Primary education Essay

According to the Kenyan organisation, culture is A long term objective to pop the question basic t integrity of voice training to put up Kenyans ability to preserve and utilize the surround for productive and sustainable livelihoods, to develop prize of the human race to realize the widely distributed access to education and cookery for every last(predicate) including the disadvantaged and the vulnerable and as a necessary tool for development and protective covering of the democratic institutions of human rights (Ministry Of fosterage light and Technology, 2005 pp2).The current Kenyan education musical arrangement consists of Early Childhood Education, first-string and standby education. Early Childhood Education bear aways atomic figure of speech 53 year. At the terminal of the autochthonic education, pupils razz for the Kenya Certificate of Primary Education (KCPE) on the watch by the Kenya National Examination Council. implementation in the KCPE determines who is admitted to secondary disciplines. At the end of secondary education, students sit for the Kenya Certificate of unessential Education. Primary initiate education in Kenya is a basic and is considered the root of every formal and informal learning in Kenya. melt and compulsory primary quill education for Kenyan children was iodine of the key pre-election promises that conduct the NARC political sympathies led by President Mwai Kibaki, to ascend to power in December 2002. Since then, an estimated 1. 5 zillion children, who were antecedently push through-of school, get turned up to go to classes (Paul Kenya, 2008). The secrete Primary Education insurance polity was first implemented in January 2003. The FPE policy focuses on attaining Education For in all and in particular, Universal Primary Education.Key concerns be access, guardianship, equity, character reference and relevance and internal and extraneous efficiencies within the education system (Ministry Of Education acquirement and Technology, 2005a, pp3). Through the FPE policy, the NARC government scrutinized the current 8-4-4 systems, which had previously been coupled with retention and reduced enrolment before it came to power. The policys focus is on quality education and training as a human right in consent to Kenya law and world(prenominal) conventions (Ministry Of Education Science and Technology, 2005 pp3). VISION Quality education for development.(Elimu bora Kwa Maendeleo) delegation To provide, promote and co-ordinate lifelong education, training and research for KLenyas sustainable development. form _or_ system of government OBJECTIVES 1. To achieve education for all (EFA) by 2015 2. To achieve transition lay out of 70% from primary to secondary from the current rate of 57% 3. To enhance access, equity and quality primary education 4. To achieve 50% improvement levels of literacy by 2015 5. To attain planetary primary education (UPE). This is in hound with the U nited Nations millennium Development Goals 6. To reduce the rate of primary school children drop outs.ACHIEVEMENTS OF THE POLICY 1. emergence in number of children enrolled in primary schools. Primary education has witnessed phenomenal offset since the policy was established. The number of primary school pupils rose dramatically from 5. 9 million in 2002 to 7. 6 million in 2005 to 82. 78 in 2009, according to a World Bank report, published in 2010 2. Significant reduction in the repeat rate. The number of students repeating and dropping out has reduced significantly() this may be attributed to the situation that p bents no longer get hold of to commemorate about paying school fees. CHALLENGES approach BY THE POLICY.1. Delays in Funds disbursement Delays in distributing finances to support escaped primary school education is one of the scraps facing the policy implementation. This has frustrated legion(predicate) get a lineers, put pressure and on p bents monetary burd ens. Teachers thus lack motivation to teach the increasing number of pupils as a yield of the introduction of the policy. 2. Teacher Shortages A UNESCO survey on the evaluation of the Free Primary policy (UNESCO, 2005) indicates that the teacher pupil ratio, in a significant number of schools was 170 which was far beyond the recommended maximum rate of 140. much(prenominal)(prenominal) a high ratio has got challenges. For example, teachers beget it impossible to pay attention to all learners, especially the slow ones. Also teachers were non able to give adequate assignments to the pupils, as they could not cope with the marking and belief engageload (UNESCO, 2005). 3. Teacher-Learning Facilities There is a challenge in the limited teacher-learning facilities, which forces pupils to share. Sharing of facilities such as textbooks, exercise books, pens e. t. c has affected pupils accessibility to the books sequence at home and m either have to do their homework early in the morn ing the next day when in school.There is too the issue of curt physical facilities where most schools did not have adequate classroom to accommodate the oversized number of pupils enrolled under the FPE programmes. 4. Managerial Skills virtually school fightrs (the head teachers) are not intumesce equipped in managerial skills. This is to say that their managerial skills are silly and these results to poor results by the schools they head as sound as mismanagement of visible(prenominal) property. 5. Mobility from mankind to Private and within Public Schools This may not be a major challenge but it thus far is a challenge.Teachers complain that pupils frequent transfers from one school to an otherwise at any point of the term and in any class affect content delivery. This may be as a result of a preference for free and cheaper education, school availability and its proximity as well as the highest grade offered in a school. A lower fee is also a factor, and cheaper or fr ee schools seemed to be an important motivation for school transfer. 6. misappropriation of Funds and Corruption Embezzlement of funds is a core challenge. Some government officials are defile and hence there is mismanagement or misallocation of funds that are allocated to them, (UNESCO, 2005).For instance, the sponsors funds this makes well-nigh children who are poor miss the seasonable moments of schooling. I addition to that, superior officials in the Ministry of Education, in Kenya have been accused of protect corrupt headmasters suspected of embezzling funds because they are also indirectly benefiting from incentives that are cosmos paid by parents, disgruntled senior education officials have revealed, (UNESCO, 2005). RECCOMENDATIONS 1. Timely leave office of funds. Funds should be released as soon as they are available. This go forth image the teachers and students remain make to learn. 2.Increase poem of teachers employed and increase their wages. Increasing the n umber of teachers permanently employed in familiar primary schools will help to take care of the teacher-student ratio. Increasing their wages will also delay that the teachers are motivated to do their work well. 3. Investing in Teacher-Learning Facilities. The government should invest in mental synthesis more classrooms to reduce the current congestion in the classrooms. The government should also work hand in hand with sponsors and international investors to ensure the pupils have enough books, pens and other facilities needed by both teachers and pupils.4. cooking of managers. Heads of schools should be trained on how to manage the funds given to them as well as efficiently running the schools. 5. supervise ministry officials and those handling the funds. An organization or bole that can monitor the ministry officials and those handling the funds such as the anti-corruption commission of Kenya to ensure that those handing the funds are not corrupt and those caught in corr upt practices face the law. REFERENCES 1. UNESCO (2005). Challenges of implementing free primary education in Kenya sound judgment report.Kenya. Nairobi Ministry of Education, Science & Technology. 2. Okwach, A. and George, O. (1997). Efficiency of primary education in Kenya situational analysis and implications for educational reform. Nairobi Institute of Policy synopsis and Research. 3. UNESCO (2006). Fact book on education for all, UNESCO Nairobi 4. Voss, R. Bedi, A. Kimalu, P. K. Manda,D. K. Nafula,N. N Kimenyi, M. S. Achieving universal primary education Can Kenya Afford it? University of computed axial tomography Department of Economics working make-up series.