Abstract:
The purpose of this study was to investigate the challenges of implementation of Free
Primary Education in Kenya from 2003 to 2008 using Kapseret Division in former
Uasin Gishu District of Kenya. Its objectives were: to investigate ifthe capacity of the
existing school physical structures, human resource outlay and administrative
structures are able to cope with the increased pupil enrolment. Second, to find out
how the increased enrolment has affected the objective evaluation of pupils and pupils
performance standards and teachers' morale. It also attempted to establish the pupils'
retention and wastage rates. This study was based on systems theory of organizations
developed by Ludwig Von Bertalanffy. Ideally, initiating change without forward
planning constitutes a serious crisis. This study was structured to establish if the Free
Primary Education policy agrees with this fact. The study was conducted in schools
across Kapseret division, where the target population were the primary school
teachers, school management officials and Quality Assurance and Standards Officers
in Uasin Gishu District. The data was collected by use of questionnaire, interview and
use of checklists. Seventeen (17) primary schools were randomly selected in rural and
urban setting representing 50% respectively. Fifty percent (50%) of teachers and all
head teachers in each participating school were included in the sample.
Questionnaires were administered to all teachers while all the head teachers were
interviewed. The data collected was coded accordingly and analyzed using the
Statistical Package for Social Science (SPSS). The results are presented using
descriptive statistics (bar charts, pie charts, graphs, tables, population means and
figures). Major FPE challenges established through the study included high pupil
enrolments that led to overcrowded classes, shortage of teachers and learning facilities
and poor retention of pupils. The study concluded that unless proper corrective
measures are urgently addressed by Government and stakeholders, FPE is not
sustainable in its current form. The outputs for the study are helpful for proper
planning and decision making at the Ministry of Education, donors who provide funds
and other stakeholders in an effort to improve FPE policy and to make it more
sustainable.