Free Primary Education in Kenya Essay Essays

Free Primary Education in Kenya Essay Essays Free Primary Education in Kenya Essay Essay Free Primary Education in Kenya Essay Essay Recognition I acknowledge my God for proviso of good wellness. sound head and in stamp lovingness. I besides express the same to my lector Mr. Malel for his diligent and hardworking work he did to me in the procedure of composing up the undertaking. I besides acknowledge the parts of my co-workers and my household for the forbearance and encouragement that they have given me since I begun the undertaking. I besides acknowledge the free entree to the Kenya National Library Service in Kericho. Dedication I dedicate this study to my Almighty Father for His countless Mercies and Eternal Providence. I besides dedicate it to my household. my parents and my kids. Abstract The survey investigated the statistical relationship between the debut of FPE and the registration of childs in ECD centres. The paper begins by measuring the alterations in registration prior and after the debut of FPE in 2002. It so delves into the inquiry of why this happens. The covered Mogogosiek Zone although the findings is relevant for the whole state. The research worker sampled six schools as the sample to stand for 20 schools in the zone. The random sample technique was used since all schools are homogenous. The research worker used questionnaires and observation to roll up informations in the field. The undertaking is utile for the stakeholders in the ECD sector runing from school caputs to authorities decision makers involved with ECD work. Table of Contents DECLARATION BY CANDIDATEii DECLARATION BY THE SUPERVISORii Acknowledgementiii Dedicationiv Abstractv Abbreviations and Acronymsviii CHAPTER ONE1 Introduction1 1. 1Background of the Problem1 1. 2 Statement of the Problem3 1. 3Objectives of the Study4 1. 4 Purpose of the Study5 1. 5 Justification of the Project6 1. 6 Significance of the Study7 1. : 7 Limitations8 1. 8 Delimitations9 CHAPTER TWO10 Literature Review10 2. 1 The effects of the debut of FPE on enrollment10 2. 2 Factors that have led to low registration as a consequence of debut of FPE in Kenya13 2. 3 Impact of FPE on registration in ECDs16 CHAPTER THREE18 Methodology18 3. 1 Research Design18 3. 2 Location of the Study19 3. 3 Target Population20 3. 4 Sample Population21 3. 5 Sampling Method22 3. 6 Research Instruments23 CHAPTER FOUR24 Data Representation24 4. 1 The Extent to Which ECD Enrolment Declined as a Consequence Of Introduction of Fpe in the 10 Sampled Institutions24. 4. 2 Reasons for the Decline Of ECD Enrolment as a Consequence Of Introduction Of FPE26 4. 3 Impact of FPE on ECD Enrolment per Economic Class27 CHAPTER FIVE28 Conclusions28 5. 1 The Relationship between the Introduction of FPE and Enrolment in ECDS Attached to Public Primary schools28 5. 2 The Effectss of Introduction of FPE on Enrolment in ECDS in Private Primary Schools28 5. 3 Causes for the Low Enrolment of Pupils in Public Primary School ECDS as A Result of Introduction Of FPE. 28 5. 4 Effectss of Introduction of FPES on ECD per Economic Class29 APPENDIX A30 QUESTIONNAIRE FOR ECD TEACHERS30. APPENDIX B35 BIBLIOGRAPHY35 APPENDIX C36 Work Schedule36 APPENDIX D37 Budget37 APPENDIX D38 Introduction letter38 Abbreviations and Acronyms ECD = Early Childhood Development ECDE = Early Childhood Development and Education. MDG = Millennium Development Goals. UN = United Nations FPE = Free Primary Education. GER=Gross Enrolment Rate is calculated by spliting the figure of kids of whatever age enrolled in preschool by the estimated figure of 3-5 twelvemonth olds. UNESCO= United Nations Educational Scientific and Cultural organisation. OECD=Organization for Economic Cooperation and Development. MOEST=Ministry of Education. Science and Technology CHAPTER ONE Introduction This chapter introduces the research subject. It begins with an debut followed by a statement of the job and eventually the intent of the survey. 1. 1Background of the Problem As portion of his run pronunciamento. President Kibaki introduced the Free Primary Education plan in Primary schools. The plan was meant to take to high registration of students in both primary school and ECD centres in Kenya. The natural corollary was that the ECD registration would lift as a consequence of the debut of FPE. However. statistics show the reverse. The rate of registration in ECD centres has reduced following the debut of FPE. This shows a negative correlativity between registration and FPE. This undertaking sought to set up the fact that so registration in FPE has declined since the debut of FPE in schools. Paper besides sought to give grounds why the rate of registration in ECD bears a negative correlativity with the FPE support. This has been a surprise happening given that the purpose of the authorities is to develop instruction in Kenya holistically. The undertaking besides assessed the likely statistical relationship between registration in primary and ECD It showed that. the higher the enrolment rate in primary school the lower the registration in ECD. This undertaking sought to give grounds for that relationship and supply for suggestions on how the job can be solved. 1. 2 Statement of the Problem The job was to analyze the effects that FPE has had on registration in ECDCs. The undertaking besides studied the causes of the negative relationship between FPE support and low registration in ECDCs. The job is that due to the debut of FPE. students have been fall ining category one without traveling through the ECD categories. This is a worrying tendency as it suggests a low degree of readiness of the students in lower primary school. It besides points to the demand to see ECD in public support 1. 3Objectives of the Study The undertaking studied the undermentioned aims: [ a ] To set up the consequence of the debut of FPE on registration in ECDS attached to public primary schools. [ B ] To set up the effects of the debut of FPE on registration of students in ECDS attached to private primary schools. [ hundred ] To find the extent to which registration in ECDCs have declined in Mogogosiek zone as a consequence of the debut of FPE. [ vitamin D ] To find the effects of debut of FPEs on registration in ECDS per economic category. 1. 4 Purpose of the Study The intent of the survey was to find the effects of the debut of Free Primary Education on registration in ECDs in primary schools in Kenya. 1. 5 Justification of the Undertaking This undertaking is justified on the undermentioned evidences. First. small effort has been made to find the relationship between the debut of FPE nationally and registration of students in ECDs locally. There is besides need to find the causes of the diminution in registration in ECDs as a consequence of debut of FPE. The diminution has largely affected the hapless who consist of the most vulnerable group. That the debut of FPE has negatively affected the hapless in footings of taking their kids to the ECD has great deductions to contending poorness in the state. It shows that the kids of the hapless have hapless foundation and will most likely perform ill subsequently in life thereby widening the poorness spread wider still 1. 6 Significance of the Study This survey is of import because of a figure of grounds. First. the authorities must cognize the impacts of its support primary schools or other establishments. The FPE is an incorporate development plan and it should take to a holistic development of the instruction sector in general and non a lopsided development of the state. Second. the authorities will acquire information on the degree of foundational instruction in rural countries and design effectual policies that will help the province in guaranting high criterions of instruction in ECD and guarantee effectual passage from ECD to primary school. Third. there is an on-going force per unit area on the authorities to fund the ECD sector in Kenya. This paper is meant to guarantee that this end is attained. Last. educational practicians peculiarly ECD instructors and decision makers will be reminded of the demand to guarantee a high degree of registration in ECDs and effectual passage to primary schools 1. 7 Restrictions During the survey. the research workers were limited by the undermentioned factors. First and first. rural ECD directors were non willing to speak about the low registration in ECD centres. They feared that let go ofing the information would take to negative promotion. Second. most occupants were non really unfastened to give information on where their kids were larning to foreigners. Third. the county is really big and expansive. It was non really easy for the research workers to go from one location to another due to hapless and rugged terrain. Fourth. most occupants have merely recovered from the station electoral force that affected most of the Republic. They are really leery of new comers and more so even occupants inquiring inquiries. They easy take such gestures as police probes. Fifth. though non least. the research worker was affected by deficiency of adequate financess to transport out an in deepness analysis covering the full zone. Even if financess were availed. there was still the demand for more clip to transport out the work. The research workers were affected by deficiency of sufficient clip since they are full clip instructors who need clip to run their establishments apart from carry oning research work. The undertaking was besides be affected by low literacy rate since most parents are non literate plenty to construe and react to questionnaires. 1. 8 Delimitations The delimiting factor is that the research workers come from the survey location and are extremely familiar with the country. Second. the research workers being ECD and Primary instructors. have long and extended experience and contact with ECD and primary school kids. They are besides conversant the running of ECD centres in the state. Third. the research workers used written questionnaires distributed to schools. This minimized the clip needed to travel from one establishment to another and efficaciously cut down the clip needed to speak with an interviewee. Chapter TWO Literature Review 2. 1 The effects of the debut of FPE on registration Many surveies have been conducted to determine the existent consequence of FPE on ECD registration. Most of the surveies have been conducted by International development Agencies such as USAID and DANIDA. The most comprehensive overview. nevertheless. are the surveies conducted by UNESCO and approved by the Ministry of Education. Science and Technology. A UNESCO Policy Review Report. UNESCO/OECD Early Childhood Policy Review Project. 2005. afterlife to be referred merely to as the UNESCO study 2005. studies that. ‘A 1969 study counted about 200. 000 kids enrolled in 4800 ECD centres with about 5. 000 instructors. The figure of ECD Centers and instructors have been turning steadily and. after a stalled addition of merely 15 % between 1993 and 2000. the registration ratio leaped by 50 % over the following three old ages. The current ( 2001/02 ) GER in preschool is officially 35 % . although the Government’s ain statistics appear to demo a GER of 48 % in 1998. falling to 41 % in 2002. † Such a study shows a diminution in GER in ECD. The twelvemonth in which the FPE was introduced is 2002. Therefore. alterations happening between 2001 and 2002 genuinely indicate effects of FPE on registration. A UNESCO Policy brief on Early Childhood entitled the Impacts of Free Primary Education on Early Childhood Development in Kenya. Jan. to Feb. 2006. by Yoshie Kaga. claims that the overall consequence of FPE has been the decrease of registration in ECD. Here is an extract from the study. â€Å"Studies have been conducted to measure the effects of FPE on ECD centres. Some study on negative effects. while others note no major draw dorsums. While the overall impact of the policy is yet to be determined. the UNESCO/OECD Early Childhood Policy Review Mission. which took topographic point in September 2004. observed that the policy did hold a negative impact of FPE on ECD in Kenya and outline two major options that may extenuate possible negative impact. † EFA Global Monitoring study. 2005. UNESCO Publishing studies that the gross registration rate for the age group 3 to 5 was 44. 4 % in 2001. However. the theory that registration rates declined as a consequence of the debut of FPEs is non automatically to be accepted. Some studies indicate that the GER increased as a consequence of the debut of FPE. The UNESCO/OECD Report. 2005. studies in point figure 3. 4. 1. â€Å"The Background Report of Kenya shows that. while registration increased well from 1. 076. 606 to 1. 281. 846 between 1998 and 2002. A closer expression at the figures. nevertheless. suggests two instead upseting tendencies. First. GER’s in preschool have clearly declined since 1998 from 48 % to 41 % . and the major overall diminution took topographic point between 1998 and 1999 before the FPE option arose. In fact. a little addition occurred from 2002 to 2003. after FPE was introduced in January 2003. Second. while he 1998 GER was about the same for male childs and misss. a spread of approximately 4 % in favour of male childs opened up in 2001 and grew to 6 % in 2002. â€Å" The figures in the above study are non the same as other paperss. Harmonizing to the Quantitative Study of the Early Childhood Development Project: Concluding study to MOEST statistics. the 2002 figure is 1. 416. 048 and non 1. 281. 846. These dissenting positions and conflicting figures show that the opposite relationship between FPE and ECD needs to be verified by qualified actuarial reappraisal. The extent of the relationship may necessitate other factors to explicate other than the factors stated above. 2. 2 Factors that have led to low registration as a consequence of debut of FPE in Kenya Many workers have tried to give grounds for the diminution in ECD registration as a consequence of the debut of FPE. However. these are non in the signifier of complex scientific theories. The UNESCO Policy Brief on Early Childhood is one such papers. It explains the phenomenon in the undermentioned footings. â€Å"The chief ground for this phenomenon is that since the execution of FPE. hapless parents are taking to retreat their kids from ECD centres and/or maintain them at place until they reach the age of primary school entry. They refuse to pay the fees for ECD on the evidences that ECD. prevarication primary instruction. should be free. † However. this averment needs to be corroborated by more extended scientific surveies on the causes of the opposite relationship. Economic theories may assist to depict the state of affairs better. Harmonizing to Ricardian analysis. low cost points such as table salt are already sold cheaply and are hence associated with hapless subdivisions of the population. If the monetary value of salt. for illustration is reduced farther. it becomes excessively inexpensive and the purchasers may switch for more dearly-won trade name of salt. This theory seems to keep true for the ECDs in rural countries of Kenya. They are considered really inexpensive. Due to authorities subsidy. the parents may really experience that the quality of primary instruction in public primary schools will worsen. They see kids who have been idle at place. such as street kids being brought to school. This makes them to detest public school instruction and alternatively choose for the dearly-won private schools. As a basic scheme. they decide to inscribe their kids in private ECDs with the concluding that by the clip the kid enters primary school. he or she will hold laid a strong foundation in ECDE. The UNESCO/OECD Report in subdivision 3. 3. 5. Reports that. â€Å"Meanwhile. an appraisal survey of FPE on ECD carried out jointly by the MOEST and UNESCO in February 2004 found that ECD programmes had about collapsed because children’s registration had decreased after the debut of FPE. The survey found that parents opted to direct their kids straight to standard one. which became free. without holding them go through ECD. which was still fees paying. Furthermore. Standard one instructor reported that kids who skipped ECD had trouble get bying with lessons in primary school and ill performed. † Section 3. 3. 4 studies that. â€Å"The Review Team found widespread anecdotal grounds of beads in registration at ECD Centres. particularly in hapless states such as North Eastern†¦Ã¢â‚¬ ¦ many parents have by passed ECD wholly ; many others send their kids merely to pre-unit category of ECD to fix them for primary school. In some countries. parents are maintaining their kids at place until they reach the age of 6 entitling them to free instruction. † Yet other factors have been suggested by the UNESCO Policy Briefs on ECD. Naming it the unintended effect on ECD. the study went on to describe that. â€Å"ECD schoolrooms put up on the premises of public primary schools have been shut down in order to suit the rush of registration in primary schools sparked by FPE. In some instances. ECD kids and instructors must set up with decreased infinite ; in others. they have been moved to the worst schoolrooms in the premises. At the territory degree. review and supervising of ECD centres some of which is carried out by the territory based Zonal Inspector of schools. have reportedly become less frequent. † The UNESCO/OECD study presents a review of the state of affairs therefore: ‘Despite these observations. the impact of FPE on ECD is still capable to challenge. For illustration. it is ill-defined whether FPE has been the chief cause of falling ECD registrations. given the grounds that the diminution may good hold begun good before the debut of the policy. Besides. it is yet to be determined how many of the unprepared students freshly fluxing into standard one would hold gone to ECD Centres if FPE had non been in topographic point. The inflow could merely be explained by a lifting registration of at hazard kids who would non hold been able to afford primary instruction when it was fee paying. allow alone ECD Centres. 2. 3 Impact of FPE on registration in ECDs There is an indicant that poorness may be a great factor finding forms of registration in ECDs. The UNESCO/OECD Report 2005. studies in subdivision 3. 3. 8. Suggest that there is no direct relationship between FPE and ECD. Otherwise. such relationship could be between FPE and other factors that mitigate taking to low registration. The paper points at poorness as one of the factors that lead to low registration as a consequence of the debut of FPE. Section 3. 4. 3 on inequalities in the same study shows that. â€Å"There are obvious geographical inequalities. In Nairobi. for case. far more kids are likely to be enrolled in ECD than in other states with similar poorness degrees. Meanwhile. North Eastern Province has the highest poorness degree and the lowest registration rates. There are besides gender disparities. In Nairobi. misss are more likely to be enrolled whereas in North Eastern state. the contrary is observed. ‘The study claims that the hapless are by and large non able to entree ECD services. â€Å"Even within Nairobi. center and upper category kids benefit most from preschool experiences. Overall. those missing entree to preschool services be given to be kids from disadvantages communities such as semi arid and waterless countries and urban slums. This observation is reinforced by the findings of the Multiple Indicator Cluster Survey. ( UNICEF/Government Survey. 2000 ) demoing that 29. 5 % of kids whose female parents had secondary instruction were enrolled in some signifier of ECD compared to 10. 7 % of those whose female parents had merely completed primary school and 12. 4 % of 2002 of those whose female parents had no schooling. There is besides a clear association between GERs in 1998 and 2002 and the absolute poorness index ( 1997 ) at the territory degree. with eight of the 10 correlativities being negative and statistically important though non really big. ’ The tabular array below was meant to encapsulate the correlativity between poorness index and Ger at territory degree. If these studies are anything to travel by. the research worker expects to happen the diminution in ECD registration to impact chiefly the public ECD Centres as opposed to the private ECD units. | 1998| 1999| 2000| 2001| 2002| Boys| -0. 355| -0. 252| +0. 145| -0. 096| -0. 271| Girls| +0. 007| -0. 287| -0. 272| -0. 048| -0. 290| Correlations between poorness index ( 1997 ) and GERs at District Level Ref: Kenya Human development study ( 2001 ) . UNDP/Background Report of Kenya for the UNESCO/OECD Early Childhood Policy Review Project ( 2005 ) . MOEST. Govt of Kenya. Statistically important P is less than 0. 05. The research worker will therefore analyze the impacts of socio economic position on registration in ECD Centres. Chapter THREE Methodology 3. 1 Research Design The research worker adopted the diagnostic research design. Harmonizing to Kothari. diagnostic research surveies are necessary to set up causality and causal links of two or three phenomena. The diagnostic research design was be inevitable as the research worker was needed to set up causality among variables: school registration and registration. 3. 2 Location of the Study. The survey was carried out in Konoin District. Mogogosiek Zone. It targeted three schoo 3. 3 Target Population The survey targeted ECD kids. ECD instructors and primary school Head Teachers in Early Childhood Development Centres. 3. 4 Sample Population The survey sampled 10 schools from a sum of 20 two in Mogogosiek Zone. Konoin District. Bomet County. 3. 5 Sampling Method The research worker used simple graded sampling. The listed schools were classified as embarkation and twenty-four hours schools. Two schools were picked from private and three schools will be picked from twenty-four hours public schools class. The proportion was used since there are merely 1 out of 5 embarkation schools in the zone 3. 6 Research Instruments The research worker used questionnaires and survey agendas as the basic research instruments. The questionnaires will be designed and tested on a school that is non portion of the samples. The trial will enable the research workers to find the efficaciousness of the questionnaire. The research worker so wrote to the caputs of the sampled schools seeking permission to carry on research in their establishments. The research worker sampled three schools stand foring all types of primary schools in the survey venue. Chapter FOUR Data Representation 4. 1 The Extent to Which ECD Enrolment Declined as a Consequence Of Introduction of Fpe in the 10 Sampled Institutions The research worker studied the information from 10 schools associating to the rate of registration merely earlier and after the debut of FPE. The consequences were as under: SCHOOL| ECD ENROLMENT IN 2000| ECD ENRLMENT IN 2001| ECD ENROLMENT IN 2002| ECD ENROLMENT IN 2003| 1| 51| 50| 53| 43| 2| 48| 47| 53| 44| 3| 67| 69| 71| 58| A| 41| 43| 44| 61| B| 47| 52| 51| 58| The graph below depicts these informations. The consequences show that there was a general tendency for the registration in ECD in public primary schools to worsen in the twelvemonth following the debut of FPE in 2002. There was addition of the figure of students inscribing in ECDs manned by private schools following the debut of FPE. 4. 2 Reasons for the Decline Of ECD Enrolment as a Consequence Of Introduction Of FPE The research worker sought to set up the causes of declined registration in public ECDs following the debut of FPE in 2002. The undermentioned responses were established. REASON GIVEN| % OF RESPONDENTS| | Fear of low quality due to high registration in class| 44 % | | Fear of hapless foundation in public ECDs| 23 % | | Need to give kids good ECD foundation before fall ining private ECDs| 76 % | | Decline in the position of public ECDs| 39 % | | Demand for free instruction in category one | 17 % | | These informations show that most parents preferable private school ECDs to public school ECDs due to the grounds above: fright that the free primary instruction would take to high enrolment hence low quality of instruction ; the fright that the public school ECDs were non fixing students adequately for primary school instruction ; need to kids good ECD foundation and the diminution of the position of public school ECD. This was aggravated by the debut of street male childs inscribing in public primary schools. 17 % wished to acquire free instruction in category one hence skips the ECD category in order to accomplish this. 4. 3 Impact of FPE on ECD Enrolment per Economic Class The research worker sought to set up the effects that the debut of FPE has led to decreased registration in ECD by economic category. She studied the composing of 10 students in each sampled school to find their economic category. It is found that most of the high category parents of class send their kids to schools A to D. However. the undermentioned statistics relate to the composing of the students in the ECDs attached to public primary schools. The parents were classified as either hapless [ gaining less than 3000 per month ] or mean [ gaining between 3001 and 6000 ] per month. The statistics below show the consequence that the debut of FPE affected the composing of students inscribing in public school ECDs. SCHOOL| POOR| AVERAGE| LOWER MIDDLE| 1| 88 % | 8 % | 4 % | 2| 78 % | 9 % | 13 % | 3| 91 % | 5 % | 4 % | CHAPTER FIVE. Decisions 5. 1 The Relationship between the Introduction of FPE and Enrolment in ECDS Attached to Public Primary schools The survey established that there is a negative relationship between the debut of FPE and the registration in ECD Centres in ECDs attached to public primary schools. The debut of FPE led to cut down registration in primary schools in these schools. 5. 2 The Effectss of Introduction of FPE on Enrolment in ECDS in Private Primary Schools The survey established that the debut of FPE in 2002 led to increased registration in ECDS in private primary school 5. 3 Causes for the Low Enrolment of Pupils in Public Primary School ECDS as A Result of Introduction Of FPE. The survey established that the debut of FPEs led to low registration in ECDS in public primary schools due to the undermentioned grounds: First. most parents feared that the admittance of many students in primary schools will take to low quality of instruction. They hence sought to inscribe their kids in private establishments to get away from the low quality instruction to be experienced in public primary schools. Second. the parents associated the debut of FPE in public primary schools to low prestigiousness. The hapless category could now take their kids to school. This was non possible earlier. Those in the mean category sought to take their kids to better schools in order to keep their position in front of the hapless category. Third. the debut of free instruction in primary school led to the hapless category parents taking their kids direct to category one in order to get away the fees paid in ECD and straight profit from the FPE plan 5. 4 Effectss of Introduction of FPES on ECD per Economic Class. The debut of FPE led to worsen in the figure of the kids of the economically hapless members of the community as compared to the in-between category and the rich who continued to take their kids to private school ECDs. APPENDIX A Questionnaire for ECD Teachers This questionnaire is portion of a research undertaking carried out by the research worker in partial fulfillment for award of the Diploma in ECD. The information obtained will be used for academic intents merely and will non be divulged to 3rd parties. PART ONE General Information 1. Number of Years You have worked in the station: ____________________ Current place held: _______________ 2. Kindly give the students registration in your category by make fulling the signifier below: YEAR| BOYS| GIRLS| TOTAL| STREAMS| 2002| | | | | 2003| | | | | 2004| | | | | 2005| | | | | 2006| | | | | 2007| | | | | 2008| | | | | 2009| | | | | 2010| | | | | 2011| | | | | 3. Who pays for your rewards? Parents NGO County Council 4. Who collects the fees? Heat Teacher Pre-School Teacher 5. How is the fee collected if parents fail to pay? Sending pupils Teachers sing parents 6. How are you paid your rewards? Monthly Quarterly 7. Are parents willing to pay school fees? Yes No 8. Is the fees paid plenty for your rewards? Yes No 9. Are defaulters of fees common? Yes No 10. If yes. what ground do they give for defaulting? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 11. Are head instructors supportive in covering with defaulters? Yes No 12. - - - - - - - - - - - - - - - - - What is your suggestion to the authorities in relation to free primary instruction and the manner it affects preschool parents? - - - - - - - - - - - - - - - - - ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 13. Briefly give the age scope of the students in your current category. SEX| 3| 4| 5| 6| 7| 8| 9| BOYS| | | | | | | | GIRLS| | | | | | | | TOTAL| | | | | | | | 14. Briefly give the scope of students in 2003 category. SEX| 3| 4| 5| 6| 7| 8| 9| BOYS| | | | | | | | GIRLS| | | | | | | | TOTAL| | | | | | | | 15. In your sentiment. has the entry age changed since debut of FPE? Yes No 16. Make your pre school categories have a commission? Yes No 17. How frequently are parents meetings held? Once a term. Once a twelvemonth. 18. Make you maintain fiscal records of fees collected? Yes No 19. If yes. how many students failed to finish fees in the old twelvemonth? _____________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Thank you really much for reacting to questionnaire truthfully and for being mindful of our research. God bless you. APPENDIX B. Bibliography 1. Economicss Simplified. 2009. Saleemi Publications. Kenya. 2. EFA Global Monitoring Report ( 2004 ) . New York: UNDP. S 3. MOEST. Government of Kenya. 2005. Background study of Kenya for the UNESCO/OECD Early Chidhood Policy Review Project. Government of Kenya. 4. Ngwere M. W. et Al ( 2004 ) . Quantitative Study of the Kenya Early Childhood Development Project. concluding study to the MOEST. June 2004. Nakuru: Sermon educational Advisers. 5. UNESCO/OECD Early Childhood Policy Review Project. Policy Review Report: Early Childhood Care and Education in Kenya. by UNESCO. Paris. February. 2005. 6. Yoshie Kaga. 2006. UNESCO Policy Brief on Early Childhood. Impacts of Free Primary Education o Early Childhood development in Kenya. Paris. APPENDIX C Work Schedule MONTH | YEAR| ACTIVITY TO BE DONE| December | 2010| Preparation for the research proposal and budgeting| January-March| 2011| Writing of the proposal| April| 2011| Approval for the proposal| May| 2011| Compiling and rewriting of the research proposal| June-July| 2011| Collection of the data| August| 2011| Analyzing of the data| September-December| 2011| Compiling and showing the concluding undertaking. | APPENDIX D Budget. ACTIVITY| PLACE/ITEM/USE| AMOUNT KSH| Travelling | For Literature reappraisal during informations aggregation while typing and roll uping the undertaking. | 5001. 5002. 000| Stationery| Papers. pens. swayer. books. foolscaps. stapling machine. paper bunches | 2. 000| Typing/photocopying | Research proposal and concluding undertaking. | 3. 500| Food| Lunch. tea interruption. snacks| 1. 500| Assorted Expenses| Emergencies| 2. 500| TOTAL| | 13. 500| APPENDIX D Introduction missive CHEBET JOYCE. KIRIMOSE PRIMARY SCHOOL. P. O BOX 174. LITEIN. 25TH JUNE 2011. TO WHOM IT MAY CONCERN Dear Sir/Madam. Referee: Permission TO CONDUCT RESEARCH IN MOGOGOSIEK ZONE. I wish to seek for permission to carry on a research in your pre-school Centre on THE EFFECTS OF INTRODUCTION OF FREE PRIMARY EDUCATION PROGRAM ON ENROLMENT IN ECD CENTERS in MOGOGOSIEK zone. I am a Diploma Student at Valley Teachers Training College The Kenya National Examination Council is necessitating a research as portion of scrutiny from me. I am hence required to roll up informations from your E. C. D. E instructors. parents. and head instructors of the selected school. I look frontward for your positive respond. Thankss in progress Yours Faithfully Chebet Joyce.