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
REUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN
EDUCATIONAL ADMINISTRATION
MAASAI MARA UNIVERSITY
A!"#$, 201%.
DECLARATION AND APPROVAL
This proposal is my original work and has not been presented to any other institution of learning or
for the award of the Degree or Diploma.
CHEPKWO! "#CH$"D K#%##
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This proposal has been submitted for e0amination with appro1al by super1isors from (aasai (ara
2ni1ersity.
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ABSTRACT
The study will e0amine the effe6ti1eness of physi6al infrastru6ture poli6y on the effe6ti1eness of
free primary edu6ation in Konoin /ub7County of Kenya. The study ob8e6ti1es will be' To e0amine
the nature of physi6al infrastru6ture poli6y under free primary edu6ation strategy in publi6 s6hools
in Kenya9 to determine how the implementation of physi6al infrastru6ture poli6y has affe6ted the
effe6ti1eness of free primary edu6ation in publi6 s6hools in Kenya: and to establish the
6ontribution of publi6 primary s6hool management 6ommittees on physi6al infrastru6ture poli6y on
the effe6ti1eness of free primary edu6ation in Kenya. The study will adopt a des6ripti1e sur1ey
resear6h design where *) s6hools will be sampled through stratified probability and purposi1e
sampling te6hni;ues. The respondents will in6lude' *) head tea6hers: <) s6hool 6ommittees: ,=)
6lass tea6hers and *= pupils will be sele6ted from ea6h s6hool. Data will be 6olle6ted using
;uestionnaires: inter1iew s6hedules: fo6us group dis6ussion guide and by the obser1ation guide.
$nalysed ;uantitati1e data will be analy>ed and presented des6ripti1ely through fre;uen6y 6ounts:
means and per6entages while ;ualitati1e data will presented by tallied and presented using
fre;uen6y distribution tables: bar graphs: pie 6harts as well as des6ripti1e and e0planatory
a66ounts. The 6on6lusion will be based on the findings.
3

ABBREVIATIONS AND ACRONYMS
CDTF 7 Community De1elopment Trust ?und
FPE-?ree Primary Edu6ation
MOE7(inistry of Edu6ation
BOG7 %oard of &o1ernors
HOD7 Head of Department
KUPPET7Kenya 2nion of Post Primary Edu6ation Tea6hers
KNUT7 Kenya ational 2nion of Tea6hers
DEO7Distri6t Edu6ation Offi6er
SPSS7/tatisti6al Pa6kages for /o6ial /6ien6es
SMC @ /6hool management Committee
CDF7Constituen6y De1elopment ?und
EFA- Edu6ation ?or $ll
NARC- ational "ainbow Coalition
UNESCO- 2nited ations Edu6ational: /6ientifi6 and Cultural Organi>ation
4
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Table .., Target PopulationAAA.AAAAAAAAAAAAAAAAAAAAAAAA.,B
Table' ..* /ampling /i>e ................................................................................................................. *)
5
TABLE OF CONTENTS
6
CHAPTER ONE
B*-./"(012 () '3, S'024
Edu6ation is the 6ornerstone of e6onomi6 growth and so6ial de1elopment. #t is a prin6ipal means of
impro1ing the welfare of indi1iduals and primary s6hool edu6ation is the foundation CWorld bank:
,BBDE. E0pansion and su66ess of edu6ation relies on infrastru6ture whi6h affe6ts edu6ation a66ess:
6ontributes to ;uality learning en1ironment and student a6hie1ement CCrampton: *)).E.
The importan6e of infrastru6ture 6annot be gainsaid. #f infrastru6ture is not suffi6ient or not
maintained: there will be obsta6les in edu6ation a66ess and parti6ipation espe6ially to the 1ulnerable
groups in so6iety. Of more than ,,D million s6hool age 6hildren out of s6hool in de1eloping
6ountries: the 1ast ma8ority 6ome from one or more of the traditionally disad1antaged groups in
so6iety9 rural: female and poor. CCrampton: *)).E.
The ;uest to engender de1elopment is not a re6ent phenomenon. $66ording to Ota6h: C*))FE
Gbefore ,B=): free and uni1ersal primary edu6ation had not been e0tended to $fri6an 6hildren
in any of the East $fri6an %ritish 6olonies: ra6ial dis6rimination in primary edu6ation was
still inta6tH. The e0pansion of primary edu6ation remained a 6ru6ial problem in the 6olonial
era. The situation did not radi6ally 6hange with the a6hie1ement of independen6e in ,B=..
$CT#O$#D7Kenya C*))<E reported that: the a6hie1ement of independen6e heightened
pressure to in6rease the s6hool population and a rapid more towards uni1ersal primary
edu6ation. The purpose of edu6ation was politi6al: so6ial: 6ultural: humanisti6 and e6onomi6:
C2#CE? I World %ank: *))BE. #t was e0pe6ted that the edu6ation would mould a whole
indi1idual who will 6ontribute profitably to so6iety.
The first step towards free primary edu6ation was in,BJ, Cgaroga: *)),E9 this was when
President -omo Kenyatta abrogated tuition fees for the e6onomi6ally marginal distri6ts in the
6ountry. %y -uly ,BJ.: distri6ts su6h as (arsabit: (andera: West Pokot: Wa8ir: Tana "i1er:
Turkana: /amburu: &arissa and 3amu had free primary edu6ation. The go1ernment also built
and supported boarding s6hools in these areas. $ national feeding programme was also laun6hed in
these areas. The main idea here was to en6ourage more parents to retain their 6hildren in
s6hool. #n De6ember ,BJ. another presidential de6ree made edu6ation free for the first four years
of primary edu6ation throughout the 6ountry. Cgaroga: *)),E obser1es that the presidential de6ree
was one of the most dramati6 politi6al pronoun6ements sin6e it took the planners and the publi6
unaware. The immediate result was in6rease in enrollments in primary s6hools from ,.F
7
million in ,BJ. to *.F million in -anuary ,BJ<. The (inistry of Edu6ation had to rethink of its
priorities and operations in order to 6ope with the staggering rise of pupil enrollment. #n ,BJ= the
&a6hathi "eport re6ommended an e0tension of the wai1er of fees to the full se1en years of primary
edu6ation by,BF): C2#CE? I World %ank: *))BE. Despite the e0isten6e of free primary edu6ation
by ,BF): the s6hools witnessed many 6hallenges that e1entually 6ontributed to its failure and
the introdu6tion of le1ies in primary s6hools.
#n -anuary *)). the $"C Cational "ainbow CoalitionE go1ernment implemented the free
primary edu6ation programme with the aim of pro1iding more opportunities to the disad1antaged
s6hool age 6hildren COta6h: *))FE. The programme 6reated a positi1e out6ome be6ause it resulted
in signifi6ant in6rease in enrolment in a ma8ority of the s6hools COta6h: *))FE. The poli6y
abolished s6hool fees and other le1ies arguing that fees and le1ies posed a serious
hindran6e to 6hildren wanting to a66ess edu6ation in s6hools COkwa6h I &eorge: ,BBJE. The
free primary edu6ation poli6y has been des6ribed as laudable C"ob et al.: *))<E: be6ause of its effe6t
on gross enrolment rate C&E"E whi6h in6reased from B* per6ent in *))* to ,)< per6ent in *)). of
the s6hool age 6hildren population COta6h: *))FE: resulting in more than ,.D million 6hildren who
were pre1iously out 7of 7s6hool 8oining primary s6hools C2E/CO: *))DE.
This s6hool infrastru6ture support was to build *,D 6lassrooms in the former orth Eastern
Pro1in6e by /eptember *))D. Others were' %asi6 Edu6ation Pro8e6t C%EPE: a &o1ernment of Kenya
and Oil produ6ing and E0porting Countries C&oK: OPECE pro8e6t that aimed to ha1e ,<)))
6lassrooms nationwide by *))J: land resour6e management pro8e6t sponsored by &o1ernment of
Kenya: World %ank: the Community De1elopment Trust ?und CCDT?E and European 2nion CE2E
support to primary s6hools in all areas. There is also the Constituen6y De1elopment ?und CCD?E
whi6h pro1ides funding to a wide range of 6ommunity based pro8e6ts in6luding s6hool 6onstru6tion.
This re;uires effe6ti1e 6oordination through Distri6t Edu6ation %oards CDE%sE.
The Kenya go1ernment priority is to pro1ide additional physi6al fa6ilities in order to ensure
affordable and e;uitable a66ess to edu6ation. #n this endea1our: the go1ernment intends to
6ollaborate with the pri1ate se6tor: non7go1ernmental organi>ations and de1elopment partners.
Pre1ious edu6ation 6ommissions reports su6h as' Kamunge Edu6ation "eport of ,BFF and Koe6h
Edu6ation "eport of ,BBB ha1e pla6ed importan6e in the pro1ision of s6hools physi6al
infrastru6ture. ot 1ery mu6h is known about how 6onstru6tion standards and s6hool upkeep affe6t
8
the ;uality of edu6ation as indi6ated by pupil a6hie1ement or about the effe6t of low standard and
poorly maintained fa6ilities on pupilKs attendan6e C(oE: *))DE.
Howe1er: serious 6hallenges ha1e bede1illed the implementation of the ?PE poli6y:
C2#CE? I World %ank: *))BE. They in6lude 6ongested 6lassrooms: limited physi6al fa6ilities
and shortage of ;ualified tea6hers. These 6hallenges ha1e negati1ely impa6ted on the ;uality of
tea6hing and learning on one hand and 6ontributed to indis6ipline in s6hools on the other COkwa6h
I &eorge: ,BBJE.
S'*',5,1' () '3, P"(+$,5
Edu6ation is the key national de1elopment: whi6h 6an be a6hie1ed through pro1ision of ;uality
standard edu6ation to all 6iti>ens. The effort to enhan6e a66essibility: e;uity and retention has been
enhan6ed through ?PE initiati1e by the go1ernment of Kenya. The go1ernment and other
de1elopment partners ha1e endea1oured to pro1ide fa6ilities for the reali>ation of ?PE.
5arious studies re1eal that the ?PE programme fa6es se1eral 6hallenges: among them are9 #n6reased
student population: shortage of tea6hers: la6k of 6lear guidelines on admission: hen6e the entry of
o1erage 6hildren. Others are' la6k of 6onsultation with key stakeholders su6h as tea6hers and
parents: delay in disbursement of funds: and e0panded roles for head tea6hers.

one of the studies howe1er: has fo6used its attention on s6hoolsK infrastru6ture poli6y and its
effe6ts. #nfrastru6ture plays an important role towards reali>ing the goals of Primary edu6ation. The
Kenya go1ernment on its part has renewed her emphasis on primary s6hool infrastru6ture through
the KE//P programme. Howe1er: the effe6ti1eness of this in1estment in Kenyan primary s6hools
has not been ade;uately in1estigated. There ha1e been issues of' a66ountability: effi6ien6y:
suffi6ien6y and e;uity in the a1ailability and use of s6hool physi6al infrastru6ture funds. Primary
s6hool physi6al infrastru6ture is ne6essary but e0pensi1e to finan6e. This study will e0plore the
a66ountability: ade;ua6y and e;uity as poli6y aspe6ts of the physi6al infrastru6ture in s6hools. The
study is based on the understanding that effe6ti1e s6hool physi6al infrastru6ture poli6y plays a 1ital
role towards a6hie1ing goals of edu6ation: espe6ially the 2PE.
9
The implementation of the ?PE programme seems to ha1e la6ked 6onsultations with stakeholders
and preparation of tea6hers: parents and 6ommunities do not seem to understand the ?PE poli6y:
hen6e possible diffi6ulty during the of the programme. This study: therefore: intends to e0amine the
effe6ts of physi6al infrastru6ture poli6y on the effe6ti1eness of ?PE in Konoin /ub7County: %omet
County of Kenya.
P0"!(&, () '3, S'024

The purpose of this study will in1estigate the effe6ts of physi6al infrastru6ture poli6y on the
effe6ti1eness of free primary edu6ation in publi6 s6hools in Kenya with spe6ifi6 referen6e to
Konoin /ub7County in %omet County: Kenya.
S!,-#)#- O+6,-'#7,&
The ob8e6ti1es of the study will be as follows'
i. To e0amine the nature of physi6al infrastru6ture poli6y under free primary edu6ation in
publi6 s6hools in Kenya.
ii. To establish how the implementation of physi6al infrastru6ture poli6y has affe6ted the
effe6ti1eness of free primary edu6ation in publi6 s6hools in Kenya.
iii. To find out the 6ontribution of publi6 primary s6hool management on the
operationalisation of physi6al infrastru6ture poli6y for effe6ti1e free primary edu6ation in
Kenya.
iv. R,&,*"-3 0,&'#(1&
The study will guided by the following resear6h ;uestions'
i. Do edu6ation stakeholders understand the effe6ts of physi6al infrastru6ture poli6y on the
effe6ti1eness of free primary edu6ation in publi6 s6hools in KenyaL
ii. What are implementation 6hallenges on physi6al infrastru6ture poli6y whi6h ha1e affe6ted
the effe6ti1eness of free primary edu6ation in publi6 s6hools in KenyaL
iii. What are the physi6al infrastru6tures needed for the effe6ti1eness of free primary
edu6ation poli6y in KenyaL
10
iv. What is the 6ontribution of publi6 primary s6hool management on physi6al #nfrastru6ture
Poli6y towards the effe6ti1eness of ?ree Primary /6hool in KenyaL
v. A&&05!'#(1& () '3, S'024
The proposed study will 6arry out the following basi6 assumptions'
i. That all the respondents will gi1e truthful: honest and genuine responses to the
;uestionnaires.
ii. That the edu6ation stakeholders are informed and aware of the s6hool infrastru6ture poli6y
on ?ree Primary Edu6ation.
iii. That ?ree Primary Edu6ation poli6y is widely appli6able in all publi6 primary s6hools in
Kenya and espe6ially in Konoin /ub76ounty of %omet County.
iv. 80&'#)#-*'#(1& () '3, S'024
2pon 6ompletion of the proposed study: there are se1eral bodies and organi>ations that will benefit
from the study in6luding both publi6 and pri1ate s6hools management espe6ially on matters of
poli6y implementation on physi6al infrastru6ture. ?irst: the edu6ation stakeholders in publi6
primary s6hools will be informed by the study and hen6e they will probably be able to make
prudent de6isions that will go towards the impro1ement of edu6ation performan6e in publi6 primary
s6hools. /e6ondly: Edu6ation Poli6y makers would benefit from the proposed study in that they will
be able to plan wisely and address any e0isting in6onsisten6ies asso6iated with poli6y defi6ien6ies
that deter learning in publi6 primary s6hools. $lso the study will add 1alue to the management of
pri1ate primary s6hools sin6e their parti6ipation in planning and running of s6hools entail poli6y
formulation and implementation. ?inally: the findings of this study will add 1alue to the a6ademi6
arena hen6e e0panding the s6ope of knowhow for further resear6h that will impro1e the
performan6e in s6hools by way of poli6y inter1entions and stakeholder in1ol1ement.
S-(!, () '3, S'024
The proposed study will be to assess the effe6ts of physi6al infrastru6ture poli6y on the performan6e
of free primary edu6ation in publi6 s6hools in Kenya with spe6ifi6 referen6e to: Konoin /ub7County
in %omet County: Kenya. The data will 6on6entrate on the sub8e6t of the study and it will 6omprise
of the 6lass tea6hers: head tea6hers: s6hool 6ommittees and pupils.
11
1.9 T3,(",'#-*$ F"*5,:(".
E1ery in1estment: it is e0pe6ted to has future results. To a6hie1e any result: one re;uires 6ertain
sustained efforts. Effe6ti1eness of infrastru6tural hea1ily relies on the theory of a6tion. This theory
posits that more resour6es are the most effe6ti1e means to impro1e a6hie1ement. -ames Coleman
C,BF=E: as an organi>ing prin6iple brings together the beliefs and a6tions of indi1iduals towards a
6olle6ti1e goal.
#n primary s6hool infrastru6ture funding: there is need to find means for more resour6es in order to
a6hie1e edu6ational goals. Kenya has been se1erely 6onstrained in her efforts to a6hie1e 2PE.
Publi6 in1estment in s6hooling has in6reased more than tenfold sin6e *))* in an effort to a6hie1e (D&:
CO6hola et al: *))JE.

/6hool impro1ed grants of between ,)):))) @ *)):))) per year are to be gi1en to ,))) s6hool
finan6ially and te6hni6ally to impro1e their infrastru6ture: build 6apa6ity to implement: mobili>e
6ommunity support and monitor and e1aluate both the programme and impa6t. C(OE: *))DE. $part
from KE//P other effort aimed at impro1ing infrastru6ture are going on need to be enhan6ed.
12
1.10 C(1-,!'0*$ F"*5,:(".
The 6on6eptual framework below shows the intera6tion between the dependent 1ariable
CEffe6ti1eness of ?ree Primary Edu6ationE and the #ndependent 5ariables CThe &o1ernment Poli6y
on ?ree Primary Edu6ationE. The effe6ts of these 1ariables on the effe6ti1eness of the
implementation of free se6ondary edu6ation 6ould also be influen6ed by go1ernment poli6y on free
se6ondary edu6ation: whi6h was the inter1ening 1ariable of the study. #f physi6al fa6ilities su6h as
6lassrooms: library: toilet and 6ompounds are not ade;uate: then poli6y implementation is affe6ted
negati1ely. $de;ua6y of learning resour6es su6h as te0tbooks and other tea6hing+learning resour6es
6ould also be affe6ted as the go1ernment implements ?ree Primary Edu6ation. This relationship
implies that the effe6ti1eness of ?ree Primary Edu6ation in Kenya Publi6 Primary /6hools is
dependent on the outlined fa6tors amongst others that may not be 6o1ered by the study due to the
limiting 6onstraints su6h as resour6e 6onstraints. The relationship in the 1ariables as e0pressed is
howe1er moderated by the e0ogenous 1ariables su6h as the go1ernment Poli6y on ?ree Primary
edu6ation and the (anagement of Publi6 Primary /6hools in Kenya.




13
1.11 O!,"*'#(1*$ D,)#1#'#(1 () T,"5&
P,")("5*1-, () F",, P"#5*"4 E20-*'#(1: "efers to the effi6ien6y and effe6ti1eness reali>ed in
terms of management and a6hie1ement of e06ellen6e in a6ademi6 ob8e6ti1es with the go1ernment
support by way of resour6e allo6ation that would otherwise be paid for by parents and guardians.
U12,"&'*12#1/ () P34&#-*$ I1)"*&'"0-'0", P($#-4: "efers to the general to the detailed
understanding of the go1ernment poli6y by stakeholders and pupils on the framework that guides
and enhan6es the a6;uisition of edu6ation by learners in terms of 6apa6ity building. These in6lude
physi6al fa6ilities su6h as 6lassrooms: offi6es: a1ailability of funds and transportation.
R,&(0"-, A$$(-*'#(1 '(:*"2& I5!$,5,1'*'#(1 () P($#-4: $ pro6ess by whi6h resour6es su6h and
funds and other fa6ilities that support edu6ation are a1ailed and distributed to publi6 primary
s6hools su6h that the o1erall ob8e6ti1e will be to e0e6ute plans and poli6ies for the attainment of
goals set by the s6hools stakeholders
R($, () P0+$#- P"#5*"4 S-3(($ M*1*/,5,1': #mplies the defined and assigned role that the
publi6 s6hool management engage in so as support in the day to day learning by publi6 primary
s6hool pupils in Kenya.
G(7,"15,1' P($#-4 (1 F",, P"#5*"4 E20-*'#(1: "efers to the Kenya &o1ernment poli6y upon
whi6h the implementation of ?ree Primary Edu6ation in Kenya Publi6 Primary /6hools is founded
on. These in6lude the dire6t inter1entions that the go1ernment employs in order to reali>e
sustainable and su66essful a66ess of basi6 edu6ation in primary s6hools.
14
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 I1'"(20-'#(1
#n this 6hapter: the resear6her will present a re1iew of literature related to the study. The 6hapter
first 6o1ers literature on the status of physi6al fa6ilities in primary s6hool edu6ation in Kenya. Then
literature is re1iewed on the 6hallenges related to introdu6tion of free se6ondary edu6ation: among
them 6hallenges related to material and physi6al resour6es: delays in funds disbursement: tea6her7
learning fa6ilities: 6lassrooms and 6onditions of s6hools.
E)),-'& ",$*',2 '( S'*'0& () P34&#-*$ F*-#$#'#,&
The introdu6tion of free primary edu6ation in *)). was re6ei1ed with mi0ed rea6tions a6ross the
6ountry: 2E/CO: C*))DE. The go1ernmentKs task for6e reported that the implementation of the
program was fa6ed with a number of glaring 6hallenges that re;uired to be addressed. Despite
the introdu6tion of ?PE C*)).EE a large number of students are still outside s6hool. This means that
they are depri1ed the opportunity to learn and a6;uire skills for playing a meaningful role in so6iety.
/o6ial e06lusion is a great loss at the indi1idual and so6iety le1els. (ost of these out7of7s6hool
6hildren e0perien6e po1erty and unemployment and some get in1ol1ed in 6riminal and other so6ial
e1ils as a means of sur1i1al. The real issue of edu6ational apartheid 6omes to the surfa6e only after
8oining a s6hool. Enrolling in a s6hool does not ensure the pro1ision of ;uality edu6ation. There is
one ;uestion that is 6entral to ;uality' What kind of s6hool is itL e.i: state of the building: te0tbooks:
medium of instru6tion as well as so6io7e6onomi6 ba6kground of the 6hildren. ?D/E C*))FE
2E/CO ational Edu6ation /e6tor /upport /trategy C2E//E for the "epubli6 of Kenya *),)7
*),, another issue. /ome s6hools la6k water points and are lo6ated more than ,)km away from
nearest water sour6es. Only about D= per6ent of s6hools in $/$3 areas ha1e a66ess to water: less
than .F per6ent of whi6h is 6onsidered safe. 3a6k of sanitation in the s6hool is another hindran6e
affe6ting 6hildren: parti6ularly girls. The underlying 6auses 6an be 6ategori>ed as push and pull: or
supply and demand fa6tors. MPushK fa6tors in6lude inade;uate resour6es+allo6ations: low tea6her and
6lassroom supply: distan6e of s6hools from residen6es: and insuffi6ient tea6hers. C2E//: *),,E
E)),-'& R,$*',2 '( A2,;0*-4 () F012& *12 D#&+0"&,5,1'
15
The road to true learning is thinking. !et: 6hildren ha1e no spare time to engage in this ne6essary
pra6ti6e: known for 6reation of knowledge: de1elopment of so6ial skills and 6ogniti1e growth:
C2E/CO: *))DE. #n most s6hools: there is a widespread failure with respe6t to tea6hers and the
tea6hing profession. The go1ernment 6ontrols the remuneration and may often see no urgen6y in
en6ouraging seamless implementation of a progressi1e reward system COkwa6h I &eorge: ,BBJE.
(inister of Edu6ation asserted that ?PE is aimed at easing the burden from the parents by
abolishing s6hool le1ies and ensuring e;uity and a66essibility to s6hools. Through ?PE: go1ernment
has strategi6ally pla6ed itself as an important stakeholder in the edu6ation se6tor and hope that this
will 6reate a better relation between go1ernment representati1es: /(C and parents. The failure on
the part of the publi6 to re6ogni>e the fa6t that tea6hing re;uires great skill and talent 6ompounds
the matter. Delays in disbursing funds to support free primary s6hool edu6ation ha1e frustrated
many tea6hers: put pressure and 6onstrains on parents finan6ial burdens. C2E/CO: *))DE.
Howe1er: the e0e6uti1e /6hool (anagement Committee C/(CE plays a ma8or role in the
management of all s6hool finan6ial a6ti1ities: whi6h in1ol1e the disbursement of money. The
money is obtained through 1arious sour6es su6h as CD?: grants and donations. $66ording to
Orlosky C,BF<E: finan6ial management determines the way the s6hool is managed and whether or
not the s6hool will meet its ob8e6ti1es.
E)),-'& R,$*',2 '( T,*-3,"&
Okwa6h I &eorge: C,BBJE asserted that there is an issue asso6iated with tea6hing7 learning
materials as a ma8or 6hallenge fa6ing the system. 2nder the ?PE programme: e1ery pupil is entitled
to free writing materials: for e0ample: pen6ils: pens and e0er6ise books. They further points that
te0tbooks were being shared in the ratio of one te0tbook to fi1e pupils. /haring of te0tbooks
affe6ted their a66essibility to the books while at home many ha1e to do their homework early in the
morning the ne0t day when in s6hool. This says something about the amount of work that the
tea6hers ha1e to gi1e to the pupils. /upplementary reading books are also another issue that will be
in1estigated in the study.
E)),-'& R,$*',2 '( C$*&&"((5& - L,*"1#1/ C(12#'#(1&
$66ording to ?$WE C*)),E s6hools that la6k ade;uate 6lassrooms for instan6e: hold their lessons
outside or under trees. During bad weather su6h lessons are postponed or are ne1er held altogether.
This interferes with syllabus 6o1erage and students from su6h s6hools do not perform well in
e0amination.
16
?unding for physi6al infrastru6ture in primary s6hool: has o1er the years been part of the o1erall
s6hool finan6ing. Physi6al infrastru6ture funding will in1ol1e the funds or efforts e0pe6ted on
building: land: physi6al en1ironment: furniture and bla6k wall either in form of repair and
maintenan6e: 6onstru6tion and infrastru6ture management. Primary s6hool physi6al infrastru6ture
funding has been a 6hallenging undertaking espe6ially due to s6ar6ity of resour6es and 6apa6ity
6onstraints CEl6her: ,BFBE.The result is that s6hool physi6al infrastru6ture funding *) lags behind
6ompared to progress in funding other areas of s6hool edu6ation needs.
This study will in1estigate the status of physi6al fa6ilities. ?or instan6e 6lassrooms that
a66ommodate the large number of pupils enrolled under the ?PE programmes: 6lassroom roofs:
6lassroom windows: and 6lassroom furnitureKs+desk and 6hard boards+1isual aids. G%oth the
go1ernment and the parents ha1e finan6ial obligations to meet. The go1ernment is 6harged with
mobili>ation of resour6es: re6ruitment of tea6hers and training: paying tuition fees: de1elopment of
the s6hool 6urri6ulum and pro1ision of the infrastru6ture and instru6tional materialsH (inister of
Edu6ation. Parents on the other hand pro1ide basi6 needs for the 6hildren: s6hool uniforms and
other s6holasti6 materials.
2.2 E)),-'& R,$*',2 '( C(12#'#(1 () S-3(($ C(5!(012&
The (inistry of Edu6ation in Kenya has 6ome up with safety standards manual for s6hools in
Kenya C(oE: *))DE. This emphasi>es the importan6e of 6omplying with edu6ation a6t CCap *,,E
and publi6 *D health a6t CCap *<*E. The manual dis6usses si>e and number of physi6al
infrastru6ture for resistan6e and re6ommends the need for suffi6ien6y. $66ording to this a6ts physi6al
infrastru6ture in6ludes stru6tures su6h as 6lassrooms: kit6hen: laboratories: water tanks: play ground:
and e;uipment among others. The fa6ilities 6an be either permanent or temporary. /u6h stru6tures are
supposed to be appropriate: ade;uate and properly lo6ated de1oid of any risks to users. #t has been
indi6ated by other resear6hers that a ;uarter of the s6hools had a 6lean s6hool 6ompound with ample
spa6e. Howe1er: only ,D per6ent of the s6hools with a large 6ompound are untidy. /lightly less than
half C<< per6entE of the s6hools are 6rowded but with tidy 6ompounds while ,= per 6ent of the
s6hools la6ked spa6e and the 6ompounds are untidy. Those results indi6ate that a ma8ority of publi6
primary s6hools are 6rowded C=) per 6entE9 this does not augur well for the su66ess of the ?PE
programme.
17
CHAPTER THREE
<.0 RESEARCH METHODOLOGY
<.1 I1'"(20-'#(1
This se6tion outlines the pro6edures and the strategies that will be used to 6olle6t and analy>e data.
#t fo6uses on 9 resear6h design: study area: target population: sample pro6edure and sample si>e:
instrumentation: reliability of the instrumentCpilot study: pretestE and des6ription of methods and
te6hni;ues that will be used to 6olle6t: analy>e and present data.
R,&,*"-3 D,&#/1
The study will employ a des6ripti1e sur1ey resear6h design. Des6ripti1e sur1ey resear6h designs are
used in preliminary and e0ploratory studies to allow resear6hers to gather information: summari>e:
present and interpret for the purpose of 6larifi6ation COrodho: *))*E. (ugenda and (ugenda C,BBBE
on the other hand define the purpose of des6ripti1e resear6h as determining and reporting the way
things are. %org I&all C,BFBE noted that des6ripti1e sur1ey resear6h is intended to produ6e
statisti6al information about aspe6ts of edu6ation that interest poli6y makers and edu6ators.
Kombo and Tromp: C*))*E des6ribed des6ripti1e sur1ey as 6olle6ting information about peopleKs
attitudes: opinions: habits or any of the 1ariety of edu6ation or so6ial issues. #t is a method of
6olle6ting information by inter1iews or administering a ;uestionnaire to a sample of indi1iduals.
This study aims at 6olle6ting information from respondents on their opinions on the influen6e of
physi6al fa6ilities on learner out6ome. #tKs going to be done by administering ;uestionnaires.
The study therefore: will utili>e an e0ploratory approa6h using a des6ripti1e sur1ey design to
in1estigate the effe6ti1eness of physi6al infrastru6tural funding in primary s6hools. Des6ripti1e
sur1ey design is used in preliminary and e0ploratory studies. This is a66ording to 3u6k I "uben:
C,BFJE.%org and &all C,BFBE note that des6ripti1e sur1ey resear6h is intended to produ6e statisti6al
information about aspe6ts of edu6ation that interest poli6y makers and edu6ators by in1ol1ing a
broad 6ategory of stakeholders. The study will fitted within the 6ross se6tional sub7types of
des6ripti1e sur1ey design.
A",* () S'024
18
This study will be 6arried out in Konoin within %omet County: Kenya. ?urthermore: reports from
the Distri6t Edu6ation Offi6e: Konoin for the period before introdu6tion of ?ree Primary Edu6ation
indi6ated that primary s6hools within the region were fa6ing 6hallenges related to understaffing:
inade;uate physi6al fa6ilities: po1erty and 6ongestion in 6lassrooms CKonoin Distri6t Edu6ation
Offi6e: *)))E. #t would be important to gain empiri6al data on the 6hallenges being fa6ed in the
distri6t sin6e the introdu6tion of ?PE in *))..
T*"/,' P(!0$*'#(1
$ population is any group of persons: ob8e6ts or items possessing 6ommon 6hara6teristi6s and
identifi6ation for study. Population 6an be 1ery large or small depending upon the si>e of the
resear6her want to make the inter7phase. The target population 6omprised of J<) respondents in
Konoin sub7County: %omet County. #t will 6onsist of ,=) Class Tea6hers: *) Head Tea6hers: <)
/6hool 6ommittees and D*) pupils. Target population will be used to indi6ate the target
respondents and their a66essibility as illustrated below.
T*+$, <.1 T*"/,' P(!0$*'#(1
C*',/("4 T*"/,' !(!0$*'#(1 T('*$
Class Tea6hers F 0 *) s6hools ,=)
Head tea6her , 0 *) s6hools *)
/6hool 6ommittees *0*) s6hools <)
Pupils *=0*) s6hools D*)
T('*$ =%0
<.> S*5!$#1/ D,&#/1 *12 S#?,
To determine the sampling te6hni;ues and si>e: the resear6her: after weighting ea6h the sampling
units in the resear6h: will utili>e a 6ombination of probability and non7probability sampling
te6hni;ues. Cha1a: ? and a6hmas: C,BB=E indi6ate that the resear6her has to establish the weight of
the sampling units and employ appropriate sampling te6hni;ues. They add that the 6hoi6e of the
sample si>e must be 6hosen by some logi6al pro6ess and should be determined by the resear6her
19
depending on the following' Population: type of study: standard of a66ura6y desired: and
a1ailability of resour6es among other.
Te6hni;ues will be used as it will ensures in6lusion in the sample of sub @groups: whi6h
otherwise would be omitted by other sampling methods to their small number in
population.
The resear6her will use stratified random sampling method to sample ,,< respondents as follows'
Class Tea6hers <F: Head Tea6hers *): /6hool Committees *): and *= pupils by ea6h s6hool. This
will represent .) per6ents of target population. $66ording to Kothari C*))FE: a sample si>e of at
least .) per6ents is a66eptable for a target population between D) and D)). The study will target the
s6hools in Konoin /ub76ounty in %omet County that dire6tly pro1ided suffi6ient and reliable data
through the e0perien6e: skills and knowledge. The resear6her will be in a position to obtain 1aried
rele1ant data for the study. This is shown in the Table ..* below.
T*+$,: <.2 S*5!$#1/ S#?,
C*',/("4
T*"/,'
P(!0$*'#(1 @AB
S*5!$, S#?,
Class Tea6hers ,=)0.) <F
Head tea6her *)0, *)
/6hool 6ommittees <)0.) ,F
Pupils *=0.) <F
T('*$ 11%
3.7 D*'* C($$,-'#(1 I1&'"05,1'&
Nuite a number of data 6olle6tion instruments will be used in 6arrying out this resear6h9 for instan6e
data will be obtained from distri6t offi6e. Howe1er: the main type of data 6olle6tion instrument will
be the ;uestionnaire and obser1ation s6hedule. These instruments will be supplemented by
do6umentary analysis of inspe6tion and audit reports.
<.C 0,&'#(11*#",&
The ;uestionnaire will be used for data 6olle6tion be6ause it offers 6onsiderable ad1antages in the
administration. #t also presents an e1en stimulus potentially to large numbers of people
20
simultaneously and pro1ides the in1estigation with an easy a66umulation of data. &ay C,BB*E
maintains that ;uestionnaires gi1e respondents freedom to e0press their 1iews or opinion and also
to make suggestions. #t is also anonymous. $nonymity helps to produ6e more 6andid answers than
is possible in an inter1iew. The ;uestionnaires will be use to 6olle6t data from head tea6hers and
6lass tea6hers.
0,&'#(11*#",& )(" H,*2 T,*-3,"& *12 T,*-3,"&
The ;uestionnaire for head tea6hers will be 6omprises of four se6tions. /e6tion , 6olle6ted the
ba6kground information of the respondent. Ea6h of the other three se6tions will 6olle6t
information relates to the effe6ts fa6ed in the effe6ti1e implementation of free primary edu6ation in
relation to status of physi6al fa6ilities: ade;ua6y of funds and disbursement: tea6her7learning and
6ondition of s6hool 6ompounds. The ;uestionnaire 6omprised of both 6lose7ended and open7ended
items.
3.8 D*'* C($$,-'#(1 P"(-,20",
Kombo and Thromp C*))=E defined data 6olle6tion as the pro6ess of gathering of spe6ifi6
information to impro1e or refute some fa6ts. 2pon 6ompletion of this resear6h proposal the
resear6her will take an authori>ation letter from the 2ni1ersity whi6h will seek out permission
from Konoin sub76ounty: %omet County in order to redu6e the le1el of suspi6ion and also help the
resear6her to familiari>e with the en1ironment and sensiti>e the respondents of the intended
study to be 6ondu6ted. $lso the resear6her will administer the ;uestionnaires personally and will
6olle6t them after a week.
21
3.9 V*$#2#'4 *12 R,$#*+#$#'4 () '3, I1&'"05,1'&
Creswell: W.-. C*),,E. GreliabilityH refers as to whether s6ores are to items on an instrument are
internally 6onsistent Ci.e. are the items responses 6onsistent a6ross 6onstru6tsE: stable o1er time
Ctest7retest 6orrelationE: and whether there was 6onsisten6y in the test administration and s6oring.H
The reliability of the instruments will be tested through a pilot study in different lo6ation from the
lo6ation of study but e0hibit the same 6hara6teristi6s. The split half reliability 6oeffi6ient shall be
applied in the piloting and the instrument shall be reliable if it yields a reliability 6oeffi6ient CrE of at
least ).D.
Kothari C*))BE e0plains 1alidity as the most 6riti6al 6riterion that indi6ates the degree to whi6h an
instrument measures what it is supposed to measure. 5alidity is the degree to whi6h the resear6h
instrument measures what it is supposed to measure C&ay: ,BB*E. Therefore: 1alidity refers to the
e0tent to whi6h an instrument has to measure what it ought to measure a66urately on the 1ariables
of the study and produ6e data whi6h 6an be used to e0plain the phenomenon and gi1e meaningful
inferen6es. The instrument will be piloted in one randomly sele6ted se6ondary s6hool. The pilot
s6hool will not be in6luded in the main study. The resear6her will administer the ;uestionnaires to
the head tea6hers: deputy head tea6hers and head of departments in the sele6ted s6hool. The pilot
study will help point out ambiguities and flaws in the ;uestionnaires and inade;ua6ies in the 6oding
system. These will in turn be used as the basis for modifi6ations and impro1ement of the
;uestionnaires. The pilot study will then help the resear6her to de1elop the resear6hing e0perien6e
in 6arrying out the main study. The resear6her will also ensure 1alidity of the instrument by
6onsulting with his super1isors from (aasai (ara 2ni1ersity and any re6ommendation and ad1i6e
emanating from them will appre6iati1ely be adopted.
E'3#-*$ C(1&#2,"*'#(1
Ethi6al 6onsiderations will be obser1ed by the resear6her in 6arrying out the resear6h. The
resear6her will seek to be granted to 6arry out the resear6h from the ministry of edu6ation C(OEE9 a
letter of permission will be handed o1er to the Distri6t Edu6ation Offi6er CDEOE. The prin6ipal also
will re6ei1e the letter of re;uest and introdu6tion from the resear6her. The resear6her will e0plain to
the respondents the importan6e of the data 6olle6ted. They will be informed that the data in the
;uestionnaire will be treated with 6onfidentiality.
22
$ny information or data obtained from respondents and the informants will remain anonymous and
their identity will not be dis6losed to the third party. $lso where ne6essary before obtaining
information: the 6onsent will be obtained from respondent and they will be made aware of the
purpose of the study. The resear6h will a1oid engaging in plagiarism or misusing of pri1ileges and
opportunities a66orded during the study time.
D*'* A1*$4&#& *12 P",&,1'*'#(1 T,-31#;0,&
On6e 6olle6tion of data has been done su66essfully: the data analysis will begin when the
;uestionnaires will be 6oded and thereafter s6oring the responses. ?re;uen6y distribution tables will
be prepared and the totals of ea6h item 6al6ulated. Thereafter data will be 6oded and analy>ed by
the use of /tatisti6al Pa6kages for /o6ial /6ien6es C/P//E. The analysis will employ both
des6ripti1e and inferential statisti6s. #n des6ripti1e statisti6s: tables: fre;uen6ies and graphs will be
used whereas for the inferential statisti6s: 6orrelation and regression models will be used.
23
REFERENCES
%rooger blog .*))B.?a6tors that influen6e the management of finan6e in an organi>ation.
Creswell: W.-. C*),,E. "esear6h Design9 ;ualitati1e: ;uantitati1e and mi0ed methods approa6hes
C.rd Ed.E. California' /age publi6ations #ndia p1t.
&a6heru C*),,E9 law in edu6ation Cunpublished notesE Egerton uni1ersity
&aura1 $. C*),,E. (eaning Definition and /6ope. What is finan6ial managementL
"etrie1ed from internet on -une *=: *),*
&ay: &. C,BB*E. The state of (ulti76ultural Edu6ational Opportunity: ,BB= report.
Kiboiy: K.3. C,BBFE. Effe6ti1e ?inan6ial (anagement' #ts impa6t on s6hool administrati1e
fun6tions' a 6ase study of andi distri6t. 2npublished (.Phil. Thesis. (oi 2ni1ersity.
Kombo D.K and 3.$ Tromp C*))=E. Proposal and Thesis Writing' $n #ntrodu6tion. airobi'
Paulins Publi6ation $fri6a.
Kombo D.K I D.3.$. Tromp: C*))=E. Proposal $nd Thesis Writing $n #ntrodu6tion.
Koros /: P. K. C*))BE. Prin6ipalsK and students per6eptions on parental 6ontribution to finan6ial
management in se6ondary s6hools in Kenya. Nuality assuran6e in edu6ation. "etrie1ed -uly
B: *),* from Emerald group publishing database.
Kothari C. ". C*))BE. "esear6h (ethodology (ethods and Te6hni;ues : *
nd
re1ised edition.

(aheswari . Cn.dE. Definition of ?inan6ial (anagement. "etrie1ed on -une *=: *),*
OECD. C*)).E. /tatisti6s dire6torate9 business tenden6y sur1ey handbook.
Orlosky: D. E. C,BF<E. Educational Administration Today. Ohio' Charles E. (errill
Publishing Company.
Perry C. C*),*E. Procurement in education' summary paper. "esear6h and information
ser1i6e resear6h paper' orthern #reland assembly.
Okwa6h9 et al C*)))E' #mplementing the "eport of #n;uiry into
the Edu6ation /ystem of Kenya' "ealities: Challenges and Prospe6ts: airobi #P$".
2E/CO C*))BE. Education for All Mid-Decade Report ' Paris.
24
APPENDICES
APPENDID I : BUDGET FOR THE PROPOSED PRO8ECT
ITEM KSHS.
Tra1elling *):)))
/tationery ,D:)))
Produ6tion and mailing of Nuestionnaires ,D: )))
(is6ellaneous ,):)))
T('*$ E0,000
APPENDID II: WORK PLAN
*),* *),.
Task $pril (ay -une -uly $ug /ep O6t o1 De6 -an ?eb (ar
Proposal Writing
$ppointments
Data 6olle6tion
$nalysis of data
Colle6ted
Presentation+repo
rt
6orre6tion
25
APPENDID III: LETTER OF INTRODUCTION
MAASAI MARA UNIVERSITY,
SCHOOL OF EDUCATION,
DEPARTMENT OF CURRICULAR EDUCATION MANAGEMENT,
P.O.BOD CE1,
NAROK.
Dear "espondent:
# am a (asters student at (aasa (ara 2ni1ersity and in partial fulfillment of the re;uirements for
the award of $ (aster of Edu6ation Degree in Edu6ation9 # am 6urrently 6arrying out a study on
effe6ts of physi6al infrastru6ture poli6y of effe6ti1eness of ?ree Primary Edu6ation in Kenya' $
/ur1ey of /6hools in Konoin /ub7County: %omet County. This ;uestionnaire gi1es you as 6han6e to
e0press your 1iews on the resear6h topi6 and the 1iews you hold on the role of logisti6s on
pro6urement performan6e. The findings of this study will be published and reser1ed at (aasai (ara
2ni1ersity 3ibrary. The information you gi1e will be treated with utmost 6onfidentiality and will be
used for the purposes of this resear6h study only. !ou are therefore NOT re;uired to write your
name on this ;uestionnaire. !our 6ooperation will be highly appre6iated.
Thank you
"i6hard Kibii Chepkwony
/6hool of Edu6ation
26
APPENDID IV: UESTIONNAIRE
UESTIONNAIRE
P,"&(1*$ I1)("5*'#(1
1. #ndi6ate your gender. (ale ?emale
2. Current positionAAAAAAAAAAAAAAAAAAAAAAAAAAAA..
3. Duration of ser1i6e as a stakeholder in ?ree Primary Edu6ation
)7.yrs < @ Jyrs F @ ,,yrs o1er ,*yrs
4. Edu6ation le1el
Certifi6ate Diploma Degree (asters
$ny otherL /pe6ifyAAAAAAAAAAAAAAAAAAAAAAAAAAA..
5. #ndi6ate with a ti6k CE on M!esK or MoK se6tions if you understand the role of the following
proa6ti1e pro6urement terms as relates to publi6 pro6urement.
/tatement !E/ O
2nderstanding of Physi6al #nfrastru6ture Poli6y
E0tent of Poli6y #mplementation
"ole of Publi6 primary /6hool (anagement
"esour6e $llo6ation towards #mplementation of Poli6y
27
A. U12,"&'*12#1/ () P34&#-*$ I1)"*&'"0-'0", P($#-4
6. $re you aware of &o1ernment Poli6y on Physi6al #nfrastru6ture for ?ree Primary Edu6ationL
!es o
7. #f G!esH to ;uestion = abo1e: how do you rate the 6urrent status of physi6al infrastru6ture
towards the support of ?ree Primary Edu6ationL
E06ellent &ood $1erage /trongly Disagree o idea
8. How do you rate the effi6ien6y of the 6urrent poli6y on Physi6al #nfrastru6ture on ?ree Primary
Edu6ationL
5ery Effi6ient Effi6ient #neffi6ient 5ery #neffi6ient
9. Do you think the understanding of poli6y on physi6al infrastru6ture is important in the
performan6e of ?ree Primary Edu6ationL
!es o
10. Kindly e0press your opinions on the way forward to a more effe6ti1e and effi6ient
understanding of poli6y on physi6al infrastru6ture for enhan6ement of ?ree Primary Edu6ation.
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA.
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA.
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA.
28
29
B. EF',1' () P($#-4 I5!$,5,1'*'#(1
11.Do you think enough is being done in the implementation of poli6y on physi6al
infrastru6tureL
!es o
12. #f MyesK to the abo1e: what do you make of the in1ol1ement of publi6 primary s6hool
stakeholders in the implementation of poli6y on physi6al infrastru6tureL
5ery effi6ient Effi6ient #neffi6ient 5ery ineffi6ient o idea
13. #n your own opinion do you think there are enough media that allow for the implementation of
poli6y on physi6al infrastru6tureL
!eso
14. E0press your opinion on the way to effi6ient and implementation of poli6y on physi6al
infrastru6ture.
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
30
D. R($, () P0+$#- P"#5*"4 S-3(($ M*1*/,5,1'
15. Do you think the role of management in important in the performan6e of ?ree Primary
Edu6ationL
!es o
16. #f M!esK to ;uestion ,D: how do you rate the importan6e of management in the performan6e of
?ree Primary Edu6ation i publi6 Primary /6hool in KenyaL
17. 5ery #mportant #mportant 2nimportant 5ery 2nimportant
18. What are the 1arious whi6h the management is in1ol1ed in the performan6e of ?ree Primary
Edu6ation through the rele1ant poli6iesL
a) AAAAAAAAAAA
b) AAAAAAAAAAA
c) AAAAAAAAAAA
d) AAAAAAAAAAA
e) AAAAAAAAAAA
19. WhatKs your opinion on the best forward for an effi6ient managerial role in the implementation
of poli6y on physi6al infrastru6ture towards ?ree Primary Edu6ationL
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA.
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA.
THANK YOU FOR YOUR PARTICIPATION
31