ORGANISATION OF TEACHING AND LEARNING ENVIRONMENT TO ATTRACT, RETAIN AND IMPROVE PERFORMANCE OF CHILDREN ENROLLED IN THE LCBPs IN KAJIADO COUNTY, KENYA
Abstract
Purpose of the Study: The study aimed at establishing how the teaching and learning environment in the LCBPs in Kajiado had been organized to attract, retain and improve performance of children enrolled. Kenya’s Education has performed relatively well against most of the education performance indicators set to achieve Education for All (EFA), the Millennium Development Goals (MDGs) targets and the Education for Sustainable Development goals (SDGs) in the last decade. Gender parity in access also improved at primary level, increasing from 0.95 in 2005 to stabilize at 0.97 (2016).
Statement of the Problem: It is estimated that 21% of school going age children are out of school in Kajiado County and all the LCBPs are under enrolled (Republic of Kenya, 2019). The education sector is faced with regional and gender disparities in most of the education performance indicators with Arid and Semi-Arid Lands (ASAL) counties registering the lowest performances. Majority of the ASAL Counties have continued to register a Net Enrolment Rate of below 50%; against the best performing county of that posted NER of 107.5% (2016). The county of Kajiado had a NER of 79.1% in 2016 which is below the national average of 91.1%.
Methodology: This process evaluation of the LCBPs used Sequential Mixed method, cross sectional and a case study designs. The sample of the study was drawn from all pupils, teachers, and head teachers in low-cost boarding primary schools in Kajiado County. Education officials and representatives of development partners supporting provision of education in Kajiado County provided useful information. Data was collected using questionnaires, interview schedules as well as observation of facilities.
Result: The findings of the evaluation established that LCBPs their present form did not respond to the educational needs of the nomadic and pastoral communities of Kajiado County. Conclusion: The education curriculum did not appreciate the nomadic way of life, respect culture, traditional systems of knowledge and skills preservation. The food served was of low quality and inadequate.
Recommendation: The already established low-cost boarding need to be rehabilitated and equipped with facilities that reverberate with the needs and aspirations of the nomadic –pastoral way of life. Such improvements would make the LCBPs more attractive to nomadic- pastoralists by improving the boarding facilities.
Keywords: Organization, Teaching, Learning, Environment, Attraction, Retention, Performance, LCBPS, Kajiado, Kenya.
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