A STUDY OF THE FACTORS AFFECTING THE IMPLEMENTATION OF THE FREE PRIMARY EDUCATION PROGRAMME IN KENYA, A CASE STUDY OF KEUMBU DIVISION OF KISII DISTRICT.

Abstract

This study was carried out to study the factors that affected the effective implementation of the Free Primary Education Program in Keumbu Division of Central Kisii District. The study aimed at identifying the various factors that were behind the public outcry in regard to the process of implementing the Free Primary Education Program. In order for the schools and the community in the Division to respond adequately to the process of implementing the program, this study was very vital. The study was designed as ex post facto; hence the researcher did not manipulate any factors critical to the implementation of the program. The study targeted 45 primary schools, in the Division whose head teachers, class teacher and chairpersons of the school committees participated. Three inspectors of education in the Division also took part in the study. Thirty-three schools were used and simple random selection was used to determine the schools to constitute the sample. In total 34 head teachers and 67 class teachers participated in the study alongside 3 inspectors of school from the Division and 33 chairpersons of schools’ committees. Data was collected through the use of questionnaires of teacher, head teachers, school inspectors, and chaperons of school committees. The analysis of the data revealed several factors that affected the implementation of the Free Primary Education Program. The factors were lack of facilities, equipment and materials for effective teaching, lack of enough class space to accommodate the increased student population. The respondents also viewed lack of teachers as another academic problem that affected the effective implementation in the sense that the teacher - student ratios were inadequate in most schools in the division. The other aspects which were found wanting included lack of financial management on the part of chairpersons of school committees and school head teachers. The school inspector instrumental in overseeing the program implementation were in dire need of faster means of transport to adequately monitor the program. Lastly it was realized that affirmative action provision was not adequately followed thus problems of the physically challenged and gender inequality provisions were not being seriously addressed. Finally, the study gives pertinent recommendations that will ensure effective implementation and suggestions for further study that will ensure that the program is effectively implemented not only in Keumbu Division but even in other parts of the country. The recommendations are: Recruitment of enough trained teachers to the Division, improvement of access to education through provision of adequate facilities, materials and equipment, training head teachers and school committee chairmen on matters of finance, prioritization of intensified inspection to foresee the program implementation, schools develop their own strategic approaches to the implementation process and lastly inter-sectoral co-operation involving all the stakeholders in the implementation process.