Implications of primary schools management as change agents in the implementation of free primary education policy in Kenya: A case of keiyo district

In January 2003 the Kenyan government declared Free Primary Education (FPE) in all public schools in the country as a fulfillment of the Education for All (EFA) global commitment and strategy to give children universal primary education. The study established that FPE was hastily implemented hence there was no time to prepare the school management as well as sensitize stakeholders on the requirements and expectations of FPE. Most of the head teachers have difficulties in planning and managing the schools funds among other managerial challenges. This study examined implications of the implementation of free primary education policy on the management of primary schools in Keiyo District, Kenya. This was a descriptive survey study where questionnaires, interview schedule and an observation were used to collect data from the head teachers, teachers and Education Officers. Purposive sampling technique was used to select the education officers and the head teachers while random sampling technique was used to select the zones, teachers and the primary schools that participated in the study. A total of 260 respondents participated in the study. Data collected were analyzed using descriptive statistics; percentages and frequencies. The findings showed that the school management is not effective as change agents; they have difficulty in planning; and are plagued with inadequacy in financial management as well as in other administrative skills. It is imperative that training of head teachers and teachers be a continuous process; and the public should be sensitized further to support the government efforts in the provision of FPE if this noble initiative is to succeed.