This book is about orphans enrollment in Primary schools and its Challenges to Headteachers Administrative Tasks in Kenya and it suggests ways of coping with the Challenges. Based on the Human Relations Theory, the study pays more attention to the orphaned children faced with learning needs. The book provides useful information to Education Administrators and policy makers and planners particularly in Pupils enrollment visa-a-vis resources available.
The purpose of this book was to investigate the effect of enrolment in public primary schools on quality of education in Nakuru Municipality. The study adopted a cross sectional survey research design with study units being drawn from representative public primary school teachers and pupils in Nakuru municipality. Findings from the study revealed that the FPE programme had led to increased enrolment in most of the sampled schools, with huge class sizes whereas the teaching load for most teachers was big, and available school facilities were inadequate. Furthermore, the current staffing level was the strongest impediment in realization of the objectives of FPE thereby affecting Performance in examination as the workload for the teacher has continued to pile. Based on these findings, it is recommended that the Government should put more effort to define clearly what role the parents need to play in partnership with other stakeholders in the provision of education within the public primary schools in Kenya. The Human Capital theory was referred to as a basis for this study where education is viewed as a necessary investment for the benefit of society at large.
Even though Ethiopia is amongst the poorest and educationally most disadvantaged countries in the world as a result of change in the government in 1991, a new education and training sector was declared in April 1994. Because of this, the number of primary schools has grown over the last five years and enrollment of students has increased. Although this seems a remarkable growth, female students in rural Ethiopia invariably encounter different problems in attending school. Therefore, the study was focused on the issue related to the problems of female in primary education and investigates the factors that affect their education in the study area. Hence, the results of this study provide clearly the real situation of females'' education and the problem that hinder them from access to education. As a result, this study contribute significantly for further study in the future as well as providing recommendation about expanding and retaining female students in primary school for policy makers and planners that contribute for designing relevant strategies for narrowing the gender gap in education.
Schools in Ghana have persistently been facing shortage of teachers over the years. The study investigated the possible causes of the shortage of qualified teachers in Ghanaian primary schools with specific focus on how policies and practices on teacher education, deployment and challenges of retention contribute to the shortage situation. The main data collected for the study comprised pupils’ enrollment trends and statistics on teacher training, deployment and attrition. It was confirmed that Ghanaian primary schools faced both real and disguised forms of teacher shortages in significant proportions. Whereas there were many classrooms with no teachers, many unqualified teachers were also used which tended to cover up the real magnitude of the shortage of qualified teachers in the schools. Quota ceilings set by government in respect of colleges of education admissions as well as the granting of study leave to teachers have been contributing significantly to teacher shortages at the primary schools. Consequently, granting of study leave and the payment of stipend which influences decisions on quota ceilings for admissions into teacher colleges need to be given a critical look.
The cost of education in Kenya has been increasing over the years and until the introduction of Free Primary Education. This has blocked children from disadvantaged background from attaining primary level of education. This book therefore examines the challenges facing FPE enrolment in Winam division of Kisumu East District, its success by increasing enrolment, nationwide disbursement in different schools, the extent to which FPE objectives are met, the number of pupils benefiting from FPE, problems FPE is experiencing and possible measures that can help minimize the problems in the system. It also highlights great awareness and accessibility. The analysis of this book should help the MOE in putting in place other measures like feeding programme, priority to be based on lunch programme and the government needs to monitor the extra levies charged in schools and to strengthen Guidance and Counseling departments in schools by employing more trained teachers.
The integration of intellectual and spiritual development of young people is a major concern of education. This book is written to offer inspiration, challenge and guidelines to policy makers in Education and in Religious organisations, to teachers and principals of schools and to all concerned for the holistic education of the young. The author discusses Church teachings on Religious Education, government policy regarding religious education and worldwide challenges facing religious education in schools. It sheds light on the implementation of the Programme of Pastoral Instruction (PPI) in primary schools in Nairobi-Kenya, the attitudes and perceptions of various stakeholders, challenges facing its implementation, and possible strategies for improvement. The insights in this book can be used towards the effective implementation of any non-examinable subject that is in the curriculum for its role in the holistic education of the child.
The study pertained to the investigation of effects and challenges of donor funded education in Chipinge West primary schools. A survey research design was employed. Ten out of thirty-two schools were selected using disproportionate random sampling. The participants constituted 127 teachers, 5 donor agency workers, 210 donor funded pupils and the same number of guardians or parents of the donor funded children. A questionnaire was used for teachers while interviews were employed for donor agency workers, donor funded pupils and guardians or parents of the donor funded children. The collected data was presented, analysed and discussed in continuous written discourse, with illustrations using tables, pie-charts and bar graphs. The research unearthed various interesting issues. Firstly, it was revealed that donor funded education was a necessity to both pupils and Chipinge West primary schools. Such funding redressed school fees and stationery challenges and other basics such as food and uniform for the donor funded pupils. The schools also benefited in stationery and renovation and construction of school structures such as classrooms..
The Government of Kenya has provided Free Primary Education and increased resource allocation to enhance its delivery. The trend in school enrollment has been impressive but with concerns regarding retention and attendance. Although the national data on primary school completion indicated higher number of boys than girls in the year 2010, the opposite was recorded in Nakuru Municipality. The purpose of this study was to establish the influence of child labour and family background on school attendance among boys in public primary schools in Western Division of Nakuru municipality in Kenya. The study was carried out amongst the boys in Standard V to VIII and findings revealed positive correlation between child labour and parental background with school attendance of the boys. Following these findings the study made recommendations to all relevant stakeholders in education to consider developing and implementing strategies aimed at managing and addressing the challenges of boys’ school attendance. The findings of this study may provide essential information to schools, parents and other stakeholders in the education sector to enable them find ways of retaining boys in school.
Management of pre-primary education is a critical issue as it involves golden age of intellectual curiosity and development. However primary school heads in Tanzania face challenges in managing pre – primary education units subsumed in primary schools. Therefore, this book calls the attention of education stakeholders in Tanzania on the difficulties being faced by primary school head teachers as they managed two education levels of primary education and pre-primary education. The book reflects the findings of a study conducted in Chamwino District in Dodoma Region, Tanzania. This book creates awareness of challenges facing primary school heads in managing pre-primary education. Such awareness has to help education stakeholders, especially the government officials, to develop appropriate and effective strategies and policies to address the challenges facing primary school heads. As the result the book provides the basis of improving pre-primary education management and practices.
Kenya is on track to achieving some of the Millennium Development Goals by 2015. The Government of Kenya has provided Free Primary Education and increased resource allocation to enhance its delivery. The trend in school enrollment has been impressive since 2003, but with various funds management concerns. This book is about a study that examined the factors influencing the management of Free Primary Education funds in Nakuru Municipality, Kenya. The study was carried out in schools within Nakuru Municipality amongst the Head Teachers, School Management Committee and School Instructional Material Selection Committee. The study objectives were: to establish whether the institutional innovations at school levels influence management of Free Primary Education funds; to examine the Knowledge levels of financial managers in the management of Free Primary Education funds, to establish challenges facing Fund Managers in managing Free Primary Education funds, to assess measures that have been put in place to overcome the factors affecting management of Free Primary Education funds in Nakuru Municipality. The study adopted the descriptive survey design.
The emerging global scenario offers immense opportunities and challenges. Only those nations can be benefited from it which has acquired the required knowledge base and skills. Every country which has sound and quality education system, can meet the challenges and can exploit the opportunities. Pakistan is facing serious challenges in its education system, specifically in its primary education. The enrollment at this level is quite low and confronting with a severe threat of dropout. Only one out of 3 boys and only one out of 05 girls, enrolled in the first grade, completing their primary education. It greatly affects enrolment at the higher levels i.e. at tertiary level it is even lower than 5%. Therefore, it is necessary to come with a comparative picture of dropout factors with respect to genders and also to give some comparative inputs for decision making in education in Pakistan.
The performance of Mathematics at Kenya Certificate of Primary Education has remained low compared to other subjects at this level (KNEC, 2006,2007,2008). This study investigated the factors affecting the teaching and learning of Mathematics in selected public primary schools in Usian Gishu between the period of May and July 2010. The study was guided by the following objectives: to establish the teacher, learner, syllabus and school-related factors affecting the teaching and learning of Mathematics and to determine challenges faced in Mathematics teaching and learning in primary schools. The study employed a descriptive survey study design and was guided by the education production function theory. The study population comprised of head teachers, teachers and pupils in public primary schools in Usian Gishu of Rift-Valley province. Stratified random sampling was used in selecting 15 schools for participation in this study. Purposive sampling was used to select fifteen head teachers and 45 teachers of Mathematics for inclusion in this study.
School guidance and counselling remain a critical component of providing quality education in the context of the myriad of challenges facing young people; be they emotional, psychological or just to do with physical development. Concepts of guidance and counselling, and role perceptions have been reviewed in detail. The manuscript details conceptions of head teachers and teacher counsellors in Kenyan public primary schools, of their roles in guiding and counselling pupils, eliciting many challenges they face in articulating these roles. These challenges are worth looking at. Included in this work is the traditional African Concept of Guidance and counselling making it an remarkable piece to look at. For wider perspective, the concepts of guidance and counselling in USA and UK have been highlighted; in each case comparing it with the Kenyan concept. Phenomenographic research approach for determining conceptions in addition to empirical design is covered in detail making this piece of work relevant for researchers and scholars who want to understand the concept of phenomenography.
Obviously the quality of teachers is determined by the provision of adequate per-service and in-service educational training. In-service training is necessary and it is potentially powerful part of the continuous professional development of teachers. These indicate that unless teachers update their skills and knowledge through continuous training and development programs, they face challenges or problems to satisfy their students’ information needs.
Guidance and counselling in Primary schools in Kenya can be traced back to 1963 when the country gained its independence. Guidance and counselling was then introduced in schools for the purpose of career development of all learners and integration or cohesion of citizens. Two decades later, problems in schools were compounded by ethnic clashes which locked the country in 1992, 1997, 2002 and the worst in 2007/2008. UNICEF and other agencies of United Nations Organization (UNO) acknowledged this by conducting many workshops and short time courses for teachers and youth volunteers in conflict management and counselling. This study was an evaluation of counselling programmes Molo District. Out of 65 primary schools in the District, a probability sample of 25 schools has been decided to represent urban, rural, boarding and both mixed and single sex schools. Finally the research sought to explain strengths, weakness, threats and opportunities within the district, regarding the future of guidance and counselling in primary schools.