The implementation of the Programme of Pastoral Instruction (P.P.I) in Primary Schools within Eldoret Municipality, Kenya

Abstract

When the 8.4.4 system of education was introduced, many structural changes occurred in the curriculum. Consequently, teaching of the programme of pastoral instruction (P.P.I) in many primary schools was introduced to enable pupils acquire religious nourishment particular to their Christian denomination without emphasis on examination as other subjects in primary school. Such a scenario where the subject is not examinable tends to create many challenges for its successful implementation. This study therefore investigated the challenges in the implementation of the programme of pastoral instruction (P.P.I) in primary schools within Eldoret Municipality. The objectives of the study were: to determine the available teaching resources for P.P.I, to establish the training of teachers for teaching P.P.I, to establish the management support towards P.P.I, to examine the attitude of teachers and pupils towards the P.P.I programme, and to examine instructional problems during teaching of P.P.I The study was, anchored on the theory of force fields analysis of change that was developed by Kurt Lewin (1947). This theory deals with the process and strategies for planning and implementing change. It looks at the variables such as management, analyzing the various change strategies that can be used in a particular situation, involved in determining effectiveness. This study was conducted by cross-sectional survey design. Data was collected from a sample of 240 pupils, 120 teachers, 24 headteachers, M.E.O and Quality Assurance and Standard Officer. Questionnaires, interviews and document analysis were used to collect data. Stratified, purposive and simple randomly sampling was used to select the required sample for the study. The data was analyzed and presented using frequencies and percentages on graphs, figures and tables. The analyzed data revealed that; pupils and teachers have positive attitude towards P.P.I. Teachers were not fully prepared to teach P.P.I, and were in need of in-service courses for effective teaching. Textbooks were the most available resources for teaching P.P.I. Discussion, question and answer method were the most popular mode of instruction. From the analyzed data, the following conclusions were made. The Ministry should organize for more in-service courses for teachers of P.P.I. The government should set aside funds for buying teaching and learning resources in schools. The findings of the study is hoped to benefit teachers of P.P.I and to guide the policy makers in improving the quality and teaching of P.P.I.