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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.
Educational Research and Reviews
An evaluation of factors that affect performance of primary schools in Kenya: A case study of Gatanga district2013 •
2020 •
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...
Journal of Education and Practice
Impact of Enrollment on the Quality of Learning in Primary Schools in Imenti Central District, Kenya2015 •
To promote participation and access to education, the government introduced free primary education. The introduction of FSE has resulted into increased enrolment at all levels which has been blamed for the poor performance of pupils in public primary school of Imenti Central District. The current study sought to determine the impact of enrollment on the quality of learning in primary schools in Imenti Central District. The study employed the descriptive survey research design. Purposive sampling was used to select 2 QASO officers in charge of Imenti Central district; giving a sample size of 382 participants. Questionnaires and interview schedules were used as tools for data collection. Data was analysed using descriptive statistics. The results of data analysis were presented using frequency distribution tables and bar graphs. The study established that high enrolment trends in primary schools led to overworking the staff members, inadequate teaching and learning facilities, poor sa...
Journal of Education and Practice
Efficiency Implications of Free Primary Education Policy on Quality of Public Day Primary Schools in Kyeni Division, Embu County, Kenya2014 •
1997 •
Journal of Education and Practice
An Investigation on Impact of Free Primary Education on Quality of Education in Kenya Primary Schools2014 •
European Journal of Education Studies
Quality Primary Education in Kenya: Implications of Teachers’ Characteristics2017 •
This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...
2020 •
This paper sought to comparatively interrogate the extent of achievement of quantitative vis-a-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and ...
Education and Urban Society
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Africa Journal of Technical and Vocational Education and Training
Influence of Physical Facilities on the Teaching-Learning Process in Public Primary Schools in Bungoma County, Kenya2020 •
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