Educational Institutional Factors That Influence Implementation Of Free Primary Education In Marigat Sub County, Kenya

Content Provider	Semantic Scholar
Author	Kenei, Reuben Koima
Copyright Year	2018
Abstract	Provision of free primary education (FPE) was ranked among the top agenda for the government of Kenya since independence. It was the Kenya African National Union (KANU), the independence political party, manifesto of 1963 that set the pace for the provision of free Primary Education in Kenya. However, this was not realized until 2002 when the National Rainbow Coalition (NARC) government (2002) came to power. In a move towards the achievement of Universal Primary Education (UPE) by 2005 and Education for all (EFA) by 2015, the National Rainbow Coalition (NARC) government (2002 – 2013) pledged to introduce Free primary education in 2003.The introduction of free primary education was received with mixed reaction across the country. While others hailed the move as long overdue, some citizens were skeptical about its implementation as it would entail huge budgetary allocations which were not feasible to a struggling economy at the time. However, the proposal by the government to introduce free primary education was a welcomed by many as it was seen as a measure to not only increase access to education by many children but would also give many families the opportunity to emancipate themselves from the vicious circle of poverty, diseases and ignorance. Free primary education can be traced back to 1948 after the inception of the Universal Declaration of Human Rights. Education was prioritized as one of the basic human rights and it was agreed to be made accessible to all the people regardless of their abilities, disabilities, race or religion (UNDP report, 2005). The attainment of literacy and provision of Education For All (EFA) as a basic human right has been a key theme throughout the world. This global emphasis on education has been deliberate because studies have shown that uneducated children or adults are a great liability to the society (World Bank 2005). In particular, educated people tend to lead better lives because of health awareness, ability to get more positively engaged in civic activities besides being aware of the possible avenues of improving their lifestyles. Abstract: The aim of this study was to investigate the Educational institutional factors that influence the implementation of Free Primary Education in Marigat Sub County, Kenya. The research question that guided the study was; what are the School institutional factors that influence the implementation of Free Primary Education? The researcher adopted a descriptive survey research design. Data was collected using questionnaires. A pilot study was conducted before the actual administration of the research instrument to test the reliability and validity of the instruments. A reliability coefficient of .5 was obtained from the questionnaires. The population comprised of 80 public primary schools. A total of 66 school principals constituted the sample size. Stratified sampling technique was used to select a representative sample from the population. Data collected was analyzed using appropriate statistical techniques. The findings indicated that physical and human resources impacted negatively on management of pupil personnel arid curriculum and instruction. The study recommended that the government should provide more funds to primary school managers to use for putting up physical facilities such as classrooms, toilets libraries and be able to equip them with relevant facilities. In conclusion, it was established that the understaffing and insufficient physical facilities in form of classes, toilets and space greatly impeded head teachers ability to implement free primary education.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://www.ijiras.com/2017/Vol_4-Issue_10/paper_19.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article