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 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.
Free Primary Education has posed a number of challenges to the Kenyan government since its inception in 2003. The policy has led to an influx of pupils into public primary schools against a stagnant teacher population. This work investigated the effect of the policy on teacher adequacy,teacher effectiveness and how educational stakeholders are coping up with the situation. Kakamega South District which is found in Kakamega County (Kenya) was the locale considered for the study. This was due to its rural setup that makes teachers desert such schools in favour of those found in urban places. The findings attest to the fact that Free Primary Education Policy impacted on pupil enrolment. There is need for the Kenyan government to hire more trained teachers in public primary schools so as to ensure provision of quality basic 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.
In the late 2000 the President of Tanzania announced the decision to remove school fees in primary schools – known as the Universal Primary Education (UPE) fee amounting to Tsh. 2000 (USD1.80) annually per pupil – as from January 2002. This decision represented an ideological turning point retreating from the established paradigm of cost sharing in provision of essential public services. The argument for abolishing primary school fee is straightforward that school fees and other direct costs that households must bear, represent a significant obstacle to enrollment, especially for the poor and vulnerable children. Abolishing school fees will make it easier for children of all social classes to be enrolled in schools, thus accelerating progress towards the achievement of Education For All (EFA) goals. But ending school fees is no magic wand. Surge in enrollment after fee abolition brings immense challenges to the entire education system by overwhelming the available supply of schools, teachers, and educational materials thereby reducing the quality of education being provided. This block book presents a critical analysis of the challenges of fee abolishing policy in Tanzania.
Examines the challenges of learning both language and content in the same class, and reviews classroom-based research on instructional practices that can meet those challenges in primary and secondary schools.
Learning and Teaching in Aboriginal and Torres Strait Islander Education 3rd edition helps pre-service teachers prepare themselves for the challenges and joys of teaching Aboriginal and Torres Strait Islander students in urban, remote and rural primary and secondary schools.
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.
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.
The study sheds light on the use of role-plays in speaking activities in primary school and considers its contribution to students’ motivation to mastering the language. The work describes the specific features of the use of role-plays at the English language lessons in primary school and suggests guidelines to the most effective ways of its organizing at the lesson. The value of the research lies in the development of pedagogical and methodological aspect of the use of role-plays in primary school. The obtained data may be used by teachers of English as a foreign language at schools and kindergartens and by lecturers on methodology of the English language teaching and pedagogic.
Indonesia declared its independence in 1945. After sixty six years of independence,the Indonesian literacy rate is still a big problem. This study seeks to find a literacy framework to be adopted in Indonesia to enhance the literacy rate. The Victorian Early Years Literacy Program was chosen as the focus of this study because of its recognized success in bringing about improvements in early years literacy. This study investigated the implementation of the Early Years Literacy Program in selected primary schools in metropolitan Melbourne. The focus of this study was to understand the implementation of the Early Years Literacy Program; to appreciate any challenges faced by teachers and schools in the implementation the Early Years Literacy Program, and to seek what might be relevant to the Indonesian context. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four primary schools, four early years literacy co-coordinators and four primary school principals were interviewed. The implications of such a program in the Indonesian context will be possible but problematic due to cultural factors, strong pedagogic within schools in Indonesia.
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.
The society we leave in needs more women leaders, especially in primary schools. As these schools are the places we help carve the minds of those that are going to take over our tomorrow. The challenges for women to take the leadership position starts from they themselves and expands in to the culture of the society and everything in between. The contribution of those women and men already in the leadership positions to influence to strive to achieve for such positions is significant. This manuscript entails the challenges today's women teachers in primary schools are facing in their journey up the career ladder.
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.
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.