<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">David   Serem</style></author><author><style face="normal" font="default" size="100%">Richard  Kipngeno  Ronoh</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHALLENGES FACED IN IMPLEMENTING FREE PRIMARY EDUCATION FOR PASTORALISTS IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">free primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">pastoral communities</style></keyword><keyword><style  face="normal" font="default" size="100%">policy implementation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1409840330.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">41</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Governments in Sub-Saharan Africa allocate between 5% and 25% of public expenditure budgets to education ministries, because education is seen, correctly, as a major contributor to human welfare, social and economic development (World Bank, 2005). It is clear that these large expenditures are sub-optimal and provide less than the expected return. This situation has been felt more acutely with the introduction of free primary education (FPE). Despite the high enrolment in FPE in urban areas, the response from pastoral communities has been rather lukewarm.The general objective of the study was to investigate the challenges faced in implementing Free Primary Education policy among pastoralists in Kenya. Consequently, the rationale of this study lies in need to evaluate the impact of an educational policy and find out how its implementation responds to challenges in provision of access to Primary Schooling. The study adopted ethnographic research design that utilised purposive sampling technique and saturation procedure to select a total of 170 respondents that included head teachers, teachers, parents, school dropouts, educational managers, community leaders, and Non Governmental Organizations. Purposive sampling was used to select individuals, groups and organizations that would provide insight into the study. Data was collected using focus group interviews, structured and unstructured interviews, observation, and document analysis. Subsequently, data was collected by use of questionnaire that was sent to head-teachers and education officials and was used only to validate the qualitative data. The collected data was coded, analyzed, described and summarized in order to generate themes on educational policy and practice. The study identified various challenges such as: inadequate funding; poor infrastructure; limited awareness towards education; limited community support; insecurity and cattle rustling and lifestyle of pastoralists that impedes the government’s efforts to attain FPE. These challenges threatened the implementation of FPE for pastoralists and further illustrate the complex and messy process of policy implementation in education sector.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">100-111</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ronald  Werunga Kikechi</style></author><author><style face="normal" font="default" size="100%">Chepkwony   Silas M. Kisebe</style></author><author><style face="normal" font="default" size="100%">Kihumba   Gitahi</style></author><author><style face="normal" font="default" size="100%">Oliver  Sindabi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">free primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">Kenya Certificate of Primary Education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408437372.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">39</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils’ discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teachers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">71-81</style></section></record></records></xml>