End of Easter Term Results at Kileva Eastfield Primary School

As regular readers of this blog will know, schools in Kenya hold exams at the end of each term, and last month was no exception at the Kileva Eastfield Primary School.

Once again the kids did really well, and the details of the marks achieved for each child in each class are shown below.

Class 4

Class 5

Class 6

Class 1

Class 2

Class 3

Many congratulations to the pupils and to the teachers and parents for all the support they are giving them.

We’ll be organising a prize giving day towards the end of this term to hand out certificates and medals (again sponsored by Comptel)  to the best students in each class.

Best wishes

Cliff

When Tanja Came To Stay

When Plamen (a colleague of mine at Cisco) called me last October wondering if his friend Tanja might be able to spend a month working as a volunteer at the Kileva Eastfield School in Mwakoma, it was the beginning of what turned out to be an unforgettable experience for Tanja, the people of Mwakoma, and most importantly for the pupils of Kileva Eastfield.

Although I subsequently explained to Tanja that the school is somewhat remote with no running water or electricity, far from putting Tanja off she became even more interested in going there to live and work with the people at the school and in the local community.  I therefore asked Margaret to be her buddy during her stay, and Tanja eventually flew out there on 22nd January, and stayed until 18th February.

Below is a report from Margaret about how they got on.

By Margaret Kiriro

First meeting

When Tanya came she called me and told me she was at Annedore’s place, and because I was at my grandfather’s place (at a funeral) I promised to meet her at evening.

When I reached school, I was accompanied by Mr George and Madam Agnes when going to meet her.

We finally met her and Annedore, we had a drink, talked for long and thereafter went back to school at around 6:30.

The next day

The following day Tanya came to school in the morning and i introduced her to the rest of the staff and took her class to class and round the school compound to show her school buildings.

After that we assembled the whole school and the pupils welcomed her with songs and dances, thereafter went back to classes as Tanya went to different classes with her note book and a pen to learn also.

It was nice and encouraging for both of us to see such a friendly, loving, caring and socialised Bulgarian lady who came and adapted with our local and ordinary way of living.

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Buying, preparing and eating local food

Tanya stayed with me in school for all those days.  She ate our local food, ie ugali with kales, pan cakes with peas, rice with beans and so many other types of food without having any stomach problems.  I even taught her how to prepare some foods e.g. cooking ugali (mixture of maize flour and water), cooking vegetables, rice, tea etc.

Staying at school

During school days we used to wake up very  early with her, prepare ourselves for work and go to school.

She learnt how we conduct our lessons (as she was sitting in class as our pupils, i.e. she was one of our pupils in class) and learnt how a teacher can prepare schemes, lesson plans and notes for teaching.

Sometimes she wrote notes on the board using chalks, which she said was different compared to how people learn in western.  She did if perfectly for me so I am very sure one day she will make a very good teacher.

Tanya was very friendly to all children.  She played with them during break time and children really enjoyed staying with her. missing her so much.

Gifts

She bought a lot of things for the kids because she said she was being encouraged by how our children behave, how they are and how respectful our children are, compared to the few things they have to share.  She was feeling so sorry for them.  She decided to buy them football, school ties, sanitary towels for girls, fruits, sweets, and she gave individual assistance to orphans ,issuing t shirts and other many things. She really left a mark to Mwakoma people.

Visit to Marie

One weekend we went to our home at Marie. We stayed 2 days. She met my grandparents and there she ate a traditional meal called kimanga (mixture of cassava and peas, then smashed) taken with black tea. She enjoyed the place including seeing the hills and vegetation. I took her to Marie which is at the top of the mountain and had an aerial view of the lower places e.g. Mwambiti and Kajire.

Learning local skills

Apart from going to Marie she had a trip to Kajire and Gideon Mosi where she met men and women from different groups where she so a lot of handcrafting.

She learnt skills also, apart from that she enjoyed the big hill called Goe and its surroundings.  She bought a few baskets from the groups.

Water catchment

Since Tanya came we visited different places such as water catchment areas, and showed her places within the community. Only that she run out of time I could have taken her round Sagalla.

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The coast

During her last weekend we went to Mombasa and went to Nyali beach where she saw the Indian ocean.

The following day she booked for a hotel where she was to sleep and go to the airport for her flight. the last eve in Mombasa  I took her to fort Jesus. I left her in the new palm hotel at Nkruma Road at around 6.30. On the following day we communicated at around 4 as she was at the airport waiting for her flight.

A great friend

Tanya has been a great friend to me and everybody who was around us. She was kind and could help with what she had without hesitating. Her mind was in children and she really liked and wished to help them with the little she had. I really appreciate her concern.

May The Almighty God bless her so much. She is still welcome to come and live with us again!

Prize Winners

In my last post I reported on the recent Kileva Eastfield School prize giving day, and so in this post I thought I’d list the names of the top 3 students in each year that worked so hard last term to receive their Kileva medals and certificates.

(For the position of each class in the Voi District school tables click HERE)

Year 1

1. Peninah Mwasi
2. Mathew Mwakina
3. Evan Mkali 

Year 2

1. John Nzaro
2. Thomas Mwapulu
3. Dinaice Walugha

Year 3

1. William Nzumu
2. Mwachoo Mwasi
3. Zablon Mwovu

Year 4

1. Margaret Konde
2. Tabitha Mwashinga
3. Mwanyezi Mwamadi

Year 5

1. Nzumu Mwashinga
2. Naftai Mwambaia
3. Rachai Mwangome

Also here are a few more ‘photos of the kids (and their proud parents) receiving their awards:

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Kileva Eastfield Primary School Prize Giving Day

Back in October of last year I posted an entry explaining that Comptel Corporation (a company I used to work for) had begun sponsoring the Kileva Foundation on a regular basis (click HERE for details).

In particular we agreed that the sponsorship money would be used to buy new uniforms for the pupils at the Kileva Eastfield school, and so last month another “Comptel Prize-Giving Day” was held to hand out the uniforms and to celebrate the great achievements of the kids and everyone involved at the school during the previous term.

Below are a number of ‘photos from the event, but first here’s a letter from the new Headmaster to Comptel and all the other Kileva donors indicating how important the donations are to the school and thanking the people of Comptel and the other donors involved for their generous support:

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Getting ready for the big day

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Receiving Kileva Medals & Certificates

As usual the top 3 pupils in each of the 5 classes received both a Kileva medal and Kileva Achievements Certificate.

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Handing out the awards were members of staff plus Dr Lucy King from the Save The Elephants organisation, two visitors from the Disney Corporation, and Tanja  Todorova who was volunteering at the school for a month.

New school dresses, shorts & shirts

The funding from Comptel meant that we were able to provide new shorts, shorts and dresses.

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New school ties

Furthermore, thanks to Tanja, we were able to provide every pupil with a new school tie which they are now wearing with pride!

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T-Shirts & other gifts

Between them the guests brought many other gifts, including lanterns, cups and t-shirts which were also handed out to the pupils.

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Entertainment

As usual at such events, the pupils put on a great show for the guests. Many parents and other villagers went to watch  and a number jined in the celebrations!

Thanks

Finally Kilele gave thanks to everyone for coming and making the day such a success.

Kileva Eastfield Staff Meeting 7th January 2013

As I mentioned in my previous post there have been a number of changes in staff at the Kileva Eastfield Primary School recently.  I thought it may therefore be of interest to let you know how responsibilities for the new school year have been allocated amongst the teachers.

Below are the minutes of a staff meeting that was held last month to do that.

Members Present

• Mr Boniface Mbuma (Head Teacher)
• Mrs joyce Mwaten (Deputy Head Teacher)
• Mrs Anges Nyange (Senior Teacher)
• Ms Margaret Kiriro (Member)
• Mr George Mwaviswa (Member)
• Mr Keith Kachili (Member)
• Ms Agnes Mwapulu (Member)

Opening
The meeting was opened by Ms Agnes Nyange at 09:45.

Introductions
Mr Boniface Mbuma (the new head teacher) presented himself and the rest of the teachers did the same.

Class Allocation

• Pre-school: Lydia Mwambala
• Standard 1: Agnes Nyange
• Standard 2: Agnes Mwapillu
• Standard 3: Keith Kachili
• Standard 4: Joyce Mwateri
• Standard 5: Margaret Kiriro
• Standard 6: George Mwaviswa

Subject Allocation

	Eng	Kish	Maths	Sci	SST	CRE	LE	CA	PE
Std 4	JM	MK	BM	GM	MK	MK	BM	GM	JM
Std 5	BM	GM	MK	JM	GM	GM	JM	BM	MK
Std 6	GM	JM	JM	MK	BM	BM	JM	MK	GM

     Key

• JM: Joyce Mwateri
• GM: George Mwaviswa
• MK: Margaret Kiriro
• BM:Boniface Mbuma

     No Of Periods

• JM: 28
• GM: 30
• MK: 30
• BM: 26

Professionalism
The head teacher urged teachers to start scheming and planning immediately and also reminded teachers  that when a teacher is away should leave work behind. The head teacher proposed standard 5 and standard 6 Eng Aid books to be bought.

Senior Teacher Position
Madam Agnes Nyange has been proposed to be senior teacher by Ms Margaret Kiriro seconded by Mr George Mwaviswa.

Subject Panels

     English

• Chairperson: Joyce Mwateri
• Secretary: Geroge Mwariswa
• Member: Mr Mbuma

     Kishwahili

• Chairperson: Margaret Kiriro
• Secretary: Agnes Mwapulu
• Member: Keith Kachili

     Maths

• Chairperson: Keith Kachili
• Secretary: Agnes Nwange
• Member: Joyce Mwateri

     Science

• Chairperson: Agnes Nyange
• Secretary: Agnes Mwapulu
• Member: George Mwaviswa

     Social Studies

• Chairperson: Mr Mbuma
• Secretary: Mr Keith
• Member: Ms Margaret

     CRE

• Chairperson: Agnes Mwapulu
• Secretary: Joyce Mwateri
• Member: George Mwaviswa

Teachers Responsibilities
These were allocated as follows:

     Guidance & Counselling

• Chairperson: George Mwaviswa
• Secretary: Agnes Nyange
• Members: All teachers

     Discipline

• Chairperson: Joyce Mwateri
• Secretary: Keith Kachili
• Members: All teachers

     Scouts & Girl Guides

• Chairperson: Keith Kachili
• Secretary: Agnes Mwapulu

     Environment & Wildlife

• Chairperson: Margaret Kiriro
• Secretary: Boniface Mbuma

     Games & Sports

• Chairperson: George Mwariswa
• Secretary: Margaret Kiriro

     Drama / Music / Debate

• Chairperson: Booniface Mbuma
• Secretary: Joyce Mwateri

     Health Club

• Chairperson: Agnes Mwapulu
• Secretary: Margaret Kiriro

AOB

The Kileva Foundation Associate Director (Ms Margaret) informed members of staff that there would be a volunteer from America coming to stay for 1 month.

Assemblies: The head teacher urged all teachers that during assemblies every teacher should avail themselves for assembly

Operation: Teachers should report for duty at 07:00.  Assembly time 07:30 – 08:00

The meeting ended at 11:30 with the word of grace.

Minutes taken by Joyce Mwareti

Margaret’s Teacher Training Project – Appendices

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APPENDIX 1 – Parents / Teachers Questionnaire

Dear Respondents,

The questionnaire is designed to gather data from parents and teachers from Kileva Primary School. All the information you give will strictly be treated with confidentiality and will only be used for the research purpose.

Instructions

1. Do not indicate your name/contact anywhere in the questionnaire.
2. Answer all questions sincerely and to the best of your knowledge. Tick where necessary.

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APPENDIX 2 – Interview Questions And Checklist

Questions
The interview below was carried out between the researcher and the respondents [pupils and teachers]

1. How are you comfortable in the classrooms?
2. Who mainly pays your school fees?
3. Do other pupils in the upper primary interfere with your learning?
4. How many teachers are there in the school?
5. Does the ECDE centre have enough facilities?
6. How do the parents support the ECDE programmes?
7. Does the Govt support the ECDE class in Kileva Eastfield Primary School? If Yes, how?

Checklist
The following questions guided the researcher in collecting information about the school.

1. Where is the school located?
2. How are the playing facilities at the school?
3. How is the teacher/pupil relationship?
4. What other support programmes are available for the learners at the school?
5. How are the climatic conditions of the study area?
6. Which other factors are affecting performance of learners in the ECDE?

Margaret’s Teacher Training Project – Chapter 5

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Chapter 5: Discussion, Conclusions And Recommendations

In this part, the researcher looked into the summary of the research findings, discussed the findings and made conclusions and recommendations.

5.1 Summary
This research was intended to find out the effects of FPE on pre-school children aged 4-5 years in Kileva Eastfield primary school. Since the introduction of FPE in 2003, there have been tremendous achievements as well as setbacks in the process of EFA [education for all] by 2015.

According to the research findings, the introduction of FPE through a major step forward has impacted negatively on the ECDE sector in Kileva Primary school .One of the main challenges has been the displacement of ECDE learners who were forced to move to other stuffy rooms from their original classrooms to pave way to the primary school learners who had overcrowded due to FPE. Focus should be turned to the pre-school sector in order to lay a proper foundation for the future generation

The researcher found out that most parents are not willing to take the children to pre-school as they see it as very expensive. The researcher found out that furniture which was being used by the ECD learners had been taken up and given to primary school learners which meant that the Govt had totally ignored ECDE in the Free Education Initiative.

5.2 Discussion
The researcher found out that 70 percent of the respondents said that there were disparities as far as teacher pupil ratio was concerned.

The number of pre-scholars was not corresponding with the number of teachers, e.g., in Kileva Primary School, there is only one teacher and in case of sickness to the teacher, it means no classes for the scholars until the teacher is well. This shows that there is urgent need to train more ECDE teacher to cope up with the increasing number of pre-school children.

The researcher also found out that after the introduction of FPE in 2003, there was a big shortage of infrastructure [classrooms and furniture to cater for the large number of pupils] and this made the pre-school pupils to be shifted to unfriendly environment e.g. pre-scholars studying under tree shade e.t.c.

At that same time, the researcher noticed that there has been an issue/conflict between ECDE and FPE. In some reported cases; there has been a confrontation between committees of the pre-schools and the committees of primary schools. Some claim that pre-schools should be different entities of their own and some say they should be overseen by the headmaster of the nearest primary school. This confrontation should be cleared to allow good relationship between ECDE and the FPE.

The researcher discovered that the payment of pre-school teachers was left to the mercy of parents, and in my Kileva school case, I have seen the teacher working for even six months without the parents paying.

5.3 Recommendations
The Early Childhood Development Education plays an integral role in the holistic development of a child to attain his/her full potential in life.

After carrying out the research, the researcher came across many obstacles hindering proper learning in ECDE as a result of introduction of FPE and thus appropriate measures should be taken.

• Free and compulsory basic education from pre-school, primary to secondary school should fully be funded by the Govt.
• There should be improved learning and teaching approaches in order to make learning in ECDE more meaningful and child friendly.
• To curb the displacement issue of pre-school kids from there classrooms to pave way to the primary kids, the GOK should collaborate with NGO’s,Education stakeholders  and other development partners to fund classroom constructions and buying of enough stationeries.
• The Govt should look into and consider employing ECDE teachers on permanent and pensionable terms in order to reduce teacher shortage and increase the teacher/pupil ratio.
• If ECDE teachers are employed by the government, they will be motivated as they will be sure of being paid and thus the teaching spirits shall be high.
• The researcher thinks that more research work should be done on the effects of FPE to ECDE
• There is need from the community themselves to fully support ECDE as it is the starting point of formal education in Kenya and thus a very critical and crucial foundation to the young ones.
• Poverty has been one of the main obstacles in education facilitation in Kenya. The Govt should put in place measures to curb hunger especially in hard hit hunger stricken areas in rural and in the informal settlement schemes, e.g. relief food distribution e.t.c.
• The Govt should come up with more clear policies on ECDE programmes in Kenya. The Govt should be considerate enough to fully fund ECDE in line with the EFA [education for all] policy.
• It has been said a million times in many declarations since time immemorial that education should be free and compulsory to all. In chapter 4 of the constitution, there is an elaborate bill of rights and education is a child’s right which they should not be deprived of and to attain that, ECDE has to be fully consumed in the free education system.

Margaret’s Teacher Training Project – Chapter 4

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Chapter 4: Data Analysis And Discussion

In this chapter, the researcher dealt with data analysis where she used frequency tables, bar graphs and pie charts among others. The data was analyzed on the key research questions.

4.1 Response On The Effects of FPE on Enrollment of Learners in ECDE

From the response on the Table 4.1 above, introduction of free primary education did not increase enrollment of learners in the (Early Childhood Development Environment (ECDE) as 50% of the respondents said NO, 40% of the respondents said that Free Primary Education (FPE) increased enrollment of learners in ECDE which 10% could not tell weather from or not it affected the enrollment in ECDE. From the above information, it is true to say that introduction of FPE did not increase enrollment in ECDE.

4.2 Response On Relationship Between The Teachers And Pupil Ratio

Table 4.2 above indicated that 70% of the respondents said that there were no enough teachers in the ECDE, 25% said that the one teacher was enough which another 5% said could not tell whether  one teacher was enough or not form the above data analysis there is an acute shortage of teacher in the pre-school  section.

4.3 Response On The Effects of FPE On Teaching And Learning In ECDE

Table  4.3 above indicated that there is a direct cohesion between the introduction of FPE and the teaching/learning in pre-schools, 60% of the respondents said that the teaching/learning was greatly affected by FPE, 25% of the respondents said it was not affected while another 15% could not relate FPE and teaching/ lecturing in the ECDE.

To a large extent, introduction of FPE affected the teaching/ lecturing in the ECDE

4.4 Response On How Teaching / Learning Was Affected In ECDE After The Introduction Of FPE

Table 4.4 above indicated that 35 percent of respondents said that ECDE classrooms were taken to create room for pupils in primary school, 35 percent of the other respondent said that furniture in Pre-schools was taken, while 30 percent said that some parents withdrew their children from schools. The introduction of FPE paused very many challenges to the ECDE fraternity which was difficult to cope up with.

4.5 response On Major Challenges Facing ECDE As A Result Of Introduction Of FPE

Pie chart 4.5 shows that pre school are facing numerous challenges, 126 degrees (35 %) the respondent said that infrastructure in the ECDE was poor, 30% (105degrees) said that the staff was not enough, 25% (90 degrees) said that many learners were forced to move out of their classes while 10% ( 36 degrees) are other challenges facing pre -school like poorly remunerated teachers, poor working environment and lack of parent commitment to ECDE programme. It is a high time all stake holders to come on board and do everything possible to promote and sustain ECDE education.

4.6 response On Effects Of FPE On Academic Performance Of Pre-Schools

Table 4.6 shows majority of the respondents that is 75 percent said that performance of learners was greatly affected by introduction of FPE. Another 15% said that performance moved from bad to worse while only 10 percent said that performance improved with the introduction of FPE. All these point out to lack of preparedness in the implementation of free primary education.

4.7 Response On Effects Of Culture On Enrollment Of Learnings In ECDE

Table 4.7 Illustrates that 45% of the respondents said that culture of the community affects enrollment and performance of learners in ECDE. 35% said that the culture did not affect the enrollment and academic performance of learners in the ECDE while 15% could not tell whether or not culture influenced enrollment and performance of learners in ECDE From the above findings, it is true to say that to some extent culture played a role in the holistic development of an individual. 

4.8 Response On How People received And Perceived FPE In The Area

From bar 4.8, 50% of the respondent said that people received the FPE program ‘’ very well’’ and were not willing to contribute anything towards the program. Another 35% were willing to cost share with the government in the running of the FPE program while 15% said that some people detested the idea of FPE at a time when the economy was still very shaky.

Margaret’s Teacher Training Project – Chapter 3

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Chapter 3: Research Methodology

In this chapter the researcher, dealt with research methodology and sub areas. Such as research approach, research design, target size and sample procedures, research tools/instrument study areas, data collection and analysis techniques.

3.1 Research Approach

This was the way the data was collected and analyzed. The researcher collected data using both qualitative and quantitative approach as recommended by Mugenda and Mugenda (1999) for this kind of research.

3.2 Research Design

This is the actual plan/technique the researcher may use to carry out the research.

The researcher used the survey method in the research.

3.3 Target Population

These are individual’s events or subjects from whom the research may gather data or information.

In this research the researcher dealt with parents and teachers of Kileva Primary School. The school had a population of 74 pupils in which most of them came from the surrounding area.The school has 8 members of staffs in primary while there is 1 teacher in pre-school.

The researcher dealt with 20 parents and teachers in the school.

3.4 Sampling Size

This is a fraction of the target population. The researcher may want to deal with or incase it is not possible to work with the whole population.

The sample size was 40% of the parents and teachers which translated to 20parents.

3.5 Sampling Procedure

This is the process of the selecting the sample from the target population. The researcher applied simple random, sampling to select the 20 parents out of 50 parents in the school. The researcher gave all the people in the target population an equal opportunity to participate in this research.

3.6 Research Tools

The researcher collected data using various tools including questionnaires, observation checklist and interview schedule.

3.7 Study Area

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The research was carried out at Kileva Primary School, Voi division, Voi District. The school is located about 15 km from Voi town, some 3km from the main Mombasa-Nairobi highway on the foot hill of Sagalla.

The school is relatively small and has not had candidates for K.C.P.E.

The school was permanent and modern building courtesy of funding from, Kileva Foundation, government and other development parties. The school has a good play ground though very bare.

The area surrounding the school has a high poverty presence and most of the people are peasant farmers and small scale pastoralists who mainly depend on charcoal burning as their main economic activities. The climate is hot and dry and as people depend on rain for agriculture. There has not been a good harvest for the past four years, making the already bad situation worse.

The pre-school has 1 teacher, who is not trained; the pre-school has a well developed learning areas and the teacher depend wholly on parents to pay school fees in order to get her salary.

3.8 Data Collection Analysis

This is the method the researcher used in collecting the data and interpreting the same. In this research, the researcher used questionnaires, interview schedule and observation checklists.

Most of the data was collected using questionnaires which were given out to respondents who filled in the relevant information. The researcher collected the questionnaires after an agreed upon period of time. Data analysis was done using frequency tables, pie charts, and bar grapes among others.

Margaret’s Teacher Training Project – Chapter 2

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Chapter 2: Literature Review

While free primary education has contributed to increased pupils enrollment, it has at the same time created considerable problems. It has exuberated the problem of teaching and learning facilities. Preliminary survey seems to show that existing facilities make a mockery of Free Primary Education (FPE) programme. Many children have been hampered from holistic development because of the many set backs experienced both at home and at school thus affecting the enrolment and eventually their full potential development.

This chapter will dig into the effects of FPE on pre-school children and the related literature.

2.1 Community And Free Primary Education
The community plays a very central role as far as FPE is concerned. It has been noted that without the full communities support then the FPE will remain an illusive matter (Mwaura and Wanyera 2004) children are now facing challenges than ever in very history of mankind.

Many children are living in very hostile environment. In ability and willingness of communities to finance and manage their pre-school is an ethical factor affecting quality sustainability. This is significant because child care costs an average is about Kshs.500 per year. The children of pre-school age are not considered an integral part of the community and many a times parents do not prioritize Early Childhood Development Education (ECDE) for their children.

Many parents and care givers are not keen to lay a good foundation for their children academically early in life. There are many cases of parents who take their children directly to primary school before they go through the pre-school (ECDE).

2.2 Gender And Free Primary Education
In some communities/societies in Kenya, boy drop out of school most than girls due to child labour where as in other societies girls are more likely to drop out of the school due to cultural bias such as early marriages and preference of sending boy child to school while girls are left to care for their families and wait to be married.

The reduced number of children attending school and poor academic performance in the classroom are a combination of factors causing havoc in the education sector resulting to a decline in the quality of education. When the learners were absent and hence unavailable for teachers to teach the pupils also reported that they were not comfortable being taught by male teachers in pre-schools and lower primary school. The report on the “Impact of Poverty on Education” (2005) indicates that both pupils and community leaders were aware  that attendance and dropping out of children more so among girls was attributed to impoverishment of the affected families and death of parents.

2.3 Free Primary Education And It’s Challenges
Since the reintroduction of FPE in Kenya, corruption allegations cropped up. There has been corruption allegations in education sector. According to transparency internationals, Kenya is the most corrupt country in the World. It is the difficult for the majority of the population to attain full basic education when government money is being used   inappropriately. Bribe, fraud and tribal favourism are common within all levels of the education centre which hamper improvement of conditions within all areas of government offices.

The other challenges is in admission of over aged learners who have never stepped into a classroom before and wants to join primary schools even before he/she passes through pre-school. These learners while in class feel displaced and will therefore look for any excuse to stay out of school.

Poverty is another bigger challenge facing FPE. According to 2005 report by UN Kenya was ranked No. 154 out of a lot of 177 Countries in the World in terms of life expectancy and literacy level. Many parents have been sinking deeper and deeper into poverty. They cannot afford food on their table and therefore cannot even get school fees to pay for their children in pre-school. On the other hand, learners who go to school with empty stomach cannot concentrate in class, and are easily irritated and tend to show a lot of aggressiveness.

2.4 Culture And Free Primary Education In Kenya
The culture of many Kenyan communities is just shocking as it rude for development.The ideas, believes and values that many Kenyans hold clearly is really retrogressive. For many Kenyans think an easy going lifestyle.

“Hakuna Matata” or take it ease, “Live now and don’t make any plans for the future” is the best way to live. While this may have its advantages, it stands often in the way of development and taking responsibilities. Many people in the poor households miss priorities. Instead of purchasing household basics, almost all of them go for secondary needs e.g. Mobile phones. This lack of prioritization made many children miss school and those who join schools are so discouraged and depressed.

The introduction of FPE in our schools made the parents relax and ignore their responsibilities of paying for children for the most basic necessities (Causes of Poverty in Kenya. The independent Kenya guide)

The FPE concepts, made many parents believed that it will later for everything while it was quite contrary.

2.5 Bibliography

1. Kenya Alliance for the Advance for children’s Act 2001 and UNCRC popular version, KAACR and Action Aid Kenya Nairobi
2. Rolf E Muus[1962],Theories of Adolescence 3^rd edition, New York
3. Gladwel Wambiri et al research, monitoring and evaluation in ECD programmes,Longhorn Publishers Nairobi
4. Kinati,Hanna w 1998,social research Handbook, English press limited Nairobi
5. Mugendi and mughendi:1998, Rearch Methods, Oxford University, press Nairobi
6. Pugh G.T 1968,Guide to research writing, Boston Houghton Murfin New York
7. Republic of Kenya 2004,2003kenya demographic and health survey, National council for population and development Nairobi