Proposal - Chepkwony Bonny Edited 2

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EFFECTS OF PHYSICAL INFRASTRUCTURE POLICY ON THE EFFECTIVENESS OF FREE PRIMARY EDUCATION: A SURVEY OF SCHOOLS IN KONOIN SUB-COUNTY, BOMET COUNTY, KENYA BY CHEPKWONY RICHARD KIBII REG. NO. EM02/2010/2011 A RESEARCH PROPOSAL SUBMITED IN PARTIAL FULLFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL ADMINISTRATION MAASAI MARA UNIVERSITY April, 2014.

Transcript of Proposal - Chepkwony Bonny Edited 2

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EFFECTS OF PHYSICAL INFRASTRUCTURE POLICY ON

THE EFFECTIVENESS OF FREE PRIMARY EDUCATION: A SURVEY OF SCHOOLS

IN KONOIN SUB-COUNTY, BOMET COUNTY, KENYA

BY

CHEPKWONY RICHARD KIBII

REG. NO. EM02/2010/2011

A RESEARCH PROPOSAL SUBMITED IN PARTIAL FULLFILMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN

EDUCATIONAL ADMINISTRATION

MAASAI MARA UNIVERSITY

April, 2014.

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DECLARATION AND APPROVAL

This proposal is my original work and has not been presented to any other institution of learning or

for the award of the Degree or Diploma.

CHEPKWONY RICHARD KIBII

REG .NO: EM02/2010/2011 DATE.10 June 2013

Signature

This proposal has been submitted for examination with approval by supervisors from Maasai Mara

University.

1. .DR.ALEX RONOH

Signature

MAASAI MARA UNIVERSITY

DATE:

2. NAME: DR.P.MAITTYA

Signature

MAASAI MARA UNIVERSITY

DATE:

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ABSTRACT

The study will examine the effectiveness of physical infrastructure policy on the effectiveness of free primary education in Konoin Sub-County of Kenya. The study objectives will be: To examine the nature of physical infrastructure policy under free primary education strategy in public schools in Kenya; to determine how the implementation of physical infrastructure policy has affected the effectiveness of free primary education in public schools in Kenya, and to establish the contribution of public primary school management committees on physical infrastructure policy on the effectiveness of free primary education in Kenya. The study will adopt a descriptive survey research design where 20 schools will be sampled through stratified probability and purposive sampling techniques. The respondents will include: 20 head teachers, 40 school committees, 160 class teachers and 26 pupils will be selected from each school. Data will be collected using questionnaires, interview schedules, focus group discussion guide and by the observation guide. Analysed quantitative data will be analyzed and presented descriptively through frequency counts, means and percentages while qualitative data will presented by tallied and presented using frequency distribution tables, bar graphs, pie charts as well as descriptive and explanatory accounts. The conclusion will be based on the findings.

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ABBREVIATIONS AND ACRONYMS

CDTF - Community Development Trust Fund

FPE-Free Primary Education

MOE-Ministry of Education

BOG- Board of Governors

HOD- Head of Department

KUPPET-Kenya Union of Post Primary Education Teachers

KNUT- Kenya National Union of Teachers

DEO-District Education Officer

SPSS-Statistical Packages for Social Sciences

SMC – School management Committee

CDF-Constituency Development Fund

EFA- Education For All

NARC- National Rainbow Coalition

UNESCO- United Nations Educational, Scientific and Cultural Organization

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List of Tables

Table 3.1 Target Population……….……………………………………………………………….19

Table: 3.2 Sampling Size ................................................................................................................. 20

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TABLE OF CONTENTS

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CHAPTER ONE

Background of the Study

Education is the cornerstone of economic growth and social development. It is a principal means of

improving the welfare of individuals and primary school education is the foundation (World bank,

1995). Expansion and success of education relies on infrastructure which affects education access,

contributes to quality learning environment and student achievement (Crampton, 2003).

The importance of infrastructure cannot be gainsaid. If infrastructure is not sufficient or not

maintained, there will be obstacles in education access and participation especially to the vulnerable

groups in society. Of more than 115 million school age children out of school in developing

countries, the vast majority come from one or more of the traditionally disadvantaged groups in

society; rural, female and poor. (Crampton, 2003).

The quest to engender development is not a recent phenomenon. According to Otach, (2008)

“before 1960, free and universal primary education had not been extended to African children

in any of the East African British colonies, racial discrimination in primary education was

still intact”. The expansion of primary education remained a crucial problem in the colonial

era. The situation did not radically change with the achievement of independence in 1963.

ACTIONAID-Kenya (2004) reported that, the achievement of independence heightened

pressure to increase the school population and a rapid more towards universal primary

education. The purpose of education was political, social, cultural, humanistic and economic,

(UNICEF & World Bank, 2009). It was expected that the education would mould a whole

individual who will contribute profitably to society.

The first step towards free primary education was in1971 (Ngaroga, 2001); this was when

President Jomo Kenyatta abrogated tuition fees for the economically marginal districts in the

country. By July 1973, districts such as Marsabit, Mandera, West Pokot, Wajir, Tana River,

Turkana, Samburu, Garissa and Lamu had free primary education. The government also built

and supported boarding schools in these areas. A national feeding programme was also launched in

these areas. The main idea here was to encourage more parents to retain their children in

school. In December 1973 another presidential decree made education free for the first four years

of primary education throughout the country. (Ngaroga, 2001) observes that the presidential decree

was one of the most dramatic political pronouncements since it took the planners and the public

unaware. The immediate result was increase in enrollments in primary schools from 1.8

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million in 1973 to 2.8 million in January 1974. The Ministry of Education had to rethink of its

priorities and operations in order to cope with the staggering rise of pupil enrollment. In 1976 the

Gachathi Report recommended an extension of the waiver of fees to the full seven years of primary

education by1980, (UNICEF & World Bank, 2009). Despite the existence of free primary education

by 1980, the schools witnessed many challenges that eventually contributed to its failure and

the introduction of levies in primary schools.

In January 2003 the NARC (National Rainbow Coalition) government implemented the free

primary education programme with the aim of providing more opportunities to the disadvantaged

school age children (Otach, 2008). The programme created a positive outcome because it resulted

in significant increase in enrolment in a majority of the schools (Otach, 2008). The policy

abolished school fees and other levies arguing that fees and levies posed a serious

hindrance to children wanting to access education in schools (Okwach & George, 1997). The

free primary education policy has been described as laudable (Rob et al., 2004), because of its effect

on gross enrolment rate (GER) which increased from 92 percent in 2002 to 104 percent in 2003 of

the school age children population (Otach, 2008), resulting in more than 1.5 million children who

were previously out -of -school joining primary schools (UNESCO, 2005).

This school infrastructure support was to build 215 classrooms in the former North Eastern

Province by September 2005. Others were: Basic Education Project (BEP), a Government of Kenya

and Oil producing and Exporting Countries (GoK, OPEC) project that aimed to have 14000

classrooms nationwide by 2007, land resource management project sponsored by Government of

Kenya, World Bank, the Community Development Trust Fund (CDTF) and European Union (EU)

support to primary schools in all areas. There is also the Constituency Development Fund (CDF)

which provides funding to a wide range of community based projects including school construction.

This requires effective coordination through District Education Boards (DEBs).

The Kenya government priority is to provide additional physical facilities in order to ensure

affordable and equitable access to education. In this endeavour, the government intends to

collaborate with the private sector, non-governmental organizations and development partners.

Previous education commissions reports such as: Kamunge Education Report of 1988 and Koech

Education Report of 1999 have placed importance in the provision of schools physical

infrastructure. Not very much is known about how construction standards and school upkeep affect

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the quality of education as indicated by pupil achievement or about the effect of low standard and

poorly maintained facilities on pupil’s attendance (MoE, 2005).

However, serious challenges have bedevilled the implementation of the FPE policy,

(UNICEF & World Bank, 2009). They include congested classrooms, limited physical facilities

and shortage of qualified teachers. These challenges have negatively impacted on the quality of

teaching and learning on one hand and contributed to indiscipline in schools on the other (Okwach

& George, 1997).

Statement of the Problem

Education is the key national development, which can be achieved through provision of quality

standard education to all citizens. The effort to enhance accessibility, equity and retention has been

enhanced through FPE initiative by the government of Kenya. The government and other

development partners have endeavoured to provide facilities for the realization of FPE.

Various studies reveal that the FPE programme faces several challenges, among them are; Increased

student population, shortage of teachers, lack of clear guidelines on admission, hence the entry of

overage children. Others are: lack of consultation with key stakeholders such as teachers and

parents, delay in disbursement of funds, and expanded roles for head teachers.

None of the studies however, has focused its attention on schools’ infrastructure policy and its

effects. Infrastructure plays an important role towards realizing the goals of Primary education. The

Kenya government on its part has renewed her emphasis on primary school infrastructure through

the KESSP programme. However, the effectiveness of this investment in Kenyan primary schools

has not been adequately investigated. There have been issues of: accountability, efficiency,

sufficiency and equity in the availability and use of school physical infrastructure funds. Primary

school physical infrastructure is necessary but expensive to finance. This study will explore the

accountability, adequacy and equity as policy aspects of the physical infrastructure in schools. The

study is based on the understanding that effective school physical infrastructure policy plays a vital

role towards achieving goals of education, especially the UPE.

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The implementation of the FPE programme seems to have lacked consultations with stakeholders

and preparation of teachers, parents and communities do not seem to understand the FPE policy,

hence possible difficulty during the of the programme. This study, therefore, intends to examine the

effects of physical infrastructure policy on the effectiveness of FPE in Konoin Sub-County, Bomet

County of Kenya.

Purpose of the Study

The purpose of this study will investigate the effects of physical infrastructure policy on the

effectiveness of free primary education in public schools in Kenya with specific reference to

Konoin Sub-County in Bomet County, Kenya.

Specific Objectives

The objectives of the study will be as follows:

i. To examine the nature of physical infrastructure policy under free primary education in

public schools in Kenya.

ii. To establish how the implementation of physical infrastructure policy has affected the

effectiveness of free primary education in public schools in Kenya.

iii. To find out the contribution of public primary school management on the

operationalisation of physical infrastructure policy for effective free primary education in

Kenya.

iv. Research Questions

The study will guided by the following research questions:

i. Do education stakeholders understand the effects of physical infrastructure policy on the

effectiveness of free primary education in public schools in Kenya?

ii. What are implementation challenges on physical infrastructure policy which have affected

the effectiveness of free primary education in public schools in Kenya?

iii. What are the physical infrastructures needed for the effectiveness of free primary

education policy in Kenya?

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iv. What is the contribution of public primary school management on physical Infrastructure

Policy towards the effectiveness of Free Primary School in Kenya?

v. Assumptions of the Study

The proposed study will carry out the following basic assumptions:

i. That all the respondents will give truthful, honest and genuine responses to the

questionnaires.

ii. That the education stakeholders are informed and aware of the school infrastructure policy

on Free Primary Education.

iii. That Free Primary Education policy is widely applicable in all public primary schools in

Kenya and especially in Konoin Sub-county of Bomet County.

iv. Justifications of the Study

Upon completion of the proposed study, there are several bodies and organizations that will benefit

from the study including both public and private schools management especially on matters of

policy implementation on physical infrastructure. First, the education stakeholders in public

primary schools will be informed by the study and hence they will probably be able to make

prudent decisions that will go towards the improvement of education performance in public primary

schools. Secondly, Education Policy makers would benefit from the proposed study in that they will

be able to plan wisely and address any existing inconsistencies associated with policy deficiencies

that deter learning in public primary schools. Also the study will add value to the management of

private primary schools since their participation in planning and running of schools entail policy

formulation and implementation. Finally, the findings of this study will add value to the academic

arena hence expanding the scope of knowhow for further research that will improve the

performance in schools by way of policy interventions and stakeholder involvement.

Scope of the Study

The proposed study will be to assess the effects of physical infrastructure policy on the performance

of free primary education in public schools in Kenya with specific reference to, Konoin Sub-County

in Bomet County, Kenya. The data will concentrate on the subject of the study and it will comprise

of the class teachers, head teachers, school committees and pupils.

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1.9 Theoretical Framework

Every investment, it is expected to has future results. To achieve any result, one requires certain

sustained efforts. Effectiveness of infrastructural heavily relies on the theory of action. This theory

posits that more resources are the most effective means to improve achievement. James Coleman

(1986), as an organizing principle brings together the beliefs and actions of individuals towards a

collective goal.

In primary school infrastructure funding, there is need to find means for more resources in order to

achieve educational goals. Kenya has been severely constrained in her efforts to achieve UPE.

Public investment in schooling has increased more than tenfold since 2002 in an effort to achieve MDG,

(Ochola et al, 2007).

School improved grants of between 100,000 – 200,000 per year are to be given to 1000 school

financially and technically to improve their infrastructure, build capacity to implement, mobilize

community support and monitor and evaluate both the programme and impact. (MOE, 2005). Apart

from KESSP other effort aimed at improving infrastructure are going on need to be enhanced.

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1.10 Conceptual Framework

The conceptual framework below shows the interaction between the dependent variable

(Effectiveness of Free Primary Education) and the Independent Variables (The Government Policy

on Free Primary Education). The effects of these variables on the effectiveness of the

implementation of free secondary education could also be influenced by government policy on free

secondary education, which was the intervening variable of the study. If physical facilities such as

classrooms, library, toilet and compounds are not adequate, then policy implementation is affected

negatively. Adequacy of learning resources such as textbooks and other teaching/learning resources

could also be affected as the government implements Free Primary Education. This relationship

implies that the effectiveness of Free Primary Education in Kenya Public Primary Schools is

dependent on the outlined factors amongst others that may not be covered by the study due to the

limiting constraints such as resource constraints. The relationship in the variables as expressed is

however moderated by the exogenous variables such as the government Policy on Free Primary

education and the Management of Public Primary Schools in Kenya.

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1.11 Operational Definition of Terms

Performance of Free Primary Education: Refers to the efficiency and effectiveness realized in

terms of management and achievement of excellence in academic objectives with the government

support by way of resource allocation that would otherwise be paid for by parents and guardians.

Understanding of Physical Infrastructure Policy: Refers to the general to the detailed

understanding of the government policy by stakeholders and pupils on the framework that guides

and enhances the acquisition of education by learners in terms of capacity building. These include

physical facilities such as classrooms, offices, availability of funds and transportation.

Resource Allocation towards Implementation of Policy: A process by which resources such and

funds and other facilities that support education are availed and distributed to public primary

schools such that the overall objective will be to execute plans and policies for the attainment of

goals set by the schools stakeholders

Role of Public Primary School Management: Implies the defined and assigned role that the

public school management engage in so as support in the day to day learning by public primary

school pupils in Kenya.

Government Policy on Free Primary Education: Refers to the Kenya Government policy upon

which the implementation of Free Primary Education in Kenya Public Primary Schools is founded

on. These include the direct interventions that the government employs in order to realize

sustainable and successful access of basic education in primary schools.

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CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

In this chapter, the researcher will present a review of literature related to the study. The chapter

first covers literature on the status of physical facilities in primary school education in Kenya. Then

literature is reviewed on the challenges related to introduction of free secondary education, among

them challenges related to material and physical resources, delays in funds disbursement, teacher-

learning facilities, classrooms and conditions of schools.

Effects related to Status of Physical Facilities

The introduction of free primary education in 2003 was received with mixed reactions across the

country, UNESCO, (2005). The government’s task force reported that the implementation of the

program was faced with a number of glaring challenges that required to be addressed. Despite

the introduction of FPE (2003)) a large number of students are still outside school. This means that

they are deprived the opportunity to learn and acquire skills for playing a meaningful role in society.

Social exclusion is a great loss at the individual and society levels. Most of these out-of-school

children experience poverty and unemployment and some get involved in criminal and other social

evils as a means of survival. The real issue of educational apartheid comes to the surface only after

joining a school. Enrolling in a school does not ensure the provision of quality education. There is

one question that is central to quality: What kind of school is it? e.i, state of the building, textbooks,

medium of instruction as well as socio-economic background of the children. FDSE (2008)

UNESCO National Education Sector Support Strategy (UNESS) for the Republic of Kenya 2010-

2011 another issue. Some schools lack water points and are located more than 10km away from

nearest water sources. Only about 56 percent of schools in ASAL areas have access to water, less

than 38 percent of which is considered safe. Lack of sanitation in the school is another hindrance

affecting children, particularly girls. The underlying causes can be categorized as push and pull, or

supply and demand factors. ‘Push’ factors include inadequate resources/allocations, low teacher and

classroom supply, distance of schools from residences, and insufficient teachers. (UNESS, 2011)

Effects Related to Adequacy of Funds and Disbursement

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The road to true learning is thinking. Yet, children have no spare time to engage in this necessary

practice, known for creation of knowledge, development of social skills and cognitive growth,

(UNESCO, 2005). In most schools, there is a widespread failure with respect to teachers and the

teaching profession. The government controls the remuneration and may often see no urgency in

encouraging seamless implementation of a progressive reward system (Okwach & George, 1997).

Minister of Education asserted that FPE is aimed at easing the burden from the parents by

abolishing school levies and ensuring equity and accessibility to schools. Through FPE, government

has strategically placed itself as an important stakeholder in the education sector and hope that this

will create a better relation between government representatives, SMC and parents. The failure on

the part of the public to recognize the fact that teaching requires great skill and talent compounds

the matter. Delays in disbursing funds to support free primary school education have frustrated

many teachers, put pressure and constrains on parents financial burdens. (UNESCO, 2005).

However, the executive School Management Committee (SMC) plays a major role in the

management of all school financial activities, which involve the disbursement of money. The

money is obtained through various sources such as CDF, grants and donations. According to

Orlosky (1984), financial management determines the way the school is managed and whether or

not the school will meet its objectives.

Effects Related to Teachers

Okwach & George, (1997) asserted that there is an issue associated with teaching- learning

materials as a major challenge facing the system. Under the FPE programme, every pupil is entitled

to free writing materials, for example, pencils, pens and exercise books. They further points that

textbooks were being shared in the ratio of one textbook to five pupils. Sharing of textbooks

affected their accessibility to the books while at home many have to do their homework early in the

morning the next day when in school. This says something about the amount of work that the

teachers have to give to the pupils. Supplementary reading books are also another issue that will be

investigated in the study.

Effects Related to Classrooms - Learning Conditions

According to FAWE (2001) schools that lack adequate classrooms for instance, hold their lessons

outside or under trees. During bad weather such lessons are postponed or are never held altogether.

This interferes with syllabus coverage and students from such schools do not perform well in

examination.

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Funding for physical infrastructure in primary school, has over the years been part of the overall

school financing. Physical infrastructure funding will involve the funds or efforts expected on

building, land, physical environment, furniture and black wall either in form of repair and

maintenance, construction and infrastructure management. Primary school physical infrastructure

funding has been a challenging undertaking especially due to scarcity of resources and capacity

constraints (Elcher, 1989).The result is that school physical infrastructure funding 20 lags behind

compared to progress in funding other areas of school education needs.

This study will investigate the status of physical facilities. For instance classrooms that

accommodate the large number of pupils enrolled under the FPE programmes, classroom roofs,

classroom windows, and classroom furniture’s/desk and chard boards/visual aids. “Both the

government and the parents have financial obligations to meet. The government is charged with

mobilization of resources, recruitment of teachers and training, paying tuition fees, development of

the school curriculum and provision of the infrastructure and instructional materials” Minister of

Education. Parents on the other hand provide basic needs for the children, school uniforms and

other scholastic materials.

2.2 Effects Related to Condition of School Compounds

The Ministry of Education in Kenya has come up with safety standards manual for schools in

Kenya (MoE, 2005). This emphasizes the importance of complying with education act (Cap 211)

and public 25 health act (Cap 242). The manual discusses size and number of physical

infrastructure for resistance and recommends the need for sufficiency. According to this acts physical

infrastructure includes structures such as classrooms, kitchen, laboratories, water tanks, play ground,

and equipment among others. The facilities can be either permanent or temporary. Such structures are

supposed to be appropriate, adequate and properly located devoid of any risks to users. It has been

indicated by other researchers that a quarter of the schools had a clean school compound with ample

space. However, only 15 percent of the schools with a large compound are untidy. Slightly less than

half (44 percent) of the schools are crowded but with tidy compounds while 16 per cent of the

schools lacked space and the compounds are untidy. Those results indicate that a majority of public

primary schools are crowded (60 per cent); this does not augur well for the success of the FPE

programme.

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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This section outlines the procedures and the strategies that will be used to collect and analyze data.

It focuses on ; research design, study area, target population, sample procedure and sample size,

instrumentation, reliability of the instrument(pilot study, pretest) and description of methods and

techniques that will be used to collect, analyze and present data.

Research Design

The study will employ a descriptive survey research design. Descriptive survey research designs are

used in preliminary and exploratory studies to allow researchers to gather information, summarize,

present and interpret for the purpose of clarification (Orodho, 2002). Mugenda and Mugenda (1999)

on the other hand define the purpose of descriptive research as determining and reporting the way

things are. Borg &Gall (1989) noted that descriptive survey research is intended to produce

statistical information about aspects of education that interest policy makers and educators.

Kombo and Tromp, (2002) described descriptive survey as collecting information about people’s

attitudes, opinions, habits or any of the variety of education or social issues. It is a method of

collecting information by interviews or administering a questionnaire to a sample of individuals.

This study aims at collecting information from respondents on their opinions on the influence of

physical facilities on learner outcome. It’s going to be done by administering questionnaires.

The study therefore, will utilize an exploratory approach using a descriptive survey design to

investigate the effectiveness of physical infrastructural funding in primary schools. Descriptive

survey design is used in preliminary and exploratory studies. This is according to Luck & Ruben,

(1987).Borg and Gall (1989) note that descriptive survey research is intended to produce statistical

information about aspects of education that interest policy makers and educators by involving a

broad category of stakeholders. The study will fitted within the cross sectional sub-types of

descriptive survey design.

Area of Study

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This study will be carried out in Konoin within Bomet County, Kenya. Furthermore, reports from

the District Education Office, Konoin for the period before introduction of Free Primary Education

indicated that primary schools within the region were facing challenges related to understaffing,

inadequate physical facilities, poverty and congestion in classrooms (Konoin District Education

Office, 2000). It would be important to gain empirical data on the challenges being faced in the

district since the introduction of FPE in 2003.

Target Population

A population is any group of persons, objects or items possessing common characteristics and

identification for study. Population can be very large or small depending upon the size of the

researcher want to make the inter-phase. The target population comprised of 740 respondents in

Konoin sub-County, Bomet County. It will consist of 160 Class Teachers, 20 Head Teachers, 40

School committees and 520 pupils. Target population will be used to indicate the target

respondents and their accessibility as illustrated below.

Table 3.1 Target Population

Category Target population Total

Class Teachers 8 x 20 schools 160

Head teacher 1 x 20 schools 20

School committees 2x20 schools 40

Pupils 26x20 schools 520

Total 740

3.5 Sampling Design and Size

To determine the sampling techniques and size, the researcher, after weighting each the sampling

units in the research, will utilize a combination of probability and non-probability sampling

techniques. Chava, F and Nachmas, (1996) indicate that the researcher has to establish the weight of

the sampling units and employ appropriate sampling techniques. They add that the choice of the

sample size must be chosen by some logical process and should be determined by the researcher

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depending on the following: Population, type of study, standard of accuracy desired, and

availability of resources among other.

Techniques will be used as it will ensures inclusion in the sample of sub –groups, which

otherwise would be omitted by other sampling methods to their small number in

population.

The researcher will use stratified random sampling method to sample 114 respondents as follows:

Class Teachers 48, Head Teachers 20, School Committees 20, and 26 pupils by each school. This

will represent 30 percents of target population. According to Kothari (2008), a sample size of at

least 30 percents is acceptable for a target population between 50 and 500. The study will target the

schools in Konoin Sub-county in Bomet County that directly provided sufficient and reliable data

through the experience, skills and knowledge. The researcher will be in a position to obtain varied

relevant data for the study. This is shown in the Table 3.2 below.

Table: 3.2 Sampling Size

Category Target

Population (%)Sample Size

Class Teachers 160x30 48

Head teacher 20x1 20

School committees 40x30 18

Pupils 26x30 48

Total 114

3.7 Data Collection Instruments

Quite a number of data collection instruments will be used in carrying out this research; for instance

data will be obtained from district office. However, the main type of data collection instrument will

be the questionnaire and observation schedule. These instruments will be supplemented by

documentary analysis of inspection and audit reports.

3.8 Questionnaires

The questionnaire will be used for data collection because it offers considerable advantages in the

administration. It also presents an even stimulus potentially to large numbers of people

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simultaneously and provides the investigation with an easy accumulation of data. Gay (1992)

maintains that questionnaires give respondents freedom to express their views or opinion and also

to make suggestions. It is also anonymous. Anonymity helps to produce more candid answers than

is possible in an interview. The questionnaires will be use to collect data from head teachers and

class teachers.

Questionnaires for Head Teachers and Teachers

The questionnaire for head teachers will be comprises of four sections. Section 1 collected the

background information of the respondent. Each of the other three sections will collect

information relates to the effects faced in the effective implementation of free primary education in

relation to status of physical facilities, adequacy of funds and disbursement, teacher-learning and

condition of school compounds. The questionnaire comprised of both close-ended and open-ended

items.

3.8 Data Collection Procedure

Kombo and Thromp (2006) defined data collection as the process of gathering of specific

information to improve or refute some facts. Upon completion of this research proposal the

researcher will take an authorization letter from the University which will seek out permission

from Konoin sub-county, Bomet County in order to reduce the level of suspicion and also help the

researcher to familiarize with the environment and sensitize the respondents of the intended

study to be conducted. Also the researcher will administer the questionnaires personally and will

collect them after a week.

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3.9 Validity and Reliability of the Instruments

Creswell, W.J. (2011). “reliability” refers as to whether scores are to items on an instrument are

internally consistent (i.e. are the items responses consistent across constructs), stable over time

(test-retest correlation), and whether there was consistency in the test administration and scoring.”

The reliability of the instruments will be tested through a pilot study in different location from the

location of study but exhibit the same characteristics. The split half reliability coefficient shall be

applied in the piloting and the instrument shall be reliable if it yields a reliability coefficient (r) of at

least 0.5.

Kothari (2009) explains validity as the most critical criterion that indicates the degree to which an

instrument measures what it is supposed to measure. Validity is the degree to which the research

instrument measures what it is supposed to measure (Gay, 1992). Therefore, validity refers to the

extent to which an instrument has to measure what it ought to measure accurately on the variables

of the study and produce data which can be used to explain the phenomenon and give meaningful

inferences. The instrument will be piloted in one randomly selected secondary school. The pilot

school will not be included in the main study. The researcher will administer the questionnaires to

the head teachers, deputy head teachers and head of departments in the selected school. The pilot

study will help point out ambiguities and flaws in the questionnaires and inadequacies in the coding

system. These will in turn be used as the basis for modifications and improvement of the

questionnaires. The pilot study will then help the researcher to develop the researching experience

in carrying out the main study. The researcher will also ensure validity of the instrument by

consulting with his supervisors from Maasai Mara University and any recommendation and advice

emanating from them will appreciatively be adopted.

Ethical Consideration

Ethical considerations will be observed by the researcher in carrying out the research. The

researcher will seek to be granted to carry out the research from the ministry of education (MOE); a

letter of permission will be handed over to the District Education Officer (DEO). The principal also

will receive the letter of request and introduction from the researcher. The researcher will explain to

the respondents the importance of the data collected. They will be informed that the data in the

questionnaire will be treated with confidentiality.

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Any information or data obtained from respondents and the informants will remain anonymous and

their identity will not be disclosed to the third party. Also where necessary before obtaining

information, the consent will be obtained from respondent and they will be made aware of the

purpose of the study. The research will avoid engaging in plagiarism or misusing of privileges and

opportunities accorded during the study time.

Data Analysis and Presentation Techniques

Once collection of data has been done successfully, the data analysis will begin when the

questionnaires will be coded and thereafter scoring the responses. Frequency distribution tables will

be prepared and the totals of each item calculated. Thereafter data will be coded and analyzed by

the use of Statistical Packages for Social Sciences (SPSS). The analysis will employ both

descriptive and inferential statistics. In descriptive statistics, tables, frequencies and graphs will be

used whereas for the inferential statistics, correlation and regression models will be used.

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REFERENCES

Brooger blog .2009.Factors that influence the management of finance in an organization.

Creswell, W.J. (2011). Research Design; qualitative, quantitative and mixed methods approaches

(3rd Ed.). California: Sage publications India pvt.

Gacheru (2011); law in education (unpublished notes) Egerton university

Gaurav A. (2011). Meaning Definition and Scope. What is financial management?

Retrieved from internet on June 26, 2012

Gay, G. (1992). The state of Multi-cultural Educational Opportunity, 1996 report.

Kiboiy, K.L. (1998). Effective Financial Management: Its impact on school administrative

functions: a case study of Nandi district. Unpublished M.Phil. Thesis. Moi University.

Kombo D.K and L.A Tromp (2006). Proposal and Thesis Writing: An Introduction. Nairobi:

Paulins Publication Africa.

Kombo D.K & D.L.A. Tromp, (2006). Proposal And Thesis Writing An Introduction.

Koros S, P. K. (2009). Principals’ and students perceptions on parental contribution to financial

management in secondary schools in Kenya. Quality assurance in education. Retrieved July

9, 2012 from Emerald group publishing database.

Kothari C. R. (2009). Research Methodology Methods and Techniques , 2nd revised edition.

Maheswari N. (n.d). Definition of Financial Management. Retrieved on June 26, 2012

OECD. (2003). Statistics directorate; business tendency survey handbook.

Orlosky, D. E. (1984). Educational Administration Today. Ohio: Charles E. Merrill Publishing Company.

Perry C. (2012). Procurement in education: summary paper. Research and information

service research paper: Northern Ireland assembly.

Okwach; et al (2000): Implementing the Report of Inquiry into

the Education System of Kenya: Realities, Challenges and Prospects, Nairobi IPAR.

UNESCO (2009). Education for All Mid-Decade Report : Paris.

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APPENDICES

APPENDIX I : BUDGET FOR THE PROPOSED PROJECT

ITEM KSHS.

Travelling 20,000

Stationery 15,000

Production and mailing of Questionnaires 15, 000

Miscellaneous 10,000

Total 60,000

APPENDIX II: WORK PLAN

2012 2013

Task April May June July Aug Sep Oct Nov Dec Jan Feb Mar

Proposal Writing

Appointments

Data collection

Analysis of data

Collected

Presentation/repo

rtcorrection

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APPENDIX III: LETTER OF INTRODUCTION

MAASAI MARA UNIVERSITY,SCHOOL OF EDUCATION,DEPARTMENT OF CURRICULAR EDUCATION MANAGEMENT,P.O.BOX 861,NAROK.

Dear Respondent,

I am a Masters student at Maasa Mara University and in partial fulfillment of the requirements for

the award of A Master of Education Degree in Education; I am currently carrying out a study on

effects of physical infrastructure policy of effectiveness of Free Primary Education in Kenya: A

Survey of Schools in Konoin Sub-County, Bomet County. This questionnaire gives you as chance to

express your views on the research topic and the views you hold on the role of logistics on

procurement performance. The findings of this study will be published and reserved at Maasai Mara

University Library. The information you give will be treated with utmost confidentiality and will be

used for the purposes of this research study only. You are therefore NOT required to write your

name on this questionnaire. Your cooperation will be highly appreciated.

Thank you

Richard Kibii Chepkwony

School of Education

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APPENDIX IV: QUESTIONNAIREQUESTIONNAIRE

Personal Information1. Indicate your gender. Male Female

2. Current position…………………………………………………………………………..

3. Duration of service as a stakeholder in Free Primary Education

0-3yrs 4 – 7yrs 8 – 11yrs over 12yrs

4. Education level

Certificate Diploma Degree Masters

Any other? Specify………………………………………………………………………..

5. Indicate with a tick () on ‘Yes’ or ‘No’ sections if you understand the role of the following

proactive procurement terms as relates to public procurement.

Statement YES NO

Understanding of Physical Infrastructure Policy

Extent of Policy Implementation

Role of Public primary School Management

Resource Allocation towards Implementation of Policy

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A. Understanding of Physical Infrastructure Policy

6. Are you aware of Government Policy on Physical Infrastructure for Free Primary Education?

Yes No

7. If “Yes” to question 6 above, how do you rate the current status of physical infrastructure

towards the support of Free Primary Education?

Excellent Good Average Strongly Disagree No idea

8. How do you rate the efficiency of the current policy on Physical Infrastructure on Free Primary

Education?

Very Efficient Efficient Inefficient Very Inefficient

9. Do you think the understanding of policy on physical infrastructure is important in the

performance of Free Primary Education?

Yes No

10. Kindly express your opinions on the way forward to a more effective and efficient

understanding of policy on physical infrastructure for enhancement of Free Primary Education.

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

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B. Extent of Policy Implementation 11.Do you think enough is being done in the implementation of policy on physical

infrastructure?

Yes No

12. If ‘yes’ to the above, what do you make of the involvement of public primary school

stakeholders in the implementation of policy on physical infrastructure?

Very efficient Efficient Inefficient Very inefficient No idea

13. In your own opinion do you think there are enough media that allow for the implementation of

policy on physical infrastructure?

YesNo

14. Express your opinion on the way to efficient and implementation of policy on physical

infrastructure.

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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D. Role of Public Primary School Management15. Do you think the role of management in important in the performance of Free Primary

Education?

Yes No

16. If ‘Yes’ to question 15, how do you rate the importance of management in the performance of

Free Primary Education i public Primary School in Kenya?

17. Very Important Important Unimportant Very Unimportant

18. What are the various which the management is involved in the performance of Free Primary

Education through the relevant policies?

a) ……………………………

b) ……………………………

c) ……………………………

d) ……………………………

e) ……………………………

19. What’s your opinion on the best forward for an efficient managerial role in the implementation

of policy on physical infrastructure towards Free Primary Education?

…………………………………………………………………………………………….

………………………………………………………………………………………………

……………………………………………………………………………………………….

THANK YOU FOR YOUR PARTICIPATION

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