Primary education Essay

jibe to the Kenyan government, teaching is A long term objective to erect raw material timber commandment to enhance Kenyans ability to preserve and employ the environment for productive and sustainable livelihoods, to develop quality of the human airstream to realize the universal access to didactics and training for all including the disfavor and the vulnerable and as a necessary tool for development and apology of the democratic institutions of human rights (Ministry Of Education Science and Technology, 2005 pp2).The menstruum Kenyan teaching system consists of Early childishness Education, original and secondary education. Early Childhood Education takes one year. At the end of the primary education, pupils sit for the Kenya credential of Primary Education (KCPE) prep bed by the Kenya National Examination Council. surgical procedure in the KCPE determines who is admitted to secondary schools. At the end of secondary education, students sit for the Kenya security of Secondary Education. Primary school education in Kenya is a basic and is considered the root of all formal and informal learning in Kenya. reconcile and compulsory primary education for Kenyan children was one of the key pre-election promises that conduct the NARC government led by President Mwai Kibaki, to ascend to occasion in December 2002. Since then, an estimated 1. 5 million children, who were previously out-of school, postulate dark up to attend signifieres (Paul Kenya, 2008). The free Primary Education form _or_ system of government was inaugural implemented in January 2003. The FPE policy focuses on attaining Education For all and in particular, Universal Primary Education.Key concerns ar access, retention, equity, quality and relevance and inwrought and external efficiencies within the education system (Ministry Of Education Science and Technology, 2005a, pp3). by means of the FPE policy, the NARC government scrutinized the current 8-4-4 systems, which had pr eviously been coupled with retention and cut enrolment before it came to power. The policys focus is on quality education and training as a human right in accordance to Kenya law and international conventions (Ministry Of Education Science and Technology, 2005 pp3). VISION timberland education for development.(Elimu bora Kwa Maendeleo) MISSION To provide, promote and co-ordinate lifelong education, training and research for KLenyas sustainable development. constitution OBJECTIVES 1. To achieve education for all (EFA) by 2015 2. To achieve transition rate 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 universal primary education (UPE). This is in line with the United Nations millennium Development Goals 6. To reduce the number of primary school children drop outs.ACHIEVEMENTS OF THE POLICY 1. Increase in number of children enrolled in pr imary schools. Primary education has witnessed phenomenal growth since the policy was established. The number of primary school pupils come up dramatically from 5. 9 million in 2002 to 7. 6 million in 2005 to 82. 78 in 2009, according to a World Bank report, promulgated in 2010 2. Significant reduction in the repetition rate. The number of students repeating and dropping out has reduced significantly() this may be attri yeted to the fact that parents no longer ask to think about paying school fees. CHALLENGES go about BY THE POLICY.1. Delays in Funds Disbursement Delays in distributing silver to admit free primary school education is one of the challenges facing the policy implementation. This has frustrated umpteen teachers, put pressure and on parents financial burdens. Teachers thence lack motivation to teach the increasing number of pupils as a import of the introduction of the policy. 2. Teacher Shortages A UNESCO survey on the military rating of the Free Primary poli cy (UNESCO, 2005) indicates that the teacher pupil ratio, in a significant number of schools was 170 which was far beyond the recommended utmost rate of 140.Such a high ratio has got challenges. For example, teachers see to it it impossible to pay attention to all learners, especially the slow ones. to a fault teachers were not able to give adequate assignments to the pupils, as they could not cut with the marking and teaching workload (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 text guards, exercise books, pens e. t. c has touch on pupils accessibility to the books while at home and many have to do their homework early in the morning the future(a) day when in school.There is to a fault the issue of inadequate physiologic facilities where most schools did not have adequate classroom to accommodate the super number of pupils enrolled under the FPE pro grammes. 4. Managerial Skills Most school managers (the head teachers) are not vigorous equipped in managerial skills. This is to say that their managerial skills are poor and these results to poor results by the schools they head as headspring as mismanagement of available funds. 5. Mobility from everyday to Private and within Public Schools This may not be a major challenge but it still is a challenge.Teachers complain that pupils frequent transfers from one school to other 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 frown fee is also a factor, and cheaper or free schools seemed to be an measurable motivation for school transfer. 6. Embezzlement of Funds and Corruption Embezzlement of funds is a core challenge. Some government officials are corrupt and hence there is mismanagement or misalloca tion of funds that are allocated to them, (UNESCO, 2005).For instance, the sponsors funds this makes some children who are poor miss the opportune moments of schooling. I addition to that, senior 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 being paid by parents, disgruntled senior education officials have revealed, (UNESCO, 2005). RECCOMENDATIONS 1. Timely release of funds. Funds should be released as soon as they are available. This will ensure the teachers and students remain motivated to learn. 2.Increase poesy of teachers employed and increase their wages. change magnitude the number of teachers permanently employed in public primary schools will help to take care of the teacher-student ratio. Increasing their wages will also ensure that the teachers are motivated to do their work well. 3. Investing in Teacher-Learning Facilit ies. 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. Training 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. Monitor ministry officials and those handling the funds. An organization or body 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 corrupt 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 edu cation in Kenya situational compend and implications for educational reform. Nairobi Institute of Policy Analysis 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 Connecticut Department of Economics working typography series.