Efficacies of the Kenya Education Management Institute Induction Course in the Management of Public Primary Schools in Kenya
Loading...
Date
2019
Authors
Ongoto, Joel
Ogola, Martin
Malusu, Joseph
Journal Title
Journal ISSN
Volume Title
Publisher
International Knowledge Sharing Platform
Abstract
In order to address performance gaps in management of public primary schools and provision of quality
education, the Ministry of Education periodically supports head teachers of primary schools to undertake
induction courses in education management. One of the many induction courses supported and organised by the
Ministry of Education (MoE) is the Induction Course in Educational Management (ICEM). ICEM is organised
by Kenya Education Management Institute (KEMI) for head teachers of public primary schools where they are
taken through best management practices to be adopted and implemented in schools. Despite the head teachers
undertaking this induction courses, poor management of public primary schools is a perennial problem in many
schools. Despite the enormous resources set aside by the Government of Kenya (GoK) for induction courses,
poor management of primary schools affects the provision of quality education. The purpose of this study was to
investigate the efficacies of ICEM in-service training in order to establish its impact on management of public
primary schools in Nairobi County. The specific objective of this study was to examine the procedures used in
the selection and preparation of head teachers for ICEM in-service training. The study was anchored on Quality
Management System’s theory.The study employed a descriptive research design. The target population for the
study were public primary schools head teachers, chairpersons of Boards of Management (BOM), senior
teachers, subordinate staff members, school prefects and KEMI staff trainers. Stratified random sampling was
used to select the target population for this study. Data for the study was collected using structured
questionnaires and was analysed using the Statistical Package for Social Sciences (SPSS) computer software.
This study established that despite the fact that ICEM training were considered to be pertinent in the
management of the schools’ resources such as finances, curriculum, plant and human resources, it was revealed
that there were no proper policy guidelines on head teacher selection and preparation for ICEM training. The
study concludes that time allocated for the trainings were inadequate and lack of follow-ups were challenges that
hampered effectiveness of the training. Therefore, this study recommends that the Ministry of Education (MoE)
should develop clear policies and guidelines on selection and orientation of head teachers for in-service training.
Further, this study recommends that KEMI in partnership with the MoE should review timelines of the trainings
and develop a sustainable model of evaluating results or effectiveness of the ICEM training in management of
public primary schools in Kenya.
Description
A research article published in Journal of Education and Practice
Keywords
Efficacy, Education Management and Induction
Citation
Journal of Education and Practice. Vol.10, No.18, 2019