Community challenges affecting the implementation of free primary education programme in Kaloleni District, Coast province

Abstract

The purpose of the study was to investigate the challenges affecting the implementation of free primary education in Kaloleni district of Coast province. The objectives of the study were to: investigate the level of community involvement in development of public primary schools in Kaloleni district; assess the community cultural factors affecting implementation of Free Primary Education in Kaloleni district; and analyze the strategies employed by headteachers to improve the working relationships between the school and the community members for effective implementation of free primary education.

This study used the descriptive survey design. The target population was all the 95 head teachers, all the 984 teachers, all the 5807 pupils and their parents from the 95 public primary schools in Kaloleni District, and all the NGOI Church representatives in the district. The sample size comprised of 72 head teachers, 268 teachers, 340 pupils, 156 parents and 30 religious groups/NGOs. Data was collected by use of questionnaires and interview schedules after being piloted in one school and produced the needed information. Data was analysed using descriptive statistics such as frequency counts, means and percentages. The results of data analysis were presented using frequency distribution tables and bar graphs.

The study established that the parents were involved in the implementation of FPE in schools to a large extent, and they showed their support by providing funds, teaching/learning materials and also by involving themselves in school activities when called upon to do so. It was established that parents played a great part in their children's education, but they did not always perform their roles as expected of them like checking the assignments given by teachers and providing good environment for studying at home .The study found out that community beliefs and practices like early marriages and teenage pregnancies affected the implementation of FPE, same as school-community relations.

Recommendations were made to ensure community participation in the implementation of FPE, chief among them being the encouragement of parents' involvement in their children's education and building good school-community relations. Head teachers should cultivate good relations between the school and school community; that the community is involved in school activities, and should hold openair meetings to enlighten the community on the value of education for all children.