Administrative Strategies to Address Wastage in Public Primary Schools in Arid and Semi-arid Areas of Kenya
AbstractThe purpose of this study was to investigate the strategies to eradicate wastage in public primary schools in Baringo County. The objectives of the study were to: assess the education polices and institutional processes, school-based, house hold and community based and student related strategies that may be used to eradicate wastage in public primary schools in Baringo County. The study was guided by the Social Darwinism Theory of Equal Opportunities. The study adopted a mixed method research design. The target population comprised of 6 sub-county District Quality Assurance and Standards Officers (DQASOs), 370 head teachers, 2960 teachers and 370 parents from 370 public primary schools. Purposive sampling technique was used to select 36 head teachers, 36 parents and 6 Sub county DQASOs. Simple random technique was used to select 289 teachers to participate in the study. Questionnaire, interview schedule and document analysis were the tools of data collection. Data obtained was organized, coded and analyzed using qualitative and quantitative techniques. Pearson Product Moment Correlation was computed to assess relationships between the variables and findings were presented in form of tables, charts and graphs. The study findings revealed that in order to address wastage in schools, a number of factors, strategies and their linkages needed to be investigated. School factors that dispirit students from continuing with their education unattractive school condition policy irregularities were some of the examples that could act as push factor to students. Both demand and supply driven factors play a role in the process of school dropout and therefore they should be addressed as one. The study concluded that activating and strengthening guidance and counseling in schools were the best solutions for dropout in schools; high student-teacher ratio contributed more to dropping out in schools cultural impact or harassment favoured pupils drop-out from school and that making educational materials more available would enhance schools internal efficiency.
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