Challenges facing quality assurance and standards officers in supervising implementation of primary school curriculum in Gatanga District, Kenya

Abstract

The introduction of Free Primary Education (FPE) in Kenya brought with it challenges that could have a negative impact on quality of education. The purpose of the study was to find out the obstacles facing Quality Assurance and Standards Officers (QASOs) in facilitating the implementation of primary school curriculum in Gatanga District. The study was based on the theory of an effective school by Lezotte (2001). According to this theory of an effective school, measured in student achievement, demonstrates the joint presence of quality and equity. Such an focused mission, safe and orderly environment, climate of high expectations for success, frequent monitoring of students progress, positive home - school relations, and opportunity to learn/time on task. The study employed a descriptive survey design. Information was sought from all the QASOs, the District Education Officer (DEO), and the headteachers from the 48 public primary schools in Gatanga District. Simple random sampling was used to select 10% of public primary schools. The study sample comprised of one district Education Officer, 5 Quality Assurance and standards officers, 20 headteachers, and 40 teachers from 20 public primary schools in Gatanga district.