Critiquing The Quality of Education in Public and Private Pre-Primary School Centers in Kenya:A Case of Nairobi County Kenya
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Date
2018-07
Journal Title
Journal ISSN
Volume Title
Publisher
World Journal of Innovative Research (WJIR)
Abstract
Quality education is paramount for the realization
of holistic development of learners. Parents invest a lot in their
children’s education which calls for the provision of quality
education. Both public and private sector have to ensure that
quality education is provided. The purpose of this study was to
compare the quality of pre-primary school education offered by
public and private pre-primary schools in Nairobi City County,
Kenya. The target population was all public and private
pre-primary schools in Nairobi City County. A sample size of 28
0ut of 280 pre-primary school teachers and head teachers were
selected randomly. The transformational theory by Freire and
Mezirow was used in the study. It is concerned with
transformation of learners who are believed to be empty when
they come to first contact with school practices. Descriptive
research design was used. Questionnaire for the pre-primary
teachers and interview schedules for head teachers were used as
the research instruments for data collection. The study
involved both qualitative and quantitative approaches
respectively. Data analysis was done through descriptive
statistics to obtain the quantitative data. To pre-test reliability a
pilot study was conducted. This was achieved through the aid of
SPSS version 20.0. Data presentation was done majorly
through tabulation and a bar graph both in frequencies and
percentage units. The respondents were selected through
stratified random sampling and simple random sampling
techniques to come up with a rich data that was inferred to all
the private and public pre-primary schools in Nairobi City
County, Kenya. Among the findings of the study were that
staffing affects quality of education. Schools that were poorly
staffed recorded poor performance compared to the
well-staffed pre-schools. Secondly, teachers who were well
motivated performed their duties with minimal supervision,
thirdly parental participation affected learning. Learners
whose parents got involved in their education had good
transition rate. Finally the head teachers had a role to play in
ensuring that the educational goals are achieved through
proper curriculum implementation and school management.
The study recommendations included: there should be a need
for the policy makers who are majorly the government officials
to increase educational funding to pre-primary schools to
improve on quality of education; head teachers should try as
much as possible to recruit qualified staff for effective
curriculum implementation and encourage the stakeholders to
motivate the ECDE teachers to increase their efficiency;
Parents need to increase their support to schools in
procurement and purchase of school facilities (desk, classrooms,
land), purchase of instructional materials (books, pens, charts)
and hiring of new teachers to improve on quality and finally
Christine Ratemo Vihenda Research Scholar, department of early years
education (formally early childhood education) at Kenyatta University
Kenya.
Ong’ang’a Hudson Ouko, lecturer, department of early years education
(formally early childhood education) at Kenyatta University Kenya.
further research should be conducted on interaction between
teachers and pre-primary pupils in the pre-primary schools.
Index Terms— Critiquing, Education, Pre-primary school,
Quality
Description
Article
Keywords
Citation
Vihenda, C. R. Critiquing The Quality of Education in Public and Private Pre-Primary School Centers in Kenya: A Case of Nairobi County Kenya. World Journal of Innovative Research, 5(1), 262474.