Introduction
Education is widely seen as one of the most promising paths for individuals to realize better, more productive lives and as one of the primary drivers of national economic development. The citizens and the government of Kenya have invested heavily in improving both the access and quality of education, in an effort to realize the promise of education as well as to achieve the education-related Millennium Development Goals and Vision 2030.
While the free primary education (FPE) program has increased access to primary education especially among poorer households, ancillary costs of primary education (such as school uniforms) continue to hinder the educational attainment of many children. In addition, the provision of quality education remains a challenge. This was highlighted by a recent study by Uwezo (2010) which found disappointing levels of learning among primary school children. The continued and consistent dominance of private schools in the KCPE has further raised concerns about the rising disparity in quality between public and private schools. As students from richer households increasingly enroll in private primary schools, designing policies that address the achievement gaps in public primary schools will overwhelmingly benefit students from poorer households that are unable to access private schools.
Kenya has experienced the expansion of the Education Sector since independence. This is because of the rapid population growth and consequently high demand for education. This rapid expansion lack policy review to mitigate the needs of education and has led to a situation of ineffective and inefficient delivery of educational services. This has raised challenges and concerns on the provision of quality education; this was noted especially after the introduction of FreePrimary Education (FPE) in 2003 and free day secondary education.
Quality in Education is the degree to which education can be said to have reached a high standard, which satisfies basic learning needs and enriches the lives of learners and their overall experience of life.(UNESCO ,2000)
In an effort to achieve the goal of Education For All (EFA), A lot of human, financial and physical resources have been invested by the Government and private households in the education sector. However, this has no guarantee that improvements made in the quantity of education provision translates into an assurance of quality.
This has been observed through the massive influx of students into the schools for the initial stages of FPE followed by a steady decline attributed to transfers to private schools, and those that have sufficient teachers with the necessary teaching and learning materials.
Poor quality education is eating away Kenya’s skills base, adding a new layer of challenge to the country’s quest for high rate of economic growth and the realisation of a newly industrialised status by 2030.
A new survey of the country’s education system by the national literacy survey report 2014, has found that millions of Kenya’s primary school children are graduating without attaining basic numeracy and literacy skills, denying the economy quality human capital it needs to grow. Almost half of the children in primary schools, including those in upper classes lack basic numeracy and literacy skills, which means that heavy investments that the government has recently made in education have not borne fruit.
This lack of competence at the bottom of the learning ladder is also hurting the performance and credibility of students at higher levels, ultimately diluting the quality of Kenya’s human resource base and competitiveness in a globalised economy.
The outcome of the annual survey is particularly significant because it points to the very little gain the country is making from the billions of shillings it has pumped into free primary education in the past six years. The programme, which consumes nearly Sh9 billion per year, caught the world’s attention when it opened primary education to millions of children whose parents were too poor to afford school fees.
Quality indicators
The UNESCO EFA Global Monitoring Report (2005) came up with a framework to assist different governments in the understanding of the concept of the provision of quality education in their individual countries. The framework consists of 5 unique dimensions which include: First, the Learners characteristics, which comprise learners who are healthy, ready to learn and are supported by their families and local communities.
Secondly, the Context: it considers education in a social context or setting whereby there is provision of an environment that is healthy, safe and gender-sensitive. In addition an environment that has adequate resources and facilities for learning, including the relevant curricula and materials.
Third indicator is the inputs comprising human and physical resources. The human resources include teachers, educational administrators and other non-teaching staff. while the physical inputs are the infrastructure, like classrooms, latrines, laboratories, libraries and other materials.
Fourth is the Teaching & Learning Activities that take place in the Classrooms. This involves trained teachers using learner-centred methods, for example, the time spent learning, methods of assessment, style of teaching, language of instruction and classroom organisation.
Lastly is the Learning Outcomes. This encompasses knowledge, skills and attitudes and is linked to the national goals of education. These are expressed in terms of test grades, emotive and attitudinal outcomes.
In Kenya, through the State Department Education has greatly borrowed from the above model to outline the framework used to explain quality.The National Assessment System for Monitoring Learning Achievement (NASMLA) and the Educational Standards & Quality Assurance Council (ESQAC) have identified 5 factors that have an impact on the quality of education:
- The Curriculum organisation and implementation expressed in the professional documents prepared by teachers. For example lesson plans and schemes of work.
- The School Management and Community Involvement. This involves the management of the teaching stuff and other related activities and creation of good support to learning by the community.
- Teaching, Learning and Assessments. This involves classroom observation and interactions and the teachers personal and professional characteristics.
- The Student’s progress and achievement as indicated through internal and external examination results.
- The School infrastructure, facilities and sanitation.This includes the classrooms, washrooms, play grounds and the laboratories
All educational stakeholders have consistently attempted to improve quality of education. They have made massiveinvestments human resources, financial and physical resources. Inorder to maximize all this resources a clear mechanism has been put in class to monitor provisions of quality education. First, Curriculum quality and relevance, Secondly the quality assurance, thirdly teacher qualification and effectiveness, Fourthly pupil welfare and achievement and finally the school infrastructure and management.
Theoretical framework, to show the interrelationships of the educational quality components .
Data Analysis Presentation and Discussions
In an effort to find out the exact situation of quality education in primary schools, the researcher sought to collect data and analyse .The aim of the field study was to find out whether the schools investigated are providing quality education t learners using a variety of indicators. This assignment paper confined itself to analyse the school system using school quality indicators such as pupil staff ratio, pupil classroom ratio, pupil text book ratio, teacher academic qualifications, pupil’s mean score in KCPE exams , percentage of teachers’ qualification and gender ratios. Tables and different figures are used to analyze and discuss the findings.
It is in relation to this that researcher sought to find out the provision of quality education. Five (5) day secondary schools in the Githunguri Sub-County within Kiambu County were randomly selected – these were schools A, B, C, D, and E
The first indicator chosen was the pupil-teacher ratio. The researcher found that School A had a population of 513 students of which 320 were boys and 193 were girls and there were 15 teachers plus 2 peer-teachers on a part time basis. Therefore the student teacher ration worked out at 1: 34
School B has a student population of 400 of which 290 are boys and 110 are girls. The teachers numbered 13 with 1 peer-teacher added. This translates to a student teacher ratio of 1:13
School C has a student population of 270 of which 171 are boys and 99 are girls. The teachers number 8 and this result in a student teacher ratio of 1: 34
School D has a student population of 300 of which 180 are boys and 120 are girls. The teachers number 8 and this result in a student teacher ratio of 1:30
School E has a student population of 450 of which 310 are boys and 140 are girls. The teacher population is 15, and this results in a student teacher ratio of 1: 30
The Government guidelines specify a student teacher ratio of 1 : 40 in Secondary Schools, however the 5 schools selected for this research had a lower than target ratio, this could mean that there is a need for rationalisation in the distribution of teachers, this is because as observed in the study, three (3) of these schools are next to or near a tarmac road, therefore attracting more female teachers, while the other two which are far from the road performed below average and did not attract as many students during enrolment. This leaves the teachers with a smaller workload and fewer students to cater for.
The second indicator is, the student – Classroom Ratio.
School A has 8 classrooms and 513 students – the ratio is therefore 1 : 64
School B has 8 classrooms and 400 students – the ratio therefore is 1 : 50
School C has 8 classrooms and 270 students – the ratio therefore is 1 : 34
School D has 12 classrooms and 300 students – the ratio therefore is 1 : 25
School E has 12 classrooms and 450 students – the ratio therefore is 1 : 38. This can be presented by use of a pie-chart as follows:
The above indicator is a cause for concern, because the legitimate student classroom ratio is set at 1:45 and the Government does not advocate over-enrolment. A reason for these ratios could be that parents are attracted to enrolling their children in schools that have good management and administrative teams and so favoured these schools for their children. In the study it was found that School A had a higher than average academic achievement and this clearly contributed to the high enrolment level.
On the negative side of things, the schools that had a high student classroom ratio were suffering from overcrowding of classrooms and congestion within other related facilities as will be shown later in this study. This situation infringes on the provision of quality to the learners who are supposed to be healthy, happy and with adequate space to interact with others and the teachers for an environment that is conducive to learning and is at the same time child-friendly.
All in all the classrooms have been built according to the Ministry of Public Works construction standards. They are of concrete floors, block walls and corrugated sheet steel roofs.
The third Indicator is the Pupil Textbook ratio. The findings pertaining to this indicator have a big range of ratios. School A has an average of 1 : 1, School B has an average of
1 : 2, School C has an average of 1 : 4, School D has an average of 1 : 3, School C has an average of 1 : 2. It was noted that School A has invested a lot in reading, teaching and learning materials. The school has a well-established library of 2 storeys where students can borrow books or sit in there for silent studies and research. This compares to the other schools in the study that have invested in other projects such as the School Bus Project, Farming Projects and they are also being affected by under-enrolment of students.
This student textbook ratio affects the quality of curriculum and relevance targets, as the Ministry of Education recommends a ratio of 1 : 1 to encourage a reading culture, carry-home studies and learner discussion. However schools without adequate quantities of text books can disadvantage the students in these institutions. The quantity and quality of learning resources available will affect curriculum implementation directly because learning is strongly influenced by available resources especially textbooks; to support the process and direct ways in which these resources are managed. Management of these resources is a critical dimension in the attainment of quality education.
The Fourth (4th) Indicator is the Student – Toilet Ratio, the Government Health & Safety Guidelines stipulate a ratio of 1 : 30 for boys and 1 : 25 for girls. The findings of this study were that all the schools studied were using pit latrines.
School A had 2 latrines for the teachers and 1 urinal for male teachers; there were 10 latrines for boys and 7 for the girls. This works out at a ratio of 1 : 32 for Boys and 1 : 27 for the Girls.
School B had 2 latrines for the teachers, 8 for the boys and 6 for the girls. This translates into ratios of: 1 : 36 for the Boys and 1 : 18 for the Girls.
School C had 2 latrines for the teachers, 6 for the boys and 5 for the girls. Ratios therefore are 1 : 29 for the Boys and 1 : 20 for the Girls.
School Dhad 2 latrines for the teachers, 5 for the boys and 5 for the girls. This translates to ratios of 1 : 36 for the Boys and 1 : 24 for the Girls.
School E had 2 latrines for the teachers, 7 for the boys and 5 for the girls. The ratios therefore are 1 : 44 for the Boys and 1 : 24 for the Girls.
The data can be presented graphically as shown below:
The differences found in these ratios can be attributed to various factors including the catering in particular for the female student and the creation of privacy. Schools were more involved through the CDF to construct more latrines for female students than male students. The high ratio for boys was mitigated by the fact that all the schools provided urinal only facilities for boys in addition to the latrines.
The fifth indicator for the quality of education is the teaching staff’s qualifications. Interestingly, the schools in this region have developed a concept whereby the students who performed well during the previous years are brought in to peer tutor and guide the learners as they wait to join their colleges. They are paid by the Boards of Management on a part-time basis. It is also noted that female teacher dominate in the staffrooms in this Sub-County. The statistical finding are laid out below.
| School Designation | A | B | C | D | E |
| Total Teacher Population | 15 | 13 | 8 | 8 | 15 |
| Male | 5 | 4 | 3 | 4 | 6 |
| Female | 10 | 9 | 5 | 4 | 9 |
| Highest Qualification Obtained – Masters | 2 | 0 | 0 | 1 | 1 |
| Bachelor’s Degree | 12 | 12 | 8 | 7 | 12 |
| Diploma | 1 | 1 | 0 | 0 | 2 |
This table indicates that all teachers have acquired the academic qualifications that are expected and more impressively some teachers have gone the extra mile to advance their education by attaining the standard required for the award of a Master’s Degree. This is an important dimension as it translates to how the teachers transfer the pedagogy acquired during training into practice. It also improves class management and skills in the implementation of the learner-centred curriculum.
The researcher also discovered that several of the teachers had attended crucial in-servicing programmes. In School A, 4 of the Science and Maths teachers had attended SMASSE and one in ICT. School B had sent 3 teachers for SMASSE, School C had sent 2, school D had sent 4 and 1 ICT Teacher and School E had sent 4 teachers for SMASSE and 2 Teachers for ICT. However, with the provision of inclusive education that caters for learners with special needs, none of the 5 schools had in-serviced any of their teachers
Finally the researcher wanted to explorethe monitoring of the quality of the education and the findings indicated that the Quality Assurance & Standards team had visited Schools A and C just once in the years 2013/ 2014. This indicates that little is being done by the concerned institutions in the ongoing assessment of the quality of education, the monitoring of curriculum implementation, advising and guiding the teachers and capacity building of the teachers and other stakeholders.
On the subject of pupil achievement, the standardised examinations set by KNEC were used to evaluate the learners. The 2013 KCSE results indicated that School A achieved a mean grade of 6.9, School B had 4.1, School C had 3.0, School D had 3.4 and School E had 5.3 – this translates to the relationship between the quality and availability of resources and the school academic achievement.
There is a strong correlation of the quality of the learning environment with the achievement of the pupils. Quality physical, psycho-social and service delivery sets the stage for proper learning to take place. The management and administration of the schools also create a favourable learning environment by the provision of sufficient instructional materials such as books, teaching aids, comfortable working and learning conditions for both teachers and students respectively. They also have the initiative in the provision of welfare services such as, spiritual issues, guidance and counselling services, in addition, Career Guidance. They motivate teachers and learners by providing enabling learning to take place, hence the promotion of quality education.
Recommendations
It is important for the government to provide adequate funds that would enable the school BOMs to improve on the infrastructures, afford the in servicing of teachers and meet the quality assurance. Due to teacher shortage in some subjects, the government should recruit and deploy teachers to the specific stations and improve on recruitment of the quality assurance staff. There should be seriousness in the teaching of Life Skills subject to improve on the quality of educational outputs, as well as include the special Needs education to cater for learners with disabilities.
Conclusion
Quality education produces quality graduates at all levels, quality teachers, quality teaching and learning process, quality learning environments and quality outcomes. However, it is a huge challenge for all concerned, especially within a country in the developing world like Kenya. Therefore it should be embraced by all concerned stakeholders so as to enhance the promotion and development of quality schooling which will ultimately result in the attainment of the Education for All goal and therefore the country will benefit from having a literate and highly skilled workforce in the larger society.
| DATA SHEET | |||||||||||||||||||||||||||||
| NAME |
|
School A | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
513 |
i) Boys | 320 | ii) | Girls |
193 |
|||||||||||||||||||||
| 2 | No. of Teachers |
15 |
i) Male | 5 | ii) | Female |
10 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 2 | |||||||||||||||||||||||||
| ii) | Degree | 12 | |||||||||||||||||||||||||||
| iii) | Diploma | 1 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 2 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 1 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 3 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 8 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 10 | ii) Girls | 7 | ||||||||||||||||||||||||
| iii) Teachers | 3 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 4 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 1 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 1 | |||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
260 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
6.9 |
|||||||||||||||||||||||||||
| DATA SHEET | |||||||||||||||||||||||||||||
| NAME |
|
School B | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
400 |
i) Boys | 290 | ii) | Girls |
110 |
|||||||||||||||||||||
| 2 | No. of Teachers |
13 |
i) Male | 4 | ii) | Female |
9 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 0 | |||||||||||||||||||||||||
| ii) | Degree | 12 | |||||||||||||||||||||||||||
| iii) | Diploma | 1 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 1 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 2 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 2 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 8 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 8 | ii) Girls | 6 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 3 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 0 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 0 | |||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
240 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
4.1 |
|||||||||||||||||||||||||||
| DATA SHEET | |||||||||||||||||||||||||||||
| NAME |
|
School C | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
270 |
i) Boys | 171 | ii) | Girls |
99 |
|||||||||||||||||||||
| 2 | No. of Teachers |
8 |
i) Male | 3 | ii) | Female |
5 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 0 | |||||||||||||||||||||||||
| ii) | Degree | 8 | |||||||||||||||||||||||||||
| iii) | Diploma | 0 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 0 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 4 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 1 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 8 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 6 | ii) Girls | 5 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 2 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 1 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 1 | |||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
200 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
3.0 |
|||||||||||||||||||||||||||
| DATA SHEET | |||||||||||||||||||||||||||||
| NAME |
|
School D | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
300 |
i) Boys | 180 | ii) | Girls |
120 |
|||||||||||||||||||||
| 2 | No. of Teachers |
8 |
i) Male | 4 | ii) | Female |
4 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 1 | |||||||||||||||||||||||||
| ii) | Degree | 7 | |||||||||||||||||||||||||||
| iii) | Diploma | 0 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 2 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 4 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 2 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 12 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 5 | ii) Girls | 5 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 4 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 1 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 0 | |||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
230 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
3.4 |
|||||||||||||||||||||||||||
| DATA SHEET | |||||||||||||||||||||||||||||
| NAME |
|
School E | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
450 |
i) Boys | 310 | ii) | Girls |
140 |
|||||||||||||||||||||
| 2 | No. of Teachers |
15 |
i) Male | 6 | ii) | Female |
9 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 1 | |||||||||||||||||||||||||
| ii) | Degree | 12 | |||||||||||||||||||||||||||
| iii) | Diploma | 2 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 2 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 2 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 2 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 12 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 7 | ii) Girls | 5 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 4 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 2 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 0 | |||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
250 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
5.3 |
|||||||||||||||||||||||||||
DATA TABULATION
| School A | School B | School C | School D | School E | ||||||
| Pupil Ratio to Population | Ratio/
% |
Ratio/
% |
Ratio/
% |
Ratio/
% |
Ratio/
% |
|||||
| Population | 513 | 400 | 270 | 300 | 450 | |||||
| Boys | 320 | 62% | 290 | 73% | 171 | 63% | 180 | 60% | 310 | 69% |
| Girls | 193 | 38% | 110 | 27% | 99 | 37% | 120 | 40% | 140 | 31% |
| P/T Ratio | 1:54 | 1:31 | 1:34 | 1:38 | 1:30 | |||||
| Classrooms | 8 | 1:64 | 8 | 1:50 | 8 | 1:34 | 12 | 1:25 | 12 | 1:38 |
| Toilets Boys | 10 | 1:32 | 8 | 1:36 | 6 | 1:29 | 5 | 1:36 | 7 | 1:44 |
| Toilets Girls | 7 | 1:27 | 6 | 1:18 | 5 | 1:20 | 5 | 1:24 | 5 | 1:28 |
| Toilets Teachers | 3 | 1:5 | 2 | 1:7 | 2 | 1:4 | 2 | 1:4 | 2 | 1:7 |
| Teachers | 15 | 13 | 8 | 8 | 15 | |||||
| Male | 5 | 33% | 4 | 31% | 3 | 37% | 4 | 50% | 6 | 40% |
| Female | 10 | 67% | 9 | 69% | 5 | 63% | 4 | 50% | 9 | 60% |
| Qualifications | ||||||||||
| Masters | 2 | 13% | 0 | 0% | 0 | 0% | 1 | 12% | 1 | 7% |
| Degree | 12 | 80% | 12 | 93% | 8 | 100% | 7 | 86% | 12 | 80% |
| Diploma | 1 | 7% | 1 | 8% | 0 | 0% | 0 | 0% | 2 | 13% |
| In-Service | ||||||||||
| SMASSE | 4 | 3 | 2 | 4 | 4 | |||||
| SNE | 0 | 0 | 0 | 0 | 0 | |||||
| ICT | 1 | 0 | 1 | 1 | 2 | |||||
| Books Ratio | 1:1 | 1:2 | 1:4 | 1:3 | 1:2 | |||||
| Assessment in 2013/2014 by QASCO | 1 | 0 | 1 | 0 | 0 | |||||
| Mean G 2013 | 6.9 | 4.1 | 3.0 | 3.4 | 5.3 | |||||
References
- Republic of Kenya & UNESCO (2012).EFA End Decade Assessment. Ministry of Education, Nairobi
- Republic of Kenya( 2005). Kenya Education Support Programme 2005-2010. Ministry of Education, Nairobi
- Republic of Kenya (2003). Persons with Disabilities Act. Attorney General, Nairobi
- Republic of Kenya, (2008). Safety Standards Manual for Schools. Ministry of Education, Nairobi
- UNESCO (2005). EFA Global Monitoring Report: The Quality Imperative, Paris – Author and UNESCO.
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In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Sociology
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
Business
We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!
Statistics
We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
Law
Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.
What discipline/subjects do you deal in?
We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.
Are your writers competent enough to handle my paper?
Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.
What if I don’t like the paper?
There is a very low likelihood that you won’t like the paper.
Reasons being:
- When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
- We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.
In the event that you don’t like your paper:
- The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
- We will have a different writer write the paper from scratch.
- Last resort, if the above does not work, we will refund your money.
Will the professor find out I didn’t write the paper myself?
Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.
What if the paper is plagiarized?
We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.
When will I get my paper?
You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.
Will anyone find out that I used your services?
We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.
How our Assignment Help Service Works
1. Place an order
You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.
2. Pay for the order
Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.
3. Track the progress
You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.
4. Download the paper
The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A PERFECT SCORE!!!
