An analysis of the management challenges facing free primary education in Masinga District
Kilonzo, Mathew Muthangya
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Free Primary Education (FPE) in Kenya has been faced with numerous challenges since its inception in 2003. The introduction of FPE resulted into an increase in pupil enrolment in schools of upto 104% which put pressure on the available resources. The allocation of resources appeared to be ineffective due to the increased expenditure on education which has raised many questions concerning the sustainability of FPE. The sustainability of the programme has been brought to spotlight due to the fact that cost of providing FPE is beyond the scope of the ordinary education budget, economic performance has not been strong and donor finance is often temporary. The study sought to analyze the management challenges facing management of free primary education in Masinga District. The objectives of the study were to determine the challenges facing educational directing on the management of FPE in Masinga District, determine the challenges in staffing of teachers on the management of FPE in Masinga District, analyse the challenges of educational planning in the management of FPE in Masinga District, outline the challenges facing educational organization on the management of FPE in Masinga District and to find out the challenges facing educational coordination on the management of FPE in Masinga District. The study adopted a descriptive research design in which all the 131 public primary schools in Masinga District were targeted. The study used simple random sampling to select 23 primary schools in the district. Simple random sampling was also used to select 2 teachers from each of the sampled schools. All the head teachers from the selected schools participated in the study. Descriptive statistics such as percentages and frequency distribution were used to analyse the data. The study established that the implementation of FPE has encountered numerous challenges which have affected the quality learning processes. The study established that the schools have adverse teacher shortages, poor payment and lack of teacher motivation, rising pupil populations, inadequate and unfinished infrastructures and insufficient learning materials. The government according to the study was the major source of funds for the implementation of FPE in the schools. The reduction, delay or lack of funding resulted into poor delivery of quality learning standards hence performances were moderately realized at the final examinations in schools. The study recommended that the budget buying learning materials and building infrastructure should be doubled. The study further recommended an increased in teacher to motivate them for effective implementation of FPE.