Proficiency of Management Practices in Responding to Implementation of Free Primary Education (FPE) Policy in Kenya

  • Martin O. Ogola Department of Educational Management, Policy & Curriculum Studies, Kenyatta University, Kenya P.O. Box 43844-00100, Nairobi
Keywords: Free Primary Education Policy, Implementation, Management Practices, Proficiency, Response

Abstract

Many countries now increasingly recognize that the cost of education is not affordable for the poor and may negatively impact enrolments and learning. To counter this, a variety of measures have been put in place in different countries to mitigate the hurtful effects of fees (United Nations Development Group, 2010). These measures include reducing or eliminating tuition fees for the poor, offering scholarships to attend school, providing free textbooks and other learning materials, and providing free uniforms. This paper’s focus is therefore to assess whether the management practices in primary schools is proficient in responding to the implementation of FPE that eliminated user fees in public primary schools in Kenya. It is based on a study that sought to determine whether the management practices of headteachers reflected competent execution of their duties as chief executives in the school organisation. The study was conducted in Kakamega and Kajiado districts, Kenya. From the 59 schools sampled, 59 headteachers were used in the data collection. Fourteen (14) Area Education Officers (AEOs), 118 parents, 118 School Management Committee (SMC) members, 2 District Education Officers and 7 senior officers from the Ministry of Education headquarters were also interviewed. The study employed questionnaires, interviews and Focus Group Discussions (FGDs) for data collection. It is concluded that, with regard to the performance of their roles as managers, headteachers generally regard themselves highly. However, many headteachers still have inadequate competence in bookkeeping or accounting, management of financial resources, public relations and guidance and counselling. Members of School management Committees (SMCs), who form an important component of the management of FPE funds, lack the requisite competencies and skills for preparing school budgets.

References

Clarke, J. & Newman, J. (1997). The Managerial State. London: Sage Publishers Koontz, H. Donnel, C. & Weihrich, H. (1980). Management . Tokyo:McGrawn-Hill

Law, S., & Glover, D. (2000). Educational leadership and learning: practice, policy, and research. Buckingham: Open University Press

OECD. (2013). What Makes schools successful? Resources, Policies and Practices – OECD Reviews of Evaluation and Assessment in Education. OECD Publishing

Otike, F. Wawire & Kiruki, B. (2011). Free Primary Education in Kenya and its challenges in fighting Illiteracy. Journal of Education and Practice. Vol 2, No 3

UNESCO (2004) EFA News: A Newsletter of UNESCO. Nairobi office issue VI

UNESCO &Kenya. Ministry of Education, Science and Technology. (2005).Challenges of Implementing Free Primary Education in Kenya. Assessment Report. Nairobi: UNESCO ,Nairobi Office

United Nations Development Group. (2010). Thematic Papers on the Millennium Development Goals. United Nations, New York,

Weiner, J. Bryan. (2009). A Theory of Organizational Readiness for Change. Implementation Science. 4, 67

World Bank & UNICEF. (2009). Abolishing School Fees in Africa: Lessons from Ethiopia, Ghana, Kenya, Malawi, and Mozambique. Washington, DC: The World Bank
Published
2018-09-28
How to Cite
Ogola, M. O. (2018, September 28). Proficiency of Management Practices in Responding to Implementation of Free Primary Education (FPE) Policy in Kenya. African Journal of Education,Science and Technology, 2(2), pp 248-263. Retrieved from http://ajest.info/index.php/ajest/article/view/302
Section
Articles