Examination of quality education in private primary schools in Kenya: the case of Westlands Sub County in Nairobi County
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Date
2015-10
Authors
Kombo, Kisilu
Ondicho, Naom K.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
There is concern over the quality of education offered in Kenya's private primary
schools, especially in the face of challenges graduates of these schools face when
they transit to secondary schools. This paper is based on the findings of a study done
in 5 purposively selected private primary schools in Westlands Sub-County, Nairobi
County.The objectives of the study were to: Establish the type of curriculum children
are exposed to in private primary schools, explore teaching strategies adopted by
teachers in private primary schools, identify the available learner support facilities
in private primary schools and explore strategies adopted by the private primary
school stakeholders to post good results in national exams. The study adopted a
descriptive survey research design. From the target population a sample of 160
respondents [5 head teachers, 30 teachers, 100 pupils and 25 parents) participated
in the study. Data was collected using questionnaires, observation guides and
interview schedules. Quantitative data was analyzed using quantitative approaches
whereas qualitative data was analyzed thematically. Findings revealed that the
curriculum in the selected schools matched with the recommended curriculum
in public schools albeit with a few additional subjects and that teacher pedagogies
were guided by the mean score. This determined the teacher-pupil activities in and
out of class. Findings also showed that pupils had minimal time for socialization
and eo-curricular activities for fear that this would rob them of valuable study
time. It was further revealed that rote learning was encouraged and that pupils
did not internalize content taught. The pupils felt overwhelmed with school work
both at home and at school. Based on these findings, the study concluded that the
education offered in someprivate pnmary schools was deceptive and lopsided as it
impacted negatively on the pupils' social life and the aspect of quality of education
as envisaged. The study recommended that MOEST ensures holistic approach is
adopted if quality education has to retain its meaning and that teaching should also
be focused on acquisition of problem solving skills.
Key Words: Quality education, Private Schools, pedagogy, teaching and teaching
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Description
2nd International Annual October Conference on Education and Lifelong Learning 2015, "Post 2015 Development Agenda: Moving Education Forward"