https://kerd.ku.ac.ke/handle/123456789/87 2026-08-10T05:18:59Z 2026-08-10T05:18:59Z Sifuna, Daniel N. Sawamura, Nobuhide https://kerd.ku.ac.ke/handle/123456789/622 2020-05-25T08:17:31Z 2015-01-01T00:00:00Z

Universal Primary Education Policy Assessment in Kenya Sifuna, Daniel N.; Sawamura, Nobuhide Achieving Universal Primary Education (UPE) has received considerable attention since the early 1950s. The concept of universal education is, however, not well defined and is used to mean many different things to different people. The chapter forma part of a five-year research work conducted by a group of African and Japanese researchers who have developed an equal partnership and network to review the expansion of primary education, some policies prompting the free primary education intervention, and the challenges of implementation based on the case study of two districts in four countries, namely, Ghana, Kenya, Malawi, and Uganda This chapter discusses issues related to administrative, financial, and perceptive issues related to UPE policies in Kenya. A chapter published in "Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa: The Cases of Ghana, Kenya, Malawi and Uganda." Pittsburgh Studies in Comparative and International Education Series, Volume: 4

2015-01-01T00:00:00Z Sifuna, Daniel N. Sawamura, Nobuhide Shimada, Kentaro Malenya, Francis Likoye https://kerd.ku.ac.ke/handle/123456789/621 2020-05-25T08:07:32Z 2015-01-01T00:00:00Z

Universal Primary Education Policy and Quality of Education in Kenya. Sifuna, Daniel N.; Sawamura, Nobuhide; Shimada, Kentaro; Malenya, Francis Likoye This chapter analyzes issues of quality in Kenya’s implementation of Free Primary Education (FPE). After outlining the study’s approach and describing the socio-economic contexts of the two districts, findings are described regarding community participation, the challenges of providing quality education and pupil performance on the Kenyan Certificate of Primary Education (KCPE) A chapter published in "Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa: The Cases of Ghana, Kenya, Malawi and Uganda." Pittsburgh Studies in Comparative and International Education Series, Volume: 4

2015-01-01T00:00:00Z Mulinya, Lidoro Charles Orodho, John Aluko https://kerd.ku.ac.ke/handle/123456789/508 2020-05-15T08:15:40Z 2015-01-01T00:00:00Z

Free Primary Education Policy: Coping Strategies in Public Primary Schools in Kakamega South District, Kakamega County, Kenya Mulinya, Lidoro Charles; Orodho, John Aluko 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. An article published in Journal of Education and Practice

2015-01-01T00:00:00Z Oketch, Moses Mutisya, Maurice Ngware, Moses Ezeh, Alex C. Epari, Charles https://kerd.ku.ac.ke/handle/123456789/500 2020-05-15T06:37:49Z 2010-01-01T00:00:00Z

Free Primary Education Policy and Pupil School Mobility in Urban Kenya Oketch, Moses; Mutisya, Maurice; Ngware, Moses; Ezeh, Alex C.; Epari, Charles This paper examines pupil school mobility in urban Kenya using African Population and Health Research Centre (APHRC) household survey data which contain information on pupil transfers between schools. The aim is to identify which school characteristics attract the greatest demand for incoming transfers. The analysis reveals that there are frequent transfers in the slums than in the non-slum settlements; that transfer are in favour of private schools; and that quality is the main motivation for the transfers. Quality schools are perceived to have good discipline and better teacher performance. Given these results, should the Kenya government recognise the "low cost" schools found in the slums which serve nearly half of the pupils and devise mechanisms of funding them? An article published in International Journal of Educational Research

2010-01-01T00:00:00Z