| dc.description.abstract | The purpose of this study was to identify the management problems hindering effective implementation of F.P.E at the schools level in Abogeta division of Meru Central District. The study sought to determine whether the primary schools head teachers and the school management committee have the required knowledge and skills to effectively manage free primary Education. The study also sought to establish whether there is enough manpower required to carry out various duties in implementing F.P.E such as teaching, inspecting and auditing and the availability of equipment required. In order to fulfill the purpose 01 the study, the following research objectives were formulated:-
a) To find out the management and administrative skills held by Primary school head teachers and school management Committee members in Abogeta Division of Meru Central District.
b) To establish the number of teachers, inspectors and auditors in relation to the number of pupils and the schools.
c) To investigate, how well the teachers and other education officers are motivated to make free primary Education a success.
d) To establish whether Primary School managers have attended any in-service training on management of both human and financial resources.
e) To compare the academic qualification or level of the primary school committee members and the role they are supposed to playas managers of these institutions.
The purpose the study was stated, five objectives outlines and four research questions generated for the study. The central significance of the study was viewed as that of making sure that the people entrusted with managing resources in providing F.P.E are well equipped in terms of skills, knowledge and the number. Through the Ministry of education, the government will put in place the required personnel in terms of quality and quantity in future to manage the F.P.E.
The study basically assumed that head-teachers and school committee members who are managers of the F.P.E require constant in-servicing to be effective managers. It was also assumed that there is general lack of equipment required for the F.P.E to be fully effective. The research questions sought answers on whether head teachers have the required administrative skills and also whether the school's committee members have the required management skills. They also sought answers on whether there is the required manpower to handle F.P.E. The review of literature focused on the need to have knowledgeable managers with required skills. Also focused on the need of having enough personnel who are well equipped and well motivated. Quality and control through inspection was well focused and the need of having funds in time in schools. The research design adopted in the study was descriptive survey confined to head teachers, committee chairpersons and the area A.E.O in Abogeta Division of Meru Central District. The study involved a target population of 41 head-teachers, 41 committee chairpersons, and 1 area Education Officer. 4 head teachers and 4 committee chairpersons were randomly sampled for the pilot study and the Area A.E.O. The remaining 37 head teachers and 37 committee chairpersons were used for the main study. Financial management, experience and availability of resources both human and financial were identified as the key areas of concern.
Questionnaires were distributed and a return rate of86% for the head-teacher and 83% for the chairperson were collected. Data analysis was done which revealed that head teachers and school management committee require further training in school management and administration. It was also established that the area has shortage of inspectors and teachers are not evenly distributed. Workers are not motivated in any way.
Thus for effective implementation of F.P.E. managers and administration with required skills and knowledge are required. This can be achieved through regular in servicing of managers. The area also require enough and well distributed manpower who must be well motivated to effectively carry out their duties, various stakeholders should hold regular seminars to discuss various problems experienced by the managers. This is because various stakeholders especially parents have failed in their role in making F.P.E. success.
In the light of the response from the respondents and in views of the research findings the following recommendations are necessary-
Training and seminars for the school management committees should be regular and continuous at zonal and divisional level where local languages or Kiswahili will be used in training.
Kenya Education Staff Institute (KESI) should enhance their management
training to district levels and have material written in Kiswahili and personnel
who can teach in Kiswahili to cater for the group which
English.
cannot understand
Where possible, the lowest academic qualification for a school committee member should be form 4 level and gender composition should be 50% male and 50% female.
Government and private colleges should be encouraged to start educational administration courses at all levels, that is, certificate, diploma and degree to train school administration and managers.
The serving headteachers should be given in-service courses a week or two every holiday on school administration, given certificates and their grades improved after completion.
Allowances for the headteachers such as responsibility allowance, night out and other expenses incurred as heads should be increased. Headteachers should be in ajob group above the teachers.
Headteachers and their deputies should have a less teaching load and in large school with more than 600 pupils, there should be two deputy heads.
The government should employ accounts clerks to be dealing with finances and general book keeping in primary school. There can be an accounts clerk serving 3-5 schools depending on the number of pupils.
Kenya schools equipments scheme can be revived and have a center in every district where heads of schools will be picking their learning and teaching materials. This will reduce the work load for headteachers and also save government money as materials will be purchased direct from manufactures.
At least a vehicle or a motor cycle should be made available at every division education office, Telephone services, computers, a secretary and a messenger. This will enhance inspection and general supervision of schools.
Schools should be encouraged to start income generating projects to supplement the government funding. This money can be used to improve the physical facilities and motivate teachers, other workers and pupils. | en |
