14 70.0 Diploma 2 10.0 Total 20 100.0

The division of boys and girls in the schools: The study tried to establish the division of boys and girls in the schools and from the findings majority of the respondents 7(35.0%) agreed that the division of boys was 51-100 with that of girls being the same as supported by 6(30.0%).

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Division of boys Division of girls

Frequency Percentage Frequency Percentage None response 10 50.0 8 40.0 1-50 2 10.0 1 5.0 51-100 7 35.0 6 30.0 101-150 0 0.0 2 10.0 0ver 200 1 5.0 3 15.0 Total 20 100.0 20 100.0

The results were interpreted to mean that the schools had almost an equal number of divisions of boys and girls. The minimum and maximum age of students: According to the study majority of the respondents 10(50.0%) stated that the minimum age of their students ranges between 14-15 years while the maximum age of their students ranges between 18-19 and 20-21 years as supported by 6(30.0%) of the respondents.

The minimum age Frequency Percent 12-13 years 8 40.0 14-15 years 10 50.0 16-17 years 1 5.0 18-19 years 1 5.0 Total 20 100.0 The minimum age Frequency Percent 18-19 years 6 30.0 20-21 years 6 30.0 22-23 years 1 5.0 24-25 years 3 15.0 over 25 years 4 20.0 Total 20 100.0

The findings were inter prated to mean that most of the students attending the schools are almost of the same age set. Operational years of the school: The study tried to find out the number of years that the schools have been in operation and from the results obtained majority of the respondents 9(45.0%) stated that their schools have been in operation for more than 20 years which proved that the schools have been in operation for a long period of time.

Page | 50

0

10

20

30

40

50

Below 5 years 5-10 years 11-15 years Over 20 years None response

Number of students enrolled in the schools: The respondents were asked to state the number of students that are currently enrolled in their schools and from the results obtained from the study majority of the respondents 8(40.0%) stated that they had students ranging between 100-200 students which implied that the schools are not highly populated

0

5

10

15

20

25

30

35

40

Below 100 100-200 201-300 301-400 401-500 Over 500 None

response

The number of teachers in the schools: The respondents were asked to state the number of teachers that are working in their institutions and from the results obtained from the study majority of the respondents 8(40.0%) stated that they had 6-10 teachers working in their school which implied that majority of the schools which took part in the study do not have adequate teachers

0

5

10

15

20

25

30

35

40

1-5 teachers 6-10 teachers 11-15 teachers 16-20 teachers None response

Teacher absenteeism: The respondents were required to state whether teacher absenteeism is a problem in their schools and from the results obtained from the study majority of the respondents 14(70.0%) stated that it was not which implied that the teachers are really committed in doing their work

Page | 51

1, 5%

5, 25%

14, 70%




Number of administrative staffs: According to almost all of the respondents 19(95.0%) their institution have hired less than five administrative staffs which proves that the institutions do not have a lot of administrative staffs working with them

19, 95%

1, 5%

Belo 5 staffs

5-10 staffs

The number of teachers hired and fired: The study tried to establish the number of teachers that have been hired and fired by the schools and from the results obtained from majority of the respondents 5(25.0%) and 4(20.0%) stated that they have hired over five teachers and 3 teachers respectively while majority of the respondents 12(60.0%) did not respond to that question which implied that the schools hire teachers more than they fire.



5 25.0 0 0.0

None 0 0.0 5 25.0 Total 20 100.0 20 100.0

The division of male and female teachers: The respondents were asked to state the division of male teachers and female teachers in their institutions and from the results obtained from the study most of the respondents did not respond to that question which implied that it is not clear on how the distribution of teachers in the institution is.

Page | 52

Number of male teachers Number of female teachers

Frequency Percentage Frequency Percentage None response 16 80.0 16 80.0 1-2 teachers 1 5.0 0 0.0 3-4 teachers 1 5.0 2 10.0 5-6 teachers 1 5.0 2 10.0 7-8 teachers 1 5.0 0 0.0 Total 20 100.0 20 100.0

The number of classes per grade: The respondents were asked to state the number of classes per grade and from the results obtained from the study most of the respondents 12(60.0%) stated that they had one class per grade level which implied that the institutions in the region do not have enough classes for learning.

Frequency Percent 1 12 60.0 2 4 20.0 3 1 5.0 4 1 5.0 None response 2 10.0 Total 20 100.0

Average class size in lower and upper grade: The respondents were also asked to state the average class size of their classes in t he lower and upper grade and from the findings majority of the respondents 5(25.0%) stated that they had over 50 students per class in the lowest grade while the same number of respondents stated that they had 25-30 and over 50 students in the highest grade which implied that the classrooms of the institutions are fully filled.



Number of classrooms in the schools: The respondents were required to state the number of classrooms that they have in their schools and from the results obtained majority of the respondents 10(50.0%) stated that they had 3-4 classes which implied that the schools do not have enough classes.

Page | 53

1, 5%

10, 50%

1, 5%2, 10%

1, 5%

4, 20%1, 5%

1-2 classes

3-4 classes

5-6 classes

7-8 classes

9-10 classes

Over 10 classes

None response

Highest level of education of the teachers: The study tried to establish the level of education of the teachers and from the results obtained from the study it was discovered that majority of the teachers have been to tertiary level of education and they are well qualified for the posts that they hold in the institutions.

The number of teachers with diploma in teaching Number of teachers Frequency Percent 1 3 15.0 2 7 35.0 3 2 10.0 4 1 5.0 5 2 10.0 17 1 5.0 None response 4 20.0 Total 20 100.0 The number of teachers with bachelors degree in teaching Number of teachers Frequency Percent 1 1 5.0 2 1 5.0 3 1 5.0 4 1 5.0 5 1 5.0 6 2 10.0 7 1 5.0 8 2 10.0 11 1 5.0 15 1 5.0 25 1 5.0 26 1 5.0 35 1 5.0 None response 5 25.0 Total 20 100.0

Page | 54

Masters degree Number of teachers Frequency Percentage 1 4 20.0 2 1 5.0 4 1 5.0 None response 14 70.0 Total 20 100.0 Doctoral degree Number of teachers Frequency Percentage 1 1 5.0 None response 19 95.0 Total 20 100.0

Number of schooling hours: When asked to state the schooling hours that they give per day to every student and from the findings most of the respondents 11(55.0%) stated that they offered 8 hours per day to every student.

0

10

20

30

40

50

60

6 hours 8 hours 9 hours 10 hours Over 10 hours None

response

The results were interpreted to mean that the students of the institutions receive enough learning hours from the institutions. The number of school days offered: The respondents were also asked to state the number of schooling days that they offer to their students and from the findings of the study most of the respondents 10(50.0%) stated that they offered 191-200 days which implied that the students of the institutions also receive enough learning days.

0

10

20

30

40

50

151-160 161-170 171-180 191-200 Over 200 days None

response

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Whether student absenteeism is a problem: The respondents were also required to state whether student absenteeism is a problem in their school and from the results obtained, majority of them 12(60.0%) state that it was somewhat of a problem which implied that the problem of students absenteeism is fairly a problem to the schools.

5, 25%

12, 60%

2, 10% 1, 5%




None response

The number of student dropout per year: The respondents were required to state the number of student dropout per year in their schools and from the findings most of the respondents 7(35.0%) stated that they were about 10 student and above dropout per year.

0

5

10

15

20

25

30

35


and above

None response

The findings were interpreted to mean that there are great numbers of students who drop out of school every year. The number of students that move to the next level: According to 3(15.0%) of the respondents over 30 students move to the next level but majority of the respondents did not respond to that question which implied that it is difficult to establish the number of students that make it to the next level.

1, 5% 2, 10%

3, 15%

14, 70%

1-10 students

21-30 students

Over 30 students

None response

The average scores over the last three years: All of the respondents agreed that they participate in standardized testing and majority of them 8(40.0%) stated that their schools average scores over the last three years is D+ which proved that the schools have not been performing very well in their national examinations.

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8, 40%

2, 10%3, 15%

3, 15%

1, 5%

3, 15%D+

C-

C

C+

B-

None response

Availability of electricity: The respondents were asked to state whether their schools had electricity and from the results obtained majority of them 18(90.0%) stated that they had electricity which implied that most of the schools in the region have electricity

18, 90%

2, 10%

Yes

No

Reliability of the electricity: For those respondents who stated that they have electricity they were required to state whether the electricity is reliable and 17(85.0%) stated that it was which implied that the electric systems of the schools in the region is good and reliable.

17, 85%

1, 5%2, 10%

Yes

No

None response

Access to drinkable water: The respondents were asked to state whether their schools have access to drinkable water and from the findings obtained, most of the respondents 13(65.0%) stated that they had which proved that majority of the schools have access to drinkable water.

13, 65%

7, 35%

Yes

No

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Availability of separate toilets: All of the respondents agreed that their schools have toilet facilities available and when they were asked to state whether they have separate toilet facilities for boys and girls most of the respondents 15(75.0%) stated that they did have separate toilet facilities for boys and girls

15, 75%

5, 25%

Yes

None response

Provision of food in the schools: When asked whether they provided food in the schools for the students most of the respondents 18(90.0%) stated that they offered food to all of the students in their schools which implied that the schools do provide food for their students.

18, 90%

1, 5% 1, 5%

Yes to all students

No

None response

Annual contribution per child: When asked to state the amount that the parents spend on various school activities per child annually most of the respondents did not respond to the questions in this section but majority of those who did 9(45.0%) stated that they used over 2000 shillings in the purchase of school uniforms and shoes.




F % F % F % F % F % F % F % None response 15 75.0 17 85.0 9 45.0 15 75.0 19 95.0 19 95.0 17 85.0 0-500 0 0.0 1 5.0 1 5.0 0 0.0 0 0.0 0 0.0 0 0.0 501-1000 1 5.0 0 0.0 1 5.0 0 0.0 0 0.0 0 0.0 0 0.0 Over 2000 4 20.0 2 10.0 9 45.0 5 25.0 1 5.0 1 5.0 3 15.0 Total 20 100.0 20 100.0 20 100.0 20 100.0 20 100.0 20 100.0 20 100.0

The results obtained from this section were interpreted to mean that it is very difficult to establish the amount used by parents in certain school activities since most of the respondents did not respond to questions in that section.

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Availability of adequate textbooks: The respondents were required to state whether they had enough textbooks/materials and from the results obtained most of the respondents 18(90.0%) stated that they did not have enough textbooks/materials. All of the respondents also agreed that they have a parents association or committee in their schools.

2, 10%

18, 90%

Yes

No

The results obtained were interpreted to mean that the schools do not have enough textbooks/materials that they need for effective learning and that the schools have a parents association or committee.

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5.0 GENERAL CONCLUSION

The study was carried out within catchment areas served by the Tanykina and Lelbren Dairy Milk Plants in Nandi County of Kenya. Most of the respondents who took part in the study held the positions of head teachers and principals in the interviewed institutions and the results obtained were accurate since they have enough knowledge on the topic of study. Most of the schools in the study area were public day schools and they do not receive any funding from external organizations or non-governmental organizations. The study established the following facts at primary school level: Most of the primary schools in the study area, they offer ECDE as the lowest level of education

and class eight as their highest level; Kipkaren area has more division of boys than girls attending primary schools while that of

Lessos has an equal division of boys and girls attending primary schools; The lowest age of pupils attending primary schools is below five years while the maximum age

is between 15-16 years; Most primary schools are highly populated; Most of the primary school in Kipkaren area have highly filled classes in their upper grade

while the rest of the classes are fairly filled for the lower grade, while in Lessos/Kilibwoni area, primary school classes are fairly distributed with pupils;

Most of the primary schools which took part in the study are not supplied with electricity; Most of the primary schools in both Kipkaren and Lessos/Kilibwoni divisions do not have

access to piped or portable water and children have to carry their own from home; For secondary schools: Most of them (except newly established harambee) offer form one as the lowest level of

education and from four as the highest level; In both study areas, the division of boys and girls appears to be evenly distributed at secondary

school level; The lowest age of students attending secondary schools is between 14-15 years and the

maximum age is between 20-21 years; All the schools which took part in the study have been in operation for a long period of time

except for those in Kipkaren which have been in operation for a period of 5-10 years; Schools which took part in the study do not have adequate teachers, but those who are

available are really committed in doing their work since they have no cases of absenteeism; The secondary schools do not appear to have adequate administrative staff members and they

hire more teachers in their institutions than they fire them; It was difficult to establish the division of male teachers and the female teachers within the

institutions which took part in the study since most of the schools do not have enough class rooms per grade level;

In Kikaren division, classes are fairly filled with students in secondary schools while in Lessos/Kilibwoni, classes appear to be fully filled;

Most of the secondary schools in both study areas are supplied with reliable electricity;

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The secondary schools from the region of study do have access to drinkable water.

The study also came up with the following general observations at both primary and secondary school levels in the study area: Teachers and instructors working in the institutions in the study area are well qualified for the

positions they hold; Schools offer enough learning days and hours for their pupils and students and the problem of

student absenteeism in the learning institutions low or minimum to a negligible degree; Schools and institutions in the study area participate in standardized testing and examinations; Most of the primary schools in the regions of study perform above average in their exams while

the secondary schools perform below average in their exams. Schools provide toilet facilities to their pupils and students which are separate for both boys

and girls; Most of the schools provide food their pupils and students; Parents spend a more cash per students in paying tuition fees than any other activity; Schools and institutions appear not to have adequate textbooks/teaching materials and

resources that they need for effective learning to take place; All schools and institutions have governing boards either represented by a BoG or PTA. Recommendations of the study Various shortcomings were discovered during the study for which the following recommendations are suggested: i. Schools and institutions need to be provided with funding by external organizations or

non-governmental organizations to enable them expand in terms of facilities in order to enhance quality and competitive education;

ii. There is need for more qualified teaching and non-teaching personnel across the board; iii. The schools should be provided with more classes per grade level; iv. Schools administration need to come up with more appropriate methods of dealing with

student/pupil absenteeism; v. The education sector stakeholders need to come up with a strategy to address the high

levels of student dropout and strategies on means of enrolment and transition to next levels;

vi. There is need for stakeholders to address the inadequacies in terms of textbooks and relevant learning resources and materials that that will facilitate effective learning.

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Signage from Main Gate on Primary School Section

Outside appearance from classrooms Main playing field and some of the lower classrooms

Main Gate on Secondary School Section

Outside appearance from classrooms and main compound

Signage from Main Gate An incomplete permanent admin block Outside appearance from classrooms

ANNEX 1: PHOTO TEMPLATES (KIPKAREN DIVISION) Template 1: AIC Chumek Academy

Template 2: AIC Kapkuto Primary School

Template 3: AIC Kapkuto Secondary School

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Students in the Schools Laboratory Outside appearance from classrooms


Students in the Schools Laboratory Outside appearance from classrooms

Main Gate from main road Students in the Schools Laboratory

Outside appearance from classrooms

Outside appearance from H/Ts office Pupils in class Outside appearance from classrooms

Template 4: AIC Kimong Mixed Day Secondary School

Template 5: Bishop Birech Academy

Template 6: Holy Trinity Girls Secondary School

Template 7: Kabiyet Academy

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Outside appearance of some classrooms Inside the Schools Library Students taking an exam in class

Outside appearance from classrooms Pupils in one of the classrooms School resource library

Signage from main road Institutes main library New building block under construction

Signage from main road


Approach from main gate

Template 8: Kabiyet Boys High School

Template 9: Kabiyet Township Primary School

Template 10: Kaiboi Technical Training Institute

Template 11: Kalyet Septonok Boarding Primary School

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Signage on main administration block


Staff room

Pupils in one of the classrooms Administrative block

Staff room

Students outside a block of classrooms

Entrance to main laboratory

Background to main compound

Administration block

Main entrance

New block constructed through ESP funds

Template 12: Kamoiywo Preparatory School

Template 13: Kamoiywo Primary School

Template 14: Kapsisiywa Secondary School

Template 15: Kaptel Boys High School

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Main administration block

Block of classrooms


Main administration block

Staff room


Classrooms in part of compound

Staff room


Pupils during parade

Section of school compound

Template 16: Kaptel Primary School

Template 17: Kebulonik Academy

Template 18: Kebulonik Primary School

Template 19: Kebulonik Preparatory School

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Lower primary classrooms

Signage on main administration block

Staff room

Section of classrooms


Appearance from main entrance

Pupils and teacher outside class

Inside class

Toilet facilities



Ablution blocks

Template 20: Kebulonik Secondary School

Template 21: Kimong FP School

Template 22: Kolong Nursery School

Template 23: Kugerionot Primary School

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Section of school buildings

Staff quarters


Section of classrooms and workshop

One of the staff quarters

Pupils outside classrooms


Head teachers office

Signage from main road Pupils in one of the permanent classes Lower primary buildings

Template 24: Kurgung Township Academy

Template 25: Kurgung Youth Polytechnic

Template 26: Lelaibei Primary School

Template 27: Lelechwet Primary School

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Staff quarter Lower classrooms Section of schools compound

Signage from main road School dining hall Section of school compound with classes

Signage from main road Section of school compound with classrooms

Signage from main road CDF-funded dormitory Section of classrooms and school field

Template 28: Midland Academy

Template 29: Mosop-Kimong Boarding Primary School

Template 30: Sangalo Central Academy

Template 31: Sangalo Secondary School


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Signage from main road Section of schools compound

Pupils in one of the classrooms

Signage at one of the buildings Section of schools compound Staff room

Office and staff room Section of schools compound Section of schools compound

Office and section of classrooms classrooms Inside a classroom

Template 32: Sangalo Township Primary School

Template 33: Sarora Mixed Secondary School

Template 34: Sarugaa Primary School

Template 35: SDA Akoi Primary School

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Church Hall that serves also as classrooms and right,

office and classrooms

A section of existing classrooms Inside a classroom New buildings under construction

Signage from main road Temporary classroom School toilets

Signage from main road Section of school buildings

Template 36: SDA Kipyeshi Primary School

Template 37: Singilet Primary School

Template 38: St. Augustines Kugeroniot

Template 39: Bishop Birech Academy

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Administration block Section of classrooms and school compound Pupils around one of the dormitories

Signage from main road Section of school buildings Administration block

St. Thomas Secondary Kaiboi Students in class Section of classrooms

Signage at the main gate Dormitory Section of school buildings

Template 40: St. Mathews Septonok Preparatory School

Template 41: St. Paul’s Girls High School Kaptel

Template 42: St. Thomas Secondary Kaiboi

Template 42: Tulwo Girls High School

Page | 72

Signage at main gate Pupils in class Section of school compound

Sections of the compound featuring classrooms

Template 42: Tumaini Grammar School

Template 42: Twins Academy Chumungeni

Page | 73

Page | 74

ANNEX 2: MAPS Annex 2(a) Map Kipkaren (Tanykina) Educational Facilities

Page | 75

Annex 2(b) Map Lessos/Kilibwoni (Lelbren) Educational Facilities

Page | 76

ANNEX 3: LIST OF FACILITIES MAPPED

Type of Facility DIVISION

Lessos/Kilibwoni Kipkaren Public Primary Public Secondary Private Primary Private Secondary Colleges Other Tertiary Institutions

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ANNEX 4: FIELD QUESTIONNAIRE

Questionnaire – Inventory of Educational Facilities (Community Healthcare Plan (CHP) –Kenya)

The interviewer should visit each educational facility in both the Tanykina Dairies Ltd. and Lelbren Dairies Ltd. areas. He/she should speak with the principal of the school or most informed administrative staff. The interview should take about 20 minutes. Name of person interviewed: Signature of person interviewed: ___________________________________________ 1. Name of school ________________________________ 2. Date of interview: (dd/mm/yyyy) ___ - ___ - _______ 3. Record GPS of Educational Facility: 4. Position of person interviewed:

a) Principal b) Head Teacher c) Teacher d) Administrator e) Other, Specify____________ 5. Mobile number of person interviewed _______________________________ 6. Type of school:

a) Primary b) Secondary c) Primary and Secondary d) Other, Specify _______ 7. Is the school …

a) Public b) Private c) Mission d) Harambee e) Other, Specify _______ 8. Is the school a…

a) Boarding school b) Day school 9. Does this school receive any funding or support from an external organization or non-governmental organization? A) Yes

b) No 10. What is the lowest grade level offered? _____ 11. What is the highest grade level offered? _____ 12. How is the division of boys and girls that attend this school?

Boys _____________ Girls _______________ 13. What is the minimum and maximum age of the children that attend this school?

Minimum age ________ Maximum age ________ 14. For how many years has this school been in operation? _________ 15. How many students are currently enrolled in this school? _____ 16. How many teachers in this school? _____ 17. Is teacher absenteeism a problem in this school?

a) Very much a problem b) Somewhat of a problem c) Not at all a problem 18. How many administrative staff members are there in the school? _____ 19. How many teachers have been hired and fired in the past year (education and support)?

Hired _________ Fired _________ 20. How is the division of boys and girls that attend this school?

Men _____________ Women _______________ 21. How many classes are there per grade level? _____ 22. Average class size in lowest grade? ___ In highest grade? ___ 23. How many classrooms does this school have? _____________ 24. Out of the X number of teachers, how many have …

a. Diploma in teaching ___ b. Bachelors Degree ___ c. Masters Degree ___ d. Doctoral Degree ___

25. How many hours of schooling are offered per day per student? ____ 26. How many days of school offered per calendar year? ____

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27. Is student absenteeism a problem in this school? a) Very much a problem b) Somewhat of a problem c) Not at all a problem

28. What is the number of dropouts per year? ___________ 29. How many students go to the next level? ___________ 30. Does the school participate in a standardized testing system? A) Yes b) No 31. What are the average test scores over the last three years? ___________ 32. Does the school have electricity? A) Yes b) No 33. Is this electricity reliable? A) Yes b) No 34. Does the school have access to drinkable water? A) Yes b) No 35. Are toilet facilities available? A) Yes b) No 36. Are there separate toilet facilities for boys and girls? A) Yes b) No 37. Is school food provided?

a) Yes, to all students b) Yes, to some students c) No 38. What is the annual contribution made by parents per child (in KSH):

e. Tuition _____ f. Textbooks/materials _____ g. School uniform and shoes _____ h. Transportation _____ i. Other _____

39. Does [interviewed person] feel that there are enough textbooks/materials for all the children? A) Yes b) No 40. Is there a parent association or committee at this school? A) Yes b) No THANK YOU VERY MUCH FOR YOUR TIME AND YOUR ASSISTANCE.

Report - Mapping Education Facilities Nandi Kenya

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