FACTORS THAT CONTRIBUTE TO LOW ENROLLMENT IN PUBLIC

PRIMARY SCHOOLS

A CASE STUDY OF KAMPI YA MOTO DIVISION, RONGAI SUBCOUNTY

BY

JOHN KAMANDE NDUNG’U

SW/006/2013

A research project submitted in partial fulfilment of the requirements for the award of
a Bachelor of Arts Degree in Social Work

MAASAI MARA UNIVERSITY

MAY 2017
 DECLARATION
I hereby declare that this research project which is to be submitted to the Department of
Social Sciences, Religion and Community Development in the School of Arts and Social
Sciences of Maasai Mara University is a record of an original work done by I JOHN
KAMANDE NDUNG’U

SIGNATURE

DATE OF SUBMISSION

APPROVAL

This project has been submitted for examination with the approval of my university
supervisor

DR. KENNEDY KARANI ONYIKO

SIGNATURE

DATE OF APPROVAL

ii
 DEDICATION
I dedicate this research project to my loving parents Mr and Mrs Kibugi for ever believing
in me.

iii
 ACKNOWLEDGEMENT
I am highly indebted to the unrelenting support offered by supervisor, Dr. Kennedy Karani
who in simulating suggestions and advice from the inception of my research topic guided me
until the completion of this research study.

The success of this research study has also taken a great hand of the very able members of the
secretariat at Centre for Enhancing Democracy and Good Governance (CEDGG Nakuru)
where throughout my studies as a social science student; I have acquired very essential skills
in conducting social investigation and championing the rights of vulnerable and
disadvantaged groups.

I am also very grateful to all the head teachers of primary schools in Kampi ya Moto Division
and parents in these schools who were very willing to be at my beck and call during data
collection for this research study.

Last but not least I would wish to extend my gratitude to very good friend and classmate
Zedekiah Macharia who has greatly contributed towards the compilation and production of
this research study.

May the Almighty bless you abundantly.

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 ABRREVIATIONS
UNESCO United Nation Education, Scientific and Cultural Organisations

UNICEF United Nation Children Education Fund

FAWE Forum for African Women Educationists

UPE Universal Primary Education

FPE Free Primary Education

ASAL Arid and Semi-Arid Lands

KESSP Kenya Education Sector Support Programme

GOK Government of Kenya

ODM Orange Democracy Movement

HIV Human Immuno-Deficiency Virus

AIDS Acquired immunodeficiency Virus

MOE Ministry of Education

TSC Teachers Service Commission

CREATE Consortium for Research on education Access and Equity

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 TABLE OF CONTENTS
DECLARATION........................................................................................................................................ii
DEDICATION..........................................................................................................................................iii
ACKNOWLEDGEMENT...........................................................................................................................iv
ABRREVIATIONS.....................................................................................................................................v
ABSTRACT.............................................................................................................................................xi
CHAPTER ONE........................................................................................................................................1
1.0: Introduction................................................................................................................................1
1.1: Background of the study.............................................................................................................1
1.2: Statement of the Problem..........................................................................................................2
1.3: RESEARCH OBJECTIVES...............................................................................................................2
1.3.1: General Objective................................................................................................................2
1.3.2: Specific Objectives...............................................................................................................2
1.4: Justification of the study.............................................................................................................3
1.5: Scope..........................................................................................................................................3
1.6: Limitations..................................................................................................................................4
1.7 Operational definitions................................................................................................................4
CHAPTER TWO.......................................................................................................................................6
LITERATURE REVIEW..............................................................................................................................6
2.0: Introduction................................................................................................................................6
2.1: Overview of the role Education..................................................................................................6
2.2: The State of UPE globally............................................................................................................6
2.3: Concept of F.P.E..........................................................................................................................7
2.4: Economic and political factors that cause of poor enrolment of pupils in public primary
schools...............................................................................................................................................9
2.4.1: The Economic activities and Land ownership around Rongai sub county..........................10
2.4.2: The 2007-2008 Post-election Violence..............................................................................11
2.5: Family Background Factors influencing enrolment in Public Primary Schools in Kampi ya
Moto Division..............................................................................................................................12
2.5.1: Family perceptions and preferences.................................................................................12
2.5.2: Family income disparities..................................................................................................13
2.5.3: HIV/AIDS prevalence in families and its effect on the school going culture.......................13
2.6: Environmental factors and conditions in public primary schools that influence enrolment of
pupils...............................................................................................................................................14

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 2.6.1: Climatic conditions and Accessibility of the schools..........................................................15
2.6.2: Understaffing.....................................................................................................................15
2.7: Limited resources and facilities in public primary schools........................................................16
2.8: Theoretical framework.............................................................................................................16
2.9: Conceptual Framework.............................................................................................................18
2.10: Summary of Literature Review...............................................................................................19
CHAPTER THREE..................................................................................................................................21
METHODOLOGY...................................................................................................................................21
3.0: Introduction..............................................................................................................................21
3.1: Research Design........................................................................................................................21
3.2: Research Site/Target Area........................................................................................................21
3.3: Sampling Techniques and Sampling Procedure........................................................................21
3.4: Sample size and Target population...........................................................................................22
3.5: Data collection methods...........................................................................................................22
3.5.1: Interview schedules...........................................................................................................22
3.5.2: Questionnaires...................................................................................................................22
3.6 Validity of Instruments..............................................................................................................23
3.7 Ethical Considerations...............................................................................................................23
CHAPTER FOUR....................................................................................................................................24
DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSIONS.............................................24
4.0 Introduction...............................................................................................................................24
4.1 Questionnaire return rate..........................................................................................................24
4.2 Socio demographic characteristics of respondents...................................................................25
4.2.2 Age distribution of the respondents...................................................................................26
4.2.3 Level of education...............................................................................................................27
4.2.4 Period lived in Kampi ya Moto Division..............................................................................28
4.2.5 Parental awareness on the low enrolment levels in schools..............................................29
Table 4.6 Parental awareness on the low enrolment levels in schools........................................29
4.2.6 Whether parental views are taken into consideration in the running of the school activities
.....................................................................................................................................................30
4.2.7 Appropriateness of the school environment......................................................................31
Table 4.8 Appropriateness of the school environment..............................................................31
4.2.8 Justification for low enrolment levels.................................................................................32
4.3.1 Response rate from the schools.........................................................................................33

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 4.3.2 Average enrolment levels...................................................................................................33
4.3.3 Impact of political interference or post-election violence in public primary schools..........34
Table 4.11 Impact of political interference or post-election violence in public primary schools...34
4.3.4 Family income levels effect on enrolment and retention...................................................36
4.3.5 HIV/AIDS prevalence in schools..........................................................................................37
CHAPTER FIVE......................................................................................................................................39
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.......................................................................39
5.0 Introduction...............................................................................................................................39
5.1 Summary of the findings............................................................................................................39
5.2 Conclusions on the findings.......................................................................................................39
5.3 Recommendations.....................................................................................................................41
REFERENCES........................................................................................................................................43
APPENDICES.........................................................................................................................................46
APPENDIX I : SCHOOL HEADS QUESTIONNAIRE...................................................................................46
APPENDIX II : PARENTS/GUARDIAN QUESTIONNAIRE.........................................................................49
APPENDIX III : INTERVIEW SCHEDULE FOR DUTY BEARERS IN THE ADMINSTRATIVE DEPARTMENT OF
EDUCATION.........................................................................................................................................52

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LIST OF TABLES

Table 4.1 Questionnaire return rate………………………………………………………………..24

Table 4.2 Gender distribution………………………………………………………………………25

Table 4.3 Age distribution of the respondents………………………………………………….…26

Table 4.4 Level of education………………………………………………………………………...27

Table 4.5 Period lived in Kampi ya Moto Division

……………………………………………….28

Table 4.6 Parental awareness on the low enrolment levels in schools…………………………29

Table 4.7 Whether parental views are taken into consideration in the running of the school
activities…………………………………………………………………………………………………30

Table 4.8 Appropriateness of the school environment…………………………………………31

Table 4.9 Justification for low enrolment levels……………………………………………….…32

Table 4.10 Average enrolment levels…………………………………………………………….…33

Table 4.11 Impact of political interference or post-election violence in public primary

schools………………………………………………………………………………………………….34
Table 4.12 Family income levels effect on enrolment and retention…………………………..36

Table 4.13 HIV/AIDS prevalence in schools …………………………………………………..

…..37

Table 4.14: Special HIV/AIDS Advocacy Programs………………………………………………

37

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LIST OF FIGURES

Figure 2.1 conceptual framework..........................................................................................18

Figure 4.1 Questionaire return rate………………………………………………………………24

Figure 4.2 Gender distribution…………………………………………………………………….25

Figure 4.3 Age distribution of the respondents……………………………………………………26

Figure 4.4 Level of education………………………………………………………………………27

Figure 4.5 Period lived in Kampi ya Moto Division ……………………………………………..28

Figure 4.6 Parental awareness on the low enrolment levels in schools……………………….29

Figure 4.7 Whether parental views are taken into consideration in the running of the school
activities…………………………………………………………………………………………………30

Figure 4.8 Appropriateness of the school environment…………………………………………31

Figure 4.9 Justification for low enrolment levels…………………………………………………32

Figure 4.10 Average enrolment levels…………………………………………………………..…33

Figure 4.11 Impact of political interference or post-election violence in public primary

schools…………………………………………………………………………………………………..34
Figure 4.12 Family income levels effect on enrolment and
retention………………………....36

Figure 4.13 HIV/AIDS prevalence in schools

……………………………………………………..38

Figure 4.14: Special HIV/AIDS Advocacy Programs……………………………………………38

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 ABSTRACT
The future of any nation in this world lies basically on how they treat its youngest citizens.
Provision of basic primary education therefore goes a long way in determining our future and
the future of other generations to come. Education therefore, is a prerequisite for national
development and world prosperity. Kenya has made numerous strides in its quest in
advancement of education to its citizens since independence. However, the Kenyan education
system has been hurdled by numerous challenges in terms of service delivery, effectiveness
and steadfastness through numerous challenges encountered in its implementation. This study
therefore aimed at creating an understanding of the multifaceted nature of the factors
affecting enrolment and retention in public primary schools in Kampi ya Moto Division,
Rongai Sub County in Nakuru County. The study population comprised of all educational
stakeholders in Kampi ya Moto Division including the teaching and non-teaching staff,
pupils, parents, education and the duty bearers in the education administration in the area.
Data for this research was generated through structured questionnaires and interview
schedules and the respondents were the respective school heads, parents in these school and
officers in the education department in both Sub county and divisional levels. All data
generated for the study was analysed descriptively using tables, frequencies and percentages
and later construed graphically through pie charts, bar and line graphs. The study found out
that a combination of factors underwrote the low enrolment levels in public primary schools
including socio economic factors, family background aspects, conditions in these schools and
the surrounding environment. Family background factors accompanied by political dynamics
were seen to have a big effect on enrolment in primary education. HIV/AIDS prevalence also
presented a numerous number of reasons for low enrolment levels in Kampi ya Moto division
a trend that can present itself in several other ways in the future. The government ought to
ensure that there are eminent measures and strategies in place to avoid disparities in
enrolment levels and ease implementation of the salient policy provisions in administration of
public schools such as the auspicious free primary education programme which has numerous
potential in transforming our nation into a stable middle-income economy

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 CHAPTER ONE
1.0: Introduction
This chapter provides an overview of the background of the research study, statement of the
research problem, purpose of the study, objective of the study, research questions,
significance, scope and limitations of the research study

1.1: Background of the study

Schooling is one of the means which train an individual for production, research and
education (UNESCO, 1981). Learning, therefore, plays an important role in equipping one
with relevant skills and knowledge that are needed for the socio-economic development of
any given country. According to Lewin (2004), access to and success in proper schooling will
continue to be highly correlated with subsequent employment, income distribution patterns
and national economic growth.

Primary education is the basic and foremost right of every child. Its availability and provision
are not only the responsibility of state but parents and households. (UNICEF, 1998). Primary
education brings awareness among the masses, opens avenues for opportunities as well self-
advancement and improvement and reduces chronic and inter-generational poverty. As a first
step in the creation of welfare and just society, universal primary education is an absolute
pre-requisite for sustainable development.(World Bank 2001)

There is a vast body of literature that identifies the importance of primary education as a key
component of successful development strategies. In spite of this general consensus, there is
still much disagreement about how to allocate scarce public resources within education needs
in a cost effective way (Coady and Parker, 2002). However, it is estimated that out of the
total school-going age children around 50 per cent are not in school. There could be a number
of reasons for children not being in school. Poverty may be one of the most important
reasons.(World Bank, 2001). Primary schooling may be free, still, there are many other
indirect costs related to sending the child to school uniform, stationery, food, contributions to
some other school funds, etc. But of all these costs, the most important cost appears to be the
"opportunity cost" that the parents have to forego for a sending their child to school. The
child might be working or could work at some place and could bring some income to the
family. By sending the child to school the parents shall have to forego that income, which
may be necessary for their survival. This is a big issue and the parents have a strong rationale
for it. (FAWE, 1997)

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According to the Kenya National Population Census 2009, Rongai Sub County is the third
largest sub-County of the eleven sub counties in Nakuru County. According to the 2009
census, its population was estimated at 130,132 persons. In Rongai Sub County in the year
2016, there were 97 primary schools who sat for the Kenya Certificate of Primary Education.
84 schools amongst these are public schools. In Kampi Ya Moto division alone, there are 26
public primary schools which according to my analysis were worthy of the intervention.
However, over 50% of these schools had an enrollment of less than 200pupils. Further probe
into the education provisions which informed my situational report provided the standard
enrolment in public primary schools as at 450pupils. In the long run, no public primary
schools from Kampi ya Moto division `benefited from the proposal as none of these
institutions had the minimum enrollment that would guarantee the maximum number of
beneficiaries that the intervention required.

1.2: Statement of the Problem

Free Primary Education (F.P.E) program introduced in 2003 created a lot of problems to
public Primary Schools in Kenya in that at first there was influx in enrolment after which
there was decline in admission due to congestion of classes, facilities which were a mockery
of the free primary Education. Lack of enough teachers to teach them whereby the ratio on
each teacher to pupils was high was also very challenging to cope with. The introduction of
the Free Primary Education (F.P.E) Programme majorly aimed to ensure that the poor gain in
enrolment is actually addressed. However, this salient policy provision does not necessarily
portray efficiency and all out benefits especially in parts of Rongai Sub County. The low
enrolment in public primary schools around Rongai Sub County and specifically Kampi ya
Moto Division are alarming compared to previous years. This is actually an odd trend bearing
in mind that in recent past there have been mainstreaming measures in the education sector to
encourage the school going culture. This research therefore attempts to understand why there
has been this tendency and intends to contribute towards providing solutions to the same.

1.3: RESEARCH OBJECTIVES

1.3.1: General Objective
To explore why there has been relatively low enrolment levels in public primary schools in
Kampi ya Moto Division, Rongai Sub-county Nakuru County.

1.3.2: Specific Objectives

This research aims to achieve the following intents;

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1. To determine the socioeconomic factors that cause of poor enrolment and low absorption
of pupils in public primary schools in Rongai Sub-county
2. To investigate how family Background Factors influence enrolment in Public Primary
Schools in Kampi ya Moto Division
3. To determine how environmental factors and conditions in public primary schools around
Kampi ya Moto Division influence enrolment of pupils in the area.

1.4: Justification of the study

Poverty and other unfulfilled basic needs are factors that constrain the social, political and
economic opportunities available to citizens of a country. In the present day Kenya, education
is viewed as a major breakthrough from poverty. The inception of the free primary education
policy in 2003 aimed at the provision of education for all Kenyan children. It is a believed
that when education is offered to the young members of a population, there will be a skilled
and productive labour force produced in future who will breed an even more prolific
economy when they utilise the knowledge and skills they acquire throughout their education.
However, the implementation of this program has been hurdled by many problems
experienced at the grassroots level. Key among these is the low enrollment in public primary
school which threatens the efficiency of this policy provision.

This research will, therefore, go a long way in ensuring that the eminent problem is well
probed into spawn measures that can be put in place to reduce the anomaly in due time.

Findings of this study will inform to a greater extent measures and strategies to improve
enrollment and retention address the poverty gaps that undermine enrollment, reduce crime
rates as well as addressing policy implementation constraints that undermine service delivery
in the education sector. Furthermore, the findings of this study will help to recover the
underlying challenges the residents of Kampii ya Moto division have encountered and help in
improving their quality of life through effective implementation of all government services
that have since been forgotten and failed to be addressed.

1.5: Scope
This research problem targets to understand why there has been a trend of low enrollment in
public primary schools in Kampi ya Moto Division, Rongai Sub County in Nakuru County.
Kampi ya Moto division is located in Visoi Ward, 30km from Nakuru Town along Nakuru-
Eldama Ravine Road. It has area coverage of 26 public primary schools. The area is vastly
rural and most residents are on informal employment. It is comprised of farmers, skilled and

3
unskilled casual labourers, civil servants and small scale business traders and business
people.

1.6: Limitations
This research is indeed timely and I believe it will go a long way in contributing the service
delivery standards in government institutions. However, the following are some factors that
may limit the steadfastness of the study;

1. There are a number of private primary schools around Kampi ya Moto division which are
opted by parents. These factors outdo these public primary schools in terms of suitability
and ease of access to quality and services offered by these schools
2. Some public schools are closely concentrated in the same geographic area which hinders
adequate enrolment in these schools.
3. Some new policy guidelines recently introduced like the laptop project for class one
pupils may be reflected in an increase in absorption of pupils in class one from the time of
developing this study proposal.
4. In areas where the trend is characterised by less enrollment, fewer facilities and smaller
buildings make efficient use of resources, require fewer administrators and staff and are
easier to maintain.

1.7 Operational definitions

Education: The act or process of educating; the result of educating, as determined by the
knowledge skill, or discipline of character, acquired; also, the act or process of training by a
prescribed or customary course of study or discipline. (Oxford Dictionary, 6th edition, 2015)

Primary education: It is most often referred to as elementary education, which is usually

composed of grades one through eight. The main purpose of primary education is to give
children a strong foundation in the basics of a general curriculum, with an emphasis on
reading and math.(Education › K-12, 2003)

Enrolment: It’s the number of pupils that are to be registered in school through admission.

U.P.E: Universal Primary Education (World Bank, 1987)

Free Primary Education programme (F.P.E): An education policy directive where parents
do not pay directly for education. The government of the day takes care of the learners’ needs
using taxpayers’ money and grants from other institutions. (The Republic of Kenya, 2003)

4
Access: Refers to a situation where individual needs are deliberately addressed like
provisions of facilities to pupils.

Completion: Is ensuring enrolled pupils will go through the 8 years in primary school
without dropping out due to various reasons.

Retention: Refers to the ability of the institution to keep pupils in the school system after
enrolment

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 CHAPTER TWO

LITERATURE REVIEW
2.0: Introduction
This chapter deals with the theoretical foundation pf the study as well as the literature review
on issues related to factors that have led to low enrolment of public primary schools despite
the intervention of basic policy guidelines on both national and local level.

2.1: Overview of the role Education

Many individuals and institutions play a major role in socialising children and youth. The
family of course is the most important for young children but in modern societies formal
institutions also help to determine what a child learns and how well he or she is prepared to
function in society. The school serves perhaps as the major institution (other than family)
devised by the adult generation for maintaining and perpetuating development and culture. It
supplies tools necessary for survival and ensures the transmission of knowledge and values to
future generations. Schools uphold and pass on the society’s values, beliefs and norms not
only in lesson subject matter but also through the very structure and operation of the
education system.

We are all aware that the world is changing rapidly. Communications and the economy are
becoming globalized, career success requires increasingly advanced skills and family patterns
today differ greatly from what existed years ago. Each such change has a major impact on
education from pre-primary education through the tertiary level of education.

2.2: The State of UPE globally

World Bank (2004) Development goals stated that education was development. It created
choices and opportunities for people, reduced the burden of poverty and diseases and gave a
stronger advancement vital in the society. For Nations, it created a dynamic work force and
well informed citizens able to co-operate globally and opening the door to economic – social
prosperity. The world conference on education in Dakar (2002) realized that the needs for
Universal Primary Education had been the world’s greatest challenge in the history of
education

More than one third of public school students attend rural schools. About one half of school
districts are rural. In trying to improve rural education, educators must confront the extreme
diversity of rural locations which makes it difficult to generalize across communities. Robert
C. Johnston in “Rural Education” Education Week, December 16 1998 describes rural
6
districts as those that have fewer than 150 residents per square mile and are located in
counties in which at least 60 per cent of the population resides in communities with
populations under 5,000 people. Even within this fairly description, rural communities
exemplify hundreds of “sub-cultures” that differ in ethnic composition, extent of remoteness,
economic structure and other characteristics.

This diversity is partly why the particular problems of rural schools have received relatively
little attention for the past fifty years. Recently however Judith K. March and Karen H Peters
in “ A collaborative approach for small districts to use the Effective Schools Process for
Comprehensive School Reform” (2004), a paper prepared for the Ohio Centre for Effective
Schools tried to determine how to provide high quality education in rural setting. They
reached several major conclusions;

 The critical elements for rural school improvement are community dependent. This
means that whatever innovations that may work in other settings might fail in rural
settings
 The tremendous diversity in rural areas require similarly diverse school improvement
efforts that also address multicultural education goals
 Cynical economic trends have made public education an increasingly important force
in providing skilled personnel and jobs in rural communities
 Many rural schools may benefit from distance learning and other forms of advanced
technology

2.3: Concept of F.P.E

The meaning of Free Primary Education according to the Kenya Education Commission
report (1964) was the education that shifted the burden of fees from the parents to the
community as a whole. Its purpose was to allow all children to access education without
discrimination at all. However, enrolment of FPE was misused seriously with the inflow of
pupils in primary education in the second year of FPE implementation. Districts that had
registered over 20% increase in enrolment hardly recorded more than 5% of standard one
enrollment the following year. FPE initiative was to recognise education as a human right
which was to be provided by the government to its citizens (The Republic of Kenya, 1964). It
opened up learning opportunities for the disadvantaged and marginalised boys and girls who
had never enrolled in school or had dropped out because they simply could not afford the
costs (Werk, 2004)

7
The curriculum did not give room to such pupils who had been marginalized or had dropped
out hence affecting their motivation to learn. Given the fact that there were many challenges
with lack of enough infrastructures, overcrowded classrooms and inadequate learning
facilities, the teacher to pupil ratio grew to such a high rate that the pupils preferred to miss
school while others who lacked the zeal to go to school surrendered.

FPE was aimed at increasing participation and provide children from the poor strata of the
society with an opportunity to grasp more knowledge and help Kenya to fight poverty and
achieve sustainable development goals. The government waived tuition fee and provided
textbooks, other classroom materials such as writing materials and other stationery were still
parents’ responsibility. The government also continues to supplement the parents’ efforts in
managing low costs schools and feeding programmes in arid lands (ASAL) areas (UNESCO,
2003)

The FPE guidelines stated that all public primary schools were to enrol all children of school
going age without discrimination. The schools were to carter for children from different
background including children with special needs, street children who had been exposed to
drugs or had emotional stress needed to be rehabilitated so as to fit in the regular schools. The
double shifts were to be adopted for schools which had enrolled more than the capacity to
handle. Every effort was to be done to ensure that all those who had enrolled did not drop out
(Republic of Kenya, 2003).

The guidelines of FPE did not require parents and communities to build more schools but
rather encouraged the communities to improve refurbish and use existing facilities such as
religious building as classes. All the same, FPE did not stop communities’ initiatives to
maintain certain facilities and services for pupils such as lunch, transport (Republic of Kenya,
2003)

Every year, Kenya expenditure on education accounts to 40% of the budget (Buhere, 2007).
Despite this Kenya is continuing to lag behind in achieving educational targets since 1963. In
1976, funding proved to be a challenge with school fees and other vote heads. A waiver of
school fees was suggested for children from disadvantaged homes. Later classes one to four
were made free. In 2003, the government decided to implement free primary education in
public primary schools. According to the Republic of Kenya (2003) the government allocates
Ksh. 1,020 per child per annum. This allocation is to purchase teaching and learning
materials, general maintenance and operational maintenance. Due to high cost of purchasing

8
these materials, it has made them accessible to majority of pupils in public primary schools.
The provision of learning and materials that is allocated to this child is not enough to
complete a year, 12 exercise books 2 biro pens and 1 pencil require the poor families to cost
share additional materials. It has been noted that in the recent past, the enrolment of pupils at
primary level has been reducing. Therefore, education requires meeting several distinct
challenges encountered by the parents among them funding the tuition and upkeep for pupils.

The donor community which received the FPE policy with high enthusiasm was quick to
assist the government. The World Bank for example gave a grant of 3.7 billion while the
British Government through the department of internal development gave Ksh. 1.6 billion,
Swedish Government Ksh. 430 million and UNICEF Ksh 250 million. It was noted clearly
that the GOK and other partners in the development of education since 1963. The
government has been implementing a sector wide – Funding Programme under the Kenya
Education sector support programme (KESSP) under which the government has codified its
expenditure into 23 investments. The programme allows coordination of funding allocations
and hence more effective allocations of resources. Despite all these efforts, the main
challenge facing education Funding is disproportional allocations for capital. Furthermore,
provision of funds for free primary education and bursaries has not matched learners’ needs.

2.4: Economic and political factors that cause of poor enrolment of pupils in public
primary schools.
Fullan (2000) uses the term “outside forces” to characterize those external factors and their
possible pressures on the education system. He notes that in this era of education reform
“outside forces” tend to move “inside” accompanied, for example, by demands for better
educational performance and greater accountability. The public high interest and concern
about education are well documented in public opinion polls and by the prominence of
education issues in political campaigns (Rose and Gallup, 2000; Johnson and Aulicino, 1998;
Robelen, 2000; Sack and Jacobson, 2000; Keller, 2000).

Education-related decisions by officials at all levels of government may be influenced by

varied concerns. Corporations and their representatives have become involved in influencing
education policy at local and state levels, in their pursuit of employees who possess the skills
and knowledge needed by a productive workforce. (Bernstein, I.H, 1994). Individually and
through organizations such as the Business Roundtable, businesses offer advice to elected
officials regarding educational policies.

9
In addition to exerting influence through the political system, some businesses, education and
professional organizations, and others have acted to influence the education system directly.
For instance the economic activities of an area to a large extent influence the ability of
parents to raise funds for optional activities, (Kerlinger F, 1983).

2.4.1: The Economic activities and Land ownership around Rongai sub county
Rongai Sub County lies 30km west of Nakuru. It covers an area of 118.70 square kilometres
and is mostly semi-arid. It has a population of 27,881 persons according to the 2009 National
census that is highly metropolitan. All 42 tribes in Kenya have significantly inhabited parts of
Rongai Sub County. Most residents in Rongai are small scale farmers who practice
subsistence farming of common food crops that include maize and beans. A faction of the
population is also consists of the business community and casual labourers in construction
activities and a number of flower farms in the area.

Rongai Sub County is a popular electoral constituency in Kenya and a very key player in
political processes in Nakuru County. Rongai Sub County is also very popular in its vastness
on land coverage. It is known to home of two Kenyan former presidents where they own
huge tracts of land. The Kabarak Community Farm that hosts the palatial home of retired
president Daniel Toroitich Arap Moi covers over 4000 acres of land sits at the heart of Kampi
ya Moto Division. Gicheha Farm, a ranch belonging to The Kenyatta’s Family also covers
over 3,500 acres of land is also located in Rongai Sub County. Rongai Sub County is also
popular in horticultural land. There are over ten flower farms under the ownership of various
agricultural investors both local and foreign.

Being an overly impressive zone on economic advancement, Rongai has numerous

construction activities ongoing in the area. This unique trait offers a lot of employment
opportunities for employment in these farms. However this one-sided trait in land ownership
creates a tendency of huge casual employment for most residents who have settled in semi-
urban town centres. This means that huge faction of Rongai Sub County residents are casual
labourers. Most labourers in casual employment are on temporary employment and very few
are employed permanently. The few civil servants who reside in Rongai are on permanent
and pensionable employment. These civil servants include teachers and other government
officers.

10
2.4.2: The 2007-2008 Post-election Violence
The 2007 General elections in Kenya aftermath spurred a political, economic, and
humanitarian crisis in the country after former President Mwai Kibaki was announced the
winner of the presidential election held on December 27, 2007. Enthusiasts and supporters of
Kibaki's challenger, Raila Odinga of the Orange Democratic Movement, (ODM) alleged
mass electoral irregularities. Due to the ethnic and geographic diversity of Kenyan politics,
targeted ethnic violence intensified in many parts of the country. Oloo, M. A (2009).Rongai
Sub County was hardly hit by the clashes, with a huge number of people being displaced
from their homes and a lot property torched and destroyed in most parts of the constituency.
Tensions rose as most people fled their homes for safety in less affected areas where other
members of their family resided. Most residents of Rongai Sub County decamped to Afraha
stadium in Nakuru town as they waited for the skirmishes to culminate.

Some villages in Kampi ya Moto Division including Rajuera, Naithuiti, Lengenet, Mogoiwet
and Kampi ya Moto witnessed some of the worst violence, some of it ethnically instigated,
some expression of outrage at extreme poverty, and some the actions of tribal vigilante
groups comprising of youths and young adults. The violence continued for several months.
And homesteads and businesses were torched and evacuated. Resources in schools especially
public primary schools including books, desks, and other learning materials were looted and
vandalised. Some schools had their buildings destroyed, fences vandalised and made porous
and water storage centres replenished. Pupils and other school going children were sent away
on forceful recess due to the displacement of persons and other casualties that limited proper
running of the schools.

Until today, very few persons who resided in Rongai Sub County and especially Kampi ya
Moto division have since returned to their homes. The homes are still untouched, with sheer
evidence of violence still fresh in the minds of many residents. There are on-going talks
between some small scale land owners in these areas who are willing to purchase their land
and resettle elsewhere. The few people who have since resettled are unwilling to delve into
permanent settlement due to the looming fear that similar clashes might erupt in other
consequent electioneering periods.

11
2.5: Family Background Factors influencing enrolment in Public Primary Schools in
Kampi ya Moto Division
Although its organisation varies, the family is the major early socializing agent in every
society. Because the family is the whole world to children, its members teach a child what
matters in life often without realizing the enormous influence they wield. Many children do
well in school because their family environment has provided them with good preparation for
succeeding in the classroom. Others do poorly in part because they have been poorly
prepared and the schools generally have failed to help them overcome this disadvantage.
Recent changes in the nature of families have important implications for children educational
development, attitudes and success in school. Changes affecting families including increases
in poverty levels , single parent families and health issues within the families may affect
school going children, Braun, H. (2005). Families can further create education difficulties by
pressuring or overindulging children. Schools are remarkably similar in the effect they have
on the achievement of their pupils when the socio-economic background of the students is
taken into account (James S. Coleman, Johns Hopkins University, “Equality of Educational
Opportunity”) Family variables that may influence pupil’s achievement and attitude include
family education, family income, health and family structure.

2.5.1: Family perceptions and preferences

Awareness of the growing importance of education in contemporary society has stimulated
parents to overemphasize primary education and early learning .The desire to raise so called
“super babies” appears particularly prevalent among middle class parents whose main focus
of childhood is frequently centred on Anxiety, Betterment and Competition. (Penelope Lech,
Children First, New York; Viking 1995)To meet the demands of such parents many primary
school classrooms need to focus systematically on formal instruction that they harm children
in a misplaced effort to produce ”geniuses”. This tendency is mostly scarce in public schools
and only a reserve of privately owned primary schools and institutions who charge higher
tuition fees and other facilities. This is a common trend in Kampi ya Moto division whereby a
number of parents and families opt to enrol pupils in the sprouting private primary schools
and academies around the area. The would-be benefits of private schools ensue from their
independence. Private schools do not receive tax incentives, so they do not have to follow the
same sorts of regulations and organizational processes that govern and sometimes hinder
functioning in public schools. This allows many private schools to be highly specialized,
offering singled out learning, progressive curriculum and other activities aimed towards
specific beliefs and values including co-curricular events like participating in sports to

12
advanced stages, drama and music festivals competition and even educational and academic
tours.

2.5.2: Family income disparities

In many poor families, parental education is substandard, time is limited and warm emotions
are at a premium (Feldman & Eidelman, 2009; Kearney, 1997; Segawa, 2008). Parents tend
to be overworked, overstressed and authoritarian with children. They often lack warmth and
sensitivity (Evans, 2004) and fail to form solid, healthy relationships with their children
(Ahnert, Pinquart, & Lamb, 2006). Some children are often forced to remain at home during
school going periods to fend for themselves and their younger siblings while their parents and
guardians work for long hours; compared with some of their well-off neighbours and peers.
Children spend less time playing outdoors and more time watching television and are less
likely to participate in after-school activities. Low-income parents are often overwhelmed by
diminished self-esteem, depression, and a sense of powerlessness and inability to cope—
feelings that may get passed along to their children in the form of insufficient nurturing,
negativity, and a general failure to focus on children's needs (Keegan-Eamon and
Zuehl ,2001). Children themselves are also vulnerable to depression are over indulged and
sometimes neglected of such needs as food, school uniforms, writing materials, or other
additional fees for school activities. Children raised in poor households often fail to learn
healthy, appropriate emotional responses to everyday situations due to lack of healthy
relationships with their parents, siblings and peers. This trend leads to poor attitudes, beliefs
and even poor school performance.

2.5.3: HIV/AIDS prevalence in families and its effect on the school going culture
G Foster & J Williamson, in his report; “A review of current literature on the impact of
HIV/AIDS on children in sub-Saharan Africa”, presents that many HIV/AIDS-affected
children cannot continue to go to school because their families cannot afford school amenities
and other needs. Their families mostly need them at home to work to contribute to the
family’s income. For those children who can attend school, their family situation makes it
difficult for them to perform well. Some children occasionally have to skip or forego classes
to take care of their sick parents and do the housework, so their studies are affected. The
struggle to survive everyday dominates attention and concern about children’s education. In
typical African families, the role of an adult is to be a productive person who cares for his or
her children. Chronic illness reverses this culturally-prescribed role, requiring the children to
care for the ailing adult. Children become the decision makers and concentrate mostly on the

13
situation at home. When parents are not capable of contributing to housework or providing a
stable income for the family because of chronic illness, further burden rests on the children.
The loss of support from an adult exposes child to the distress which results from lack of
affection, insecurity, fear, loneliness, grief or despair.

Similarly, in Kampi ya Moto Division the HIV/AIDs prevalence presents a similar scenario.
In households affected by HIV/AIDS, the school going culture among the children is
threatened. This is due to the fact the children spend most of their time in catering for needs
of the family thus the education aspect is neglected or less focused in. With minimal budgets
and low income amongst these families the money earmarked for school expenses is used for
basic necessities, medication and health services. In cases where the affected children are not
withdrawn from school, education often begins to compete with the many other duties that
this affected child has to assume. In addition, stigmatisation to a certain extent forces the
affected children to stay away from school, rather than endure rejection or ridicule by peers
and other members of the community.

2.6: Environmental factors and conditions in public primary schools that influence
enrolment of pupils
Rousseau (1712-1778) during the French enlightenment period argued that the purpose of
education is to create a learning environment that allows the innate natural goodness to
flourish. Learning is a process that engages children with their environment. The immediate
environment gives children/ pupils a hands-on learning process by which to construct their
own concepts about reality. Experience in their immediate environment leads children to
realize needs and interests in learning skills and knowledge. Children learn most effectively
when guided by interests arising from their direct experience. A report by the National
School Boards Association conducted by Brian K. Perkins et al (2006), found that a positive
school climate was the critical variable differentiating between schools with high and low
rates of delinquency, behavioural disturbance, attendance, and academic attainment.

According to California Department of Education, (2001) a positive school climate comprises

of a school community where adults encourage students to share their personal commitments
and find ways to grow morally and ethically through the knowledge and respect gained from
their encounters with other pupils. The school community empowers all students to learn and
develop as closely as possible to their full potential, and the contributions of all students are
recognized and valued.

14
Kwesiga (2002) noted that school facilities determined the quality of the school which in turn
influences the achievements and attainments of its pupils Physical surrounding of schools in
reference to buildings, the community within and other school facilities are key factors in the
overall enrolment and retention. Favourable environments provide for safety and motivation
of students, staff, and visitors. School structures and playing grounds must be designed and
kept to be free of health and safety hazards, and to promote learning. Studies have shown that
student achievement can be affected either positively or negatively by the school
environment. Educational policies and protocols are premised by measures in place to ensure
food protection, sanitation, safe water supply, healthy air quality, good lighting, safe
playgrounds, violence prevention, and emergency response, among other issues that relate to
the physical environment of schools.

For the interest of equipping students bond with very essential skills and be receptive to
learning, school need to take time to understand the circumstances pupils undergo the school
day. It is therefore very important to get to understand about how the pupils endure less
structured environments such as meals, climatic conditions, transport and accessibility
services and other problems that might interfere with pupils’ willingness to come to school.

2.6.1: Climatic conditions and Accessibility of the schools.

Kampi ya Moto Division is mostly semi-arid. Most families living around these areas are
therefore faced by the need to avail basic needs of food especially during off rainy seasons.
Some pupils therefore are sometimes forced to attend schools without partaking any meals.
As a matter of fact, the school going culture is often motivated by the possibility of existence
of any feeding programs in schools. Feeding programs however are very minimal and
irregular around schools in Kampi ya Moto Division. Due to budget constraints, the
government funds available to these public schools cannot cater for feeding programs and
very few non state actors have contributed to this very essential requirement. This means that
schools with existing food program initiatives or any other meals attract the enrolment and
retention rates in equal measure. The little number of schools around the area have feeding
program initiatives attract more pupils than those that don’t.

2.6.2: Understaffing
Staffing is the process of hiring, positioning and overseeing teachers in a school (Heneman
III, Herbert; Judge, 2005). Understaffing in schools not only affects the teachers but also has
a negative impact to the pupils and the school at large. Inadequate staffing is a major
contributor to work related stress, which in turn is a key factor in factor in pupil and staff

15
retention. Despite various staffing measures put by Ministry of Education (MOE) and
Teachers Service Commission (TSC), in Kenya many schools are still understaffed including
some schools in Kampi ya Moto Division. Teachers in understaffed schools can lack a sense
of control over their increasing workload as well as the number of pupils who are to be
attended to at a given time. This tendency can be detrimental to the schools as parents shy
away from enrolling pupils at these schools (Amollo, 2005).

2.7: Limited resources and facilities in public primary schools

In the large-scale reform experiments over the past decade, the power of modern resources to
drive school improvement has relatively been ignored. Sufficient resources to get the job
done, including modern technology, enough teaching aids, up to date curriculum references,
proper buildings and structures, suitable learning environment, effective school leadership
and teacher quality are key benchmarks for high need schools. (M. & Fuller, November
2008).

Too many students in high-poverty communities do not have access to a great public school
because their schools are often chronically underfunded, unequipped and unsupported.
However these needs are highly important as they go a long way in enabling thousands of
pupils by significantly raising academic achievement.-Centre for Great Public Schools | 1201
16th St., NW, Washington, D.C. 20036. An NEA policy brief new technologies, classroom
libraries, and instructional supplies, in addition to co Clearly more research is needed to
determine the most effective ways to find, prepare, develop, pay, and retain effective
schooling for high-needs schools.

This is a common trend in Kampi ya Moto Division as its public schools lack very key
resources to sustain an effective school environment. This not only affects school
performance but also discourages enrolment and retention.

2.8: Theoretical framework

This study is based on the theory of Abraham Maslow on human motivation. Maslow, (1943)
proposed that human needs operated at a number of different levels, from basic physiological
needs to highly advanced levels and luxuries. These needs are primary and have to be catered
for. The theory of human motivation may be a plausible explanation for the enrolment and
retention dilemma in Kampi ya Moto Division as area residents have to make choices on
whether to send their children to school or not; amidst other social pressing needs. It has
been noted that school enrolment in public primary schools is considerably lower because

16
pupils undergo tough and challenging situations from their environment and backgrounds that
limit the necessary support that will enable them to discover the value of schooling. The
society also does not provide pupils with mentorship support and conducive environment to
support the school going culture. As a result a significant number of pupils do not see the
need to enrol in school or even sometimes find it very challenging to attend school regularly.
Abraham Maslow further argued that there are some minimum requirements that are very
vital to living standards. These are known as physiological needs which include food, shelter,
health and clothing. These are primary needs that have to be catered for before any other
needs such as security, sense of belonging, love and self-actualization.

Abraham Maslow realized that human needs that spark off an activity can be arranged in a
hierarchy of pre-potency and probability of occurrence. Maslow based his theory on the
belief that a need that is not satisfied dominates behaviour, sparking off an activity for its
satisfaction. This need, when satisfied, in its turn activates higher needs. Taking cognisance
of the importance of education in determining the income levels in the future, fulfilment of
educational needs which include gaining of skills and knowledge is a key determinant that
ought to be fulfilled so as to guarantee a bright future ahead. There is a direct relationship
between poverty and illiteracy. It is believed that without the relevant education, one cannot
meet basic needs or one may find it strenuous to acquire opportunities that might lead to a
fulfilling life.

Poverty in Kenya, in general, is a contributing factor to the low enrolment of Pupils in public
primary schools. Poor households find it very challenging to guide children to school due to
the prevailing circumstances in their family income levels despite education being made free.
The opportunity cost of schooling for the poor is too high with the high level of incidence of
poverty. Most parents find it difficult to send their children to school as some view it as a less
needed priority and even sometimes a waste of time and resources that are very demanding to
afford.

17
 2.9: Conceptual Framework
INDEPENDENT VARIABLE

Figure 2.1 : conceptual framework

Socio-Political factors
 Land ownership
 Historical Post Election INTERVENING
violence
VARIABLE

Free Primary Education Policy

`Family Background Factors

 Family perception and
preference
 Family income disparities

DEPENDENT VARIABLE

Increase in Enrolment in public

primary schools
Conditions in schools
 Feeding Programme
 Understaffing
 School facilities

The surrounding environment

 Climatic factors
 HIV/AIDS prevalence
 Economic activities

EXTRANEOUS VARIABLE
Partnership with other non-state
development partners

18
The conceptual framework applied above identifies the independent variables as;
socioeconomic factors, family background factors, school and environmental factors. The
dependent variable is the improvement in enrolment of pupils in public primary schools. The
possibility of partnerships with non-state development actors provides for improvement and
supplementing the service delivery by the government which will go a long way in improving
enrolment.

Therefore, in dealing with a decline in enrollment and retention the government has to
provide mainstreaming measures in all existing interventions (the extraneous variable) and
undertake objective strategies at various levels that have to improve service delivery in the
education sector as well as to increase enrolment in public primary schools.

2.10: Summary of Literature Review

The above literature review undoubtedly describes the issues affecting enrollment in public
Primary schools and tries to explain efforts to address them and challenges that have been
encountered in the process. The challenges identified in the review include HIV/AIDS
pandemic, economic constraints, family background factors, school and environmental
factors and poverty. The review shows the need to address the looming crisis stipulated in the
review and the urgency to find ways to address them with regard to existing interventions on
previous works.

Most of the logistical problems that are cited as grounds for low enrolment levels in public
schools are well known to the educational administrators in the country. Due to inept
administration at the National level and particularly at the Ministry Of Education Science and
Technology, the official rhetoric is that education is running smoothly (Sifuna et al, 2004). A
report compiled by CREATE (Consortium for Research on Education Access Transition and
Equity) based at Sussex University, reviewed recent research and the Progress made by
Kenya, Tanzania, and Uganda towards universal education. The report titled “Policies on
Free Primary and Secondary Education in East Africa” (2007) highlighted that despite efforts
by the Kenyan government over the years on raising its education budget and the
interventions by other non-state actors through donor funding, the Free Primary Education
initiative has not yet yielded all out proceeds. For a country to sustain universal access to
education there should is a need for economic growth to generate public funds for education.

The study is indeed timely as it identifies gaps in both in the duty bearers as well as the
population in Kampi ya Moto Division which has never ben tackled before. It’s a clear

19
manifest that the diminishing enrollment of pupils in public primary schools especially in
Kampi ya Moto Division poses a threat to many children being locked out of school thus
limiting their potential and subsequent contribution to the development of the Nation. This
study, therefore, will go a long way in an attempt to further describe and clearly single out
more existing gaps and provide possible solutions to these inconsistencies that may have been
overlooked in previously related studies undertaken to address the issue of enrollment in
public primary schools

20
 CHAPTER THREE

METHODOLOGY
3.0: Introduction
This chapter explains in details the procedures that will be used in conducting the study. It
comprises of the research design used in the study, study population, target population,
sampling technique, sample size, data collection procedures and data analysis.

3.1: Research Design

This research study will take the form of a descriptive survey. A descriptive survey
encompasses asking a large group of respondents’ questions about a particular issue
(Mugenda and Mugenda, 1999). According to Creswell (2003), a descriptive survey provides
a quantitative or numeric description of trends, attitudes or opinions of a population by
studying a sample of the larger population. From the sample outcomes, the researcher
generalises around the population especially if the population is too large. The descriptive
survey is of huge benefit because it is easy to apply research instruments such as
questionnaires which allow for the collection of data from a large number of respondents in a
relatively short period.

3.2: Research Site/Target Area

This research study will be carried out in Kampi ya Moto Division, Rongai Sub County in
Nakuru County. Rongai Sub County is the third largest sub-County of the eleven sub counties
in Nakuru County. According to the 2009 census, its population was estimated at 130,132
persons In Rongai Sub County in the year 2016, there were 97 primary schools who sat for
the Kenya Certificate of Primary Education. 84 schools amongst these are public schools. In
Kampi Ya Moto division alone, there are 26 public primary schools and over 50% of these
schools had an enrollment of less than 200pupils.

3.3: Sampling Techniques and Sampling Procedure

The research study will employ systematic random sampling technique to sample out 26
public primary schools. Area residents in Kampi ya Moto Division will also be involved
during the sampling to gather information from a societal perspective on the issue of
enrollment around the schools.

To inform on the authoritative arm and describe measures taken to address the issue of
enrollment, the duty bearers derived from government education offices within the division
and the sub-county will be added to the samples to inform the study.

21
3.4: Sample size and Target population
For the purpose of capturing the various views of all stakeholders, the research will target the
1 Sub county education officers in Rongai Sub county, 2 representatives from Divisional
education headquarters in Kampi ya Moto division, 4 public primary school head teachers, 2
school management board committee members, 2 area residents and 4 pupils from the public
schools on the research study leading up to 15 respondents.

3.5: Data collection methods

The data for this research will be collected from both primary and secondary sources. The
secondary source includes reports, enrolment records, past research and other related
documents. The primary sources are the subjects of the study who have given actual data
collected from the field. The instruments that will be used to data collection from the field
include questionnaires for the duty bearers in government offices, head teachers and pupils
while interviews will be conducted with members of the school management committee and
area residents

Administration of various research instruments are described below...

3.5.1: Interview schedules

The qualitative research interview Is useful for getting the story behind a participants’
experiences. The interviewer can pursue in-depth information around the topic. Interviews
may be useful as follow up to certain respondents to questionnaires e.g. to further investigate
their responses (McNamara, 1999) The Interview guide was used because it allows the
researcher to obtain in depth data which might not be possible to get using questionnaire.
This was possible by using probing questions (Mugenda& Mugenda,1999)

Data through the interviews was collected through face to face open ended questions that
lasted for at least 20 minutes. This segment targeted the sub county headquarters
representatives in the department of education department, the members of the four school
management committees and some residents of Kampi ya Moto division who reside around
some schools identified during the mapping of the study.

3.5.2: Questionnaires
It’s referred to as a collection of items to which the respondent is expected to react to in
writing. It is suitable for collecting a lot of information from a larger population over a short
period of time. Questionnaires were appropriate bearing in mind that the target population is
comprised of literate respondents. Their specificity in terms of questions considering their

22
age and occupations also facilitated easy comprehension of the research questions. The
questionnaires were administered and left with the respondents to fill in before being
collected at a later day. Information collected through questionnaires is invaluable in research
studies as recommended by Mugenda and Mugenda (1999)

 Head teacher’s questionnaires: These questionnaires aimed at collecting data on pupil

enrolment, staffing levels in their respective schools, school attendance trends, funds
entitlement, and parental involvement in school activities, school leadership dynamics
and school management committee’s commitment towards the improvement of
enrolment.
 Parents Questionnaires: These questionnaires targeted parents of pupils from these
schools and wanted to investigate their commitment to ensure that enrolment and
retention of pupils is maintained.

3.6 Validity of Instruments

Instrument validity refers to accuracy meaningfulness and technical soundness of the research
instrument (Mugenda and Mugenda 1999). Its degree to which a test measures what it intends
to measure. To this effect questionnaire or interview guide are said to be valid when they
actually measure the intended parameters (Borg & Gall 1989). To enhance the instrument
validity, the researcher instruments were appraised by the supervisor to evaluate the
applicability and appropriateness of the content clarity and adequacy of the construction of
the instruments from a research perspective.

3.7 Ethical Considerations.

The research observed confidentiality especially from the information given on
questionnaires. The respondent’s information was not passed to a third party. The
respondents’ names were not written on the questionnaires. The Respondents consent was
sought before administering or conducting interviews. The researcher did personal
identification before respondent and his mission.

23
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSIONS

4.0 Introduction
The purpose of this chapter was to report and interpret the finding of the research.
The aims of this research were: - To determine the socioeconomic factors, family
Background factors and how environmental factors and conditions in public primary
schools around Kampi ya Moto Division influence enrolment of pupils in the area.

4.1 Questionnaire return rate

Table 4.1 Questionaire return rate

Category Frequency Percentage

Response 36 90
Non Response 4 10
Total 40 100

Response rate
Response Non Response

10%

90%

Figure 4.1: Questionnaire return rate (response rate)

24
 As seen in the figure above, response was generally enough. Only 10 % of the
respondents did not submit the Questionnaire. The response was however
encouraging and vital for the study’s effectiveness

SECTI ON A: DATA FROM RESONDENTS WHO ARE PARENTS

/GUARDIANS

4.2 Socio demographic characteristics of respondents

The research sought to describe the distribution of the study respondents according to
age, gender, level of education, marital status, period one has been resident

4.2.1 Gender Distribution

Table 4.2 Gender distribution

Category Frequency Percentage

Female 24 67
Male 12 33
Total 36 100

Gender distribution
Female Male

33%

67%

Figure 4.2: Gender distribution of respondents

25
 With regard to the gender of the respondents, 67% of the responds were male while
the male respondents comprised of 33% of the total respondents of the study. Most
respondents interviewed were female. However this had no impact on the findings of
the study as gender bias did not affect the findings of the study.

4.2.2 Age distribution of the respondents

Table 4.3 Age distribution of the respondents

Age Group Frequency Percentage

18-28 years 6 17%
29-39 years 12 33%
40-50 years 10 28%
51-60 years 6 17%
Above 60 years 2 5%
Total 36 100%

Age distribution of respondents

35

30
Percentage

25

20

15

10

0
18-28 years 29-39 years 40-50 years 51-60 years Above 60
years

Category
`

Figure 4.3: Age distribution of respondents

26
Majority of the respondents were between the ages of 29-35 years. These respondents who
are parents in the schools that were part of the research study have children at the school
going age. The study also found out that some of the respondents who were not necessarily
parents but guardians in these schools. Very few parents and guardians were above 60 years
of age.

4.2.3 Level of education

Table 4.4 Level of education

Education level Frequency Percentage

Primary 6 16
Secondary 16 44
Tertiary 10 28
Never 4 11
Total 36 100

Level of Education

11%
17%
Primary school
Secondary school
Tertiary level
Never
28%

44%

Figure 4.4 Levels of education of respondents

The research study found out that among the respondents, 44% have education up to
secondary school level whereas 28% of the respondents have undergone education up to the
tertiary level that is the college and university education. Furthermore a fraction of about
17% of the total respondents only have a minimum education up to the primary school a level
whereas a small fraction of 11% have never gone to school. Education levels for parents can
have an effect on the extent of commitment that the children can be motivated to go to

27
schools or even importance of education. Generally, Kampi ya Moto division residents seem
to have done a lot in terms of education as a majority of the respondents have gone through
schooling up to the secondary school level. A number of respondent5s also have acquired
tertiary education meaning they can champion for education within their area especially in
matters of enrolment

4.2.4 Period lived in Kampi ya Moto Division

Table 4.5 Period lived in Kampi ya Moto Division

Period lived in Kampi ya Frequency Percentage

Moto
Born and Bred 16 44%
Last five years 4 11%
Last ten years 4 11%
Last fifteen years 10 28%
Missing Response 2 6%
Total 36 100

Period lived in Kampi ya Moto

50
45
40
35
30
25
20
15
10
5
0
Born and Bred Last Five years Last ten years Last fifteen years Missing Response

Figure 4.5: Period lived in Kampi ya Moto Division

Majority of the parents and guardians who comprised 44% the respondents of the study have
been residents of Kampi ya Moto division since they were born and bred around the area.
50% of the respondents had moved in as permanent residents of Kampi ya Moto in the last
fifteen years. This phenomenon presents a good understanding of the area and factors within
the area that influence enrolment distribution.

28
 Having been residents of Kampi ya Moto Division mean that they have a broader
understanding of both socioeconomic and environmental factors in the area. This means
permanent residents can tell 0of climatic patterns, seasonal weather disparities, political
temperatures and even governance trends that normally occur in the area from time to time.
This knowledge and understanding of the area makes it very easy to understand the
underlying factors that may lead to enrolment and retention in these schools.

4.2.5 Parental awareness on the low enrolment levels in schools

Table 4.6 Parental awareness on the low enrolment levels in schools

Choice Frequency Percentage

Aware 29 81
Not Aware 7 19
Total 36 100

Knowledge on enrollment levels

19%
Aware
Not Aware

81%

Figure: 4.6 Parental awareness on enrolment levels

81% of the parents in the schools around Kampi ya Moto Division are aware of the low
enrolment levels in the public primary schools in Kampi ya Moto Division. However 9% of
the respondents are not aware of the low enrolment levels. This can be attributed to the low
involvement of the parents in school affairs and reduced awareness of standard enrolment.

. On attending the school related meetings, school management meetings, development

forums for the schools, and opening/closing day celebrations, the respondents admitted to
attending rarely. This they blamed on non-commitment of schools to relay information on
these activities to the parents

29
4.2.6 Whether parental views are taken into consideration in the running of the school
activities
Table 4.7 Whether parental views are taken into consideration in the running of the
school activities

Choice Frequency Percentage

Views are taken into consideration 31 86%
Views are never taken into consideration 5 24%
Total 36 100

Whether parental views are taken into

consideration

22%

Yes
No

78%

Figure 4.7:Whether parental views are taken into consideration

A majority of the parents feel that their views are always taken into consideration whereas
24% feel that the school does not take their views into consideration. Parental involvement
goes a long way in contributing towards responsive school administration and boosts
confidence of both pupils and teachers to tackle challenging issues in administration of these
schools.

4.2.7 Appropriateness of the school environment

Table 4.8 Appropriateness of the school environment

Choice Frequency Percentage

30
 Conducive school 16 38%
environment
Non Conducive school 20 62%
environment
Total 36 100%

Appropriateness of the environment

38%

Condusive school environment

Non condusive school en-
vironment

62%

Figure 4.8: Appropriateness of the environment

62% of the respondents who are parents and guardian in the school admitted that that the
surrounding environment does not offer conducive learning environment for learning. This
means that knowledge of these environmental dynamism in which they themselves constitute
is a key factor in improving the standards of these schools. If a large number admit the
learning environment is not appropriate enough then they themselves can influence through
participation in school activities.

4.2.8 Justification for low enrolment levels

Table 4.9 Justification for low enrolment levels

Factors Frequency Percentage

Understaffing 5 15%
Incompetence and non-commitment of the teachers 2 6%

31
Climatic patterns and weather conditions 6 17%
Lack of enough school facilities 18 50%
Long distances and in-accessibility 1 3%
Absence of extra-curricular activities 4 11%
Total 36 100%

Justification of low enrolment levels

11%
15%
3%
Understaffing
incompetence and non com-
6% mitment
Climatie and weather
Insufficient school fscilities
Inaccesibility and distance
Absence of extra curricular activi-
17% ties

49%

Figure 4.9: Justification for low enrolment levels

Half of the respondents blamed lack of enough facilities in these public schools as grounds
for low enrolment levels. A significant number of respondents also lamented on climatic
patterns and weather conditions around the area as causes of low enrolment and retention
levels in these schools. This can be attributed to what was discussed earlier as lack of feeding
programmes initiatives for the less fortunate families who take their children to these schools.
However very few respondents viewed distance and inaccessibility to these schools as factors
contributing to low enrolment levels as compared to incompetence and non-commitment of
teachers. Absence of co-curricular activities such as music and drama festivals was listed by a
fraction of these respondents as causes of low enrolment levels.

SECTION B: DATA FROM SCHOOLS

32
4.3.1 Response rate from the schools
The research took time to sample and map 10 schools out of the 26 public primary schools in
Kampi ya Moto Division. The researcher took toll of the need to be admissive on condition
that these schools identified as part of the sample have admission of up to class eight in an
attempt to avoid disparities in young and newer schools which are in the process of
development and improvement of enrolment over time. Furthermore, the school selection
criteria took cognisance of the geographical location and nearness to densely populated areas
so as to improve the steadfastness of the research study.

4.3.2 Average enrolment levels

Table 4.10 Average enrolment levels

Enrolment Frequency Percentage

1-100 pupils 4 40%
100-200 pupils 5 50%
200-300 pupils 1 10%
300-400 pupils 0 0%
400-500 pupils 0 0%
Total 10 100

Enrolment levels
60%

50%
Number of schools (%)

40%
Enrolment levels
30%

20%

10%

0%
1-100 100-200 200-300 300-400 400-500
pupils pupils pupils pupils pupils

Figure 4.10: Enrolment levels

33
 50% of the public primary schools in Kampi ya Moto Division have had an average
enrolment of between 100-200pupils over a three year period after this research study was
undertaken. However, 40% of schools around Kampi ya Moto Division have an enrolment of
less than 100 pupils and only 10% of these schools have an enrolment of above 200 pupils
but none of these have hit an enrolment of above 400pupils. This is clear evidence that 90%
of public primary schools do not hit the standard enrolment of pupils in public primary
schools which has been ranked at 450 pupils.

4.3.3 Impact of political interference or post-election violence in public primary schools

Table 4.11 Impact of political interference or post-election violence in public primary
schools

Choice Frequency Percentage

Victims of politics and post-election violence 9 90%
Non-victims of politics and post-election 1 10%
violence
Total 10 100%

Impact of politics and post election violence

10%

Victims of politics and post elec-

tion violence
Non victims of politcs nor post
election violence

90%

Figure 4.11: Impact of politics and post-election violence

Only 10% of schools confirmed not to have been affected by political interferences and post-
election violence. This they attributed to larger civic responsibility on the part of area

34
residents and the unity in their immediate neighbourhood. However, 90% of these schools
admitted that they have been victims of political interferences and post-election violence.

These schools complained of malicious allocation of resources such as CDF funds, and
motivation through political activities by political leaders as major political factors. Political
leaders coming in between funding schemes for these schools and the deadly 2007-2008 post-
election aftermath that saw a huge outflow of pupils after they were evicted from their homes
and moved to other towns and internally displaced persons camps. The post-election
aftermath has greatly impacted to low enrolment levels despite efforts by the government to
resettle the IDPs back in their areas of residence. This continues to affect enrolment as
population levels has dropped significantly thus contributing to low enrolment levels.

Furthermore, some teachers complained of being threatened in their line of duty to deliver
according to certain political preferences to serve interests of politics in the area. This has
further gone into affecting staffing of teachers in these schools, influencing admission and
even on several occasions also the political class has been blamed of interfering with running
of activities in these schools which is totally a breach of ethics and educational guidelines.

4.3.4 Family income levels effect on enrolment and retention

Table 4.12 Family income levels effect on enrolment and retention

Choice Frequency Percentage

Strongly Agree 1 10%
Agree 8 80%
Disagree 1 10%
Strongly Disagree 0 0%
Total 10 100%

35
 Family income levels effect on enrolment

10% 10%

Strongly Agree
Agree
Disagree
Strongly Disagree

80%

Figure 4.12: Family income levels

90% of the school heads approved unanimously that family income levels contributed to
enrolment and retention in their schools. Despite the fact that tuition and other administrative
fees is subsidised by government, the school heads confirmed that other needs such as
uniforms, activity fees, upkeep and pocket monies for pupils which are all responsibilities of
the parents and guardians were challenging to the low income families. With tough economic
times, the school heads confirmed that sometimes the schools do not have enough funds to
sustain salaries and steep ends of some of the support staff and the parents and guardians
have to offset such cost on behalf of the students. This is not only challenging to the parents
and guardians but very inconvenient for the school as it brings a lot of confusion and
resistance by parents who cannot easily understand such dynamics

Furthermore, for schools that are understaffed, school heads admitted that they are often
bound to take stringent measures to address the unattended children by hiring of remedial
teachers through local arrangements within the school setting. Local payment of steep ends
and allowances of these external teachers is solely the responsibility of parents and guardians
therefore burdening low income families.

4.3.5 HIV/AIDS prevalence in schools

Table 4.13 HIV/AIDS prevalence in schools

Category Frequency Percentage

36
 Presence HIV/AIDS infected pupils 7 70%
Absence of HIV/AIDS infected pupils 3 30%
Total 10 100%

Table 4.14: Special HIV/AIDS Advocacy Programs

Category Frequency Percentage

Presence of HIV/AIDS Advocacy programs 1 14%
Absence of HIV/AIDS Advocacy programs 6 86%
Total 7 100%

HIV/AIDS prevalence in schools

30% Presence of HIV/AIDS infected

Pupils
Absence of HIV AIDS infected
pupils

70%

Figure 4.13: HIV/AIDS prevalence

37
 Special HIV/AIDS advocacy programs

14%

Presence of HIV/AIDS advocacy

programs
Absence of HIV/AIDS programs

86%

Figure 4.14: Special HIV/AIDS Advocacy Programs

The research study identified that 70% of schools in Kampi ya Moto Division had pupils
HIV/AIDS. However, out of these schools, only 14% had special programs for HIV/AIDs
Advocacy. This is an alarming statistic as mainstreaming in the HIV/AIDs Advocacy in the
education sector seems to have been neglected despite the numerous needs that are deserving
to this special constituent.

Ass discussed earlier in this study, homes affected by HIV/AIDS find it challenging to
observer regular school attendance of their children. a national level, HIV/AIDS may reduce
the number of primary school children as a result of stigma, health problems, increased
pressure to perform, esteem issues, depression and even increased child mortality.

38
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction
This chapter outlines the summary of the findings, conclusions derived from the findings and
the recommendations of the research study

5.1 Summary of the findings

90% of school administrators and other duty bearers have confirmed that government
subsidies in the delivery of education have not been enough to guarantee higher uptake of
enrolment for pupils in public primary schools. This means that on several occasions, parents
ought to go back into their pockets to offset several other costs that emerge in delivery of
education.

The research also brings out statistics that nearly 80% of public primary schools have
relatively low enrolment distribution levels. The study also presents statistics that enrolment
levels can highly be correlated to family income disparities, family health and political
factors.

Despite the numerous attempts by the government to avail affordable education and putting
in place numerous policy measures to ensure that all children who have attained the school
going age attend school, nearly 75% of parents believe that government has not fully
provided for enough facilities for schooling and upgrading of the status of public primary
schools.

Furthermore, it is evident that HIV/AIDs prevalence has taken over 70% of our schools and
yet only 14% of these schools have in place measures to address HIV/AIDS advocacy.
Education and Health can therefore be directly correlated meaning that in fulfilling health
needs, educational concerns ought not to be pickled in isolation.

On average, nearly 65% of parents attribute climate patterns and weather conditions in parts
of this country can also be associated directly to influence enrolment and retention levels in
arid and semi-arid (ASAL) areas due to scarcity of food or income to fulfil other basic needs.

5.2 Conclusions on the findings

From the demographic information presented in parts of this research study, it is evident that
there exists numerous disparities in the enrolment distribution levels in public schools around
Kampi ya Moto Division. However, very little is being done to ameliorate factors that for

39
significant period of time despite factors contributing to this anomaly not being objectively
addressed.

Funding of these schools proved to be a very key challenge in contributing towards improved
enrolment levels. Majority of the respondents’ lamented on the lack of enough facilities for
these schools. This discrepancy is highly unwarranted since primary education is free and the
government is fully obliged towards fulfilling roles of service provision (education) to its
citizens (pupils) as a basic human right.

On the part of civic responsibility and particularly the parents, it is evident that the parents
and guardians have not been fully committed towards delivering on their own mandate of
getting involved and participating in the running of these schools. Education of our younger
citizens is a collective responsibility and therefore the parents, guardians and the community
at large have an integral responsibility to deliver on their own responsibility in the realisation
of education of our children.

National disasters and pandemics and particularly the prevalence of HIV/AIDS has presented
warring concern to our future generations. This even gets worse when the youngest citizens
become victims of such pandemics. Therefore this research has delved into underlying issues
in our country that ought to define our future generations and where our priorities lie in
ensuring that we will have a desirable future in ages to come.

This research has also presented an in depth analysis on both the short term and long term
impacts of politics and governance on the various spheres of life. This tells a lot about how
politics and political tendencies in modern day Kenya can directly be linked to the
development agenda and even the national economy.

Findings of this research study also generate a very unique scenario policy guidelines
surrounding provision of education at the primary level. Despite major milestones achieved
by the state in the delivery of primary education, there still are many underlying issues in the
FPE programme that have not been fully addressed, Priorities in terms of provision of
necessary facilities and dynamics in the modern day Kenya in order to provide for affordable
and highest attainable standards of education provide for a broader outlook of all factors
surrounding the delivery of education.

40
5.3 Recommendations
The research acknowledges the very many efforts by government and all stakeholders in an
attempt to improve enrolment levels in public primary schools. However, there is still much
to be done in order to fully ensure that stumbling blocks and all other underlying issues that
undermine enrolment levels are fully reduced and ameliorated. The following therefore are
key interventions that ought to be looked into to ensure that average and higher levels in
enrolment distribution are improved and promoted.

1. The government needs to look into policy provision guidelines in the implementation if
the FPE program to ensure that essential facilities are provided in schools on the basis of
priority needs
2. Public primary schools ought to be deservedly equipped with the basic facilities such as
conducive classroom, lockable desks, safe lighting, library books and other learning
materials from time to time so as to improve the statuses of these schools
3. There is need to shift focus towards ensuring that parents are actively involved in
management of school activities and guiding their children this will not only ease burden
on teachers but also go a long way in promoting school ownership and appreciating local
school resources
4. Schools ought to engage in best practices in terms of information access and
dissemination to both government and the parents to ensure that all stakeholders’
involved in managing school activities are well informed on the underlying issues
surrounding their schools. With the onset of modern technology, this can be done through
SMS or even social media platforms for informal notification
5. There is need to provide special feeding programs for pupils in ASAL areas for the sake
of needy pupils who cannot afford lunch. This will not only go a long way in motivating
the needy pupils but will also assist low income level families who skip meals to fulfil
other basic needs
6. There is also an urgent need of fast tracking the recruitment and appraisal of new teachers
to fill in the gap of understaffing in public primary schools
7. Teachers in areas with climatic deprivations such as ASAL areas ought to have hardship
allowances due to the challenging environment they work in. this will not only rejuvenate
their commitment but would greatly motivate them in ensuring that they take their
teaching obligations seriously

41
8. There is need of government agencies to partner with other like-minded non state actors
and development partners in addressing the socio economic needs of area residents. This
will not only go a long way in easing the burden of government on delivery of services
but will also largely inculcate amongst citizens knowledge and awareness of their rights
9. There is need of evaluating objectively on HIV/AIDS advocacy especially in the
education sector to provide for psychosocial support to the victims. This would not only
promote inclusivity of victims of HIV/AIDS but will also go a long way in ensuring that
values of discrimination and tolerance are inculcated to the younger citizens of our
country Kenya
10. Public primary schools ought to encourage benchmarking initiative and information
sharing strategies with other well enrolled schools and institutions especially those in the
private wing. This will go a long way in promoting peer learning and healthy
competitions amongst themselves

42
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Research.

Action Assessment Report (2007), the impact of the public sectors wage bill ceiling on
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Barlett s et al (2001) Introducing to Education studies. Paul Chapman publishing in London.

Best J. W and Kahn V(1989) Education Research, an introduction (3rd Edition)New York;

Cole. A (2008): A study of participation in free primary Education among pastoralists

communities in Mandera District ,

Deobold (1979) Research methods, university press, Washingtone.

IRIN (2006)Kenya Feature. The challenge of providing free primary education. Bridging the

formation gap; Irin News organizations, U.N office for humanitarian Affairs (Wednesday ,
17th May 2006)

Kenya Education Commission Report (1964). The changes in education in education system,

Nairobi. Kenya Institute of Education (2008): the curriculum watch: official journal of Kenya
Institute of Education.

KESSP (2005) Delivering quality education and Training to all Kenyans. Kema education
sector support programme (2005) Nairobi.

Kombo C.R (1991) Research methodology; methods and Technology (2nd Edition) New
Delhi; W. Prakasha Kojo S and Moyo R (2008) Land and sustainable Development in Africa

Kosgei S (2004) constraints affecting implementation of free primary Education in public

primary schools in Nairobi County. Research project UON

Kwesiga J. C (2002); woman access to higher education in Africa; Uganda Experience

foundation publishers LTO Kampala.

Laara N.M (2006) Free Primary Education constraints Facing its implementation Tigama
thesis

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Lockheed M.E et al (1990) improving primary Education in Developing countries.
Washingtone Maegwe (1985) investigation of factors affecting KCPE performance in rural
Areas case study of Kisii District unpublished med . Thesis UON

Ministry of Education (2003). Respect of the task force on Free Primary Education Nairobi
Government Printers

Moses A. (2009) curriculum Development Longhon Kenya LTD

Mugenda and Mugenda A (2003) research methods. Qualitative and Quantitative Approaches

Nairobi Act Press

Mwaniki K (2003) Factors affecting enrolment and participation of pupil in rural public
primary schools in central Divion , Narok District a project research UON

Nichmas D and Nichmas C (1976) research methods in social science; London Arnold
Nafukho F (2005) Foundation of Adult Education in Africa (UNESCO) Institute of Education
and Person Education South Africa

National Development Plan (2001); policy paper on National Plan; Nairobi Oduor D (2000);
Culture in Africa Nairobi

Okemwa S (2010); Gender equality university of Nairobi; press Oluoch P and Ayado O
(2005) participation of learners in literacy programs. Lake publishers LTD Kisumu

Orodho and Kombo (2012); Research methodology methods and techniques , 2nd Edition
Willy Easter

UNESCO(1993) Trend and projection on employment by level of education by ages and by

gender 1960 2005; Paris

UNESCO(2001) Education for all. Is the world on track; paris; The EFA Global monitoring
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UNESCO (2003) The Dakar framework of action; UNESWCO will Ariet Durant, Rousseau
Revolution ; history of civilization in France, England and Germany from 1786 . New York

UNICEF Report (2006) Education for change seminar. Nairobi

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WERK (2004) Participation of orphaned and vulnerable children FPE Kenya. Retrieved on
20th May 2010 from www. Hovrag.org/ab World Bank (1998) Education in subsahara Africa
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World Bank Eshiwan G (1987) Education policies in sub- Saharan Africa , a paper presented
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45
 APPENDICES

APPENDIX I : SCHOOL HEADS QUESTIONNAIRE

Greetings! I am John Kamande an area resident of Rongai Sub county and currently a
student in Maasai Mara University pursuing a B.A Social work degree. I am conducting a
research to establish why there has been low enrolment in public primary schools in
Kampi ya Moto Division. Kindly ensure not to write your name on the questionnaire.

Background Information

Number of teachers
Year school was founded
Enrolment Distribution for the last three years

Total Enrolment in 2015 Total Enrolment in 2016 Total Enrolment 2017

Political and economic factors

1. Politics or post-election violence has had an impact on the standards of enrolment in

your school
Yes [ ]
No [ ]
Explain your response

2. Family income levels contribute to enrolment and retention of pupils in your school

Strongly Agree [ ]
Agree [ ]
Disagree [ ]
Strongly Disagree [ ]

Kindly comment on your choice

46
Family Background factors

3. How can you comment about parental involvement or the intervention of the school
management committee in the running of school activities?
Very good [ ]
Good [ ]
Fair [ ]
Poor [ ]
Very Poor [ ]

4. Do you think that parental involvement can contribute to improvement of the

enrolment or retention of pupils?
Yes [ ]
No [ ]

Kindly comment on your response

HIV/AIDS

5. Does your school have any pupils who are infected with HIV/AIDS?
Yes [ ]
No [ ]
6. Do you think HIV/AIDS prevalence around your area has contributed to the low
levels of enrolment and retention?
Yes [ ]
No [ ]
Kindly comment on your choice

7. Does your school have any special activities or programs for victims of HIV/AIDS
victims?
Yes [ ]
No [ ]
If yes specify

47
Environmental factors and conditions in public primary schools

8. Do you feel that your school has enough facilities to promote conducive learning
environment?
Yes [ ]
No [ ]
9. Please tick ( ) appropriately on the level at which the following facilities/programmes
within your school and how they are relatively available

a) Indicators of facilities within the school

Indicator More than Enough Few Very Few

Enough
Number of classrooms
Number of Lockable Desks
Number of Library books
Number of teachers
Number of Support Staff
b) Indicators of programmes offered within the school

Program Very Frequent Very in

Frequent frequent
Feeding programmes
Co-curriculum activities e.g. sports,
drama/music festivals
Benchmarking initiatives with other
schools

Measures and interventions taken to address the low enrolment

10. Do you think the school community i.e. parents, pupils and area residents are doing
enough to address the issue of enrolment and retention in your school?
Yes [ ]
No [ ]
In your own opinion what measures should be taken to improve enrolment and
retention in public primary schools?

48
 Thank you for your response

APPENDIX II : PARENTS/GUARDIAN QUESTIONNAIRE

Greetings! I am John Kamande an area resident of Rongai Sub county and currently a
student in Maasai Mara University pursuing a B.A Social work degree. I am conducting a
research to establish why there has been low enrolment in public primary schools in
Kampi ya Moto Division. Kindly ensure not to write your name on the questionnaire.

A. DEMOGRAPHIC INFORMATION

1. Gender: Male [ ] Female [ ]

2. Please tick appropriately the correct age bracket you fall under

18-28 years [ ] 29-39years [ ] 40-49years [ ]

50-60 years [ ] Above 60years [ ]

3. What is your marital status?

Single [ ] Married [ ] Divorced [ ] Separated [ ]

4. Level of Education

Primary [ ] Secondary [ ] Tertiary [ ] Never [ ]

5. How long have you been a resident of Kampi ya Moto Division?

Born and Bred [ ]
Last five years [ ]
Last ten years [ ]
Last fifteen years [ ]

B. SCHOOL INVOLVEMENT

6. Are you aware of the low enrolment of pupils in your school?

Yes [ ] No [ ]

49
 7. In your own opinion, what do you think are the main reasons for low/high enrolment
levels?

8. Please comment on the most appropriate choice

How regularly do you attend the following parent involving school activities?

Activity Very Frequent Rare Very Not aware

Frequent Rare
Annual/Bi-annual Parents, Teachers
Association Meetings
School Management Committee
Meetings
Parent/Guardian day (s) meeting
with teachers
Closing/Opening Day celebrations
School development forums or
meetings
Prize giving Days/visiting days

9. Do you feel as if your views are always taken into consideration?

Yes [ ] No [ ]

Kindly comment on your response

C. SCHOOL SURROUNDING AND CONDITIONS IN SCHOOLS

10. Do you think the environmental surrounding of the school is conducive for learning?

50
 Yes [ ] No [ ]
Kindly comment on your response

11. In your own opinion, rate the extent at which the following factors and conditions in
these public primary schools’ influence enrolment and retention

Condition Highly Agree Disagree Highly

Agree Disagree
The school has few number of staff (understaffing)
The teaching and support staff are not fully competent
The climatic conditions make pupils and parents not to
consider schooling as important
Schools do not have enough facilities to cater for all
needs of the students
The schools are located far from the residential areas
and thus very few people can attend regularly
The schools have very limited extracurricular activities
thus does not encourage pupils to attend school
regularly

D.INTERVENTIONS

12. Do you think that the school community i.e. area residents, business community, and
area residents have a role to play in improving enrolment and retention in public
primary schools?
Yes [ ] No [ ]

13. In your own capacity how do you think you can contribute to improvement of
enrolment and retention in public primary schools around your area

51
 Thank you for your response

APPENDIX III : INTERVIEW SCHEDULE FOR DUTY BEARERS IN THE

ADMINSTRATIVE DEPARTMENT OF EDUCATION
1. Are you aware of the low enrolment levels in Kampi ya Moto Division?
2. Despite the existing governments policies on the education sector and the inception of the
Free Primary Education, why do you think there still exist low enrolment levels in public
primary schools?
3. On an administrative capacity, has the issue of low enrolment posed any challenges to
execution and delivery of services?
4. What measures have been put in place to address the issue of low enrolment in public
primary schools?

52