Free Primary Education in Kenya Essay

Ack promptly dupegement I bonk my God for provision of good health, heavy mind and in 10der caring. I besides express the same to my lector Mr. Malel for his diligent and industrious work he did to me in the process of writing up the throw. I in any case acknowledge the contributions of my colleagues and my family for the diligence and encour shape upment that they kick in presumptuousness me since I begun the support. I too acknowledge the stark regain to the Kenya National Library assist in Kericho. Dedication I practice this report to my Almighty Father for His innumerous Mercies and Eternal Providence.I as thoroughly as wet-nurse it to my family, my pargonnts and my sisterren. Abstract The withdraw investigated the statistical descent among the animal foot garment of FPE and the history of kids in ECD centers. The paper begins by assessing the changes in history prior and after(prenominal) the entrance of FPE in 2002. It then delves into the quest ion of why this happens. The cover Mogogosiek Z unitary although the findings is relevant for the whole country. The investigateer savourd six directs as the sample to symbolize twenty take aims in the z oneness. The random sample technique was utilise since all directhouses argon homogeneous.The questioner utilize questionnaires and observation to perk up info in the field. The project is utilizable for the stakeholders in the ECD sector ranging from school sharpens to political sympathies administrators involved with ECD work. Table of Contents firmness of purpose BY CANDIDATEii DECLARATION BY THE SUPERVISORii Acknowledgementiii Dedicationiv Abstractv Abbreviations and Acronymsviii CHAPTER one and only(a)1 entre1 1. 1 backcloth of the fuss1 1. 2 Statement of the Problem3 1. 3Objectives of the have4 1. 4 settle of the Study5 1. 5 Justification of the puke6 1. 6 Signifi locoweedce of the Study7 1.7 Limitations8 1. 8 Delimitations9 CHAPTER TWO10 Literature canvas10 2. 1 The personal essences of the access of FPE on memorandum10 2. 2 Factors that make up led to number one inscription as a core of inception of FPE in Kenya13 2. 3 strike of FPE on inscription in ECDs16 CHAPTER THREE18 mannerology18 3. 1 interrogation Design18 3. 2 localization principle of the Study19 3. 3 Tar piddle Population20 3. 4 Sample Population21 3. 5 Sampling Method22 3. 6 Research Instruments23 CHAPTER FOUR24 Data mold24 4. 1 The design to Which ECD account gloamd as a prove Of ledger entry of Fpe in the ten Sampled Institutions24.4. 2 Reasons for the Decline Of ECD inscription as a contribute Of demonstration Of FPE26 4. 3 move of FPE on ECD scroll per Economic frame27 CHAPTER FIVE28 Conclusions28 5. 1 The Relationship amidst the grounding of FPE and catalogue in ECDS Attached to Public patriarchal schools28 5. 2 The Effects of knowledgeability of FPE on Enrolment in ECDS in semi backst grow primitive grooms28 5. 3 Causes for the downcast Enrolment of Pupils in Public base School ECDS as A Result of Introduction Of FPE. 28 5. 4 Effects of Introduction of FPES on ECD per Economic Class29 supplement A30 QUESTIONNAIRE FOR ECD TEACHERS30. addition B35 BIBLIOGRAPHY35 APPENDIX C36 Work order of business36 APPENDIX D37 Budget37 APPENDIX D38 Introduction letter38 Abbreviations and Acronyms ECD = previous(predicate) puerility breeding ECDE = early(a) childishness Development and Education. MDG = millenary Development Goals. UN = United Nations FPE = freehanded essential Education. GER=Gross Enrolment Rate is cargonful by dividing the figure of children of whatever hop on enrolled in preschool by the estimated number of 3-5 defecate olds. UNESCO= United Nations Educational Scientific and pagan organization. OECD=Organization for Economic Cooperation and Development.MOEST=Ministry of Education, Science and technology CHAPTER ONE Introduction This chapter introduces the research topic. It begins wi th an design fol number oneed by a statement of the caper and last-placely the purpose of the believe. 1. 1Background of the Problem As come apart of his campaign manifesto, President Kibaki introduced the forfeit direct Education computer broadcast in Primary schools. The program was meant to tierce to juicy ad scarcement of pupils in both simple school and ECD centers in Kenya. The natural corollary was that the ECD enrollment would rise as a leave alone of the launch of FPE. However, statistics take up the contrary.The say of chronicle in ECD centers has trim back interest the admittance of FPE. This shows a prejudicial correlativity betwixt archive and FPE. This project sought-after(a) to centripetal the fact that indeed enrollment in FPE has falld since the understructure of FPE in schools. Paper also sought to give reasons why the rate of muniment in ECD bears a damaging correlation with the FPE storageing. This has been a surprise finding given that the aim of the government is to trail in corpseation in Kenya holistically. The project also assessed the apt(predicate) statistical kindred among record in prime feather and ECD It showed that .the senior higher(prenominal) the record rate in direct school the lower the schedule in ECD. This project sought to give reasons for that descent and provide for suggestions on how the problem can be solved. 1. 2 Statement of the Problem The problem was to study the cause that FPE has had on enrollment in ECDCs. The project also analyse the causes of the minus relationship amidst FPE funding and low enrollment in ECDCs. The problem is that payable to the submission of FPE, pupils cave in been joining rank one with verboten way give away through the ECD break upes.This is a worrying split up as it suggests a low take aim of prepargondness of the pupils in lower firsthand feather school. It also points to the need to consider ECD in man funding 1. 3Objectiv es of the Study The project studied the following objectives a To ground the exploit of the basis of FPE on roll in ECDS devoted to public simple schools. bTo seduce the effects of the gateway of FPE on registration of pupils in ECDS attached to clannish base schools. c To cast the conclusion to which enrollment in ECDCs make water even turn outd in Mogogosiek zone as a result of the launch of FPE.d To catch out the effects of introduction of FPEs on account in ECDS per economic figure. 1. 4 Purpose of the Study The purpose of the study was to localize the effects of the introduction of Free Primary Education on history in ECDs in primitive schools in Kenya. 1. 5 Justification of the Project This project is warrant on the following grounds. beginning(a), little tone-beginning has been made to determine the relationship among the introduction of FPE nationally and enrollment of pupils in ECDs locally. at that place is also need to determine the causes of the decline in history in ECDs as a result of introduction of FPE.The decline has most(prenominal)ly travel(p) the scant(p) who consist of the most vulnerable theme. That the introduction of FPE has negatively affected the silly in terms of taking their children to the ECD has great implications to fight mendicancy in the country. It shows that the children of the unworthy nominate poor groundation and allow most likely perform poorly afterward in life thitherby getup the poverty gap wider still 1. 6 Significance of the Study This study is big because of a number of reasons. First, the government must(prenominal) know the carry ons of its funding principal(a) schools or opposite(a) institutions.The FPE is an integrated developing program and it should lead to a holistic phylogenesis of the commandment sector in prevalent and non a lopsided evolution of the country. Secondly, the government pass on get info on the level of foundational preparation in rur al atomic number 18as and design powerful policies that bequeath aid the state in ensuring high prototypes of breeding in ECD and realize effective transition from ECD to immemorial school. Thirdly, on that point is an on-going pressure on the government to fund the ECD sector in Kenya. This paper is meant to ensure that this goal is attained.Lastly, educational practitioners particularly ECD teachers and administrators leave behind be reminded of the need to ensure a high level of readjustment in ECDs and effective transition to native schools 1. 7 Limitations During the study, the researchers were limited by the following component parts. First and foremost, rural ECD managers were non willing to dupe words round the low enrolment in ECD centers. They fe atomic number 18d that releasing the information would lead to negative publicity. Secondly, most residents were non actually open to give information on where their children were acquirement to outsiders. Third ly, the county is very(prenominal) large and expansive.It was not very easy for the researchers to travel from one locating to another(prenominal) payable(p) to poor and bad terrain. Fourth, most residents moderate just healed from the post electoral violence that affected most of the Republic. They be very comical of new nonplusrs and more than so raze residents asking questions. They easily take much(prenominal) gestures as police investigations. Fifth, though not least, the researcher was affected by wishing of enough funds to carry out an in depth analysis covering the entire zone. Even if funds were availed, there was still the need for more clipping to carry out the work.The researchers were affected by lack of sufficient eyepatch since they argon full time teachers who need time to run their institutions apart from conducting research work. The project was also be affected by low literacy rate since most p atomic number 18nts are not literate enough to def end and respond to questionnaires. 1. 8 Delimitations The delimiting factor is that the researchers come from the study location and are extremely familiar with the area. Secondly, the researchers being ECD and Primary teachers, energise long and extensive experience and strain with ECD and primary school children.They are also conversant the running of ECD centers in the country. Thirdly, the researchers used written questionnaires distributed to schools. This minimized the time needful to move from one institution to another and effectively reduce the time essential to talk with an interviewee. CHAPTER TWO Literature suss out 2. 1 The effects of the introduction of FPE on enrollment Many studies exact been conducted to operate the actual effect of FPE on ECD enrolment. approximately of the studies have been conducted by International instruction Agencies such(prenominal) as USAID and DANIDA.The most complete overview, however, are the studies conducted by UNESCO and app roved by the Ministry of Education, Science and Technology. A UNESCO insurance retread underwrite, UNESCO/OECD primordial Childhood insurance revaluation Project, 2005, hereafter to be referred simply to as the UNESCO report 2005, reports that, A 1969 survey counted active 200,000 children enrolled in 4800 ECD centers with nearly 5,000 teachers. The number of ECD Centers and teachers have been growing steadily and, after a stalled increase of tho 15% between 1993 and 2000, the enrolment ratio leaped by 50% over the next iii forms.The new (2001/02) GER in preschool is officially 35%, although the presidential terms own statistics appear to show a GER of 48% in 1998, falling to 41% in 2002. Such a report shows a decline in GER in ECD. The year in which the FPE was introduced is 2002. Therefore, changes occurring between 2001 and 2002 truly debate effects of FPE on enrolment. A UNESCO Policy brief on primal Childhood entitled the Impacts of Free Primary Education on arc hean Childhood Development in Kenya, Jan. to Feb. 2006, by Yoshie Kaga, claims that the overall effect of FPE has been the reduction of enrollment in ECD.Here is an excerpt from the report, Studies have been conducted to assess the effects of FPE on ECD centers. well-nigh(a) report on negative effects, while others note no major buzz off backs. While the overall impact of the insurance policy is yet to be determined, the UNESCO/OECD Early Childhood Policy retrospect Mission, which took fundament in September 2004, observed that the policy did have a negative impact of FPE on ECD in Kenya and outline 2 major options that whitethorn mitigate possible negative impact. EFA Global supervise report, 2005, UNESCO Publishing reports that the gross(a) enrollment rate for the age group 3 to 5 was 44.4% in 2001. However, the theory that enrollment rates declined as a result of the introduction of FPEs is not automatically to be accepted. Some reports indicate that the GER change mag nitude as a result of the introduction of FPE. The UNESCO/OECD Report, 2005, reports in item number 3. 4. 1, The Background Report of Kenya shows that, while enrollment increased substantially from 1,076,606 to 1,281,846 between 1998 and 2002. A closer look at the figures, however, suggests ii rather disturbing trends.First, GERs in preschool have clearly declined since 1998 from 48% to 41%, and the major overall decline took place between 1998 and 1999 originally the FPE option arose. In fact, a small increase occurred from 2002 to 2003, after FPE was introduced in January 2003. Second, while he 1998 GER was about the same for boys and girls, a gap of about 4% in favor of boys opened up in 2001 and grew to 6% in 2002. The figures in the above report are not the same as other documents. According to the Quantitative Study of the Early Childhood Development Project last-place report to MOEST statistics, the 2002 figure is 1,416,048 and not 1,281,846.These differ views and con flicting figures show that the inverse relationship between FPE and ECD needs to be substantiate by qualified actuarial review. The extent of the relationship whitethorn need other factors to explain other than the factors stated above. 2. 2 Factors that have led to low enrolment as a result of introduction of FPE in Kenya Many workers have tried and true to give reasons for the decline in ECD enrolment as a result of the introduction of FPE. However, these are not in the form of complex scientific theories. The UNESCO Policy brief on Early Childhood is one such document.It explains the phenomenon in the following terms, The chief(prenominal) reason for this phenomenon is that since the implementation of FPE, poor parents are choosing to withdraw their children from ECD centers and/or commemorate them at home until they submit the age of primary school entry. They refuse to pay the fees for ECD on the grounds that ECD, lie primary education, should be free. However, this asse rtion needs to be corroborated by more extensive scientific studies on the causes of the inverse relationship. Economic theories may overhaul to describe the situation better.According to Ricardian analysis, low cost items such as display panel salt are already change cheaply and are therefore associated with poor sections of the population. If the price of salt, for example is reduced further, it dumbfounds too cheap and the buyers may shift for more dear(p) brand of salt. This theory seems to hold true for the ECDs in rural areas of Kenya. They are considered very cheap. Due to government subsidy, the parents may actually feel that the quality of primary education in public primary schools will decline. They see children who have been unjustified at home, such as pass children being brought to school.This makes them to hate public school education and instead opt for the costly hidden schools. As a introductory strategy, they decide to enrol their children in snobbish EC Ds with the reasoning that by the time the child enters primary school, he or she will have laid a blotto foundation in ECDE. The UNESCO/OECD Report in section 3. 3. 5. Reports that, Meanwhile, an assessment study of FPE on ECD carried out jointly by the MOEST and UNESCO in February 2004 found that ECD programmes had almost collapsed because childrens enrolment had decreased after the introduction of FPE.The study found that parents opted to send their children straight to bill one, which became free, without having them go through ECD, which was still fees paying. Moreover, measurement one teacher reported that children who skipped ECD had hindrance coping with less(prenominal)ons in primary school and poorly performed. Section 3. 3. 4 reports that, The Review Team found widespread anecdotal evidence of drops in enrolment at ECD centres, especially in poor provinces such as North eastern some(prenominal) parents have by passed ECD altogether umteen others send their child ren only to pre-unit class of ECD to furbish up them for primary school.In some areas, parents are keeping their children at home until they reach the age of 6 entitling them to free education. moreover other factors have been suggested by the UNESCO Policy Briefs on ECD. Calling it the unwitting consequence on ECD, the report went on to report that, ECD classrooms set up on the premises of public primary schools have been shut down in straddle to accommodate the surge of enrolment in primary schools sparked by FPE. In some cases, ECD children and teachers must put up with reduced space in others, they have been moved to the worst classrooms in the premises.At the territory level, inspection and supervision of ECD centres some of which is carried out by the district based zonal Inspector of schools, have reportedly become less frequent. The UNESCO/OECD report presents a inspection of the situation thus Despite these observations, the impact of FPE on ECD is still subject to dispute. For example, it is undecipherable whether FPE has been the main cause of falling ECD enrolments, given the evidence that the decline may well have begun well before the introduction of the policy.Also, it is yet to be determined how numerous of the unprepared pupils newly flowing into standard one would have gone to ECD centres if FPE had not been in place. The influx could simply be explained by a rising enrolment of at risk children who would not have been able to afford primary education when it was fee paying, let alone ECD centres. 2. 3 Impact of FPE on enrolment in ECDs There is an indication that poverty may be a great factor determining patterns of enrolment in ECDs. The UNESCO/OECD Report 2005, reports in section 3. 3. 8. Suggest that there is no direct relationship between FPE and ECD.Otherwise, such relationship could exist between FPE and other factors that mitigate leading to low enrolment. The paper points at poverty as one of the factors that lead to low en rolment as a result of the introduction of FPE. Section 3. 4. 3 on inequalities in the same report shows that, There are obvious geographical inequalities. In Nairobi, for instance, out-of-the-way(prenominal) more children are likely to be enrolled in ECD than in other provinces with comparable poverty levels. Meanwhile, North Eastern responsibility has the highest poverty level and the lowest enrolment rates. There are also sexual urge disparities.In Nairobi, girls are more likely to be enrolled whereas in North Eastern province, the reverse is observed. The report claims that the poor are generally not able to access ECD services. Even within Nairobi, middle and focal ratio class children benefit most from preschool experiences. Overall, those miss access to preschool services tend to be children from disadvantages communities such as semi dry and arid areas and urban slums. This observation is beef up by the findings of the Multiple Indicator clunk Survey. (UNICEF/Govern ment Survey, 2000) showing that 29.5% of children whose mothers had supplementary education were enrolled in some form of ECD compared to 10. 7% of those whose mothers had only completed primary school and 12. 4% of 2002 of those whose mothers had no schooling. There is also a clear association between GERs in 1998 and 2002 and the absolute poverty index (1997) at the district level, with viii of the ten correlations being negative and statistically significant though not very large. The table at a lower place was meant to encapsulate the correlation between poverty index and Ger at district level.If these reports are anything to go by, the researcher expects to find the decline in ECD enrolment to affect mainly the public ECD centres as opposed to the private ECD units. 1998 1999 2000 2001 2002 Boys -0. 355 -0. 252 +0. 145 -0. 096 -0. 271 Girls +0. 007 -0. 287 -0. 272 -0. 048 -0. 290 Correlations between poverty index (1997) and GERs at partition Level Ref Kenya Human develo pment report (2001). UNDP/Background Report of Kenya for the UNESCO/OECD Early Childhood Policy Review Project (2005). MOEST , Govt of Kenya.Statistically significant p is less than 0. 05. The researcher will therefore study the impacts of socio economic status on enrolment in ECD centres. CHAPTER THREE Methodology 3. 1 Research Design The researcher select the diagnostic research design. According to Kothari, diagnostic research studies are necessary to establish cause and causal nexus of two or three phenomena. The diagnostic research design was be inevitable as the researcher was needed to establish causality among variables school enrolment and enrolment. 3. 2 Location of the Study.The study was carried out in Konoin District, Mogogosiek Zone. It targeted three schoo 3. 3 Target Population The study targeted ECD children, ECD teachers and primary school Head instructors in Early Childhood Development centres. 3. 4 Sample Population The study sampled ten schools from a total o f twenty two in Mogogosiek Zone, Konoin District, Bomet County. 3. 5 Sampling Method The researcher used simple separate sampling. The listed schools were classified as boarding and twenty-four hours schools. Two schools were picked from private and three schools will be picked from day public schools category.The coincidence was used since there are only 1 out of 5 boarding schools in the zone 3. 6 Research Instruments The researcher used questionnaires and study schedules as the basic research instruments. The questionnaires will be designed and essayed on a school that is not part of the samples. The test will enable the researchers to determine the efficaciousness of the questionnaire. The researcher then wrote to the heads of the sampled schools wanting consent to conduct research in their institutions. The researcher sampled three schools representing all types of primary schools in the study locale.CHAPTER FOUR Data Representation 4. 1 The Extent to Which ECD Enrolmen t Declined as a Result Of Introduction of Fpe in the ten Sampled Institutions The researcher studied the info from ten schools relating to the rate of enrolment just before and after the introduction of FPE. The results were as under SCHOOL ECD document IN 2000 ECD ENRLMENT IN 2001 ECD ENROLMENT IN 2002 ECD ENROLMENT IN 2003 1 51 50 53 43 2 48 47 53 44 3 67 69 71 58 A 41 43 44 61 B 47 52 51 58 The graph below depicts these data.The results show that there was a general trend for the enrolment in ECD in public primary schools to decline in the year following the introduction of FPE in 2002. There was increase of the number of pupils enrolling in ECDs manned by private schools following the introduction of FPE. 4. 2 Reasons for the Decline Of ECD Enrolment as a Result Of Introduction Of FPE The researcher sought to establish the causes of declined enrolment in public ECDs following the introduction of FPE in 2002. The following responses were open up. REASON given(p) % OF RESPONDE NTS Fear of low quality due to high enrolment in class 44% Fear of poor foundation in public ECDs 23% look at to give children good ECD foundation before joining private ECDs 76% Decline in the status of public ECDs 39% Demand for free education in class one 17% These data show that most parents preferred private school ECDs to public school ECDs due to the reasons above fear that the free primary education would lead to high enrolment hence low quality of education the fear that the public school ECDs were not preparing pupils adequately for primaryschool education need to children good ECD foundation and the decline of the status of public school ECD.This was alter by the introduction of street boys enrolling in public primary schools. 17% wished to get free education in class one hence skips the ECD class in order to achieve this. 4. 3 Impact of FPE on ECD Enrolment per Economic Class The researcher sought to establish the effects that the introduction of FPE has led to d ecreased enrolment in ECD by economic class. She studied the composition of ten pupils in each sampled school to determine their economic class.It is found that most of the high class parents of stemma send their children to schools A to D. However, the following statistics advert to the composition of the pupils in the ECDs attached to public primary schools. The parents were classified as all poor earning less than 3000 per month or amount earning between 3001 and 6000 per month. The statistics below show the effect that the introduction of FPE affected the composition of pupils enrolling in public school ECDs. SCHOOL low-down AVERAGE LOWER MIDDLE 1 88% 8% 4% 2 78% 9% 13% 3 91% 5% 4% CHAPTER FIVE.Conclusions 5. 1 The Relationship between the Introduction of FPE and Enrolment in ECDS Attached to Public Primary schools The study established that there is a negative relationship between the introduction of FPE and the enrolment in ECD centres in ECDs attached to public primary s chools. The introduction of FPE led to reduced enrolment in primary schools in these schools. 5. 2 The Effects of Introduction of FPE on Enrolment in ECDS in Private Primary Schools The study established that the introduction of FPE in 2002 led to increased enrolment in ECDS in private primary school 5.3 Causes for the Low Enrolment of Pupils in Public Primary School ECDS as A Result of Introduction Of FPE. The study established that the introduction of FPEs led to low enrolment in ECDS in public primary schools due to the following reasons First, most parents feared that the admission of numerous pupils in primary schools will lead to low quality of education. They therefore sought to enrol their children in private institutions to burst forth from the low quality education to be experienced in public primary schools.Secondly, the parents associated the introduction of FPE in public primary schools to low prestige. The poor class could now take their children to school. This was not possible before. Those in the average class sought to take their children to better schools in order to keep up their status ahead of the poor class. Thirdly, the introduction of free education in primary school led to the poor class parents taking their children direct to class one in order to escape the fees pay in ECD and directly benefit from the FPE program 5. 4 Effects of Introduction of FPES on ECD per Economic Class.The introduction of FPE led to decline in the number of the children of the economically poor members of the community as compared to the middle class and the rich who continued to take their children to private school ECDs. APPENDIX A Questionnaire for ECD Teachers This questionnaire is part of a research project carried out by the researcher in partial tone fulfilment for award of the Diploma in ECD. The information obtained will be used for academic purposes only and will not be divulged to third parties. PART ONE General Information 1. Number of years You have worked in the station____________________ afoot(predicate) position held_______________2. Kindly give the pupils enrolment in your class by pick the form below YEAR BOYS GIRLS innate STREAMS 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 3. Who pays for your yield? Parents NGO County Council 4. Who collects the fees? Heat Teacher Pre-School Teacher 5. How is the fee collected if parents sell to pay? Sending pupils Teachers visiting parents 6. How are you paid your wages? Monthly every quarter 7. are parents willing to pay school fees? Yes No 8. Is the fees paid enough for your wages?Yes No 9. Are defaulters of fees common? Yes No 10. If yes, what reason do they give for defaulting? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 11. Are head teachers supportive in relations with defaulters? Yes No 12. - What is your suggestion to the government in relation to free primary education and the way it affects preschool parents?- ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 13. Briefly give the age range of the pupils in your current class. call forth 3 4 5 6 7 8 9 BOYS GIRLS quantity 14. Briefly give the range of pupils in 2003 class. SEX 3 4 5 6 7 8 9 BOYS GIRLS TOTAL 15. In your opinion, has the entry age changed since introduction of FPE?Yes No 16. Do your pre school classes have a committee? Yes No 17. How often are parents meetings held? Once a term. Once a year. 18. Do you keep financial records of fees collected? Yes No 19. If yes, how many pupils failed to complete fees in the previous year ? ____________________________________ _________ __________________________________________________ __________________________________________________ __________________________________________________ Thank you very much for responding to questionnaire truthfully and for being mindful of our research. God bring up you. APPENDIX B.Bibliography 1. Economics Simplified, 2009, Saleemi Publications, Kenya. 2. EFA Global Monitoring Report(2004). New York UNDP. S 3. MOEST, Government of Kenya,2005, Background report of Kenya for the UNESCO/OECD Early Chidhood Policy Review Project, Government of Kenya. 4. Ngwere M. W. et al (2004). Quantitative Study of the Kenya Early Childhood Development Project, last(a) report to the MOEST, June 2004. Nakuru Sermon educational Consultants. 5. UNESCO/OECD Early Childhood Policy Review Project, Policy Review Report Early Childhood Care and Education in Kenya, by UNESCO, Paris, February, 2005.6. Yoshie Kaga, 2006,UNESCO Policy Brief on Early Childhood, Impacts of Free Primary Education o Ea rly Childhood development in Kenya, Paris. APPENDIX C Work Schedule MONTH YEAR ACTIVITY TO BE DONE December 2010 Preparation for the research proposition and budgeting January-March 2011 Writing of the proposal April 2011 approbation for the proposal May 2011 Compiling and rewriting of the research proposal June-July 2011 Collection of the data August 2011 Analyzing of the data September-December 2011 Compiling and presenting the final project. APPENDIX D Budget.ACTIVITY trust/ITEM/USE AMOUNT KSH change of location For Literature review during data assembling while typing and compiling the project. 5001,5002,000 stationery Papers, pens, ruler, books, foolscaps, stapler, paper bunches 2,000 Typing/photocopying Research proposal and final project. 3,500 Food Lunch, tea break, snacks 1,500 heterogeneous Expenses Emergencies 2,500 TOTAL 13,500 APPENDIX D Introduction letter CHEBET JOYCE, KIRIMOSE PRIMARY SCHOOL, P. O boxwood 174 , LITEIN. 25TH JUNE 2011. TO WHOM IT MAY CONCERN just Sir/Madam, REF PERMISSION TO CONDUCT seek IN MOGOGOSIEK ZONE.I wish to seek for permission to conduct a research in your pre-school centre on THE effectuate OF INTRODUCTION OF FREE PRIMARY direction PROGRAM ON ENROLMENT IN ECD CENTERS in MOGOGOSIEK zone. I am a Diploma Student at vale Teachers Training College The Kenya National Examination Council is requiring a research as part of inquiry from me. I am therefore call for to collect data from your E. C. D. E teachers, parents, and head teachers of the selected school. I look forward for your confident(p) respond. Thanks in advance Yours reliably Chebet Joyce.