CHALLENGES FACED IN IMPLEMENTING FREE PRIMARY EDUCATION FOR PASTORALISTS IN KENYA
Journal Title: Problems of Education in the 21st Century - Year 2012, Vol 41, Issue 1
Abstract
Governments in Sub-Saharan Africa allocate between 5% and 25% of public expenditure budgets to education ministries, because education is seen, correctly, as a major contributor to human welfare, social and economic development (World Bank, 2005). It is clear that these large expenditures are sub-optimal and provide less than the expected return. This situation has been felt more acutely with the introduction of free primary education (FPE). Despite the high enrolment in FPE in urban areas, the response from pastoral communities has been rather lukewarm.The general objective of the study was to investigate the challenges faced in implementing Free Primary Education policy among pastoralists in Kenya. Consequently, the rationale of this study lies in need to evaluate the impact of an educational policy and find out how its implementation responds to challenges in provision of access to Primary Schooling. The study adopted ethnographic research design that utilised purposive sampling technique and saturation procedure to select a total of 170 respondents that included head teachers, teachers, parents, school dropouts, educational managers, community leaders, and Non Governmental Organizations. Purposive sampling was used to select individuals, groups and organizations that would provide insight into the study. Data was collected using focus group interviews, structured and unstructured interviews, observation, and document analysis. Subsequently, data was collected by use of questionnaire that was sent to head-teachers and education officials and was used only to validate the qualitative data. The collected data was coded, analyzed, described and summarized in order to generate themes on educational policy and practice. The study identified various challenges such as: inadequate funding; poor infrastructure; limited awareness towards education; limited community support; insecurity and cattle rustling and lifestyle of pastoralists that impedes the government’s efforts to attain FPE. These challenges threatened the implementation of FPE for pastoralists and further illustrate the complex and messy process of policy implementation in education sector.
Authors and Affiliations
David Serem, Richard Kipngeno Ronoh
THE ERASMUS PLUS PROGRAM AS A FACTOR TO INTERNATIONAL COOPERATION IN SCHOOLS: A CASE STUDY
Content and methods of education implemented in schools are changing rapidly. One of the reasons fuelling these changes is implementation of such programs like the Lifelong Learning Program (LLP) Erasmus Plus, which mott...
CHOOSING TEACHING AS A PROFESSION: INFLUENCE OF BIG FIVE PERSONALITY TRAITS ON FALLBACK CAREER
Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in pos...
EVALUATION INSTRUMENT OF STYLES OF LEARNING FOR SMALL CHILDREN
In order to identify the students’ Learning Style of Early Childhood Education, it has been prepared the Portilho / Beltrami Children’s Learning Styles Inventory which presents 12 learning situations, including the four...
REMOTE TEACHING LABORATORIES IN PHYSICS LESSONS - ATTITUDES OF STUDENTS AND TEACHERS TO THE REMOTELY CONTROLLED EXPERIMENTS
This article describes five remotely controlled experiments, which were created at the Department of Experimental Physics in Olomouc (Volt-ampere characteristics of six different light sources, Determination of gravity f...
LEARNING ATTAINMENTS AS A RESULT OF STUDENT ACTIVITY, COGNITION AND THE CLASSROOM ENVIRONMENT
The purpose of the study was to construct a model to comprehensively describe the relationships between the classroom learning environment, student’s cognition (student mediation) and learning outcomes. In studies of the...