Effective Provision of Inclusive Education: Coping with Constraints in Public Secondary Schools in Rongo District, Migori County, Kenya.

This study sought to examine the constraints hindering effective provision of inclusive education with the objective of devising strategies to be employed to cope with these bottlenecks. The study was premised on classical liberal theory and social Darwinism which asserts that every citizen should be given opportunity through education. Descriptive research design employing multi-case studies was adopted.  Purposive sampling was utilized to draw 170 subjects comprising of students with special education needs, teachers, school principals and Ministry of Education officers (MoEs) in the study locale. Data was collected using questionnaires for students and teachers and interview schedules for school principals. Quantitative data from questionnaires was analyzed using descriptive statistics while qualitative data from interviews was analyzed using thematic approaches and reported in narrative and direct quotes. The major findings were that the secondary schools that have embraced inclusive education were experiencing a myriad of interrelated constraints ranging from lack of physical and instructional facilities suitable for inclusive education, lack of qualified teachers to handle the inclusive education and negative attitudes by parents regarding disabled learners, amongst others. It was recommended that for the success of inclusive education to be realized pragmatic copying strategies should be introduced. These strategies should  include   aggressive sensitization campaigns to enable all  stakeholders in education understand their roles and debunk the idea that the Government is the only body that should take full responsibility in the provision of effective inclusion education  in the study locale of Rongo District, Migori County, Kenya .[240 words] Key Words: Inclusive Education, Physical and human resources, Special needs, coping strategies, Secondary schools, Rongo District, Migori County, Kenya

Nature of Educational Wastage in Public Secondary Schools in Kericho County, Kenya

Despite the fact that Kenya's guiding philosophy for education is the concern that every Kenyan has the inalienable right to basic education no matter his or her socio-economic status, the depth and prevalence of wastage is quite alarming in some counties in the county. The gist of this study was to examine the nature of educational wastage in public secondary schools in Kericho County, Kenya. A table of random numbers was used to select   10 secondary schools from which 10 principals, 25 teachers and 275 students were   selected yielding   a sample size of 310 subjects for the study. The data gathered through questionnaire, was analyzed using mean, median, and percentage. To determine the magnitude of educational wastage and to identify the gender and grade level that was severely affected by wastage, five consecutive years’ students’ document (enrolment, repetition and dropout) was used. Wastage rate was calculated and indicated for each grade level according to the past five years data. The findings have indicated that high repetition rate was registered in all forms from one to four, high drop-out rate was registered at form three and high over-all wastage rate was registered at form four. It was also identified that rate of wastage among boys was higher than girls. Finally, the weighted mean scores, over-all wastage average results revealed that students related, school related and socio-economic background variables were found significant factors behind low internal efficiency of secondary schools. The findings therefore suggest that improving these variables may take a considerable change in alleviating wastage of secondary education. Based on these findings and conclusion drawn, it was recommended that the measures regarding creating awareness for parents, nearby school building, motivating teachers, creating conducive school environment and improving school facilities and services should be taken to minimize the educational wastage of secondary schools in the study area. Keywords: Education, public secondary schools, nature of wastage, Kericho County, Keny

Teachers’ Level of Adequacy and their Effectiveness in Implementing Curriculum in Public Primary Schools in Kakamega South District, Kakamega County, Kenya

The gist of the study was to examine teachers’ level of adequacy and their effectiveness in implementing curriculum in public primary schools in Kakamega South District, Kakamega County Kenya. The study was premised on the theory of supply and demand advanced by Hicks in 1986. A survey research design was adopted to guide the study. From a population of 68 primary schools in the study locale, simple random sampling technic was applied to select 23 primary schools to act as our sampling units. From each of the sampled school, 23 Headteachers and 69 members of school management Committee (SMCs) were purposively. One Quality Assurance and Standards Officer(QASO) was also included to   yield a sample size of 93  for the study. Questionnaires previously piloted   to determine their validity and reliability were used to collect data from Headteachers whereas the interview schedules were used to collect data from members of SMCs. Quantitative data generated through questionnaires were analyzed with the aid of Statistical Package for Social Sciences (SPSS) to generate descriptive statistics presented in frequency tables charts and percentages. Qualitative data generated through in-depth interviews were analyzed using interview transcription and thematic analysis and reported in direct quotes and narrative form. The major finding was that although enrollment in primary schools had escalated due to the introduction of free primary education (FPE) policy, there were inadequate teachers in the study locale due to the freeze by the Government of Kenya to recruit more teachers, retirement, natural attrition, and frequent transfers.  This had made the average teaching load to increase from 32:1 in 1999 to 45:1 as of the time of the study. The conclusion was that despite the gains made in increasing pupils enrollment in primary schools in the study locale as a result of the introduction FPE policy , these gains were being eroded by the low  quality of  education being provided  due to overstretched instructional resources and the  overloaded teachers who were not effective in implementing curriculum. It was recommended that the Ministry of Education should allocate adequate funds to the Teachers Service Commission (TSC) to enable them recruit more qualified teachers and distribute them equitably in schools in Kakamega South District, Kakamega County, Kenya.[365  words ]. Key Words: Free primary Education, Primary Schools, Teachers, Adequacy and Equity, Kakamega South District, Kakamega County, Kenya

Constraints of Implementing Free Secondary Education in Mandera West Sub-County, Mandera County, Kenya

This study sought to find out the constraints of implementing free secondary education (FSE) in secondary schools in Mandera West Sub-County, Mandera County, Kenya. The study is based on the theory of constraints as the researcher examines the factors constraining the achievement of FSE objectives. The study used the survey design. The main research instrument was the questionnaire. The validity and reliability of the questionnaire was determined before being used for data collection. The main findings of the study were that the management capacity of the principals, time of funds disbursement to schools and parental support affect the implementation of FSE.  In addition, while members of Board of Management had   a positive influence, the socioeconomic variables impacted negatively on the implementation process.  It was concluded   the   FPE policy was not fully realizing its noble objectives of facilitating access to, and quality education. It was recommended that the Government of Kenya through the Ministry of education should increase the capitation and expedite the process of cash disbursement   to the schools. In addition, the principals should not only be subjected to compulsory training in resource management but also the Directorate of Quality Assurance and Standards should increase the frequency of school supervision

The Malady of Boys' Performance: What are the Effects of Institutional Variables on students’ performance at Kenya Certificate of Secondary Education in Subukia Sub-District, Nakuru County, Kenya?

This study examined institutional variables affecting the performance boys at Kenya Certificate of Secondary Education (KSCE) examinations in Subukia District, Nakuru County. The study adopted a descriptive survey research design.  The target population   was 7,943 consisting of 7,886 boy students and 57 principals.  The study drew a sample of 429 consisting of 366 students and 6 principals. Questionnaires were used to collect data from the students while the interview schedules were   used to collect qualitative data from the principals. The main findings were that truancy and coupling especially in mixed schools as well as inability to pay school levies on time were the main institutional variables that negatively affected students’ academic performance in national examinations. The study concluded that as boys progress within the school system their performance declined due to the interference of the intertwined institutional and home based variables.   It was   recommended  that secondary schools should consider having a fully operational guidance and counseling departments to mitigate on the effects of institutional factors affecting the  performance of boys  in KCSE  in Subukia District, Nakuru County, Kenya. Key Words: Malady,   Boys' Performance, Kenya Certificate of Secondary Education, Institutional Variables,   Subukia Sub-District, Nakuru County, Kenya.

Teaching and Learning Resource Availability and Teachers’ Effective Classroom Management and Content Delivery in Secondary Schools in Huye District, Rwanda

The purpose of this study was to determine the correlation between availability of teaching and learning resources and effective classroom management and content delivery in secondary schools in Huye District, Rwanda. The study was framed on the systems theory propounded by Bertalanffy in 1968.A descriptive survey research design was used .Stratified sampling technique was applied to select a sample size of 619 respondents  comprising  81 school administrators, 160 teachers and 378 students. A questionnaire was the main research instrument used to collect data. Data was analyzed using Pearson’s Product Moment Correlation Coefficient statistical technique. The major finding was that although the level of teaching and learning resources in the study locale was insufficient, hence compromising the effectiveness of   classroom management and content delivery There was a positive and significant correlation between most of the teaching and learning resources and level of classroom management and content delivery( r =.711 p < .001)  at ? =.05   level of statistical significance. It is recommended that the Government of Rwanda through the  Ministry of education and other key education stakeholders should increase allocation of  critical teaching learning resources such as audio-visual resources, library facilities and computers in order to facilitate effective teaching and learning not only in the study locale of Huye District,  but the entire country of Rwanda. Similarly, the Government of Rwanda through the Ministry of Education should ensure the acquired teaching and learning resources are equitably distributed in secondary schools across the country on time  to facilitate timely implementation of curriculum (250 words). Keywords: teaching and learning resources, teacher effectiveness, classroom management, content delivery, secondary schools, Rwanda

Financing Adult Education: How Adequate are Current Sources in Facilitating Access and Participation in Centres in Murang’a South Sub- County, Murang’a County, Kenya?

The thrust of this study was to examine the level of adequacy of current sources in facilitating access and participation in adult education centres in Murang’a South Sub-County, Murang’a County, Kenya. The study adopted the descriptive survey design. Combinations of purposive and stratified random sampling techniques were used to select 82 subjects to participate in the study. The study established that most adult education centres in Murang’a South Sub-County received inadequate direct funding from the government in the last three financial years, hence making these centres unable to acquire adequate appropriate physical and instructional facilities.  The funding conditions imposed by most financial institutions were prohibiting access and participation of prospective learners in these centres. It was recommended that the Government of Kenya and other public financing agencies should relax funding conditionality and increase their allocations to adult education in order to accelerate and sustain enrolment in the adult education centres (150 words). Keywords: level of adequacy, current sources, financing, access, participation,   adult education centres,   Murang’a South Sub-County, Murang’a County, Keny

Influence of Kenya Vision 2030’s Education Policy on Quality Education in Public Secondary Schools in Nakuru District, Kenya

The thrust of this study was to examine the level of attainment of the main   Kenya vision 2030s’ education policy flagship targets and their influence on the enhancement of quality and equitable provision   of education in public secondary schools in Nakuru District, Kenya. The study was premised on Dale’s cone of visual classification of learning experiences. The study used descriptive survey design. Stratified random sampling was used to select 10 principals from 24 and 32 teachers from 308, constituting 41.7 % and 10.3 % of the target population of principals and teachers in Nakuru District, respectively, to participate in the study.  Questionnaires for principals and teachers as well as interview schedule for district quality assurance and standards officers were used to collect data. Qualitative data from interviews was analyzed thematically while quantitative data from questionnaires was analyzed using descriptive statistics. The major finding was that most schools in the study locale had inadequate human and physical resources, with most district schools lacking the critical human and instructional resources thereby compromising the attainment of the anticipated Kenya Vision 2030s’ education policy flagships. In addition, there was skewed distribution of teaching and learning resources in favour of national schools thereby disadvantaging the district schools. It is recommended that the Government, through the Ministry of Education, should carry out resources rationalization in different categories of schools to ensure equitable and quality provision of education as espoused in the Vision 2030 education policy in Kenya. Key Words: Vision 2030 Policy, quality education, Equity, public secondary schools, Nakuru District, Kenya

Guidance and Counselling: What is the level of Human and Physical Resource Preparedness in providing effective Services in Secondary Schools in Bureti Sub County, Kericho County, Kenya?

The gist of this study was to examine the human and resource preparedness to provide effective guidance and counselling (G&C) services   in secondary schools in Bureti Sub County, Kericho County, Kenya. The study used combinations of descriptive survey and correlation research designs.  Stratified sampling technique was employed to select 20 principals and 20 heads of G&C department while simple random sampling technique was used to select 400 students yielding a sample size of 440. Questionnaire, interview schedule and document analysis guide were used to collect data for the study. The study established that approximately two thirds of the practicing school guidance and counseling personnel did not have the required qualifications of diploma and above. Guidance and Counseling facilities were too inadequate to facilitate effective implementation of G&C services in most schools within the study locale. Based on the findings, it was recommended that regular workshops on G&C for public secondary school teachers and other service providers be intensified to enable them improve significantly in pedagogy and effectiveness. The importance of professional self-development and upgrading for teacher effectiveness through self-sponsored workshop attendance should be encouraged. These findings are significant to teacher counselors, Principals and the Ministry of Education Science and Technology as it will enable them to enhance G&C services in schools and achieve the set objectives of school guidance and counseling program in schools.[224  words] Keywords: Guidance and Counselling, Human and Physical Resources, Preparedness , effective Services ,  Secondary Schools,   Bureti Sub County, Kericho County, Kenya

Free Primary Education Policy: Coping Strategies in Public Primary Schools in Kakamega South District, Kakamega County, Kenya

This study examined the challenges of implementing free primary education and copping strategies in public primary schools in Kakamega South District, Kakamega County, Kenya. The study was premised on the demand and supply theory. A descriptive survey research design was adopted. The sample comprised 23 headteachers, 92 teachers and one Ministry of education officer working in the study locale, yielding a sample size of 117. The main research instruments were questionnaires and interview guidelines. The main findings of the study were that whereas the free primary education policy had led to an exponential increase in the numbers of children enrolling in primary schools, this had over stretched the available human and physical resource base to cope with these numbers. This had led in poor teaching strategies resulting into poor academic performance at the Kenya Certificate of Primary Education (KCPE) Examinations. The major copping strategies included hiring of extra teachers paid by parents through school management committees to supplement those posted by the Teachers Service Commission (TSC) as well as providing material and financial incentives to teachers to enable them go an extra mile and teach longer hour outside the recommended workload. It was recommended that that the Government of Kenya through the Ministry of Education should rationalize and equally distribute the few available teachers to all schools in the country. The SMC should also be accorded legal and logistical means of engaging in viable income generating activities that could boost the resource base of various primary schools in the study locale of Kakamega South District, Kakamega County, Kenya. [258 words] Key Words: Free Primary Education Policy, Coping Strategies, Public Primary Schools,   Kakamega South District, Kakamega County, Kenya