FACTORS AFFECTING NURSERY SCHOOLS

ENROLMENT IN RAVINE ZONE,

KOIBATEK DISTRICT

KENYA

BY

RUTO JANE

BED1103251521DF

A research Report submitted to the institute of continuing and

distance studies Kampala International University in partial

fulfillment for the award of Bachelor of Education in

Early Childhood and Primary

Education

December, 2007

TABLE OF CONTENTS

Preliminary

Title

Table of Contents

Acknowledgement iii

Declaration

Approval

Dedication ix

Definition of terms

Abbreviations

List of Tables

Abstract

CHAPTER ONE

1.1 Introduction 1

1.2 Background of the study i

1.3 Scope of the study 3

1.4 The statement of the problem 4

1.5 The purpose of the study 4

1.6 Significance of the study 4

11

CHAPTER TWO

LITERATURE REVIEW 6

2.1 Introduction 6

2.2 Social economic background 6

2.3 Education level of parents 7

2.4 Learning facilities and resources 7

2.5 Qualification of teachers 9

2.6 Objectives 12

2.7 Hypothesis 13

CHAPTER THREE

RESEARCH METHODOLOGY 14

3.1 Research design 14

3.2 Subjects ., 14

3.3 Sampling procedure 15

3.4 Instruments 15

3.5 Observation 15

3.6 Interview schedules 1&

3.7 Questionnaires 16

3.8 Data collection procedure 16

3.9 Procedure for data analysis 16

111

CHAPTER FOUR

RESULTS OF THE STUDY 17

CHAPTER FIVE V

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction 23

5.2 Factors affecting enrollment 24

5.3 Access 24

5.4 Government policy 25

5.5 Teachers factors 25

5.6 Management 26

5.7 Conclusion 26

5.8 Recommendation 27

REFERENCES V 28

APPENDICES

Appendix A

Transmittal letter 28

Appendix B V V

V Questionnaires for the head teachers 29

Appendix C

Questionnaire for teachers 31

Appendix D

iv

Questionnaires for parents 32

Appendix E

Questionnaires for children 33

Appendix F

Map of research environment 33

Appendix G

Curriculum vitae 34

v

ACKNOWLEDGEMENT

My sincere thanks go to all individuals who attributed to the success of this study.

I acknowledge the support of the following:-

The head teachers of the schools used in the study who willingly uncovered all their

details including resources, finance and problems facing them in general.

The teachers who assisted me draw my sample study and organized their pupils during

— the interviews.

The parents and the children who agreed to be interviewed despite the inconvenience I

caused them to spent their time with me. The DICECE officers who helped me access

the zone pre-schools enrolment records which boosted r~iy study.

Finally I thank my head teacher Mr. Henry Limo who frequently gave me time to pursue

my study despite the other responsibilities I was to perform.

vi

DECLARATION

I Ruto Jane, do hereby declare that” Factors affecting nursery Schools enrollment in

Ravine Zone Koibatek District Kenya” is my entire own original work, except where

acknowledged and that it has not been submitted before to any other University or

Institute of higher learning for the award of a Degree. -

Signature ~ Date

Ruto Jane.

vii

APPROVAL

This research report has been submitted for examination with my approval as the

candidate’s university Supervisor.

Signature Date

MR. GEOFFREY KWAM[JSI

SUPERVISOR

viii

DEDICATION

To all family members who supported me carry out my research successfully. My

husband Stanley, daughter Jepkosgei and sons Kibet and Kiplagat.

ix

DEFINITION OF TERMS

Access- A way of reaching or approaching to something.

Curriculum- Subjects that are studied or prescribed for study in a school.

Enrollment- Refers to the total number of children attending the school.

Management- A process of control.

Policy- Is an official guideline adopted or proposed by a government for the purpose of

implementing an act.

Sample- A small group used in a research study.

Stimulate- To arouse interest or curiosity.

x

ABBREVIATIONS

AIDS- Acquired Immune Deficiency Syndrome

DICECE- District Centre for Early Childhood Education

ECE- Early Childhood Education

HIV-Human Immuno Virus

ME-Kenya Institute of Education

NACECE- National Centre for Early Childhood Education.

xi

LIST OF TABLES

V. PAGES

4.0 Population of the study 14

4.1 Ages of respondents 17

4.2 Education level of the respondent 17

4.3 Pre school age 18

4.4 Absenteeism 18

4.5 Curriculums 19

4.6 Teachers qualification 20

4.7 Attitudes of parents 20

4.8 Occupations of parents 21

4.9 Fees payment 21

4.10 Facilities and resources 21

xii

ABSTRACT

This study was carried out in Ravine Zone in Koibatek District Kenya.

Researched on factors affecting enrolment of nursery schools in the zone and came up

with a report, conclusions and recommendations.

The conclusions arrived at were to curb the issues of the findings and were to make sure

that appropriate facilities and materials were used in the schools.

They also had to have a well-organized management, educating parents on the

importance of Early Childhood Education to their children, employing trained teachers

and finally use a harmonized curriculum.

xl”

CHAPTER ONE

INTRODUCTION AND BACKGROUND

1.1 Introduction

This chapter includes the background of the study, the scope of the study,

statement of the problem, the purpose, and the significance of the study.

1.2 The background. of the study

Nursery school education is a crucial kind of education as it lays foundation

of a child at a tender age.

This area has suffered a lot off constraints worldwide, therefore cries for

attention from all corners. Ancient Greeks took it serious though the poor

were disadvantaged.

Quite a number of seminars and research have been carried out globally to

arrest these nursery education issues.

The great German philosopher who is the father of genesis of Nursery

schools advocated that, play materials be given to children because they

enable them feel free and be able to interact with other children. He

lamented that since children are active growing beings, they should be

provided a playing field to enhance their health growth and development.

Maria Montessori 1870-1952, supported the idea of materials that they help

in stimulating learners thus help them grasp concepts easily.

The Kenyan government commitment in the child’s education was

demonstrated when they participated in the world summit for children held

in Mombasa.

The government has also contributed by formulating policies and looking for

donors.

Bernard van Leer foundation for instances, entered into an agreement to

upgrade the quality of Nursery school education in Kenya dated 1970.

The foundation has contributed a lot by in servicing teachers, training

teachers on new methods of teaching, creating awareness to the community

to change their attitudes and like the nursery education.

Bernard van leer foundation initiated the establishment of national centre

for early childhood education (NACECE) in 1984 at the Kenya Institute of

Education (K.I.E).

The NACECE has decentralized itself to the district level where we have the

district centre for early childhood education (DICECE) has been developed.

Koibatek District has its DICECE office situated in Ravine zone being the

headquarters of the district.

Ravine zone has the highest population compared to other zones in the

district.

This population is seen to be growing rapidly.

From the chief’s office record on census shows that the zone has a

population of 1028 children aged 4-6 years, ready to attend nursery school

activities. But according to District Centre for early childhood education

records on enrollment, only 712 children are enrolled in the 12 schools in

the zone.

The majority of the unenrolled children are children from poor families,

children with special needs, orphans, children infected and affected by HIV

and AIDS.

According to health records kept by the health office, the rate of HIV and

AIDS patients is increasing rapidly.

2

Nursery schools attached to primary schools are headed by the primary

school head teachers. The private schools are manned by the owners.

Different curriculums are used in these schools.

Parents always nurse a burning desire to see their children enroll in nursery

schools. They are proud a lot when their children are enrolled and are able

to proceed to primary level for higher learning.

However, today, the enrollment of pupils in nursery schools is not uniform.

In some schools, its fair where in others, enrollment is regrettable. People

usually attribute this to other factors under looking the contribution of

enrollment. That is to say, whether its access, management of schools,

government policy and teachers factors leads to high or low enrollment.

Against such a background therefore, the researcher wishes to probe into

this matter with special reference to Ravine zone nursery schools as a case

study and representative for all nursery schools in Koibatek District.

1.3 Scope of the study

The research was conducted in Ravine zone Koibatek District Kenya.

Ravine zone is the central part of the district. It is the head quarter of the

district.

This zone is one of the eighteen zones in the district. -

The district centre for early childhood (DICECE) office is situated in this

zone. V

There are twelve nursery schools in the zone. Six of them are public nursery

schools and are manned by primary school head teachers to which they are

attached to.

The remaining six are private nursery schools and are manned by the

owners.

3 -

Each nursery school has three classes. That is baby, middle and top.

A teacher is assigned to each class. Some of the teachers are trained while

others are not.

1.4 Statement Of The Problem

Because of the many factors affecting enrollment in the zone, there is a need

to carry out a study.

The main areas are access, management of schools, government policy and

teachers factors.

Current and reliable information is therefore required to formulate sound

suggestions on these issues to improve early childhood education in the

zone.

There are several gaps on early childhood education which calls for

attention.

1.5 The Purpose Of The Study

The purpose of the study therefore, is to determine the factors which

- negatively affect school age going children from attending school and come

up with resolutions to these factors.

1.6 Significance Of The Study

This study will benefit the following disciplines. The ministry of education

will be able to get involved with the nursery school education issues that will

encourage high enrollment of pupils in the nursery schools.

For example, training and employing more teachers and also expanding

learning facilities.

The district supervisors for (DICECE) District Centre for early childhood

office will be able to supervise and monitor the activities in nursery schools

hence this will encourage enrollment.

4

They will be able to organize seminars and workshops for teachers and all

nursery school stakeholders and educate them on the importance of nursery

education.

The teachers will be able to rectify where they are weak and put more effort

on what is going on well.

Also they will become effective in there respective areas.

The parents will become aware of importance of nursery education and value

it by responding positively in sending their children to nursery schools at the

right age.

The pupils will be motivated to start education in nursery school before

proceeding to primary education. The future researchers will be able to a

acknowledge the findings of the study and broaden their understanding on

the importance of nursery school education.

5

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

Early childhood education philosophy is based on commitment to core

values that are deeply rooted in the history of the field. Great philosophers

have come up with various philosophies affecting early childhood enrollment

worldwide.

This section therefore highlights on what other researchers found out on

enrollment issues pertaining nursery schools’ pupils and is presented in

subheadings as below: -

i. Social economic background.

ii. Educational level for parents.

iii. Learning facilities and resources.

iv. Qualification of the teachers.

2.2 Social Economic Background.

On social economic background, it has been observed by Ko-chin Tung

(2002) that, in southern and eastern Africa, that girls were expected to look

after the home and the younger siblings because their parents didn’t trust

their education system.

Poverty is another issue contributing to low enrollment of pupils in the

nursery schools. According to Benin Bill (1993), girls in the rural areas werc

exempted from paying fees to encourage girls from poor families to access to

school.

Kenya report (1998), showed that 47% of the Kenyans lived below the

poverty line.

6

Maslow’s theory (1943) pointed out that, poverty stricken children

performed poorly due to unsatisfied level of motivation (physiological and

safety needs).negative attitudes towards early childhood education by

parents has paralysed it.

This is reflected by the central and West Africa records from African policy

centre (2002) whereby 3% of all children attended nursery school activities

meaning that the rest of the 97% are disadvantaged.

2.3 Education level of the parents.

Based on education level of the parent, illiteracy level of the parents has

contributed a lot in dragging the development of early childhood education.

In a research study by UNESCO (2002), supported the idea that illiteracy

level is high especially in Kenya and Africa at large.

It estimated that 142 million Africa adults are illiterate compared to 126

million in 1980.

Study done in 14 African countries showed that 60-70% of the population is

illiterate adults compared to the rest of the population.

2.4 Learning Facilities And Resources

Concerning the learning facilities and resources, children learning

achievement and development are promoted by extensive use of learning and

playing resources.

A child in an unstimulated environment is likely to be slow in talking.

walking and generally retarded in development. This was realized by P.

Sharma and Glona L (1990). :

According to Donenue colleta (1992), a conducive environment stimulate

childhood period.

7

Hunt (1961) argued that an enriched environment could make a great

difference in the rate and level of intellectual development in early childhood.

This also received support from Gukuru et al (1995) who lamented that the

development of children’s materials and curriculum implementation should

be commenced by mothers to stimulate child’s cognitive growth.

A research done by CESA (1990 and 1995), showed that parents could not

afford text books and other materials due to the risen proportion of house

hold needs. V

Jackman, H.L (1997), suggested that, because learning in early childhood

should be holistic and occurs in all the developmental areas, that is

physically, socially, emotionally, mentally, morally, spiritually and

aesthetically, the appropriateness of materials is judged in terms of how

conducive they are to integrating learning in these skill areas.

According to Henrick, young children need materials to enhance their growth

and development in the following ways.

The pre school children have a natural need for play and for this reason

children believe that the world is a place for doing, discovering and trying

out things. V V

Young children need opportunities to which they can actively involve

themselves in learning in away that learning is natural and enjoyable. Also

they need to work with concepts and ideas concretely by handling and

manipulating familiar objects.

In early childhood, children need freedom to make mistakes and to learn

directly from these mistakes and play with materials that encourage this

method of learning. V

Young children need facilitation to express there own creativity and

individuality through provision of appropriate materials. They need materials V

8

to learn to work independently and be able to take their own initiative and

responsibility for their own learning.

Learning materials provides young children an opportunity to work at their

own pace. According to their own needs and interest. It also enables young

children to get a chance to gain self-confidence, a feeling of worth regardless

of his/her ability, background or maturity level. Children need opportunities

to use the talents they have from home to produce more learning for

themselves, by use of learning materials in the school.

According to Gok/MOE.(1999), to actively involve children in a variety of

learning activities, the materials presented should match children’s

individual current skill levels and at the same time the material should be

able to move the child to a higher level of skill.

The purpose of the material therefore is to help the child to practice and

master a familiar skill and at the same time challenge the child to move to

anew skill.

2.5 Qualification for the teachers.

Concerning the qualification of the teachers, a teacher’s qualification is of

great significance in the promotion of prerequisite knowledge of children into

a higher level. Richard (1974) pointed out that trained teachers are active

and sometimes help more creative children by identifying an observing their

wide range of interest and encourage creativity.

CESA and UNICEF (1994) indicated that some districts in Kenya had much

higher proportions of professional untrained teachers. Pre-school teachers

suffer in terms of salaries because they lack terms of service.

According to seefeldt, trained teachers ‘ have quality interpersonal

relationships between themselves and the children which enhance children’s

development. Central to the learning in early childhood education is the

‘9

development of personality in children. In addition, qualified teachers

provide strategies for teaching, which enhance children’s motivation in

learning and are essential in sustaining children’s attention in classroom

activities.

Seefeldt further explained ways in which qualified teacher can ensure good

interpersonal relationships in children.

Development of children’s personality.

The teacher as a human being is more important than what he! she teaches.

The personality of the teacher will determine significantly what the child

learns under his/her guidance.

Teachers develop the children’s personality by ensuring the following.

Development of trust.

It is the task of teacher of young children to start to build trusting

relationships in children when they enter Pre School. They must show the

children that they are trustworthy and reliable. In some cases, the teacher

may have to demonstrate a special need to help to restore a sense of trust in

children who had not succeeded earlier from their families in building much

trust.

Development of autonomy or independence.

Children require many opportunities to enable them be independent.

Teachers who are qualified encourage children to do things their way and to

be able to make choices and decisions on their own.

The teacher is able to add to the child’s confidence and self-respect because

of the trusting relationship they have built together.

Development of sense of initiative

Children need to be free to explore, discover, imagine and create without

being afraid of making mistakes. They are also beginning to develop

conscience and feelings of a sense of responsibility.

Trained teachers make situation clear to children and not add to a burden of

guilt feelings. They provide children many opportunities to explore their

interests and experiences to interact with their peers and to be creative with

materials such as dramatic play.

Accepting and respecting each child as an individual.

Teachers of young children must know that every child is worthy of the best

they have to give. Children come from different backgrounds with different

types of behaviors. Qualified teachers respect and use the strengths the

children have in providing guidance to children.

Helping the children to face failure in a positive way

Qualified teachers are sensitive to the work of children. They give approval

and attention when children achieve something or when they behave

acceptably. The teachers can also accept children’s failures and try to turn

them to constructive use. Errors become a means of learning and not just a

failure. Qualified teachers encourage a problem solving attitude.

According to Lang, H.R (1995), trained teaches are able to motivate and

sustain young children in the pre school.

He further explained the strategies for motivating and sustaining young

children attention in pre school learning environment that qualified teachers

foster in their classroom settings.

11

They consider individual children’s interests.

Children are most absorbed in learning when they are most interested.

They provide opportunities for physical movement, large and small muscle

activities, indoor and outdoor play, where children can explore with

movements. .

Cognitive abilities are .enhanced through movements, where children can

observe and compare different objects.

They provide a rich variety of first hand experiences to be explored and acted

upon. This ensures child’s curiosity and interest are transforme~d into

knowledge. V.

They provide love and appreciation.

Every effort a child makes needs teacher’ s appreciation. Qualified teachers

shows support to the children by showing an interest in what the children

does by;

(i) treating the children’s questions with respect.

(ii) giving more attention to the positive than the negative aspects of

performance.

(iii) Generous giving of approval for real a compliments.

(iv) Modeling desired children’s behavior.

(v) Cultivating children’s self esteem.

2.6 Objectives

General objective

This study will determine the factors that affect nursery schools enrollment

in Ravine zone Koibatek District Kenya.

Specific Objectives

i. Find out factors that affect access to early childhood education.

ii. Determine the extent to which the government policy influences

enrollment on early childhood education. .

- 12

iii. To establish the extent to which teacher related factors affect enrollment

in nursery schools.

iv. To find out the management. factors which affect enrolment in nursery

schools?

2.7 Hypothesis (Null Hypothesis)

There is no significant relationship between the factors affecting nursery

schools and the enrollment in Ravine Zone Koibatek District Kenya.

13

CHAPTER THREE

Research Methodology V

3.1 Research Design

The study employed a descriptive survey design to determine the factors

affecting nursery schools enrollment. Under the design, open ended items

were used to enable the respondents express their views freely.

Personal conversation were utilized because that daved way for more

information.

Interview schedule was used when the researcher was dealing with children

and parents because most of them could not read or write.

Questionnaires were issued to the head teachers and teachers because they

were literate. Observation and discussions were utilized in some situations

and conditions.

3.2 Subjects

The study involved eighteen pupils, eighteen teachers, eighteen parents and

six head teachers.

The total number of respondents summed sixty

Table 4.0 showing population of the study

Schools Boys % Girls % Total

Shimoni 42 38 70

Koibatek 56 V 64 120

Kamelilo 45 33 78

Bethany 40 46 86

Sogonin 30 26 56

St. Mathew 32 33 75

TOTAL 245 50.51% 240 49.48% 485 100%

14

3.3 Sampling Procedure

Sampling was done to obtain a manageable population. Stratified sampling

was done because the schools were of two categories. Six papers were~ folded

to sample the six private schools and placed on the table. Three of the six

were picked.

The remaining six schools were public schools which the same procedure

was put in place. The total numbeT of schools selected after sampling was

six.

Every level of class from the selected schools was sampled to produce three

children randomly by using papers written yes and no. The total number of

children used in the study was eighteen.

Also eighteen parents were interviewed. All head teachers and teachers of

the sampled schools participated in the study.

3.4 Instruments

The data was collected through observation, questionnaires and interview

schedules.

3.5 Observation

On observation, the researcher moved around all the schools’ compounds to

see the playgrounds and other physical facilities. Went into the classrooms

to see the materials used.

Observed the teacher doing different activities in and out of their classes.

All these were recorded in a checklist. However the researcher gathered a lot

from the schools.

15 -

3.6 Interview schedules.

The researcher organized interview schedules for children and parent. All

interviews were in oral and conducted in Kiswahili and vernacular to gather

information which could not be obtained from observation. Such information

included the age of the children, occupation of a parent, the number of

children a parent had and children’s diet.

3.7 Questionnaires

On questionnaires, the researcher. used structured questionnaires for the

head teachers and teachers.

All the head teachers and teachers of the sampled schools participated in the

study.

The researcher chose the pupils to participate in the study by use of

sequential ‘sampling. That consisted of selecting every’ sampling unit of the

population after the first sampling unit was selected at random.

3.8 Data Collection Procedures

The researcher sent a transmittal letter to the head teachers of the schools.

From the letter, the researcher gave reasons for collecting information from

the school and also requested for permission to do so.

The researcher designed the questionnaires. The researcher administered

the questionnaires to the head teachers and teachers on the same day in a

given school.

Also interviewed the pupils on the same day. The parents were interviewed at

a different day on arrangement by the head of the institution.

3.9 Procedure for data analysis.

Quantitative method of data analysis was used where data was tallied into

frequencies and calculating their percentages.

16

CHAPTER FOUR

Results of the Study

In this chapter, the results of the study are represented using tables.

The table below contains data collected about the ages of respondents. Ages

of respondents are important because it shows experience in life and in

teaching.

Table 4.1 showing ages of respondents

Age group Frequency Percentage

20-25 1 6%

26-30 1 6%.

31-35 8 44%

36-40 6 33%

40—Above 2 11%

TOTAL 18 100%

Data collected from the above table shows that the majority group is (31-35)

which is 44% while the group which came next is (30-40) which is 33%. The

minority group is 40 and above which is (2) 11% and the smallest group is

20-25, 26-35 which has the same percentage.

This shows that, the respondents are mature and experienced.

Table 4.2 showing education levelof head teachers and teachers

Education Level Frequency Percentage

Secondary 20 84.0%

Primary 4 16.0%

Total 24 100%

17

The table above shows the data collected on the level of education of the

respondents

Education level of the respondents is important because it reflects the

quality of work done due to knowledge already obtained.

From the above table, the majority of the respondents have undergone

secondary level of education (20) 84% while the primary level is (4) 16O/0•

This shows that the majority of the respondents are literate and are able to

administer quality service.

The table below show data collected about the ages of children that go to

Pre-school. Age is very important because if a child enrolls in a school early,

he/she will undergo all the pre-school levels hence develop systematically.

Table 4.3 showing pre- school age going

The data collected from the above table shows that the majority group is (7)

39.9% while the other next group is (5) 27.8 %.The minority group records

(4) 22.2% and the least is (2) 11.1%. This shows that, most of the children

enroll between 5-6 years. This is late for the modern nursery education.

The table below contains data collected on reasons for absenteeism of

children. Absenteeism affects a child’s performance since he/she doesn’t get

all what is taught in school.

Table 4.4 showing reasons for absenteeism.

Reasons for absenteeism Frequency percentage

Lack for interest 2 11.2%

18

I Lack of fees 8 44.4%

Sickness 4 22.2%

~ Family labour 4 22.2%

Total 18 100.0%

From the above data, the majority group is hit by school fees problem (8)

44.4% while the next contributing problem is sickness and family labour

which records the same figure (4) 22.2%.The least one is lack of interest

which is (2) 11.2%. The performance of such children is below the standard

due to absentia from school.

The table below shows data collected about curriculum used in different

schools. Curriculum is important because it contains syllabus used by

teachers in implementing nursery education.

Table 4.5 showing curriculums

Curriculum Frequency Percentage

Montessori 2 34%

Integrated 4 66%

Total 6 100%

The data above shows that not all schools use the same curriculum.

Integrated curriculum records (6) 66% while Montessori is (2) 34%. This

means that most of schools use the integrated method compared to

Montessori.

The table below contains data collected about the teachers’ qualification. The

teachers’ qualification has an impact on the children’s education.

19

Table 4.6 showing teachers’ qualification.

Teachers Frequency Percentage

Trained 10 55.6%

untrained 8 44.4%

Total 18 100 000/

I I

Data collected from the above table shows that, majority of the teachers are

trained which is (10) 55.6% while the untrained is (8) 44.4%. The range is

not wide meaning that some of the schools don’t get quality education due to

the use of unqualified teachers.

The table below contains data collected on parental attitude towards Early

Childhood Education. Early Childhood Education is important because it

sets the foundation of a child.

Table 4.7 showing attitude of parents towards nursery education.

ri~spondents Frequency PercentageI ______ V

Yes 10 56%

No 8 V 44%

Total 18 V V 100%

From the above statistics, the majority records (10) 56% while the minority

(8) 44%. This means that though the percentage of those who have positive

attitude towards Early Childhood Education is high, the percentage of the

- other group is still high. This affects enrollment because the parents tend to

retain their children at home or send them to school without fees.

The table below illustrates the data collected on parents’ occupation.

Occupation of the parents is important because it contributes to the

development of the child and the school. This is possible because the money

got from employment is used to cater for all what is required.

V V 20

Table 4.8 showing occupation of the parents

Occupation Frequency

Employed permanently 5

Self employed 8

Unemployed

Total

From the data above, the majority group is (8) 44% while the minority group

records (5) 28%. Parents’ occupation contributes to the growth of the school

and the child, since the child can access pre-school activities if he/she

doesn’t lack school fees.

The table below contains data collected on terms of fees payment. Fees paid

are used to develop, expand the school and pay teachers’ salaries. This

therefore should be paid in time to avoid inconveniences

Table 4.9 showing terms of fees payment.

Data collected from the above table reflects that the majority of the parents

pay school fees mofithly (12) 66.6% while the minority (6) 33.4 % pay termly.

This means that fees are not paid at the same time affecting teachers

salaries and other developments since they are paid in different interval

5

18

Table 4.10 showing facilities and resources

Facilities Adequate Inadequate

Cooking utensils ~‘J

Eating utensils

21

Chairs

Tables

Shelves

Cupboards

Playground

Swings

Tyres

Toilets q

Slides

Materials

F~xercise books

Text books

Charts

Balls

Counters q

Art materials

Data collected from the above table shows that materials which are available

are inadequate and very few. There are also very important ones and are not

found in any of the schools hence this affects enrollment.

22

CHAPTER FIVE

DISCUSSION OF RESULTS, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The study was carried out in Ravine zone Koibatek District Kenya.

It is the heart of the district. It is located at the highland region.

The nursery schools in the zone admit children at the age of three to six

years. The schools are twelve in number and only six have been used in the

study. A number of these nursery schools are attached to primary schools

except for the private ones which run pre schools only.

Facilities provided by these pre-schools are beneficial to the community

living in the zone and its neighborhood. The zone has rich health facilities

with the presence of a district hospital. There are several other clinics, which

have mushroomed due to the increased population as a result of rural urban

migration.

Management of these pre schools are carried out by the primary school

heads and private owners who in most cases lack early childhood education

knowledge and managerial skills. Majority of the parents fall under the poor

class who are not able to cater for their children’s needs and rights. Their

level of education renders them to a state of not valuing this level of

education hence retain their children at home making them outgrow pre

school age.

A number of teachers too are not trained and if trained, in the old methods

and not in a position to adjust to the new thematic methods. This results in

poor performance. Curriculums used in these preschools are not the same.

Some use the Montessori and the rest integrated.

23

Materials and facilities record a low percentage compared to the number of

children present in the pre- schools.

5.2 Factors affecting enrollment.

This chapter is presented in four sub-headings. Access, government policy,

teacher’s factors and management factors. The interaction of the four

elements affect enrollment in the zone. They pave way to convert theoretical

understanding and findings from the research literature into useful

— information to the community, teachers, head teachers and the district

education office.

5.3 Access

Through observation, the researcher cited several issues affecting access.

They include family set up that is the number of children a family has. It can

be a situation where there is only one parent to provide for the children. If

the number of the children is high, then the chances of all children going to

pre-school are slim. The same children lack proper diet exposing them to

malnutritional related disease making them to not attend pre-school

education at the required age. Though the health facilities are available

many parents don’t get the least amount required in the hospital leaving

their children exposed to extreme infections.

Since most of these parents are not employed, getting school fees is a heard

off. They therefore prefer their children to start school when they are old

enough to be in a pre -school for only one year or go straight to standard

one. There are cases of children dropping out of school due to lack of fees,

family labour or a parent may decide to send the children to work for

somebody for money.

HIV and AIDS has deterred many children from attending school because

some are forced to take care of their ailing parents or the younger siblings.

These children drop in and out of school hence don’t attain full knowledge

24

compared to the children who don’t miss school. Efforts made by the middle

class parents to improve the pre schools are surpassed by the lower class.

Parental education level goes hand in hand with attitude. According to the

researcher’s findings, majority of the parents reached either secondary or

primary and never continued with any form of education. They therefore

don’t know its value to the child’s early years. They prefer primary to nursery

some find it a waste of time and money.

5.4 Government policy

Different curriculums are used in the zone meaning that there is no common

syllabus. Supervision is incomparable due to the absence of harmonized

curriculum.

Quite a large percentage use integrated curriculum while the rest use

Montessori.. A child may get confused if for example he/she transfers from

an integrated school to a Montessori school.

The free education for the primary schools has affected preschools

- enrollment because many parents have opted to take their children straight

to standard one and not rejected. The government should therefore make all

community nursery schools free to enable all children undergo preschool

activities. The curriculum therefore should be harmonized.

5.5 Teachers factors.

Trained teachers provide a variety of experiences to let children learn by

doing. Quite a number of teachers in the zone pre schools are not trained

and end up using poor methods of teaching, mistreating the children and

producing low quality materials because they run short of creativity.

On the other hand, their efforts are pulled down by the little salary paid or

not paid at all. They are also discouraged by critical parents who pour out

filthy words because they look down upon them.

25

5.6 Management

Nearly half of the nursery schools in the zone are manned by the primary

school heads attached to the nursery schools. They control all that takes

place in the pre schools that is; employment of the teachers, receiving fees;

paying teachers and catering for the pre schools needs. As a result of this,

pre schools have suffered a lot because their fee is not used to improve their

condition but diverted to settle primary school debts.

In some cases, teachers go without salaries due to misappropriation of funds

by the head teachers. This centralization has rendered pre schools lack

necessary facilities, materials and making teachers concentrate on

educational standards and writing. Presence of facilities and materials make

children like school activities hence increased enrollment. Nursery schools

with good playground is shared with the primary schools making the

preschoolers confined to their classrooms because they fear harassment

from the primary children. The private preschools are the most hit because

they have small playgrounds or not there at all. Children in these schools

are confined to their classrooms and allowed to move out in shifts due to the

space a vailable. They have good, facilities but they lack space. AS. P.

Sharma and Giona (1990) noted, children from unstimulated environment

lack behind developmental domains.

5.7 Conclusion

The study derived from observation and interview is an eye opener~to the

research study. Most of the prior findings tally with the findings of the

researcher who complied this study.

To improve on enrolment, the following must be put into consideration.

o Appropriate facilities and materials.

o Good and organized management.

o Proper education to parents.

o Trained teacher be Used.

o Harmonized curriculum.26

- 5.8 Recommendations

The management of nursery schools should be left to different persons and

not the headteachers. The chosen persons should have early childhood

education knowledge.

The management should provide fixed out door facilities like swings, slides,

Mary-go-round balances, see-saw and the like• for children to play with.

The indoor play materials should be made available to the children in the

classroom. The teachers should attend in-service courses to adopt new

methods of teaching. Untrained teachers should not be allowed to teach in

these schools. Teachers should develop a close attachment to the children

for proper emotional growth. Teachers’ salaries should be paid on time to

enable them to be productive. Teachers should be absorbed in Teachers

service Commission (TSC).

Parents shàuld be sensitized on the importance of preschool education for

their children. This can be done during public meetings or parents meetings.

The government should look for foreign investors to develop rural town to

enable many people access to employment.

Health workers should educate parents on family planning so that they get a

manageable number of children whom they are able to meet for their needs.

The government should harmonize the curriculum used in preschools to

enable them use one syllabus hence easy supervision and evaluation.

Free education should be introduced in pre schools to enable all children

access this level of education.

27

REFERENCES

Books

Colletta. D. Needs for children. Wesley limited New york, 1992

Erickson. E. Childhood and society. New York Norton, 1963

Fayo. Organization Management. Mackmillan London, 1982

Goe/MOE. Guide lines for Early Childhood Development.

Nairobi K.I.E, 1999

Hendrick. J. New trends in Early childhood Education. London. Mosby

company, 1980

Jackman, H.L. Early childhood Education Curriculum.

New York. Delmers Publisher, 1997

Myers, D.G. Psychology, 2nd edition. Machigan worth Publishers, 1996

Sharma, P. Stimulating environment. New Delhi, sterling Publishers, 1990.

Richard. A. Classroom teaching and learning resources. Nairobi, Oxford

university press, 2002.

Seefeldt, C. Teaching young children. London. Prentice Hall, 1980.

28

KAMPALAINTERNATIONAL.UNIVERSflY

OFFICE OF THE DIRECTORINSTITUTE OF OPEN AND DISTANCE LEARNING

DATE: .

TO WHOM IT MAY CONCERN:

Dear Sir/Madam,

RE: INTRODUCTION LETTER~FQR MS/MRS/MR yr

The above named is our stud~t in Institute of Open and(IODL), pursuing a D1pGma/8 elors degree in Education.

He/She wishes to carry out a research in your Organization on

? ~ E ~ -~ ~

~ ~-.L t”1~N -~ I ~i tQ~~-~f i

Case Study

The research is a requirement for the award ot a/

Education .1/ ~

Any assistance accorded 1~ h~r regarding research will b~ I

Yours faithfully,

-

MR. MUHWEZI, JOSEPHHEAD, IN-SERVICE

28

Distance Learning

-c~ ~

r

Ggaba Road K~nsangà:P.O. Box200,Tel:Fax +255.~S. mall:

(!ODL)

4

degree in

APPENDIX B

Questionnaire for headteacher

Name for your school

Type of school. Tick appropriate

Public _____ private IYour age. Tick appropriate____

25-34 I I ~ I I 45 and above I IAcademic qualification V

Form Iv I I V Form VI I I Graduate IProfessional qualification _____

Certificate I Diploma I I Degree I IFor how many years have you been the head teacher2

How many teachers do you have in your school2VAre they all trained? Yes V _____ V No _____ V

i~ no, how many Vare not trained2

How many nursery levels (classes) are there in your school?

Baby class I I V Middle class _____ Top class _____

Which type of curriculum is used in your Vschool?

Integrated I I Montessori I I V

Do all your pupils pay school fees? Yes I No

If.no, what happens to those who don’t pay? ____

Give time to pay Parents are summoned Iexpelling pupils immediately I

Besides school fees what other matters does the school require the pupils to

pay? uniform V caution V V V lunch I I building I IWho caters for the teacher’s salaries, learning resources and facilities in the

school?

Parents _____ donors I I V community I I NGO’S

29

Are the pupils in std 1 the same pupils who enrolled in Baby class back 3

years?

Increased _____ decreased IIf the number decreased what was the cause of the decrease

Drop out _____ transfer IFor those who drop out what was the cause?

Illness lack of interest _____ drug abuse _____ family labour I____From experience which social status or economic class produces most

dropouts?

Most affluent the medium class _____ poor class

What are the most acute problems the children face in your school?

Academic ____ lack of fees i lack of uniform _____

Distance of school I

30

APPENDIX C

Questionnaire for teachers

Name of your school

Your age? 20-25 25-30 30-35 ____ 35-40

Level of your class? Baby ____ middle L Top ____

Academic qualification? Class 8 Form IV Form VI

Professional qualification? Certificate L Diploma Degree

How many years have you been in the profession2

What type of curriculum do you use in your school?

Integrated Montessori

Who pays yours salaries? Parent community L~ donor

What are the sources of learning resources in your school?

Commercial _____ community teacher initiative

Do your pupils pay school fees regularly? Yes no

If no what happens to those who don’t pay?

Give time to pay _____ parents are summoned expel them

Are the children in top class the same number to children who enrolled in

baby class two years ago?

Increased decreased IIf the number decreased, what was the cause?

Drop out _____ transfer

For those who dropped out, what was the cause?

child labour _____ family instability illness _____ lack of interest V

drug abuse V V

From experience, what social class produces most drop outs?

The most affluent the medium the poor class

V 31

APPENDIX D

Interview guide for parents

Your name

Your age? 20-25 ____ 25-30 30-35 35-40

Above 40 ____

Name of your village

What is your level of your education?

Primary ____ secondary ____ university L J

What is your occupation?.

How many children do you have2

At what age do they go to nursery school?

Does yours children have all what is required off them in school?

Yes _____ No _____

- In what situation do your child stay at home instead of being in school?

Sickness lack of fees work at home L

How do you pay school fees? . ____

Monthly I termly . yearly

How often do you go to school to check your child’s progress?

What is your view on early childhood education (nursery education)?

32

APPENDIX E

Interview guide for children

What is your name2

How old are you2

Where do you come from2

What do your parents do2

Who brings you to school2

Do you have reading and writing materials?

Yes __ No L~

How many meals do have in a day?

__ 2 __ 3 __

If 3 what do you have in the

Morning

Lunch

Super

Do you like coming to school?

Yes _____ No _____

Why do you like coming to school?

Do you enjoy the school activities?

Yes _____ No _____

What happens that you sometimes stay at home instead of going to school?

33

APPENDIX F

Map of Research Environment

F

N’

- — /

~ ,‘

/ ~

S. .O~ 4S.

~/

.1.~( (

V.-”

RZ—RAVINEN. ZONE

/

34

APPENDIX G

CURRICULUM VITAE

Personal Background

Name: RUTO JANE

Reg. No.: BED! 10325/52/DF

Age: 37 years

Gender: Female

Civil status: Teacher

Address: P.O. Box 21 ELDAMA RAVINE, KENYA.

Date of Birth: 1970 /,Contact #: +254726538599

‘~

Education Background

College: Migori Teachers Training College

Secondary: Kaproprita High School

Elementary: Orinie Primary School

Research Experience

Course: bachelor of Education in Early Childhood and primary Education.

Research Title

FACTORS AFFECTING NURSERY SCHOOL ENROLMENT IN RAVINE ZONE,

KOIBATEK DISTRICT, KENYA.