https://kerd.ku.ac.ke/handle/123456789/78 Sat, 01 Aug 2026 11:41:39 GMT 2026-08-01T11:41:39Z https://kerd.ku.ac.ke/handle/123456789/1517 Instructional Supervision in an Era of Change: Policy and Practice in Primary Education in Kenya Kamindo, Catherine Muchiru This study examines the policy and practice of instructional supervision in primary education against a background of an educational change in Kenya. Primary education is an important sector of education in Kenya. This is because about 40% of children who start primary education each year terminate their education at that level. It is therefore important to ensure its objectives are achieved. Consequently the government frequently undertakes reforms aimed at improving access, participation, retention and completion rates. The latest ones are provision of free primary education and a revised curriculum. Despite these reforms this sector of education continues to experience problems in achievement of its goals. Instructional supervision has been identified as key in the improvement of teaching/learning and consequently achievement of educational objectives. The pre and post-independent education commissions in Kenya and other government reports have continued to identify supervision as an area that needs attention. Against this background, understanding what ought to be and what actually happens is important in order to identify areas that need attention for improvement of supervision and subsequently teaching and learning in primary schools in Kenya. This study therefore focused on: - the existing policies on supervision, and the policy expectations of the supervisors, - the actual instructional supervisory functions supervisors perform - head teachers' and teachers' expectations of supervisors, - supervisors', head teachers' and teachers' perceptions of the importance and frequency of performance of instructional supervisory functions, and - challenges faced by supervisors and teachers in implementation of curriculum change. The study employed a survey design with a mixed method approach. Data were collected using questionnaires, semi-structured interviews, focus group interviews and document analysis. Data were analysed using descriptive and inferential statistics. Analysis of Variance (ANOVA) was used to determine if there were significant statistical differences in the respondents' perception of importance and frequency of supervisory functions while Post Hoc test (Tamhane coefficient test which is suitable for unequal sized groups) was used to establish where the differences among the groups were. Both tests were carried out at 0.05 level of significance. Findings show that despite the legal backing and many policy documents supporting instructional supervision, the actual practice differs from the policy expectations. Supervisors were aware that according to policy they were expected to perform evaluative and supportive/advisory functions, however their actual performance emphasises the evaluative/assessment functions of supervision. The head teachers' and teachers' expectations on the other hand are in line with the policy expectations. For instance frequent supervisory visits, regular in-service training, opportunity for professional growth, induction on curriculum and other changes and evaluation without intimidation are some of the head teachers' and teachers' expectations. However, in their view, they differ with the actual practice of the supervisors with most of their expectations not being adequately met. On average all the respondents perceived the supervisory functions as important but supervisors rated evaluative functions as very important while head teachers and teachers rated the supportive/advisory functions as very important. On frequency of performance of supervisory functions, supervisors perceived almost all functions as frequently performed but head teachers and teachers perceived many functions as rarely performed. These findings have implications for policy and practice of instructional supervision in Kenya and other developing countries in similar contexts. There is need for revision of instructional supervisory policy with a view to separating the evaluative and the advisory functions with the evaluative functions being carried out by the Directorate of Quality Assurance and Standards (DQAS) and Kenya Institute of Education (KIE) to handle the supportive/advisory functions. In addition, training of supervisors for their role should be addressed. A PhD thesis submitted to the School of Education, Kenyatta University Tue, 01 Jan 2008 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1517 2008-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1506 Critical Perspectives on Free Primary Education in Kenya: Towards an Anti-Colonial Pedagogy Milu, Esther This paper is a reading of the Free Primary Education (FPE) policy in Kenya through the lenses of critical theory/pedagogy. The study critiques the National Alliance Rainbow Coalition (NARC) government for adoption of the Freirian banking model to design and implement the policy. The paper argues that such a model has ended up marginalizing the voices of other FPE stakeholders and sustaining educational inequalities in the country. The paper also examines how neoliberal policies like Structural Adjustment Programs (SAPS) have influenced and shaped the FPE policy, and other educational reforms in the country. Such policies are read as colonial projects functioning to produce particular meanings and serving the interests of the dominant stakeholders—top government leaders and transnational capital markets. The paper concludes by theorizing an anticolonial pedagogy that aims at transforming FPE to an educational program that works to serve the interests of the local populace. The anticolonial pedagogy theorized also proposes strategies that different government and education stakeholders can employ in order to resist and counter the colonial, neo-colonial and neo-liberal structures and ideologies that continue to be perpetuated in the country. An article in the Journal for Critical Education Policy Studies Mon, 01 Jul 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1506 2013-07-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1493 An Evaluation of Dynamics of Quality of Education Provided By Non-Formal Primary Schools in Nairobi, Kenya Kaugi, Ephantus Micheni Basic education in Kenya is provided through Formal and Non-Formal Education Institutions. The Non-Formal Institutions that provide basic education are the Non-formal primary schools (NFSs), which offer the regular school curriculum and Non-Formal Education Centres (NFECs), which follow a non-formal basic education curriculum. The formal school system is not able to provide access to all learners, especially those from urban informal settlements resulting to enormous growth of NFSs. Despite the great role, the NFSs continue to play in providing an alternative channel basic education there is paucity of literature on the quality of education that these schools provide. This study was an attempt to fill this gap. The specific objectives of this study were, first, to establish the quality of learners who attend Non-Formal Schools. Second, to investigate the quality of the learning environments provided in the Non-Formal Schools. Thirdly, to evaluate the quality of the curriculum used in the Non-Formal Schools. Fourthly, to investigate the quality of the educational processes employed in the Non-Formal Schools; and finally, to evaluate the quality of educational outcomes obtained from the Non-Formal Schools. The study was informed by the general systems theory and adopted the UNICEF framework of education quality that defines education in terms of five quality dimensions, namely; learner, environment, content, processes and outcomes. Descriptive survey design was used to investigate the quality of education provided in these schools. The target population comprised 411 NFSs that had presented candidates for KCPE. Stratified random sampling was used to get study respondents who comprised the pupils, teachers, headteachers of the NFS. Data collection was done through use of questionnaires, interview guide, review of curriculum documents and observation. Quantitative data were anaysed using descriptive statistics by use of the SPSS software while qualitative data were analysed thematically. The study findings were children who enrolled in the NFS were very needy as they came from poor households; some children had difficulties getting medical care, food, and shelter and were prone to insecurity. Other findings were the NFSs lack suitable and adequate physical facilities and instructional materials for use by the learners; most of the teachers who teach in the NFSs were untrained; school managers lacked training in school management. Further the study found out that there was regular use of continuous assessment and NFSs performed quite well in the Kenya Certificate of Primary Education (KCPE) and rated better than the public schools in Nairobi county. From the above findings, it was concluded that despite the many challenges Non-formal primary schools provide quality education. The researcher recommends first, for intervention programmes that help families meet basic needs, second, for support from the government and other actors to improve the quality of the physical facilities, and finally for in-servicing/recruitment of trained teachers. A Research Thesis Submitted For the Degree of Doctor of Philosophy in the School of Education, Department of Educational Management, Policy and Curriculum Studies Kenyatta University, June 2015 Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1493 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1486 An Assessment of Quality Assurance on Academic Performance in Public Primary Schools in Kenya J., Maiyo; J., Ngina; J., Wetiba The core function of the directorate of Quality Assurance and Standards is ensuring Quality education. Despite the government’s effort in strengthening the department, it is still wanting. The main objective of the study was to carry out an assessment of quality assurance on academic performance in public primary schools in Lugari Sub-county. The study was based on the Structural Functionalist Theory. The research adopted a descriptive research design whereby mixed research methodology was utilized in collecting both qualitative and quantitative data. The study targeted 5 education officials, 45 head teachers, 45 deputy head teachers and 350 teachers all making a target population of 445 people. Stratified sampling technique was used to sample 14 head teachers,14 deputy head teachers , 105 teachers and purposive sampling technique was used to select education officials all making a sample size of 135 people. Interview schedules were used to collect data from education officials. Questionnaires were used to collect data. Data collected was analyzed using both inferential and descriptive statistics. The study found that QASOs were not visiting schools physically and regularly. It was also found that the QASOs did not have enough time with the teachers to discuss the strengths and weaknesses observed during their visits to schools. The study found that QASOs did not organize seminars and workshops for teachers on curriculum implementation and at the same time they concentrated on administrative issues whenever they visited schools. The study recommended that QASOs should organize regular seminars and workshops to update teachers on the current teaching methods. There was need to improve the pupils’ learning environment by providing enough sanitation facilities, relevant textbooks, enough and secure classrooms. An article in the African Journal of Education and Social Science Mon, 06 Nov 2017 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1486 2017-11-06T00:00:00Z