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Erick Ochieng Otieno
Joined: Sep 25, 2006
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Gender & Age: Male & 34
Country: Kenya
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Free Primary Education vs Frequality Primary Education
October 3, 2007 - 07:49 AM
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A lot has been said with regards to most Governmenrnts trying to reach one of the fundamental Millenium Development goals. However, I have come to notice that in any case, most go for only free primary education as opposed to including the quality aspect of it. My question is to all who care, Must we have free pramry education at the expense of its QUALITY?
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Sean Amos
Joined: Sep 12, 2006
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Re: Free Primary Education vs Frequality Primary Education
October 4, 2007 - 02:51 AM
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Erick..i have to contradict with you on something...the income of most Kenyans is low and this is the best that they can get, in-terms of FPE, but in every project, there are merits/demerits and challenges...According to the Sessional Paper No 1 2005..........
(http://www.education.go.ke/PoliciesAndStrategies.htm) ....the government admits the challenges that you have raised esp of quality education...here are some excerpts;
"Despite this performance, primary education continues to experience
many challenges relating to access and equity. These include: overstretched
facilities; overcrowding in schools, especially those in urban slums; high Pupil-
Teacher Ratios (PTRs) in densely populated areas; high cost of special
equipment for children with special needs; diminished community support
following their misconstrued role vis-à-vis that of the Government in the
implementation of the FPE initiative; gender and regional disparities; increased
number of orphans in and out of school as a result of HIV/AIDS; and other
reasons such as internal inefficiencies.
In addition to the above challenges, the sub-sector also experiences
problems in the quality of learning. The current policy is that a primary school
teacher should be able to teach all the 7 subjects in the primary school
curriculum. However, the two years of teacher training is not adequate for the
teacher trainee to acquire mastery in subject content and skills of pedagogy in
all the 7 subjects. This compromises the quality of teaching offered after the
training. Other factors relate to poor resource management in primary schools,
in-adequate in-servicing of teachers, poor learning environment due to
overcrowding, inadequate facilities, poor health and sanitation, gender
insensitive environments, barriers for those with special needs and
inadequacies in quality assurance also contribute to low quality.
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Erick Ochieng Otieno
Joined: Sep 25, 2006
Posts: 117 (view all)
Poster Rank:
Chatterbox
User is
Offline
Gender & Age: Male, 34
Country: Kenya
Province/State: Nairobi Area
City: Kassarani
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Re: Free Primary Education vs Frequality Primary Education
October 4, 2007 - 04:17 AM
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Seanamo wrote:
Erick..i have to contradict with you on something...the income of most Kenyans is low and this is the best that they can get, in-terms of FPE, but in every project, there are merits/demerits and challenges...According to the Sessional Paper No 1 2005..........
(http://www.education.go.ke/PoliciesAndStrategies.htm) ....the government admits the challenges that you have raised esp of quality education...here are some excerpts;
"Despite this performance, primary education continues to experience
many challenges relating to access and equity. These include: overstretched
facilities; overcrowding in schools, especially those in urban slums; high Pupil-
Teacher Ratios (PTRs) in densely populated areas; high cost of special
equipment for children with special needs; diminished community support
following their misconstrued role vis-à-vis that of the Government in the
implementation of the FPE initiative; gender and regional disparities; increased
number of orphans in and out of school as a result of HIV/AIDS; and other
reasons such as internal inefficiencies.
In addition to the above challenges, the sub-sector also experiences
problems in the quality of learning. The current policy is that a primary school
teacher should be able to teach all the 7 subjects in the primary school
curriculum. However, the two years of teacher training is not adequate for the
teacher trainee to acquire mastery in subject content and skills of pedagogy in
all the 7 subjects. This compromises the quality of teaching offered after the
training. Other factors relate to poor resource management in primary schools,
in-adequate in-servicing of teachers, poor learning environment due to
overcrowding, inadequate facilities, poor health and sanitation, gender
insensitive environments, barriers for those with special needs and
inadequacies in quality assurance also contribute to low quality.
Point of Contradiction accepted. The point I was trying to make is this, it is great that the Government has recognized the shortcomings of the FPE. There should therefore be efforts to enhance them rather than making the masses happy with FPE if it will not be recognized anywhere due to the poor quality because at the end of the day, we shall, as a Nation, not have made any difference to thos who do not offer FPE at all. Thanks and have a nice time.
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