Browsing by Author "Maiyo, Julius Kiprop"

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Effect of Free Primary Education (FPE) Policy on Pupils‟ Enrolment in Public Primary Schools in Kakamega County, Kenya
(Elixir International Journal, 2021-01-09) Wanjala, Demtila Nafula; Maiyo, Julius Kiprop; Mutsotso, Stanley Ngome
This study investigated the effectiveness of Free Primary Education (FPE) policy as one of the integrated education management strategies (IEMS) on enrolment aspect of pupils‟ participation in public primary schools of Kakamega County, Kenya. The study conformed to the 8-4-4 system of education in 3 phases: pre-FPE Phase (1995 – 2002), First-FPE Phase(2003-2010) and Second-FPE Phase (2011- 2018). A sample size of 82 schools representing 30% of Public Primary Schools was purposively sampled from 273 schools in four selected sub-counties: Lurambi (20), Shinyalu (24), Mumias East (18) and Navakholo (20). The research found that FPE policy had positive impact on enrolment of pupils in school.
Income Inequality Controversies on the Development of Education in Kenya.
(Problems of Education in the 21 st Century:, 2008-12-04) Maiyo, Julius Kiprop; Achoka, Judy; Ndiku, Judah; Amunga, Jane; Wekesa, Duncan Wasike
Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources. This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation.
The Effect of Parental Involvement as an Integrated Education Management Strategy on Pupils’ Participation in Public Primary Schools in Kakamega County, Kenya
(The International Journal of Humanities & Social Studies, 2020-11-16) Wanjala, Demtila Nafula; Maiyo, Julius Kiprop; Mutsotso, Stanley Ngome
Education is a form of investment in human capital, which yields economic, social and political benefits by increasing the productivity of the people. It remains the most vital strategy for the development of society. The purpose of this study was to determine the effect of parental involvement on the effectiveness of integrated education management strategies (IEMS) on pupils’ participation based on aspects of enrolment, retention, dropout and academic performance (ERDAP) in public primary schools of Kakamega County, Kenya. The study period was between the year 1995 and 2018. Four sub-counties in Kakamega County were purposively sampled; Lurambi, Shinyalu, Mumias East and Navakholo with a total of 273 schools. A sample size of 82 schools (30% of 273 schools) was purposively sampled. The respondents in the study were 82 Head teachers, 164 Teachers, 164 Pupils and 4 Sub-County Directors of Education. Qualitative and quantitative data on demographic indices, enrolments and KCPE performance was obtained through questionnaires, documentary guide and interview schedule. Descriptive statistics comprising proportions, ratios, percentages, mean and standard deviation were used. Inferential statistics of paired t-test at 5% level of confidence was used to determine significance of data and statistical inferences. Skewness and Kurtosis indices were used to determine the cluster and spread of the analyzed responses. The study found that parental involvement had a positive impact on pupils’ participation through provision for pupils’ requirements in school. The study findings will inform policy makers on strategies to be incorporated in the education management for public primary schools in Kenya and recommends further research on collaboration between schools and communities in the implementation of an all-inclusive education.