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首页> 外文期刊>Journal of Education and Practice >Quality Education for the Pastoralist in Public Primary Schools in Kajiado County, Kenya: Case Study of Dupoto-E-Maa Education Project in Kajiado Central District
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Quality Education for the Pastoralist in Public Primary Schools in Kajiado County, Kenya: Case Study of Dupoto-E-Maa Education Project in Kajiado Central District

机译：Kenya县Kajiado县公共小学牧民的素质教育：Kajiado Centris区Dupoto-E-Maa教育项目案例研究

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摘要

Conditions of learning are critical in determining quality of education. There have been real concerns raised by stakeholders regarding the quality of education for pastoralists in public primary schools in Kajiado Central District in Kenya. Interventions have been put in place to address the issue of quality education. One such intervention is the Dupoto-e-Maa education project. The study investigated the extent to which the project has promoted quality educations in terms of institutional capacity in the public primary schools in Kajiado Central District. The evaluation used both cross-sectional survey and phenomenological research designs. Phenomenological research design provides in-depth information about individuals, groups or institutions as they naturally occur. This design helped generate qualitative data through information gathered from head teachers, School Management Committees (SMC), teachers, pupils, Quality Assurance and Standards Officer (QASO) and project staff. The cross-sectional survey design assisted the evaluators to access quantitative data from a wide range of informants. A sample size of 183 respondents was selected using purposive sampling as well as stratified random sampling procedures. Head teachers of the sampled schools participated as key informants. The instruments of data collection used in the study included questionnaires, interview guide, document analysis guide, Focus Group Discussion (FGD) guide as well as observation guide. From the analysis it was concluded that Dupoto-e-Maa education project had significantly contributed to improved institutional capacity in terms of installing new facilities in schools as well as rehabilitating the existing ones. They were also involved in teacher training programs as well as stakeholders’ awareness campaigns. The study recommends that the Constituency Development Fund (CDF), the County Government of Kajiado and the Government of Kenya (GoK) should allocate/commit more resources for improved infrastructure as well as in-service training and professional support of teachers. The findings could also be used to inform policy dialogue with regard to education for pastoral communities.
机译：学习条件对于确定教育质量至关重要。利益攸关方提出了关于肯尼亚市卡家中心区公共小学牧民教育质量的真正关切。干预措施已经到位解决了质量教育问题。一种这样的干预是Dupoto-e-Maa教育项目。该研究调查了该项目在Kajiado Central区公共小学的机构能力方面促进了质量教育程度。该评价使用了横断面调查和现象学研究设计。现象学研究设计提供了有关个人，群体或机构的深入信息，因为它们自然发生。该设计通过从头教师，学校管理委员会（SMC），教师，学生，质量保证和标准官（QASO）和项目人员收集的信息有助于产生定性数据。横断面调查设计协助评估人员从各种信息人员访问量化数据。使用有目的采样和分层随机抽样程序选择183名受访者的样本量。被采样的学校的头部教师参加了关键的信息人员。该研究中使用的数据收集仪器包括问卷调查，访谈指南，文件分析指南，焦点组讨论（FGD）指南以及观察指南。从分析中，得出的结论是，Dupoto-e-Maa教育项目在在学校安装新设施以及恢复现有的方面，杜帕托-E-Maa教育项目有很大贡献。他们还参与了教师培训计划以及利益相关者的意识活动。该研究建议，联邦发展基金（CDF），Kajiado县政府和肯尼亚政府（Gok）应为改善基础设施以及在职培训和教师的专业支持来分配/承担更多资源。这些调查结果也可用于向政策对话提供关于牧师社区的教育。

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