The quality of primary schools and pupil achievement in Kenya

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Periodical article

Title:	The quality of primary schools and pupil achievement in Kenya
Author:	Sifuna, Daniel N.
Year:	1988
Periodical:	Kenya Journal of Education
Volume:	4
Issue:	2
Pages:	90-125
Language:	English
Geographic term:	Kenya
Subjects:	academic achievement primary education
Abstract:	Factors that affect the quality of primary education in Kenya and how they relate to pupil achievement on the Certificate of Primary Education (CPE) are discussed. Such factors include the distribution and quality of teachers in the system, teaching facilities and materials, school leadership and community relationships, and the proportion of repeaters, especially in the higher classes of the primary school. The importance of these factors in a rural setting is highlighted by a case study of Bungoma and Nyeri districts in the period 1979-1983. It is seen that though Bungoma has slightly more schools and a relatively higher enrolment of pupils than Nyeri, they have an almost equal number of teachers. Nyeri has, moreover, a higher proportion of professionally qualified teachers, as well as a higher percentage of good building facilities. Nyeri headmasters talk of strong cooperation with the community in the running of schools, Bungoma headmasters complain of a general lack of 'development consciousness' among parents and the community. The difference in the quality of primary education is reflected in CPE performance. Ref.