Primary Education In Kenya Research Articles

Effectiveness of Mother Tongue Instruction on Literacy Rates in Primary Education in Kenya, Examining the Transition from Indigenous Languages to English in Urban and Rural Settings

Purpose: The aim of the study was to analyze the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies on the effectiveness of mother tongue instruction in Kenya's primary education reveal that using indigenous languages in early education significantly improves literacy rates, particularly in rural areas. In these settings, children who learn in their native languages during the early grades develop stronger foundational literacy skills compared to those taught in English from the start. Unique Contribution to Theory, Practice and Policy: Sociocultural theory, cummins’ linguistic interdependence theory & transitional bilingual education theory may be used to anchor future studies on the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings. Schools, particularly in rural areas, need more resources like textbooks and teaching aids in indigenous languages to support early literacy development. Policymakers should implement flexible language policies that consider the different linguistic needs of urban and rural populations.

Efficacy of Learning Materials on Learners’ Readiness for Primary Education in Kenya

Efficacy of Learning Materials on Learners’ Readiness for Primary Education in Kenya

Assessment of the Influence of Teaching Methods on Learners Preparedness for Primary Education in Kenya

The purpose of this research was to compare and contrast the efficacy of different teaching methods in preparing pre-primary school students for success in elementary school. Participants in the study included Curricula Support Officers (CSOs), Section Heads, Early Childhood Development and Education (ECDE) center administrators, and educators. The study took a descriptive survey approach. The sample size of 215 was determined by Yamane's (1967) formula and was reached by the use of a systematic sampling technique. Focus group discussions (FGD), questionnaires, and in-depth interviews were all used to compile the data. Quantitative data was analyzed using descriptive statistics, and the results were presented in tables, while qualitative data underwent content analysis and was presented narratively. Parametric and non-parametric tests were utilized in inferential statistics, and a 5% significance threshold was applied in a logistic regression analysis to assess the null hypothesis. The Shapiro-Wilk and Kolmogorov-Smirnov tests were used to check for normality. Since the calculated p-value of 0.042 was less than the required significance threshold of 0.05, the null hypothesis was rejected, suggesting that teaching practices had a sizeable impact on students' readiness for academic success. These results can be used by the County Government to provide better Early Childhood Development (ECD) programs. The National Government can use this information in policymaking and regulation to better track and control schools, which will improve students' readiness for the classroom. The results of this study may prove useful to teachers because they provide a variety of suggestions for improving the educational preparation of their students through ECDE programs.

The Impact of Free Primary Education in Kenya

In 2003, Kenya initiated free primary education, receiving mixed public opinions. Despite numerous studies, the program's impact on schools of different socioeconomic backgrounds remains understudied. This study aims to understand the effects of Kenya's free primary education on various schools. Using data from the Harvard Dataverse and World Bank, it evaluates factors like enrollment rates, education quality, and government expenditure. The data reveals a significant rise in enrollment rates, particularly among historically underrepresented groups. However, the implications for education quality are mixed. While the gender gap in enrollment has decreased, challenges in maintaining educational quality persist. Enhancing education quality requires investments in teacher training, resources, and infrastructure. For continued progress, sustained government funding is essential

ASSESSMENT OF CHALLENGES AFFECTING GIRL CHILD ACADEMIC PERFORMANCE ON KENYA CERTIFICATE OF PRIMARY EDUCATION AT TURKWEL ZONE, TURKANA, KENYA

Education for the girl child among pastoralist groups still faces a large challenge in public primary schools despite the big enrollment in public primary schools following the launch of Free Primary Education in Kenya more than a decade ago. It has been cited that the academic performance of the girl child in public primary schools in Turkana County is generally low. The study sought to evaluate challenges affecting girl child on academic performance on Kenya Certificate of Primary Education at Turkwel Zone in Turkana. The study objective was: analyzing school physical facilities that influence on girls’ educational performance. The study was guided by Gender Relations Theory. Descriptive study design was used to recognize the objectives. The target population was all eighteen public primary schools inside the area, 268 magnificence eight girls, 270 Members of school BOM and eighty-two teachers. Research tools were questionnaires for head teachers, teachers and interview guides for Members of school BOM. Quantitative data were collected from the respondents had been cleaned and coded consistent with the various variables and prepared for computer evaluation the use of the Statistical Package for Social Sciences (SPSS). This was presented using tables and charts. Piloting was undertaken to check and enhance gadgets validity and reliability. The study established from the respondents comprising 62.3% that physical facilities stimulated the performance of the girl child to a tremendous amount. The study concluded that there was a tremendous relationship amongst school physical facilities and girl child academic overall performance. It was concluded that extra than 50% of girls in public primary schools at Turkwel Zone in Loima Sub-County did not have good enough sanitation centers to make certain that girls do now not leave out school which in turn affects their overall performance. The study concluded that teachers’ mindset closer to girls’ impacts girls’ educational overall performance. It was concluded that girls failed in subjects that teachers had a negative attitude towards them. It was additionally concluded that the constant provision of sanitary towels in primary schools has expanded well-known school attendance and girls’ academic performance. The study recommends that similar studies be carried out with a large population than the only included on this study in other Sub-counties of Turkana. Article visualizations:

Disturbing Lessons from Free Primary Education in Sub Saharan African: A Case of Kenya, Tanzania, Malawi & Mozambique

A study on the progress of free primary education in Kenya, Tanzania, Malawi and Mozambique was conducted via literature search. A critical analysis of statistics from local and international websites was done with the aim of assessing the progress of free primary education in Sub Saharan Africa. Several conclusions were made about the progress of free primary education in Sub Saharan Africa. The first observation was that, there has been a steady progress in education in relation to the out of primary school rates as well as dropout over the past three decades. The African governments failed to eradicate the out of primary school children’s exorbitant numbers since 1990. As at 1990, 38.8 million primary aged students were out of schools in Sub Saharan Africa. The figure dropped to 34.1 million as of 2016. The second observation was that the African governments have been reluctant to set the actual cost of primary education per student per year. An average cost of less than $14 per primary student per year paid as grant by the Sub Saharan governments is insufficient to promote quality. Finally, whereas education has been perceived to be a vehicle of dealing with inequality, free primary education was observed to be fueling inequality among the students within, between countries and globally. Therefore, African governments should set strong monitoring and evaluation departments with the aim of eradicating challenges of free primary education. The problems of teacher-students ratio, dropout and out of primary school children has been there three decades ago and even today. A strong monitoring and evaluation systems could have eliminated these challenges in 1990s.

The Role of NGOs in Financing Public Primary Education in Kenya

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

Lake Fishing Factors on Pupils School Attendance Pattern in Developing Countries. A Case of Madiany Division, Siaya County Kenya

Developing countries education system includes both academic and technical training at primary, secondary and tertiary levels (Ward et al. 2006). Formal primary schooling lasts for eight years and seven years respectively. The paper presents the lake fishing factors on primary school pupils attendance patterns in developing countries with focus to Madiany Division, Siaya County located on the shores of Lake Victoria. The introduction of free primary education in Kenya in 2003 was introduce to map out all children who parents could not afford to pay the school fee and enable them access and completion basic education but this has not actually been achieved KNEC report 2010. The paper identify school attendance pattern by pupils and determined probable reasons influencing the attendance patterns. The findings presented in this paper shows that pupils attendance patterns to school is not steady and fluctuates based on the gender, age, and class category and lake activities. The attendance rate per year was found to be at 67.35%, girls attended school more (39.8%) compared to boys (27.51%). It was also established that pupils school attendance patterns was most directly influenced by fishing activities that the community living around the lake practice. The paper highlights policy implications on the topic under study.

Ethnic favoritism in primary education in Kenya: effects of coethnicity with the president

ABSTRACTThis study measures the effect of ethnic favoritism on primary education using data from the Kenya Demographic and Health Survey. In line with previous studies, this study confirms that having a coethnic president is expected to improve the likelihood of completing primary education. This study demonstrates that ethnic favoritism operates at the district level but not in the ethnic dimension, as only coethnics living in coethnic districts can benefit from it. Ethnic favoritism in the job market influences a demand-side mechanism of education by increasing the expectation of educational returns among coethnics in coethnic districts.

Access, poverty and learning achievement for primary school leavers in Kenya: analysis of evidence from 47 counties

To what extent, if at all, did the introduction of free primary education in Kenya in 2003 have positive equity effects, in terms of both access and achievement. Access is based on the number of candidates sitting the Kenya Certificate of Primary Education (KCPE) examination and the KCPE score is used to measure achievement levels. The study uses data that reflects Kenya’s 47 devolved governance counties. A quantitative measure of poverty in all 47 counties was then entered as an independent variable of regression analysis, and a negative association with KCPE performance noted (high poverty levels associated with low KCPE scores). Also noted was a contrast between counties showing high enrolment impact and improved KCPE scores, and those showing high enrolment impact and lower KCPE scores. Counties in the former group are located almost entirely in arid and semi-arid areas, those in the latter group in the coastal region.

INFLUENCE OF PHYSICAL FACILITIES ON QUALITY PRIMARY EDUCATION IN KENYA IN POST UPE AND EFA ERA

This paper provides a critical appraisal of quantity primary education in Kenya as motivated by universal primary education (UPE), Education for all (EFA) and millennium development goals (MDGs) and the influence quality primary education in Kenya. Globally, primary education is recognized as the cornerstone of any country with stable economy. Bearing in mind the role played by education in development, the United Nations (UN) general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of physical facilities on quality of primary education in Kenya. The paper further examined the role played by United Nations in democratization of education globally in general and Africa in particular. The paper further assessed prospects that have arisen in Kenya because of universalizing education in the world. It therefore focused on the issue of quality education after the attainment of education For All (EFA) goal and the Jomtien conference of 1990. The study surveyed the definition of quality education as advanced by United Nations Education scientific and cultural organization (UNESCO) and United Nations children education fund (UNICEF). It also analyzed challenges that arose due to upsurge of enrolment in primary schools. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises are reflected in class size and physical resources that influence quality education. The paper adopted mixed method approach. Both quantitative and qualitative approaches to research were used. Descriptive survey design was used to collect data from three sets of questionnaires. The target population comprised of head teachers and teachers Kakamega County has got 800 primary schools. Using the sampling guide developed by Krejcie and Morgan (1970), a sample size of 36 primary schools, (three per Sub County) was selected. 36 head teachers (one head teacher per school) were therefore sampled. 4 teachers per school were randomly selected from the 36 sampled primary schools. The sample size for teachers was therefore 144. The total sample size for the study was 180.This was to conform to the confidence Interval of 0.05, confidence level of 95 percent which is a Z-score of 1.96 and standard of deviation of 0.5. The reliability was estimated through use of Cranach's Alpha Coefficient using Statistical Package for Social Sciences (SPSS) version 19.0. Findings of the study are significant to Kenya in particular and sub Saharan Africa in general as they would be assisted to redress challenges of quality education arising from universal primary education and education for all. The findings might help the policy formulators formulate education policies and the legal framework which are geared towards quantitative and qualitative primary education. The policy implementers would understand and appreciate education policies within which they are supposed to operate in providing effective leadership and management practices in the implementation of quality education at primary level. The entire education stakeholders would understand how to address quality issues which arise due to upsurge of enrolment. This paper is significant to the field of comparative and International education, since it provides data on what the Kenyan government is doing in promoting the development of qualitative primary education. This study has established that there is legislation to embrace qualitative free primary education. However, implementation of education policy to ensure quality is crucial. It is therefore recommended that proper structures be put in place to enable achievement of quality primary education. The study also established that the government of Kenya has set a bench mark for class enrolment as 45 pupils per class. However, due to high enrolment, physical facilities are strained and they have negatively impacted on quality primary education. It is therefore recommended that the government should actualize her obligation on provision of adequate physical facilities in primary schools. From the findings of the study, there is evidence of internal inefficiency in schools. The issue of inefficiency has not been seriously addressed by the government. It is there recommended that the government should come up with clear policy to redress inefficiency in primary schools. Article visualizations:

Fertility Transitions in Ghana and Kenya: Trends, Determinants, and Implications for Policy and Programs

As a continent with 54 independent states Africa’s diversity is often highlighted but frequently forgotten when fertility is discussed. Fifty and more years ago to consider that all African countries and societies had a single fertility pattern (large numbers of children) and single trend (unchanging over time) was a valid characterization. Since the 1960s however that uniformity has disappeared replaced by substantial inter- and intra-country differences in fertility patterns and trends that render previous perceptions of continent-wide homogeneity obsolete. In this chapter we consider two African countries—Ghana and Kenya—whose fertility patterns and trends and their determinants have been well documented (Bongaarts 2008; Garenne 2008; Machiyama 2010; Shapiro and Gebreselassie 2008; Sneeringer 2009). Both countries have benefited from regularWorld Fertility Surveys (WFS) and Demographic and Health Surveys (DHS) that record trends in fertility family planning (FP) and other relevant indicators. The recently introduced Performance Monitoring and Accountability 2020 (PMA2020) surveys monitor progress since 2012 for the FP2020 initiative and occasional Situation Analysis and Service Provision Assessment surveys have also detailed the readiness of the health system in both countries to make quality FP services available. Ghana and Kenya share some common history: both have relatively strong health system legacies from the period of British colonialization; both were among the earliest countries to achieve independence; they were the first two African countries that developed policies to address population growth in the 1960s; and both have received substantial and sustained resources over several decades from many external donors and technical assistance organizations explicitly intended to increase the availability and quality of family planning services. However they are composed of cultures that are both diverse within each country and markedly different in many ways between the two countries. The two countries demonstrate remarkably different pathways in fertility and family planning patterns and trends from the 1970s to the present. We highlight some of the key differences and similarities explain why they have occurred and identify insights that could inform a wider understanding of fertility transitions and the role of family planning in other African countries. (excerpt)

Effects of Human Resource Factors on Student Performance in Bungoma North Sub-County Kenya

The implementation of free primary education in Kenya gave rise to many challenges that the government had not anticipated which affects the quality of education as opposed to improving it. The teacher-pupil ratio remains too high in public schools (Too, 2004). The study sought to establish the effect of teacher capacity development on student performance in Bungoma North Sub-County. The study used descriptive research design. The target population involved principals and teachers as its respondents. The study will focused on teacher training, motivation, promotion and appraisal with regard to student performance. The study mainly targeted all principals and teachers in secondary schools in Bungoma North Sub-County. The study used simple random sampling technique to select 15 schools from the 36 secondary schools in the sub-county. Thereafter, 15 principals from the sampled schools were purposively sampled. Lastly, 75 teachers were randomly sampled and selected; 5 from each of the 15 sampled schools. This population was targeted since they are directly affected by teacher capacity development as well as students’ academic performance. The study used questionnaire for data collection and data was analyzed using descriptive and inferential statistics. From the findings, it was established that the teacher: pupil ratio is very high (1:120) which negatively affect the quality of education. The study found out that taking higher education and training, refresher courses and on-the-job-learning were the most significant aspect of staff development. The study also established that teacher’s experience affect the academic performance to a great extent. The study further established that teachers’ preparedness influence the academic performance in their school to a great extent. There is a "strong relationship between teachers' educational beliefs and their planning, instructional decisions, and classroom practices’. The study also established that the personal character and attitude of teachers did not influence the student performance. From the findings the study concludes that, the majority of schools have a high teacher: pupil ratio of 1:120 which negatively affect the quality of education to a great extent. With regard to staff development, the study concludes that taking higher education and training, refresher courses and on-the-job-learning is the most significant aspect to be explored to enhance academic performance. The study recommended that the government should recruit teachers proportional to the number of enrolled students to safeguard the quality of education offered in public schools. In addition, teachers and principals should undergo further training to help them cope with the increased enrollment after the implementation of FPE. The study recommends that government and other stakeholders should explore into investing in facilitating higher education and training, refresher courses and on-the-job-learning for teachers to enhance academic performance. Since it was found that teachers’ preparedness influence the academic performance in school to a great extent, the study recommended that the ministry of education should review the curriculum being used in teacher training institutions with a view of making it more student friendly.

Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya

While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning.

The persisting challenge of age-for-grade non-compliance in post-free primary education in Kenya

This article examines the prevalence of non-compliance on the age-for-grade policy in the post-free primary education system in Kenya. We utilised data from the 2009 cohort of enrolled primary schoolchildren. The analysis revealed non-compliance to be a persisting concern in the school system, characterised by both under-age and over-age enrolment at the age-for-grade level of analysis in spite of the introduction of free primary education in 2003. Irrespective of the nature of non-compliance, overcrowding in the lower grades is more prevalent, with potential for adverse compromises in quality of learning and the attendant added dimension of the mismatched grade-for-age curricula.

Towards universal free primary education in Kenya: challenges and opportunities

This study seeks to formulate strategies for funding and, hence, sustainability of FPE in Kenya as the country seeks to achieve the millennium development goals by 2015 in accordance with the United Nations declaration. The first sub-problem is to analyse the implementation of free primary education programme in Kenya with regards to policy, funding and cost centres and the roles of different interest groups in its implementation. The second sub-problem is to identify challenges encountered in the implementation of free primary education programme in Kenya in the prevailing socio-economic environment. The research is based on discussions with policy proximate people as well as pertinent government documents and pronouncements of key policy implementers.

An evaluation of factors that affect performance of primary schools in Kenya: A case study of Gatanga district

Recently, the Kenyan government reaffirmed its commitment to enabling majority of its citizen’s access to education through establishment of free primary education program and subsidizing secondary education. However, despite all these efforts, the education sector continues to face myriads of problems, major one being skewed performance in Kenya Certificate of Primary Education (KCPE) and Kenya certificate of Secondary Education (KCSE) across the many regions of the country. Gatanga district in Central province is one of the many districts witnessing poor performance in KCPE over the last eight years. As such, this study was designed to find out the underlying issues leading to poor performance in KCPE in the district with special focus on all primary schools in the administrative unit. The study adopted a descriptive research design. The target population was primary schools in Kenya and the study population is public primary schools in Gatanga district. A census approach was used to select all the 56 public primary schools. A questionnaire was the main instrument for data collection. Data was qualitatively and quantitatively analyzed. The major findings were that Gatanga public primary schools were overwhelmed by the high number of students coming with the introduction of free primary education. Discipline of pupils was found to have minimal influence on KCPE performance while stakeholders’ support was deemed necessary to supplement school administrations’ activities. The study concludes that introduction of free primary education in Kenya has greatly affected teachers’ teaching workload, hence poor performance schools. The study recommended employment of more teachers by the school boards to supplement the government-employed teachers as well as frequent inservice trainings for all teachers.

Access, Sorting, and Achievement: The Short-Run Effects of Free Primary Education in Kenya

We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program. (JEL H52, I21, I28, O15)

The quantitative expansion of primary education in Kenya: A case study of classroom construction through community participation

The quantitative expansion of primary education in Kenya: A case study of classroom construction through community participation

Access, cost and quality: tensions in the development of primary education in Kenya

Throughout Kenya’s history, tensions between two goals have characterised the educational policy debate: first, the expansion of access; second, the containment of costs. During the colonial period, cost-containment predominated, leading to severe restrictions on access and massive unmet social demand. Then, during post-Independence years, broadened access became the predominant policy objective, leading to massive cost increases and to negative quality effects. In the final section, this paper considers current issues concerning access, cost and quality, stressing the need to bear in mind the complex relationships among them in planning future policy. It is clear that any initiative to achieve universal primary education is unlikely to succeed unless the tension between access and cost, and its implications for quality, is recognised and taken into account. If the programme does not incorporate viable plans to meet the additional costs and prevent quality being compromised, its prospects will almost certainly be in jeopardy from the outset.