Constraints Affecting Implementation of Free Primary Education in Public Primary Schools in Nairobi Province
This research aimed at investigating the constraints affecting the implementation of Free Primary Education in Nairobi province in Kenya It focused on five constraints namely, ability of headteachers to manage the Free Primary Education (FPE) Funds, availability’ of physical facilities and materials to implement the programme, community participation in the implementation of the free primary education programme, the integration of pupils with special needs into regular schools and teachers availability and willingness to implement the programme. Literature was reviewed on the basis of the above constraints. The study was carried out in Nairobi province. The sample si/e was 20% of the target population. 32 public primary schools participated in the study. The data was collected by use of questionnaires administered to headteachers and class one and two classteachers of the participating schools. 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 most of the headteachers, had undertaken courses in financial management. Hence this may not be a major constraint in implementation of the Free Primary Education programme. The integration of pupils with special education needs into regular schools was hampered by lack of trained teachers for special education and lack of special education facilities. Besides availing pupils in school the community had not been very supportive in implementation of the programme in schools. The facilities and materials have not been sufficient for the implementation of the programme. The study revealed that the classroom space, toilet facilities, field and VI Physical Education (P.E) facilities, desks, and textbooks were in short supply. Besides preservice training, the research revealed that most teachers had not undertaken any in-service courses. The researcher recommends training of all headteachers on financial management procedures to enable them effectively manage the FPE funds. In servicing of regular teachers should be continuous to enable them cope with emerging issues in education. While pre-service training should include units in special education to enable them handle pupils with special needs. The government and the community should invest in provision of learning facilities and materials. These should include facilities for special needs education for successful integration of special needs pupils in regular schools. The community should be sensitised on their role in implementation of the programme The schools should organise public relation sessions with the local communities and the latter be involved in running the schools. For further research the researcher recommended that a similar research should be conducted in a rural setting to present a balanced view of the findings Also a training / needs assessment should be carried out to establish which areas of school management headteachers require training and finally this research to be repeated three or more years after this to establish new constraints.
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