Abstract
Free primary education (FPE) in Kenya came into being in the year 2003. The introduction of the policy was aimed at realizing the Millennium Development Goals (MDGs) and Education for All (EFA) objectives before the year 2015. FPE was mooted with the idea of promoting equity and access to education by all children despite their economic background, gender, geographical location among other factors but its effect in promoting equity has been the subject for inquiry by many scholars although no study has been undertaken to look at the contribution of FPE on promotion of equity in primary in Marakwet Sub County, Elgeyo–Marakwet County, Kenya. The purpose of the study was to evaluate the effect of free instructional resources provision on Equity in access to education in primary schools in Marakwet Sub County, Elgeyo-Marakwet County, Kenya. The study was guided by Rawls Theory of Justice. The study was conducted in primary schools in Marakwet Sub County involving 99 schools. The study used cross-sectional survey research design technique. The target population comprised of head teachers, Sub County Education Officer (DEO), Parents Teachers Representatives (PTA) and teachers of selected schools within the Sub County. The sample size comprised of 30 head teachers, 30 PTA officials, 1 DEO and 197 teachers. Purposive and systematic sampling techniques were used in selecting respondents. Questionnaires, interview schedules and document checklists were instruments for data collection. Instruments were tested for validity and reliability before field data collection. Data collected was analyzed using descriptive (frequencies, percentages, means and standard deviation) and inferential statistics (Multiple linear Regression) with the aid of SPSS (Version 20.0) computer programme. The findings were presented using tables, pie charts and graphs. MLR result showed that 12.3% of the Equity in access to education in primary schools was accounted by availing of instructional resources. The study recommends that there be an increase in vote heads for tuition support, infrastructure and teacher recruitment to ensure equity in education access in primary schools in the study area. The findings of the study will help the Ministry of Education on proper management and implementation of FPE Policy towards promoting equity in primary schools. The children rights to participation in free primary education will also be supported through the study findings.
Highlights
Education matters greatly for almost every aspect of progress in human development
This shows that all categories of teachers based on their age bracket opinions and perceptions on the effect of primary school education policy were captured in the study
The results reveal that most 8 (29.6%) of head teachers said that the Free primary education (FPE) policy support on instructional resources has relieved burden on parents towards purchase of text and exercise books for their pupils, 7 (25.9%) said it has provided adequate instructional materials to schools, 6 (22.2%) indicated that it has improved educational standards in the school, 3 (11.1%) said that learners can read more due to availability of textbooks, 2 (7.4%) opined that most teachers can teach orally and practically and achieve their targets while 1 (3.7%) observed that the learners are getting equal access to education regardless of their background or status
Summary
Education matters greatly for almost every aspect of progress in human development. It is argued that progress in health and material well-being are to some extent driven by progress in the education (Lutz Cuaresma, & Sanderson, 2008). Makori (2005) argues that there are pupils’ groups that are disadvantaged in terms of access, retention and performance in education These include the poor, rural populations, the physically challenged, orphans and people in armed conflict and post conflict situations. Reviewed studies (Riddell, 2003; World Bank, 2004; Raja & Burnett, 2004; Kikechi, Andala, Chepkwony & Simiyu 2012) have shown that majority of countries across the world enacted universal primary educational reforms in the past 30 years This has been spearheaded by EFA and Millennium development goals. Issues of equity in access to education to all pupils irrespective of their social economic background, disability status, gender profile or background characteristics have not been adequately addressed and in Marakwet West Sub County.
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call