Internal Efficiency Of Free Primary Education In Kakamega Central District, Lurambi Division, Kenya

ABSTRACT

This study sought to establish the level of internal efficiency of Free Primary education in

Kakamega Central district in Lurambi division. It was found out that internal efficiency

in the area of study is very low and the following factors were identified to have

contributed to the problem admission of under-age children and quality of classroom

practice have been identified as responsible for such a low rate of internal efficiency,

parents’ involvement in the learning activities are very low, the lack of resources, some

pupils study under shades of trees they actually don’t study when raining, poor feeding

programs, high teacher pupil ratio etc. Repetition is one indicator of the internal

inefficiency of an educational system. In Kenya, primary school repetition is high and as

such, constitutes wastage particularly, and of course problematic to the state, parents and

individual pupils/victims. It is conceptualized that efficiency as applied to educational

achievement combines both qualitative and quantitative variables and relates inputs to

outputs. An efficient educational system should enable pupils graduate within the time

frame prescribed. If students spend more time than is required there is wastage.

The study was carried out using descriptive survey study design. The researcher used

questionnaires, check list and interview schedules as research tools. Analysis of

documented data was also done to gather relevant data. Both qualitative and quantitative

data were collected and analyzed. Qualitative data were analyzed in narration form while

quantitative data were analyzed by use of %, means and frequencies. Tables were used to

present data for easy interpretation.

To combat this phenomenon in the primary school system in Kenya, the government has

resorted to experiment on some strategies namely: Compensatory Education,

Competency-Based Teaching Approach, Automatic/ Administrative Promotion in addition to the New Pedagogic Approach with apparently, significant results in the reduction of repeating. It is concluded that these strategies based on a pupil — centred philosophy/pedagogy tend to promote learning and consequently, increase promotion in primary schools