| dc.description.abstract | This research aimed at investigating the factors affecting implementation of Free Primary Education (FPE) in Nairobi province, Kenya. It focused on five factors namely; teacher training / preparedness to implement FPE, availability, adequacy and appropriateness of facilities/equipment, teaching and learning materials, the effect of FPE on teachers’ workload, the role of the inspectorate in the implementation of FPE programme, and teachers’ attitude towards implementation of FPE. Literature was reviewed on the basis of these factors. The sample size was 10% of the target population of 190 schools. As a result. 19 public primary schools participated in the study. The data was collected by use of questionnaires administered to all the headteachers and 10 class teachers in each of the sampled school. Analysis was done using statistical package for social sciences (SPSS) and presentation done in frequencies and percentages. The major findings of this study indicated that teachers and head teachers were not prepared in serviced prior to its implementation. Teaching and learning facilities are not adequate to cater for increased number of pupils. Facilities for co-curricular activities have not been catered for. Class teachers are few and overworked in view of the upsurge in the number of pupils. School inspectors are few and therefore not effective in their work. They lack training on how to advice teachers on emerging issues such as the challenges posed by FPE programme. Teachers and head teachers are however positive about FPE and view it as a programme that will enable more pupils to access primary education. The researcher recommends consultation and training of all class teachers and headteachers about their role in the FPE programme, so that they can handle the new responsibilities that they now face for example accounting for head teachers and integrating overage pupils for the class teachers. The government and the community should invest in provision of facilities for teaching, learning and co-curricular activities. A needs assessment be conducted in all public primary schools so as to provide the facilities as per the needs of every school. Ministry of Education. Science and Technology (MOEST) should step in and employ more teachers to ease teachers’ heavy workload. More school inspectors should be employed by the MOEST and be provided with adequate facilities. For further research, the researcher recommends that similar research be conducted in a rural setting to present a balanced view of the findings. A study be carried out eight years after the completion of free primary education to assess the impact of free primary education on pupils’ completion rates. | |
