Report - Mapping Education Facilities Nandi Kenya

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Report of the Mapping
Research on:
EEdduuccaattiioonnaall FFaacciilliittiieess iinn
LLeessssooss//KKiilliibbwwoonnii aanndd KKiippkkaarreenn
DDiivviissiioonnss ooff NNaannddii CCoouunnttyy,,
NNoorrtthh RRiifftt KKeennyyaa
Presented To
AIID and AMC-CPCD
By
Daniel Mathews Were
Peniel Development Consult,
July 2011

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CONTENTS
ABBREVIATIONS USED......................................................................................................................2
PREAMBLE ..........................................................................................................................................3
1.0 AN OVERVIEW OF EDUCATION IN KENYA .......................................................................4
1.1 Introduction: .......................................................................................................................................4
1.2 Primary Education...............................................................................................................................4
1.3 Secondary Education...........................................................................................................................5
1.4 Vocational Schools and Colleges:.......................................................................................................6
1.5 University Education:..........................................................................................................................6
1.6 Situational Analysis: Nandi County:..................................................................................................6
2.0 GENERAL BACKROUND OF RESEARCH AREA...................................................................7
2.1 Lessos/Kilibwoni Divisions:................................................................................................................7
2.2 Kipkaren Division: ..............................................................................................................................8
3.0 RESEARCH METHODOLOGY.................................................................................................9
4.0 SURVEY FINDINGS ................................................................................................................10
4.1 Part I: Findings Lessos/Kilibwoni Divisions: ...................................................................................10
4.1.1 Part I(a): Primary Schools..............................................................................................................10
4.1.2 Part I(b): Secondary Schools .........................................................................................................23
4.2 Part II: Findings Kipkaren Division:.................................................................................................35
4.2.1 Part II(a): Primary Schools ............................................................................................................35
4.2.2 Part II(b): Lessos/Kilibwoni Division Secondary Schools and Tertiary Institutions..................47
5.0 GENERAL CONCLUSION ......................................................................................................59
ANNEX 1: PHOTO TEMPLATES (KIPKAREN DIVISION)..............................................................61

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ABBREVIATIONS USED
AIID - Amsterdam Institute for International Development
BoG - Board of Governors
CDF - Constituency Development Fund
CPCD - Centre for Poverty-related Communicable Diseases
ECDE - Early Childhood Development Education
ESP - Economic Stimulus Programme
GPS - Global Positioning System
JAB - Joint Admissions Board
LELBREN - Lessos Livestock Breeders Network
KCPE - Kenya Certificate of Primary Education
KCSE - Kenya Certificate of Secondary Education
KESSP - Kenya Education Sector Support Programme
KNBS - Kenya National Bureau of Statistics
LIA - Letters of Interim Authority
NAC - National Assessment Centre
NGO - Non-Governmental Organization
PTA - Parents Teachers Association

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PREAMBLE
The Amsterdam Institute for International Development (University of Amsterdam, The
Netherlands) and the Center for Poverty-related Communicable Diseases (Academic Medical
Center, The Netherlands) conducted an impact evaluation study on a project being implemented
by PharmAccess Kenya. The project involves introducing health insurance amongst dairy farmers
in the Tanykina Dairies Ltd. cooperative and upgrading some health care facilities in the same
area. To perform a well-informed impact evaluation study, a control group was identified in an
adjacent area of Lessos Division in Nandi East. The cooperative suggested as control group is
Lelbren Dairies Ltd. in Lessos. The study also involved a comparison of education facilities in the
control group (Lelbren Dairies Ltd.) to the ones in the intervention group (Tanykina Dairies Ltd.),
whose information is presented in this draft.
The ToR involved an assessment of the education provision (schools) in the area where the
members of the Tanykina Dairies Ltd. and Lelbren Dairies Ltd. have their children enrolled for
schooling.
The research encompassed informational and/or desk research, whereby information of existing
educational facilities was sought through existing publications available from other organizations
(e.g. (local) government offices, NGO’s and/or research organizations). In addition, a “practical”
research component, whereby all primary and secondary facilities in the area were visited and
information gathered on the ground.
A comprehensive list of all educational facilities in the two areas and their GPS coordinates in the
designated area has been provided, including the parameters given in the short questionnaire
added to this document and the following extra information and description of the accessibility of
the educational facility (eg. Quality of road, bus connection).
The questionnaire was filled in by the consultant and his team together with persons responsible
in the education facility, through appointments and visits.

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1.0 AN OVERVIEW OF EDUCATION IN KENYA
1.1 Introduction:
Educational quality has recently received a lot of attention in Kenya. The government's main
document in this effort, the Kenya Education Sector Support Programme (KESSP) for 2005–2010,
established the National Assessment Centre (NAC) to monitor learning achievement. In 2010, the
NAC released the results of its first assessment in which it was established that:
1. Literacy levels are low, and are substantially lower in certain regions. Girls tend to perform
better in reading English and Kiswahili, while boys tend to perform better in math;
2. Literacy levels are lower in public schools than private schools;
3. Most children can solve real world, “ethno-mathematics” problems, while fewer can solve
similar math problems in an abstract, pencil and paper format;
4. 5% of children are not enrolled in school, but the problem is far worse in particular regions.
5. About half of children are enrolled in pre-school;
6. Many children are older than expected for their class level, including 40% of children in class
2, and 60% of children in class 7;
7. North Eastern Province and arid districts in Rift Valley and Eastern Provinces have particularly
low performance; and many older children, especially girls, are not attending school;
8. Many families pay for extra tuition, which focuses heavily on drilling and exam preparation;
9. Schools struggle to plan their budgets because they receive funds at unpredictable times;
10. Children whose mothers are educated, particularly beyond primary school, tend to have much
higher rates of literacy and numeracy;
11. About 15% of students are absent on a given day, with much higher absenteeism in certain
districts;
12. There is a severe shortage of teachers, estimated at 4 teachers per school.
1.2 Primary Education
Primary education in Kenya begins at the age of 6 or 7 after completion of a year of kindergarten
commonly known as Nursery School or pre-unit. The first class or year of primary school is known
as Standard 1, the final year as Standard 8 and primary school children are known as pupils. The
school year at both primary and secondary levels, begins in January and ends in November.
Students get 3 school vacations in April, August and December. At the end of the school year
pupils advance to the next grade. Students who completely fail their end of year exams usually
repeat the class the following year instead of advancing to a higher grade. Most primary schools are
day schools with pupils living at home. Fewer schools at primary level are boarding schools
compared to secondary schools. All public primary school pupils sit for the Kenya Certificate of
Primary Education (KCPE) examination at the end of the school year in Standard eight. In January
2003, free Primary education was re-introduced which previously existed before the mid 80s when
the government adopted cost sharing measures that led to a minor level of school fees charged by
primary schools for text books, PTA, and extracurricular activities. Since 2003, education in public
schools became free and universal (but not compulsory).

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1.3 Secondary Education
Secondary schools in Kenya fall into three categories - government funded, harambee and private.
Government funded schools are divided into national, provincial and district levels. Harambee
schools do not receive full funding from the government and private schools are run by private
organizations or individuals. After taking the primary school leaving exam and successfully passing,
government funded schools select students in order of scores. Students with the highest scores gain
admission into national schools while those with average scores are selected into provincial and
district schools. Harambee schools accept students with low scores. Students who fail examinations
either repeat the final school year or pursue technical training opportunities. A number of
students also drop out of school by choice due to poor scores.
Under the current system, students attend secondary school for four years before sitting for the
school leaving exam at the end of the fourth year. The first class or year of secondary school is
known as form 1 and the final year is form 4. At the end of the fourth year, from October to
November students sit for the Kenya Certificate of Secondary Education (KCSE) examination. In
2008, the government introduced plans to offer free Secondary education to all Kenyans.
Secondary schools in Kenya are generally high cost schools offering students an alternative system
of education with better or more luxurious facilities compared to public schools. They are often
favored for prestige. Most private schools in Kenya offer the British system of education which
includes “O-levels" and “A-levels”. Very few offer the American system of education and good
number of them offer the Kenya system.
The average grade is based on performance in the eight subjects. Where a candidate sits for more
than eight subjects, the average grade is based on the best eight subjects. University matriculation
is based on the best eight and performance in particular subjects relevant to degree courses. The
average grade is 81 divided by 8, which equals 10.1 (approximately 10.0 points) which is Grade B+
according to the grading system. Training institutions, faculties and departments determine their
own minimum entry requirements. Students who manage a grade of C+ qualify to do a degree
course at the University. Owing to competition, and fewer places at the University, those with B
and in a few cases B-, and above are taken for degree courses at the Public Universities and benefit
by paying government-subsidized fees. The rest join private universities or middle-level colleges.
Interestingly, the number of students admitted to public universities through J.A.B depends on the
total number of beds available in all the public universities. Nonetheless, those who miss out but
attained the minimum university entry mark of C+ or C with a relevant diploma certificate are
admitted through the parallel degree programmes (module II) if they can afford the full fees for the
course. This has been the subject of much discussion with people questioning the rationale and
morality of locking out qualified students from public institutions yet still admitting those who
come from financially able families.

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1.4 Vocational Schools and Colleges:
These are two or three year post-secondary school institutions also termed as colleges. They award
certificates, diplomas and higher national diplomas in various disciplines after successful
completion of relevant courses. Courses offered by these institutions include among others,
Business Education, Accounting, Secretarial Studies, Nursing, Teacher Training, Computer
Studies, Journalism, Media, Design, Culinary Studies, Foreign Languages, Tourism and Technical
Skills. In order of credibility or accreditation, national polytechnics rank first, followed by
government training institutes, teacher training colleges and private institutions. Although
generally termed colleges, these institutions do not award degrees. Degrees are only awarded by
universities. In the last decade, private post-secondary institutions have expanded rapidly in terms
of the number of institutions, courses offered and student enrolments.
1.5 University Education:
There are 30 universities in Kenya, 7 of which are public and 23 private. The 7 public universities
have a total of 12 constituent colleges. The University of Nairobi is the oldest university in Kenya.
There are 3 categories of private universities: 1. Chartered Universities - fully accredited
universities, by the Commission for Higher Education, 2. Universities, which had been offering
degrees long before the establishment of the Commission for Higher Education and 3.
Universities authorized to operate with Letters of Interim Authority (LIA).
1.6 Situational Analysis: Nandi County:
The education sector continues to experience improvement, considering support from both
government and private entities. Infrastructure in schools and institutions has largely been boosted
through the on-going Economic Stimulus Programmes (ESP) and devolved funds from the
Constituency Development Fund (CDF) kitty. By and large, many schools and institutions still
have poor facilities to meet the required standards of education despite being in a potentially high
agricultural income bracket zone.
The increasing demand due to increasing population in the area also calls for establishment of
better facilities both in quality and number to meet these demands. The poor roads infrastructure
and facilities, however, remains a challenge to both the government and the communities in the
survey area.
According to the District Development Plans, there is low utilization of some tertiary institutions
like the youth polytechnics owing to lack of interest as well as poor or lack of tools to support the
training curriculum. Another challenge is the huge financial sums required to run specialized
training facilities.

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2.0 GENERAL BACKROUND OF RESEARCH AREA
2.1 Lessos/Kilibwoni Divisions:
Lelbren Dairy draws farmers from a catchment area that covers Olessos, Kilibwoni, Kesses and
Nandi Hills Divisions within Nandi County. As activities increase, however, there is a possibility of
the Dairy extending services to parts of the neighbouring Wareng and Uasin Gishu areas in the
North Rift. The Milk collection points include the following areas: Kiptenden, Chuiyat, Chereber,
Kilibwoni, siwo, Keben, Tulon, Kapchumba, Kabore, Lolminingai, Koilot, Sochoi, Lolduga,
Ndumbeneti, Kaplonyo, Chepkunyuk and Kesses. Lelbren Dairy currently serves a membership of
over 2,000 dairy farmers. Olessos Division is comprised of 7 Locations (Lelwak, Siwo, Koilot,
Sochoi, Olessos, Chepkunyuk and Kibabet) and 17 Sub-locations (Oldoldol, Chebilat, Siwo,
Choimon, Koilot, Sochoi, Kapkorio, Mogoon, Lolduga, Nduroto, Lelwak, Chepkunyuk,
Kapchuryai, Olessos, Keben, Kipkoror and Sigilai) while Kilibwoni has 6 Locations and 13 Sub-
locations (Ndubeneti, Kapnyeberai, Emdin, Kiplolok, Kaplonyo, Tulon, Songoliet, Kapchepsir,
Kapchumba, Terige, Kabore, Tiryo and Lolminingai).
Olessos division has a population of 35,269 (17,745 – male; 17,551 - female) within an area of
about 109.9km2
, with 7239hh while Kilibwoni has a population of 48,845 (24,574 – male; 24,271
- female) in an area of 163.9 km2
with (9411hhs). Source: KNBS, 2009 Population Census)
The area is characterised by hilly topography that includes an outcrop of basement system rocks
and is within the physiography of the larger Nandi area with rolling hills in the west; the Kapsabet
Plateau (which is part of the Uasin Gishu Plateau); the wooded highlands and foothills of Tinderet
Volcanic mass in the south-east; Kingwal Swamp in the centre (Baraton-Chepterit); and dissected
Nyando Escarpment at its southern borders. The hilly and undulating topographic features of
Nandi District coincide with a spatial distribution of ecological zones that define agricultural and
overall economic development potential of the area. The northern parts receive rainfall ranging
from 1,300mm to 1,600mm per annum. The southern half is affected by Lake Basin atmospheric
conditions receiving rainfall as high as 2,000 mm p.a. The long rains start early in March and
continues up to end of June, while the short rains start mid-September and end in November.
However, usually there is no single month without rainfall. The dry spell is usually experienced
from end of December to mid-March.
The rainfall distribution and intensity has direct relationship to economic activities in the district.
Olessos area is within the 1500 mm (and above) rainfall p.a and forms the extended Agro-
Ecological Zone for current and potential tea cultivation (LH1 and UM1). The relatively drier
areas to the east and north-east are suitable for maize growing. Dairy activity is predominant
throughout the area although the area has potential to produce various agricultural crops ranging
from tree crops, horticultural crops, pyrethrum, cereals and fruit trees, due to reliability of rainfall.
During the dry months of December to January the temperatures are as high as 23°C and during
cold spells of July and August the night temperatures are as low as 14°C.

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2.2 Kipkaren Division:
Kipkaren Division is comprised of 9 Locations including Kipkaren, Chepkemel, Chepterwai,
Ndalat, Kabiemit, Koimur, Kimngoror, Kurkung and Kabiyet and 8 Sub-locations (Kapsirtuny,
Chepkemel, Chepterwai, Kabiemit, Kaigat, Koimur, Kimng’oror and Kaiboi. The entire division
has an area covering 300.2 km2
with an estimated population of 60,767 inhabitants (CBS: 1999
Population Census).
The Tanykina Dairy also extends operations to Mosop and Lolkeringet Sub-locations of
Lolkeringet location, Kabiyet Division. Selia is the administrative centre for Kipkaren Division and
also hosts the Tanykina Dairy plant. “Tanykina” is a Nandi word for a cow’s udder and is symbolic
to the dairy operations of the firm as the name identifies with its milk production activities. The
Dairy has an estimated membership of 4,000 farmers with over 50,000 indirect beneficiaries.
Kipkaren area is within a highland plateau with altitudes falling gently from 2000m above sea level
in the South East to about 1,500m above sea level at Kipkaren river in the West. The area is in the
Lake Victoria catchment zone with all the rivers draining into Lake Victoria. Major rivers in the
division are Sosiani river and Kipkaren river, that provide water for livestock, domestic and
industrial use.
Rainfall in Kipkaren area is high, reliable and evenly distributed. The average rainfall ranges
between 900mm-1200mm. It occurs between the months of March and September with two
distinct peaks in May and August. The dry spells begin in November and end in February.
Temperatures range between 8.40
and 26.10
C. An estimated 90 percent of land area in Kipkaren is
arable and classified as high potential with a few pockets having medium potential.
There are four major soil types in the area for agricultural production. These include red loam, red
clay, brown clay and brown loam. Dairy farming is one of the biggest agricultural undertakings in
the area.

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3.0 RESEARCH METHODOLOGY
(a) Review of relevant literature/documentation and available data/information:
Consultative meetings were held with relevant officials concerned with education at the
Divisional levels to seek their consent on the survey. Discussions were also extended to the
relevant heads of schools and institutions to give their consent on the questionnaire
admonsitartion. Furthermore, discussions were also held with officials of the Tanykina and
Lelebren Dairies to seek their solidarity in collecting as much information as possible from all
the targeted instituions in the respective catchment areas of their operations and in facilitating
identification of the targeted facilities.
(b) Identification of relevant instituions and respondents within the survey area area:
After deliberations, the research team settled on the following respondents who assisted in
identfying facilities, correct names and geographical location of the same: The Manager
Lelbren Dairy Ltd.; The Manager Tanykina Dairies, Local area administrators including Chiefs
and Village heads; Local Education Officers; Principals, Managers, Directors, Head Teachers
and Proprietors of education facilities.
(c) Mapping recconnaisence of facilities to be plotted:
Based on the catchment area map for the research areas, the surveyed facilities were plotted
according to the catchment areas within the two Dairies, i.e. Lelbren Dairy in
Lessos/Kilibwoni and Tanykina in Kipkaren Division. These were plotted according to the
GPS coordinates assigned per facility, per location.
The following facilities were identified for mapping:
Type of Facility Division
No. Lessos/Kilibwoni Division No. Kipkaren Division
Public Secondary Schools 18 26
Public Primary Schools 51 57
Private Secondary Schools 1 5
Private Primary Schools 26 24
Colleges 0 1
Universities 0 0
Polytechnics 1 2
Others 1 0
Total 98 115
(d) Research Findings:
The research findings were collected through structured questionnaires and analysed using the
SPSS statistical software. The findings are presented in two parts: Part I: Findings
Lessos/Kilibwoni Divisions and Part II: Findings Kipkarren Division.

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4.0 SURVEY FINDINGS
4.1 Part I: Findings Lessos/Kilibwoni Divisions:
4.1.1 Part I(a): Primary Schools
Positions held by the respondents: The study tried to establish the various positions that were held by
the respondents and from the results obtained, most of the respondents 56(71.8%) held the head
teachers position in the schools.
56, 72%
14, 18%
3, 4% 5, 6%
Head teacher
Teacher
Administrator
Deputy head teacher
This result was interpreted to mean that the information obtained from the study will be of great
importance since majority of the respondents who took part in the study have a good knowledge of
the schools.
Type of schools of the respondents: The respondents were asked to state their type of school and most
of the respondents 74(94.9%) stated that they were in primary schools which proved that the
target population was well covered.
74, 95%
3, 4%1, 1%
Primary
Primary and secondary
Nursery
Category of the school: When asked to state the category of the schools, most of the respondents
52(66.7%) stated that they were in public schools.
52, 67%
23, 29%
3, 4%
Public
Private
Mission
The results proved that there are more public schools in the region than the private and the
mission schools.

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Type of school: The respondents were also asked to state the type of school that they were in and
from the findings most of them 6(84.6%) stated that they were in day schools which proved that
most of the primary schools in the region are day schools
1, 1%
66, 85%
11, 14%
Boarding school
Day school
Boarding and day school
Funding or support of the schools: The study tried to establish whether the schools receive any funding
or support from an external organization or non-governmental organization and from the findings
most of the respondents 74(94.9%) stated that they did not which implied that most of the schools
in the region do not receive funding or support from an external organization or non-
governmental organizations
3, 4%
74, 95%
1, 1%
Yes
No
None response
The lowest and highest level of grade offered: The respondents were asked to state the lowest and
highest level of grade offered and from the findings, most of the respondents 71(91.0%) stated
that they offered the ECDE grade as the lowest level of education with 58(74.4%) stating that they
offered class eight as their highest level of education.
The lowest level of education offered
Frequency Percent
None response 5 6.4
ECDE 71 91.0
Class one 2 2.6
Total 78 100.0

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The highest level of education offered
Frequency Percent
None response 5 6.4
Class eight 58 74.4
Top class 1 1.3
Class Seven 3 3.8
Class six 1 1.3
Class five 3 3.8
Class four 3 3.8
Class three 1 1.3
Class two 1 1.3
Class one 1 1.3
Form four 1 1.3
Total 78 100.0
The results implied that the lowest grade offered by the primary schools in the region is the ECDE
grade and the highest is the Class eight grade.
The division of boys and girls attending the primary schools: The respondents were asked to state the
division of boys and girls in their schools and from the results obtained from the study most of the
respondents 18(23.1%) stated that the division of boys was ranging from 101-150 while most of
them 20(25.6%) also stated that the division of girls was ranging between 101-150 which implied
that the division of boys and girls in most of the primary schools within the region is almost equal
Division of boys Division of girls
Frequency Percentage Frequency Percentage
None response 4 5.1 4 5.1
1-50 14 17.9 15 19.2
51-100 17 21.8 15 19.2
101-150 18 23.1 20 25.6
151-200 15 19.2 14 17.9
0ver 200 10 12.8 10 12.8
Total 78 100.0 78 100.0
The minimum and maximum age of children: The respondents were also asked to state the minimum
and maximum age of children attending their schools and from the findings most of the
respondents 50(64.1%) stated that the minimum age is below five years while most of them
28(35.9%) stated that the maximum age is between 15-16 years

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The minimum age
Frequency Percent
Below 5 years 50 64.1
5-6 years 25 32.1
7-8 years 3 3.8
Total 78 100.0
The maximum age
Frequency Percent
None response 1 1.3
11-12 years 6 7.7
13-14 years 18 23.1
15-16 years 28 35.9
17-18 years 14 17.9
over 18 years 4 5.1
6-7 years 3 3.8
9-10 years 4 5.1
Total 78 100.0
The findings implied that the schools used the right criteria to ensure that it caters for the children
of the same age sets
Operational years of the school: When asked to state the number of years that the school has been in
operation most of the respondents 35(44.9%) stated that their schools have been in operation for
a period of more than 20 years which implied that most of the schools have been in operation for
a long period of time
0
10
20
30
40
50
Below 5 years 5-10 years 11-15 years 16-20 year Over 20 years None response
Number of students enrolled in the schools: The respondents were asked to state the number of
students that are currently enrolled in their schools and from the results obtained from the study
most of the respondents 24(30.8%) stated that they had 201-300 students enrolled in their schools
which implied that the schools are well populated

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0
5
10
15
20
25
Below 100
students
100-200 students301-400 students401-500 studentsOver 500 students
Number of teachers in the schools: The study tried to find out the number of teachers employed in the
schools and from the findings most of the respondents 35(44.9%) stated that the schools had a
number of 6-10 teachers
0
10
20
30
40
50
1-5 teachers 6-10 teachers 11-15 teachers 16-20 teachers Over 20 teachers
The results obtained from the study clearly indicated that most of the schools in the region do not
have enough number of teachers
Teacher absenteeism: The respondents were asked to state whether teacher absenteeism is a problem
in their schools and from the findings most of the respondents 66(84.6%) stated that it was not
which proved that the teachers are very committed in doing their work
1, 1% 11, 14%
66, 85%
Very much of a problem
Somewhat of a problem
Not at all a problem
Number of administrative staffs: According to the results obtained from the study most of the schools
have less than five administrative staffs as supported by 75(96.2%) of the respondents which
implied that the schools do not have enough administrative staffs to carry out their work
effectively.

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75, 97%
1, 1%1, 1%1, 1%
Below 5 staffs
5-10 staffs
11-15 staffs
None
The number of teachers hired and fired: When asked to state the number of teachers that the school
has hired and fired in the past year most of the respondents 14(17.9%) agreed that the schools
have hired 3 teachers while 55(70.5%) did not respond to the question of the number of teachers
fired from the schools
Number of teachers hired Number of teachers fired
1 teacher 11 14.1 5 6.4
2 teachers 11 14.1 1 1.3
3 teachers 14 17.9 1 1.3
4 teachers 8 10.3 0 0.0
5 teachers 2 2.6 0 0.0
More than five
teachers
12 15.4 1 1.3
Total 78 100.0 78 100.0
The findings obtained from the study prove that in most cases the schools hire teachers than they
fire teachers
The division of male and female teachers: Majority of the respondents did not respond to the question
of the division of male teachers and female teachers but majority of those who responded to the
question 10(12.8%) stated that the division of male teachers was 3-4 with majority of them
8(10.3%) stating the same which implied that the division of male teachers and female teachers in
the region is not very clear
Number of male teachers Number of female teachers
1-2 teachers 5 6.4 6 7.7
3-4 teachers 10 12.8 8 10.3
5-6 teachers 8 10.3 7 9.0
7-8 teachers 1 1.3 5 6.4
9-10 teachers 2 2.6 0 0.0
Over 10 teachers 2 2.6 3 3.8
Total 78 100.0 78 100.0
The number of classes per grade level: When asked to state the number of classes per grade level most
of the respondents 43(55.1%) stated that they had only one class per every grade level which
implied that the schools do not have enough classes to cater for high number of pupils.

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Frequency Percent
None response 8 10.3
1 43 55.1
2 8 10.3
3 2 2.6
4 1 1.3
7 1 1.3
8 4 5.1
9 2 2.6
10 3 3.8
11 1 1.3
12 1 1.3
14 2 2.6
15 2 2.6
Total 78 100.0
Average class size in lower and upper grade: When asked to state the class size in lower and upper grade
most of the respondents 24(30.8%) stated that they had a number of less than 25 students in the
lowest grade with most of them 28(35.9%) stating the same for the highest grade classes which
implied that most of the classes in the schools are not highly populated
Lowest grade Highest grade
Below 25 students 24 30.8 28 35.9
25-30 students 18 23.1 18 23.1
31-35 students 9 11.5 6 7.7
36- 40 students 11 14.1 8 10.3
41-45 students 5 6.4 7 9.0
46-50 students 2 2.6 3 3.8
Over 50 students 5 6.4 4 5.1
Total 78 100.0 78 100.0
Number of classrooms in the schools: The respondents were required to state the number of classes
that they have in their schools and most of them 28(35.9%) stated that they had over 10 classes in
their schools.
0
10
20
30
40
1-2 classes 3-4 classes 5-6 classes 7-8 classes 9-10 classes Over 10
classes
None
response

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The results implied that even though the school has a lot of classes they are not enough to handle
a high learning population as based on the number of classes that the schools have per grade level
Highest level of education of the teachers: The respondents were asked to state the highest level of
education that the teachers had and from the findings obtained from the study it was evident that
most of the teachers in the primary schools have learned up to the diploma in teaching level as
supported by 62(79.5%) of the respondents.
The number of teachers with diploma in teaching
Frequency Percent
1 26 33.3
2 16 20.5
3 13 16.7
4 5 6.4
9 1 1.3
11 1 1.3
Total 78 100.0
The number of teachers with bachelors degree in teaching
Frequency Percent
1 14 17.9
2 11 14.1
3 6 7.7
4 1 1.3
5 2 2.6
6 1 1.3
Total 78 100.0
The findings implied that most the teachers in the primary schools are well qualified for the
teaching positions that they hold.
Number of schooling hours: When asked to state the number of schooling hours that the students
were offered with per day, most of the respondents 56(71.8%) stated that they offered 8 hours of
learning to the students.
4, 5%1, 1%3, 4%
56, 72%
6, 8%
7, 9% 1, 1%
5 hours and below
6 hours
7 hours
8 hours
9 hours
10 hours
None response

Page | 18
The results implied that the schools in the region try to ensure that the students get enough
learning hours/time while in school
The number of school days offered: The study tried to establish the number of days that the schools
offered their students per calendar year and from the results obtained most of the respondents
35(44.9%) stated that they offered 191-200 days of learning which implied that the students of the
schools receive enough school days annually
0
10
20
30
40
50
Below 150 days 171-180 days 191-200 days Over 200 days None response
Whether student absenteeism is a problem: The respondents were also required to state whether
student absenteeism is a problem in their school and from the results obtained, most of them
42(53.8%) believed that it was somewhat of a problem.
6, 8%
42, 53%
28, 36%
2, 3%
Very much ofaproblem
Some what ofaproblem
Not at all aproblem
None response
The findings implied that the problem of absenteeism is moderately experienced in the schools
within the region
The number of student dropout per year: The respondents were required to state the number of
student dropout per year in their schools and from the findings most of the respondents
21(26.9%) stated that they were about 4-6 student dropout per year
0
10
20
30
40
1-3 students 4-6 students 7-9 students 10 students
and above
None
response

Page | 19
The number of students who go to the next level: The study tried to find out the number of students
who go to the next level and from the results obtained from the study most of the respondents did
not respond to that question but majority of those who did 14(17.9%) stated that about 11-20
students moved to the next level of education
1, 1% 14, 18%
7, 9%
7, 9%49, 63%
1-10 students
11-20 students
21-30 students
Over 30 students
None response
Participation in standardized testing: The study further tried to find out whether the schools
participate in standardized testing and from the study findings it was discovered that almost all of
the schools did as supported by 73(93.6%) of the respondents
73, 93%
3, 4% 2, 3%
Yes
No
None response
The findings were interpreted to mean that the schools in the region did participate in
standardized testing.
The average scores over the last three years: The respondents were asked to state their average scores
over the last three years and from the findings most of the respondents 32(41.0%) stated that they
had average scores ranging between 251 and 300.
0
10
20
30
40
50
151-200 201-250 251-300 301-350 Over 350 None
response
The results implied that most of the schools within the region perform above average in their
exams

Page | 20
Availability of electricity: The respondents were asked to state whether the school had electricity and
most of them 50 (64.1%) stated that it did not
27, 35%
50, 64%
1, 1%
Yes
No
None response
The results proved that very few schools in the region have electricity and therefore it is very
difficult to carry out learning activities which require electricity
Reliability of the electricity: For those respondents who stated that they have electricity they were
required to state whether the electricity is reliable and 25(32.1%) stated that it was which implied
that the electric systems of the schools that have electricity is good
25, 32%
29, 37%
24, 31%
Yes
No
None response
Access to drinkable water: When asked to state whether the schools have access to drinkable water
most of the respondents 43(55.1%) stated that it did which implied that the water sources of the
region are good
43, 55%
34, 44%
1, 1%
Yes
No
None response
Availability of toilet facility: When further asked to state whether the schools had toilets available,
almost all of the respondents 74(94.9%) stated that it did which proved that the availability of
toilets in the schools is good

Page | 21
74, 94%
2, 3%2, 3%
Yes
No
None response
Availability of separate toilet facilities: The respondents were asked to state the availability of separate
toilet facilities for boys and girls and most of them 73(93.6%) stated that there was which implied
that in almost all of the schools in the region, boys and girls have separate toilet facilities
73, 94%
5, 6%
Yes
No
Provision of food in the schools: When asked to state whether they provided food for students in the
schools, most of the respondents 28(35.9%) stated that they did to all students which proved that
the schools in the region provided food for all of their students
28, 36%
24, 31%
26, 33%
Yesto all students
Yesto some students
No
Annual contribution per child: Further, the respondents were asked to state the annual contributions
that parents made per child in various expenses and from the findings most of the respondents did
not respond to this question but majority of those who did 17(21.8%) stated that they gave an
amount of over 2000 in tuition fees, 6(7.7%) spend 501-100 in textbook/materials, 5(6.4%) spend
1001-1500 in school uniforms and shoes, 3(3.8%) spend 501-1000 in transport, 1(1.3%) spend
over 2000 in boarding, 8(10.3%) spend 0-500 in PTA, 2(2.6%) spent 0-500 in lunch program
while 6(7.7%) spend 0-500 in paying for exams. The results obtained from the study were
interpreted to mean that the activity in which the parents use their money in is in the paying of
tuition fees for their children

Page | 22
Amount Contributions made
Tuition Textbooks/
materials
School
uniform/
shoes
Transp. Boarding P.T.A Lunch
program
Exam
F % F % F % F % F % F % F % F %
None response 43 55.1 62 79.5 64 82.1 72 92.3 77 98.7 70 89.7 74 94.9 72 92.3
0-500 9 11.5 8 10.3 1 1.3 2 2.6 0 0.0 8 10.3 2 2.6 6 7.7
501-1000 3 3.8 6 7.7 3 3.8 3 3.8 0 0.0 0 0.0 0 0.0 0 0.0
1001-1500 4 5.1 1 1.3 5 6.4 0 0.0 0 0.0 0 0.0 1 1.3 0 0.0
1501-2000 2 2.6 0 0.0 4 5.1 0 0.0 0 0.0 0 0.0 1 1.3 0 0.0
over 2000 17 21.8 1 1.3 1 1.3 1 1.3 1 1.3 0 0.0 0 0.0 0 0.0
Total 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0 78 100.0
Availability of enough textbooks: The respondents were asked to state whether they thought there
were enough textbooks/materials for all the children in the schools and from the results obtained
most of the respondents 63(80.8%) stated that they did not.
15, 19%
63, 81%
Yes
No
The findings implied that the schools do not have enough textbooks/materials to cater for the
effective learning of their students
Availability of the parents association or committee: When asked to state the availability of the parents
association or committee, most of the respondents 75(96.2%) stated that the parents association or
committee was available in their schools
75, 96%
3, 4%
Yes
No
The findings were interpreted to mean that most of the schools in the region have a parent
association or committee in operation.

Page | 23
4.1.2 Part I(b): Secondary Schools
The positions held by the respondents: The study tried to establish the positions that were held by the
respondents and from the results obtained, most of them 11(30.6%) held the position of deputy
head teachers which implied that the response gained will be accurate since they have a good
knowledge of the schools under study.
0
10
20
30
40
Principle Teacher Administrator Deputy principle
Type of school of the respondents: The study also tried to establish the type of school that the
respondents were working under and from the findings obtained from the study, most of the
respondents 32(88.9%) stated that they were in secondary school which implied that the target
population of the study was well covered.
32, 89%
1, 3% 3, 8%
Secondary
Primary and secondary
Tertiary institutions
Classification of schools attended: When asked to state the category of school that they were in most
of the respondents 28(77.8%) stated that they were in public schools which implied that most of
the secondary schools in the region are public schools.
28, 77%
6, 17%
1, 3%1, 3%
Public
Private
Mission
Harambee
Type of schools of the respondents: An equal number of most of the respondents 15(41.7%) stated that
they were in boarding schools and day schools which implied that the study tried to get opinions
from an equal number of boarding schools and day schools.

Page | 24
15, 41%
15, 42%
5, 14% 1, 3%
Boarding school
Day school
None response
Receiving of funding or support: The respondents were asked to state whether they receive funding or
support from external organization or non-governmental organization and most of them
29(80.6%) stated that they did not which implied that the public schools in the region do not
receive any funding from external organization or non-governmental organization.
6, 17%
29, 80%
1, 3%
Yes
No
None response
The lowest and highest level of grade offered: When asked to state the lowest grade level and the highest
grade level that they offer, most of the respondents 27(75.0%) stated that they offered form one as
the lowest level and most of them 25(69.4%) stated that form four is the highest grade level that
they offer
Frequency Percent
Form one 27 75.0
Artisan 1 2.8
ECDE 2 5.6
Total 36 100.0
Frequency Percent
Form one 1 2.8
Form two 1 2.8
Form four 25 69.4
Diploma 1 2.8
Total 36 100.0
The results were interpreted to mean that most of the institutions which took part in the study
offer form one as their lowest grade level and from four as their highest grade level.

Page | 25
The division of boys and girls in the schools: The respondents were asked to state division of boys and
girls in the schools and from the findings majority of the respondents 8(22.2%) stated that the
division of boys is between 51-100 with majority of them 12(33.3%) stating the same for the girls
which meant that the division of boys and girls in the schools is almost even
1-50 6 16.7 6 16.7
51-100 8 22.2 12 33.3
101-150 3 8.3 3 8.3
151-200 3 8.3 2 5.6
0ver 200 3 8.3 5 13.9
Total 36 100.0 36 100.0
The minimum and maximum age of students: Most of the respondents 19(52.8%) stated that they
minimum age of students attending their institutions is between 14-15 years while most of them
16(44.4%) stated that the maximum age of students attending their institutions is between 20-21
years which implied that there is no great difference between the children attending the same level
of education.
The minimum age
Frequency Percent
None response 3 8.3
12-13 years 11 30.6
14-15 years 19 52.8
16-17 years 3 8.3
Total 36 100.0
The minimum age
Frequency Percent
None response 2 5.6
16-17 years 4 11.1
18-19 years 8 22.2
20-21 years 16 44.4
22-23 years 2 5.6
24-25 years 1 2.8
over 25 years 3 8.3
Total 36 100.0
Operational years of the schools: The study tried to find out the number of years that the students
have been in operation and from the findings obtained from the study most of the respondents
13(36.1%) stated that their schools have been in operation for a period of 5-10 years which
implied that most of the schools which took part in the study from this region have not been in
operation for a long period of time.

Page | 26
0
10
20
30
40
Below 5 years 5-10 years 11-15 years 16-20 years Over 20 years
Number of students enrolled in the schools: The study also tried to find out the number of students that
are currently enrolled in the schools and from the findings most of the respondents 12(33.3%)
stated that they have about 100-200 students which proved that the schools are not highly
populated
0
10
20
30
40
Below 100 100-200 201-300 301-400 401-500 Over 500 None
response
The number of teachers in the schools: The study further tried to find out the number of teachers
working in the schools and from the results obtained from the study most of the respondents
13(36.1%) stated that they have 6-10 teachers working in their institutions which implied that the
schools do not have enough teachers working for them
0
10
20
30
40
1-5 teachers 6-10 teachers 11-15 teachers 16-20 teachers Over 20 teachers
Teacher absenteeism: When asked to state whether teacher absenteeism is a problem, most of the
respondents 29(80.6%) stated that it was not which proved that the teachers never miss school for
whatever reasons.
Number of administrative staffs: The respondents were required to state the number of administrative
staffs that they had in their schools and from the results obtained most of the respondents 2
7(75.0%) stated that their administrative staffs were below five in number

Page | 27
27, 75%
8, 22%
1, 3%
Below 5 staffs
5-10 staffs
11-15 staffs
The number of teachers hired and fired: The respondents were asked to state the number of teachers
that they have hired and from the findings majority of the respondents 7(19.4%) stated that they
have employed 2 teacher, 4 teachers and more than seven teachers and most of the respondents
20(55.6%) did not respond to that question which implied that the schools hire more teachers
than they fire.
1 teacher 3 8.3 0 0.0
2 teachers 7 19.4 4 11.1
3 teachers 4 11.1 0 0.0
4 teachers 7 19.4 0 0.0
5 teachers 5 13.9 0 0.0
More than five
teachers
7 19.4 0 0.0
None 0 0.0 12 33.3
Total 36 100.0 36 100.0
The division of male and female teachers: The respondents were required to state the division of male
teachers and from the results obtained from the study an equal number of most of the respondents
28(77.8%) did not respond to that question which implied that it is very difficult to know the
division of male and female teachers in the region.
1-2 teachers 0 0.0 1 2.8
3-4 teachers 4 11.1 2 5.6
5-6 teachers 2 5.6 3 8.3
7-8 teachers 1 2.8 1 2.8
9-10 teachers 0 0.0 1 2.8
Total 36 100.0 36 100.0

Page | 28
The number of classes per grade: The respondents were asked to state the number of classes that they
have per grade and from the respondents most of the respondents 21(58.3%) stated that they had
only one class per grade level which proved that the schools do not have enough classes.
Frequency Percent
1 21 58.3
2 8 22.2
3 2 5.6
4 4 11.1
6 1 2.8
Total 36 100.0
Average class size in lower and upper grade: The respondents were asked to state the average class size
of their schools and from the findings majority of the respondents 10 (27.8%) stated that their
lower classes had below 25 students which implied that the lower grades in the schools which took
part in the study are not highly populated. Majority of the respondents 8 (22.2%) stated that their
upper grades have 36-40 students which implied that the classes of the schools in the upper grades
is fairly populated.
Below 25 students 10 27.8 4 11.1
25-30 students 5 13.9 5 13.9
31-35 students 0 0.0 1 2.8
36- 40 students 9 25.0 8 22.2
41-45 students 2 5.6 7 19.4
46-50 students 2 5.6 2 5.6
Total 36 100.0 36 100.0
Number of classrooms in the schools: When asked to state the number of class rooms in the schools,
majority of the respondents 12(33.3%) stated that they have 3-4 and 7-8 classes which implied that
the schools have a fair number of classes
8.3, 8%
33.3, 34%
11.1, 11%
33.3, 33%
2.8, 3%
11.1, 11% 1-2 classes
3-4 classes
5-6 classes
7-8 classes
9-10 classes
Over 10 classes

Page | 29
Highest level of education of the teachers: When asked to state the level of education of their teachers,
most of the respondents stated that their teachers have been to tertiary level of education which
implied that the teachers of the schools are well qualified for the positions that they hold
Number of teachers Frequency Percent
1 9 25.0
2 12 33.3
3 4 11.1
4 5 13.9
9 1 2.8
Total 36 100.0
1 2 5.6
2 4 11.1
3 1 2.8
4 3 8.3
7 5 13.9
8 4 11.1
9 3 8.3
10 1 2.8
12 2 5.6
14 1 2.8
18 2 5.6
19 1 2.8
23 1 2.8
32 1 2.8
Total 36 100.0
Masters degree
Number of teachers Frequency Percentage
1 8 22.2
2 3 8.3
4 1 2.8
Total 36 100.0

Page | 30
Number of schooling hours: The respondents were also asked to state the schooling hours that they
offered to their students and from the findings most of the respondents 19(52.8%) stated that they
offered 8 hours to their students which proved that the schools offer enough learning hours to
their students.
1, 3% 1, 3%
4, 11%
19, 52%
6, 17%
4, 11% 1, 3% 5 hours and below
6 hours
7 hours
8 hours
9 hours
10 hours
Over 10 hours
The number of school days offered: When asked to state the number of school days offered per
calendar year to the students, most of the respondents 23 (63.9%) stated that they offered them
more than 200 days which implied that the schools offer enough days of learning to their students.
3, 8% 1, 3%
2, 6%
7, 19%
23, 64%
Below 150 days
151-160 days
171-180 days
191-200 days
Over 200 days
Whether student absenteeism is a problem: When asked to state whether students’ absenteeism is a
problem, most of the respondents 17(47.2%) stated that it was somewhat of a problem which
implied that the absenteeism of students in the schools is fairly a problem to the schools.
6, 17%
17, 47%
12, 33%
1, 3%
Some what of a problem
None response

Page | 31
The number of student dropout per year: The study tried to find out the number of students that drop
out per and from the results obtained from the study most of the respondents 11(30.6%) stated
that about 4-6 students drop out of schools per year which implied that the drop out rate is very
popular in the region
0
5
10
15
20
25
30
35
and above
None
response
The number of students that move to the next level: The study tried to find out the number of students
that move to the next level and from the results obtained most of the respondents 20(55.6%) did
not respond to that question which implied that it is difficult to establish the number of students
that make it to the next level in the schools
2, 6%
4, 11%
2, 6%
8, 22%
20, 55%
1-10 students
11-20 students
21-30 students
Over 30 students
None response
Participation in standardized testing system: The respondents were asked to state whether they
participate in standardized testing and from the results obtained, almost all of them 35(97.2%)
stated that they did which implied that the schools in the region participate in standardized testing
35, 97%
1, 3%
Yes
No

Page | 32
The average scores over the last three years: When asked to state their schools average scores, majority
of the respondents 6(16.7%) stated that their schools obtained an average of C- as the average test
scores which implied that the schools perform below average in their exams
Frequency Percent
D 1 2.8
D+ 5 13.9
C- 6 16.7
C 4 11.1
C+ 2 5.6
B- 2 5.6
Total 36 100.0
Availability of electricity in the schools: The study tried to find out whether the schools have electricity
and from the results obtained most of the respondents 24(66.7%) stated that they did which
proved that most of the schools in the region have electricity
24, 67%
12, 33%
Yes
No
Reliability of the electricity: The respondents were asked to state the reliability of the electricity in
their institution and from the findings of the study, most of the respondents 24(66.7%) stated that
it was which implied that the electric systems in the schools is very stable
24, 66%
10, 28%
2, 6%
Yes
No
None response
Accessibility to drinkable water: According to most of the respondents 21(58.3%) their schools have
access to drinking water which proves that the water supply of drinkable water in most of the
schools is good
21, 58%
15, 42%
Yes
No

Page | 33
Availability of toilet facilities: Almost all of the respondents who took part in the study 34(94.4%)
stated that they had toilet facilities available in their schools which was interpreted to mean that
the schools in the region do provide toilet facilities to their pupils.
34, 94%
2, 6%
Yes
No
Availability of separate toilet facilities for boys and girls: When asked to state whether the schools
provided separate toilet facilities for boys and girls in the schools most of the respondents 27
(75.0%) stated that they did which implied that most of the schools do provide separate toilet
facilities for boys and girls.
27, 75%
4, 11%
5, 14%
Yes
No
None response
Provision of food in the schools: The study tried to establish whether the schools did provide food for
their pupils and from the findings obtained from the study, most of them 34(94.4%) stated that
they did provide food to all of their students.
34, 94%
2, 6%
Yesto all students
Yesto some students
The results were interpreted to mean that most of the schools in the region do provide food to
their students.
Annual contribution per child: When asked to state the amount of money that the students parents
spend on various school activities per child majority of the respondents 19(52.8%) and 21(58.3%)
stated that they spent over 2000 shillings in tuition and in the purchase of school uniforms and
shoes respectively which implied that the activities that the parents spent a lot of money in is in
the paying of tuition fees and in the purchase of uniforms and shoes.

Page | 34
Tuition Textbooks/
materials
School
uniform &
shoes
program
Exam
F % F % F % F % F % F % F % F %
None response 14 38.9 20 55.6 12 33.3 22 61.1 35 97.2 29 80.6 34 94.4 35 97.2
0-500 1 2.8 3 8.3 0 0.0 6 16.7 0 0.0 0 0.0 0 0.0 0 0.0
501-1000 0 0.0 3 8.3 0 0.0 1 2.8 0 0.0 0 0.0 0 0.0 0 0.0
1001-1500 0 0.0 3 8.3 0 0.0 1 2.8 0 0.0 0 0.0 0 0.0 1 2.8
1501-2000 2 5.6 0 0.0 3 8.3 1 2.8 0 0.0 3 8.3 0 0.0 0 0.0
over 2000 19 52.8 7 19.4 21 58.3 5 13.9 1 2.8 4 11.1 2 5.6 0 0.0
Total 36 100.0 36 100.0 36 100.0 36 100.0 36 100.0 36 100.0 36 100.0 36 100.0
Availability of enough textbooks/materials: The respondents were asked to state whether their schools
have enough textbooks/materials for all their students and from the findings most of them
27(75.0%) stated that they did not have enough textbooks/materials.
9, 25%
27, 75%
Yes
No
The results implied that the schools in the region do not have enough textbooks/materials that
they need for effective learning to take place.
Availability of parent association or committee: When asked to state whether their schools have a
parent association or committee, almost all of the respondents 35(97.2%) stated that they did
which implied that schools in the region do have a parents association or committee.
35, 97%
1, 3%
Yes
No

Page | 35
4.2 Part II: Findings Kipkaren Division:
4.2.1 Part II(a): Primary Schools
The position held by the respondents: The study tried to establish the position of the respondents and
from the results obtained, most of the respondents 45(56.3%) held the positions of head teachers
and when asked to indicate the type of schools that they were in almost all of the respondents
79(98.8%) stated that they were in primary schools with only one respondent not responding to
the question
45, 56%
11, 14%
3, 4%
21, 26%
Head teacher
Teacher
Administrator
Deputy head teacher
The results implied that the information obtained from the study would be accurate since the head
teachers have a proper knowledge of the schools.
The category of the schools: The respondents were required to indicate the category of schools that
they were in and most of them 57(71.3%) stated that they were in public schools which implied
that most of the primary schools in the region are public schools
57, 71%
21, 26%
2, 3%
Public
Private
Mission
The status of the schools: The respondents were asked to state the status of the schools that they were
in and most of them 59(73.8%) stated that they were in day schools which proved that most of the
primary schools in the region are day schools
10, 13%
59, 73%
10, 13% 1, 1%
Boarding school
Day school
None response

Page | 36
Funding or support from external organization: When asked to state whether their schools received any
funding or support from external organizations or non-governmental organization most of the
respondents 71(88.8%) stated that they did not which implied that the schools do not get any
support from external organizations or non-governmental organizations
7, 9%
71, 88%
2, 3%
Yes
No
None reponse
The lowest and highest level of grade offered: From the study findings it was discovered that the lowest
grade of education offered by the schools is the ECDE level and the highest level of education
offered is class eight grade as supported by 75(93.8%) and 64(80.0%) respectively which implied
that the lowest grade offered by the primary schools in the region is the ECDE grade and the
highest is the Class eight grade.
Frequency Percent
None response 5 6.3
ECDE 75 93.8
Total 80 100.0
Frequency Percent
None response 2 2.5
Class eight 64 80.0
Class Seven 1 1.3
Class six 3 3.8
Class five 3 3.8
Class four 2 2.5
Class three 3 3.8
Class one 2 2.5
Total 80 100.0
The division of boys and girls attending the primary schools: When asked to state the division of boys and
girls in their schools, most of the respondents 24(30.0%) stated that the division of boys ranged
between 151-200 while that of girls ranged between 101-150 as supported by 27(33.8%).

Page | 37
1-50 10 12.5 10 12.5
51-100 18 22.5 13 16.3
101-150 18 22.5 27 33.8
151-200 24 30.0 17 21.3
0ver 200 9 11.3 12 15.0
Total 80 100.0 80 100.0
The results were interpreted to mean that there are more boys attending the primary schools in the
region than girls
The minimum and maximum age of children: According to most of the respondents 69(86.3%) the
minimum age of children attending the schools is below five years while the maximum age is
between 15-16 years as supported by 33(41.3%).
The minimum age of children
Frequency Percent
Below 5 years 69 86.3
5-6 years 11 13.8
Total 80 100.0
The maximum age of children
Frequency Percent
11-12 years 3 3.8
13-14 years 18 22.5
15-16 years 33 41.3
17-18 years 16 20.0
Over 18 years 4 5.0
6-7 years 3 3.8
9-10 years 3 3.8
Total 80 100.0
These results implied that the minimum age of pupils attending the primary schools within the
region is below five years and the maximum years ranges between 15-16 years.
Operational years of the school: The respondents were required to state the number of years that their
schools have been in operation and most of them 29(36.3%) stated that their schools have been in
operation for a period of over 20 years which proved that most of the primary schools have been in
operation for long period of time.

Page | 38
0
5
10
15
20
25
30
35
40
Below 5 years 5-10 years 11-15 years 16-20 years Over 20 years None response
Number of students enrolled in the schools: The study tried to establish the number of students that are
currently enrolled in their schools and from the results obtained most of them 23(28.8%) stated
that they had about 301-400 students
0
5
10
15
20
25
30
Below 100 100-200 201-300 301-400 401-500 Over 500 None
response
The results obtained from the study implied that most of the primary schools in the region are well
populated
Number of teachers in the schools: The study tried to find out the number of teachers employed in the
schools and from the findings most of the respondents 38(47.5%) stated that their schools had a
number of 6-10 teachers which implied that most of the schools in the region do not have enough
number of teachers
0
10
20
30
40
50
1-5 teachers 6-10 teachers11-15 teachers16-20 teachers Over 20
teachers
None response
Absenteeism of teachers: The respondents were required to state whether absenteeism of teachers is a
problem in the schools and from the results obtained, most of the respondents 70(87.5%) stated
that it was not.

Page | 39
2, 3% 6, 7%
70, 87%
2, 3%
very much of a problem
None response
The results were interpreted to mean that the teachers attendance in the schools is perfect and
they are committed in doing their work.
Number of administrative staffs in the schools: When asked to state the number of administrative staffs
in the schools, most of the respondents 72(90.0%) stated that they had below 5 administrative
staffs which implied that the schools have no enough administrative manpower working under
them
72, 90%
7, 9% 1, 1%
Below 5 staffs
5-10 staffs
None response
Number of teachers hired and fired in the past year: When asked to indicate the number of teachers
that they have hired and fired in the past years, majority of the respondents 15(18.8%) agreed that
they have hired 2 teachers while most of the respondents 48(60.0%) did not respond to the
question of the number of teachers that they have fired
Teachers hired Teachers fired
Frequency Percent Frequency Percent
1 teacher 6 7.5 1 1.3
2 teachers 15 18.8 4 5.0
3 teachers 10 12.5 4 5.0
4 teachers 11 13.8 0 0.0
5 teachers 2 2.5 0 0.0
More than five
teachers
9 11.3 0 0.0
None 5 6.3 23 28.8
Total 80 100.0 80 100.0

Page | 40
The results clearly indicates that the primary schools within the region do more of hiring of
teachers than firing
The division of men teachers and female teachers: When asked to state the division of male and female
teachers most of the respondents 59(73.8%) did not respond to that question for male teachers
and 58(72.5%) for the female teachers which implied that it is very difficult to establish the
division of male and female teachers in the primary schools.
Male teachers Female teachers
1-2 teachers 4 5.0 1 1.3
3-4 teachers 9 11.3 5 6.3
5-6 teachers 4 5.0 5 6.3
7-8 teachers 3 3.8 4 5.0
9-10 teachers 0 0.0 4 5.0
Total 80 100.0 80 100.0
The number of classes per grade level: The respondents were required to state the number of classes
per grade level and from the findings most of the respondents 41(51.3%) stated that they had only
one class per grade level which proved that the schools do not have enough classes
Frequency Percent
1 41 51.3
2 10 12.5
3 3 3.8
8 11 13.8
9 5 6.3
10 2 2.5
11 2 2.5
12 1 1.3
13 1 1.3
15 1 1.3
None response 3 3.8
Total 80 100.0
The average class size: The study tried to establish the average class size in the schools in the lowest
grade and highest grade and from the study findings, most of the respondents 37(46.3%) stated
that the average class of lowest grade was below 25 students while 19(23.8%) stated that the
average class size of the highest grade is over 50 students

Page | 41
Below 25 students 37 46.3 18 22.5
25-30 students 17 21.3 16 20.0
31-35 students 4 5.0 2 2.5
36- 40 students 10 12.5 9 11.3
41-45 students 3 3.8 5 6.3
46-50 students 1 1.3 6 7.5
over 50 students 2 2.5 19 23.8
Total 80 100.0 80 100.0
The results clearly indicate that the highest grades of the schools are highly populated than the
lowest grade since they have a high average class than the lower grade.
Number of classrooms in the schools: The study further sought to find out the number of classrooms in
the schools and from the results obtained, most of the respondents 28(35.0%) stated that their
schools have 9-10 classes.
0
5
10
15
20
25
30
35
1-2 classes 3-4 classes 5-6 classes 7-8 classes 9-10
classes
Over 10
classes
None
response
The qualification of the teachers: The respondents were asked to sate the number of teachers who had
attained various qualifications in their institutions and from the study findings, most of the
respondents 20(25.0%) had only one teacher with diploma in teaching while 17(21.3%) had one
teacher with a degree in teaching which implied that the schools do not have enough qualified
teachers in their teaching staffs.
Diploma in teaching
Frequency Percentage
1 20 25.0
2 17 21.3
3 9 11.3
4 7 8.8
5 1 1.3
9 1 1.3
11 1 1.3
Total 80 100.0

Page | 42
Degree in teaching
Frequency Percentage
1 17 21.3
2 9 11.3
3 5 6.3
4 1 1.3
9 1 1.3
Total 80 100.0
Schooling hours offered per day per student: When asked to state the number of schooling hours that
they offer to their students per day, most of the respondents 48(60.0%) stated that they offered 8
hours of learning to their students per day which implied that the pupils in the region receive
enough time for learning in their schools.
0
10
20
30
40
50
60
6 hours 7 hours 8 hours 9 hours 10 hours Over 10
hours
The number of school days offered: The study also tried to find out the number of school days that
were offered to the pupils and from the findings it was discovered that most of the schools offered
over 200 days of learning per calendar year to their students as supported by 50(62.5%) of the
respondents.
1, 1%1, 1%
23, 29%
50, 63%
5, 6%
171-180 days
181-190 days
191-200 days
Over 200 days
None response
The results were interpreted to mean that the schools also ensure that they provide their pupils
with enough learning days every year.

Page | 43
Absenteeism of students: The respondents were asked to state whether the absenteeism of students in
the schools is a problem and from the results obtained most of the respondents 35(43.8%) stated
that it was somewhat of a problem.
13, 16%
35, 44%
31, 39%
1, 1%
Somewhat of a problem
None response
The results obtained from the findings implied that the absenteeism of students in the region is
fairly disturbing
The number of student drop out per year: According to most of the respondents who took part in the
study 16(20.0%), 4-6 students drop out of primary schools in the region every year which shows
that school drop out is a problem in the region
0
10
20
30
40
50
and above
None
response
The number of students that move to the next level: When asked to state the number of students that
move to the next level most of the respondents did not respond to that question but for those who
did majority of them 6(7.5%) stated that 21-30 students made it to the next level
3, 4% 6, 8%2, 3%
69, 85%
11-20 students
21-30 students
Over 30 students
None response
Participation in standardized testing: When asked whether their schools participates in standardized
testing, almost all of the respondents 78(97.5%) stated that they did which implied that almost all
the schools in the region participate in standardized testing system.

Page | 44
78, 98%
1, 1%1, 1%
Yes
No
None response
The average scores over the last three years: The respondents were asked to state the average scores of
their schools over the last three years and from the findings most of them 30(37.5%) stated that
they had an average score ranging between 251-300 which implied that most of the schools score
above average in their exams
0
10
20
30
40
151-200 201-250 251-300 301-350 Over 350 None
response
Availability of electricity: The respondents were asked to state the availability of electricity in their
schools and from the findings most of them 48(60.0%) stated that they did not have electricity in
their schools which implied that most of the schools in the region have no electricity
32, 40%
48, 60%
Yes
No
Reliability of electricity: The respondents were further requested to state the reliability of the
electricity and from the findings most of them 34(42.5%) stated that it was which implied that the
electric systems in the primary schools is good.
34, 43%
29, 36%
17, 21%
Yes
No
None response

Page | 45
Access to drinkable water: The study tried to establish whether the schools have access to drinkable
water and from the findings most of the respondents 40(50.0%) stated that their schools did not
have access to drinkable water which proved that the schools in Tanikina region do not have
access to clean water
38, 48%
40, 49%
2, 3%
Yes
No
None response
Availability of separate toilet facilities for boys and girls: All of the respondents agreed that they have
toilet facilities available in their schools and almost all of them 79(98.8%) agreed that they have
separate toilet facilities for boys and girls
79, 99%
1, 1%
Yes
No
The results were interpreted to mean that the schools in the region have toilet facilities available
for use by the students which are separate for boys and girls
Provision of food in the schools: The respondents were asked to state whether they provide food in the
schools for their pupils and from the results obtained from the study most of them 33(41.3%)
stated that they provided food to all of their students
33, 42%
25, 31%
21, 26%
1, 1%
Yes to all students
Yes to some students
No
None response
The results proved that the students of the schools within the region are provided with food
within their schools by the administration

Page | 46
Annual contribution per child: When asked to state the amount of money contributed by the parents
in various school expenses per child most of the respondents 25(31.3%) stated that they used over
2000 for tuition fees, 10(12.5%) used the same amount for textbooks/materials, 11(13.8%) used
the same amount for school uniforms and shoes, 7(8.8%) used the same amount for
transportation while 10(12.5%) also used the same amount for boarding facilities. The results were
interpreted to mean that the tuition activity was the most expensive activity among the school
activities that were selected.
Tuition Textbooks/
materials
School
uniform &
shoes
program
Exam
F % F % F % F % F % F % F % F %
None response 29 36.3 53 66.3 52 65.0 63 78.8 68 85.0 66 82.5 78 97.5 78 97.5
0-500 16 20.0 9 11.3 3 3.8 4 5.0 1 1.3 11 13.8 1 1.3 2 2.5
501-1000 8 10.0 6 7.5 8 10.0 4 5.0 0 0.0 2 2.5 1 1.3 0 0.0
1001-1500 2 2.5 2 2.5 2 2.5 1 1.3 0 0.0 1 1.3 0 0.0 0 0.0
1501-2000 0 0.0 0 0.0 4 5.0 1 1.3 1 1.3 0 0.0 0 0.0 0 0.0
over 2000 25 31.3 10 12.5 11 13.8 7 8.8 10 12.5 0 0.0 0 0.0 0 0.0
Total 80 100.0 80 100.0 80 100.0 80 100.0 80 100.0 80 100.0 80 100.0 80 100.0
Availability of enough textbooks/materials: The study tried to find out whether the schools had
enough textbooks/materials for learning and from the findings most of the respondents 66(82.5%)
stated that they did not have enough textbooks for all their children.
14, 18%
66, 82%
Yes
No
The results obtained from the study were interpreted to mean that the schools in the region do not
have enough textbooks/materials that they need for learning.
Availability of the parent’s association or committee: The respondents were asked to state whether their
schools have a parents association or committee and from the findings most of the respondents
76(95.0%) stated that they had a parents association or committee
76, 95%
4, 5%
Yes
No
The findings implied that most of the schools in the region have a parents association committee.

Page | 47
4.2.2 Part II(b): Lessos/Kilibwoni Division Secondary Schools and Tertiary Institutions
The positions held by the respondents: The respondents were required to state the positions that they
hold in the learning institution and from the results obtained most of them 12(60.0%) stated that
they held the positions of principles which implied that they have a good knowledge of the
learning institution and their response is of great significance
12, 60%3, 15%
1, 5%
4, 20%
Principle
Teacher
Administrator
Deputy principle
Type of school of the respondents: The respondents were asked to state the type of school that they
were in and from the results obtained almost all of them 18(90.0%) stated that they were in
secondary school which implied that the information given will mainly be from respondents who
work under secondary school level of education
18, 90%
2, 10%
Secondary
Tertiary
Classification of schools attended: All of the respondents stated that they are in public schools and
when asked to state they type of school that they were working under most of them 9(45.0%)
stated that they worked under day school with 8(40.0%) stating that they were in boarding school
8, 40%
9, 45%
3, 15%
Boarding school
Day school
The findings implied that the study evenly tried to capture the response of both boarding and day
schools

Page | 48
Receiving of funding or support: The study tried to establish whether the schools received any funding
from external organization or non-governmental organization and from the results obtained,
majority of the respondents 17(85.0%) stated that they did not
3, 15%
17, 85%
Yes
No
These findings implied that the public schools in the region do not receive any funding from
external organization or non-governmental organization.
The lowest and highest level of grade offered: The study tried to establish the lowest and the highest
level of grade that were offered by the institutions and from the findings majority of the
respondents 10(50.0%) stated that they offered form one as the lowest grade while 14(70.0%)
offered form four as the highest grade
Frequency Percent
Form one 10 50.0
Artisan 2 10.0
Total 20 100.0
Frequency Percent
Form two 2 10.0
Form four 14 70.0
Diploma 2 10.0
Total 20 100.0
The division of boys and girls in the schools: The study tried to establish the division of boys and girls in
the schools and from the findings majority of the respondents 7(35.0%) agreed that the division of
boys was 51-100 with that of girls being the same as supported by 6(30.0%).

Page | 49
1-50 2 10.0 1 5.0
51-100 7 35.0 6 30.0
101-150 0 0.0 2 10.0
0ver 200 1 5.0 3 15.0
Total 20 100.0 20 100.0
The results were interpreted to mean that the schools had almost an equal number of divisions of
boys and girls.
The minimum and maximum age of students: According to the study majority of the respondents
10(50.0%) stated that the minimum age of their students ranges between 14-15 years while the
maximum age of their students ranges between 18-19 and 20-21 years as supported by 6(30.0%) of
the respondents.
The minimum age
Frequency Percent
12-13 years 8 40.0
14-15 years 10 50.0
16-17 years 1 5.0
18-19 years 1 5.0
Total 20 100.0
The minimum age
Frequency Percent
18-19 years 6 30.0
20-21 years 6 30.0
22-23 years 1 5.0
24-25 years 3 15.0
over 25 years 4 20.0
Total 20 100.0
The findings were inter prated to mean that most of the students attending the schools are almost
of the same age set.
Operational years of the school: The study tried to find out the number of years that the schools have
been in operation and from the results obtained majority of the respondents 9(45.0%) stated that
their schools have been in operation for more than 20 years which proved that the schools have
been in operation for a long period of time.

Page | 50
0
10
20
30
40
50
Below 5 years 5-10 years 11-15 years Over 20 years None response
Number of students enrolled in the schools: The respondents were asked to state the number of
students that are currently enrolled in their schools and from the results obtained from the study
majority of the respondents 8(40.0%) stated that they had students ranging between 100-200
students which implied that the schools are not highly populated
0
5
10
15
20
25
30
35
40
Below 100 100-200 201-300 301-400 401-500 Over 500 None
response
The number of teachers in the schools: The respondents were asked to state the number of teachers
that are working in their institutions and from the results obtained from the study majority of the
respondents 8(40.0%) stated that they had 6-10 teachers working in their school which implied
that majority of the schools which took part in the study do not have adequate teachers
0
5
10
15
20
25
30
35
40
1-5 teachers 6-10 teachers 11-15 teachers 16-20 teachers None response
Teacher absenteeism: The respondents were required to state whether teacher absenteeism is a
problem in their schools and from the results obtained from the study majority of the respondents
14(70.0%) stated that it was not which implied that the teachers are really committed in doing
their work

Page | 51
1, 5%
5, 25%
14, 70%
Number of administrative staffs: According to almost all of the respondents 19(95.0%) their
institution have hired less than five administrative staffs which proves that the institutions do not
have a lot of administrative staffs working with them
19, 95%
1, 5%
Belo 5 staffs
5-10 staffs
The number of teachers hired and fired: The study tried to establish the number of teachers that have
been hired and fired by the schools and from the results obtained from majority of the
respondents 5(25.0%) and 4(20.0%) stated that they have hired over five teachers and 3 teachers
respectively while majority of the respondents 12(60.0%) did not respond to that question which
implied that the schools hire teachers more than they fire.
1 teacher 2 10.0 2 10.0
2 teachers 3 15.0 0 0.0
3 teachers 4 20.0 1 5.0
4 teachers 1 5.0 0 0.0
5 teachers 3 15.0 0 0.0
More than five
teachers
5 25.0 0 0.0
None 0 0.0 5 25.0
Total 20 100.0 20 100.0
The division of male and female teachers: The respondents were asked to state the division of male
teachers and female teachers in their institutions and from the results obtained from the study
most of the respondents did not respond to that question which implied that it is not clear on
how the distribution of teachers in the institution is.

Page | 52
1-2 teachers 1 5.0 0 0.0
3-4 teachers 1 5.0 2 10.0
5-6 teachers 1 5.0 2 10.0
7-8 teachers 1 5.0 0 0.0
Total 20 100.0 20 100.0
The number of classes per grade: The respondents were asked to state the number of classes per grade
and from the results obtained from the study most of the respondents 12(60.0%) stated that they
had one class per grade level which implied that the institutions in the region do not have enough
classes for learning.
Frequency Percent
1 12 60.0
2 4 20.0
3 1 5.0
4 1 5.0
Total 20 100.0
Average class size in lower and upper grade: The respondents were also asked to state the average class
size of their classes in t he lower and upper grade and from the findings majority of the
respondents 5(25.0%) stated that they had over 50 students per class in the lowest grade while the
same number of respondents stated that they had 25-30 and over 50 students in the highest grade
which implied that the classrooms of the institutions are fully filled.
Below 25 students 2 10.0 1 5.0
25-30 students 2 10.0 5 25.0
31-35 students 0 0.0 3 15.0
36- 40 students 3 15.0 2 10.0
41-45 students 4 20.0 5 25.0
46-50 students 2 10.0 0 0.0
Total 20 100.0 20 100.0
Number of classrooms in the schools: The respondents were required to state the number of classrooms
that they have in their schools and from the results obtained majority of the respondents
10(50.0%) stated that they had 3-4 classes which implied that the schools do not have enough
classes.

Page | 53
1, 5%
10, 50%
1, 5%
2, 10%
1, 5%
4, 20%
1, 5%
1-2 classes
3-4 classes
5-6 classes
7-8 classes
9-10 classes
Over 10 classes
None response
Highest level of education of the teachers: The study tried to establish the level of education of the
teachers and from the results obtained from the study it was discovered that majority of the
teachers have been to tertiary level of education and they are well qualified for the posts that they
hold in the institutions.
1 3 15.0
2 7 35.0
3 2 10.0
4 1 5.0
5 2 10.0
17 1 5.0
Total 20 100.0
1 1 5.0
2 1 5.0
3 1 5.0
4 1 5.0
5 1 5.0
6 2 10.0
7 1 5.0
8 2 10.0
11 1 5.0
15 1 5.0
25 1 5.0
26 1 5.0
35 1 5.0
Total 20 100.0

Page | 54
Masters degree
1 4 20.0
2 1 5.0
4 1 5.0
Total 20 100.0
Doctoral degree
1 1 5.0
Total 20 100.0
Number of schooling hours: When asked to state the schooling hours that they give per day to every
student and from the findings most of the respondents 11(55.0%) stated that they offered 8 hours
per day to every student.
0
10
20
30
40
50
60
6 hours 8 hours 9 hours 10 hours Over 10 hours None
response
The results were interpreted to mean that the students of the institutions receive enough learning
hours from the institutions.
The number of school days offered: The respondents were also asked to state the number of schooling
days that they offer to their students and from the findings of the study most of the respondents
10(50.0%) stated that they offered 191-200 days which implied that the students of the institutions
also receive enough learning days.
0
10
20
30
40
50
151-160 161-170 171-180 191-200 Over 200 days None
response

Page | 55
Whether student absenteeism is a problem: The respondents were also required to state whether
student absenteeism is a problem in their school and from the results obtained, majority of them
12(60.0%) state that it was somewhat of a problem which implied that the problem of students
absenteeism is fairly a problem to the schools.
5, 25%
12, 60%
2, 10% 1, 5%
None response
The number of student dropout per year: The respondents were required to state the number of
student dropout per year in their schools and from the findings most of the respondents 7(35.0%)
stated that they were about 10 student and above dropout per year.
0
5
10
15
20
25
30
35
and above
None response
The findings were interpreted to mean that there are great numbers of students who drop out of
school every year.
The number of students that move to the next level: According to 3(15.0%) of the respondents over 30
students move to the next level but majority of the respondents did not respond to that question
which implied that it is difficult to establish the number of students that make it to the next level.
1, 5% 2, 10%
3, 15%
14, 70%
1-10 students
21-30 students
Over 30 students
None response
The average scores over the last three years: All of the respondents agreed that they participate in
standardized testing and majority of them 8(40.0%) stated that their schools average scores over
the last three years is D+ which proved that the schools have not been performing very well in their
national examinations.

Page | 56
8, 40%
2, 10%3, 15%
3, 15%
1, 5%
3, 15%
D+
C-
C
C+
B-
None response
Availability of electricity: The respondents were asked to state whether their schools had electricity
and from the results obtained majority of them 18(90.0%) stated that they had electricity which
implied that most of the schools in the region have electricity
18, 90%
2, 10%
Yes
No
Reliability of the electricity: For those respondents who stated that they have electricity they were
required to state whether the electricity is reliable and 17(85.0%) stated that it was which implied
that the electric systems of the schools in the region is good and reliable.
17, 85%
1, 5%
2, 10%
Yes
No
None response
Access to drinkable water: The respondents were asked to state whether their schools have access to
drinkable water and from the findings obtained, most of the respondents 13(65.0%) stated that
they had which proved that majority of the schools have access to drinkable water.
13, 65%
7, 35%
Yes
No

Page | 57
Availability of separate toilets: All of the respondents agreed that their schools have toilet facilities
available and when they were asked to state whether they have separate toilet facilities for boys and
girls most of the respondents 15(75.0%) stated that they did have separate toilet facilities for boys
and girls
15, 75%
5, 25%
Yes
None response
Provision of food in the schools: When asked whether they provided food in the schools for the
students most of the respondents 18(90.0%) stated that they offered food to all of the students in
their schools which implied that the schools do provide food for their students.
18, 90%
1, 5% 1, 5%
Yesto all students
No
None response
Annual contribution per child: When asked to state the amount that the parents spend on various
school activities per child annually most of the respondents did not respond to the questions in
this section but majority of those who did 9(45.0%) stated that they used over 2000 shillings in the
purchase of school uniforms and shoes.
Tuition Textbooks/
materials
School uniform
& shoes
program
F % F % F % F % F % F % F %
None response 15 75.0 17 85.0 9 45.0 15 75.0 19 95.0 19 95.0 17 85.0
0-500 0 0.0 1 5.0 1 5.0 0 0.0 0 0.0 0 0.0 0 0.0
501-1000 1 5.0 0 0.0 1 5.0 0 0.0 0 0.0 0 0.0 0 0.0
Over 2000 4 20.0 2 10.0 9 45.0 5 25.0 1 5.0 1 5.0 3 15.0
Total 20 100.0 20 100.0 20 100.0 20 100.0 20 100.0 20 100.0 20 100.0
The results obtained from this section were interpreted to mean that it is very difficult to establish
the amount used by parents in certain school activities since most of the respondents did not
respond to questions in that section.

Page | 58
Availability of adequate textbooks: The respondents were required to state whether they had
enough textbooks/materials and from the results obtained most of the respondents 18(90.0%)
stated that they did not have enough textbooks/materials. All of the respondents also agreed that
they have a parents association or committee in their schools.
2, 10%
18, 90%
Yes
No
The results obtained were interpreted to mean that the schools do not have enough
textbooks/materials that they need for effective learning and that the schools have a parents
association or committee.

Page | 59
5.0 GENERAL CONCLUSION
The study was carried out within catchment areas served by the Tanykina and Lelbren Dairy Milk
Plants in Nandi County of Kenya. Most of the respondents who took part in the study held the
positions of head teachers and principals in the interviewed institutions and the results obtained
were accurate since they have enough knowledge on the topic of study. Most of the schools in the
study area were public day schools and they do not receive any funding from external organizations
or non-governmental organizations.
The study established the following facts at primary school level:
 Most of the primary schools in the study area, they offer ECDE as the lowest level of education
and class eight as their highest level;
 Kipkaren area has more division of boys than girls attending primary schools while that of
Lessos has an equal division of boys and girls attending primary schools;
 The lowest age of pupils attending primary schools is below five years while the maximum age
is between 15-16 years;
 Most primary schools are highly populated;
 Most of the primary school in Kipkaren area have highly filled classes in their upper grade
while the rest of the classes are fairly filled for the lower grade, while in Lessos/Kilibwoni area,
primary school classes are fairly distributed with pupils;
 Most of the primary schools which took part in the study are not supplied with electricity;
 Most of the primary schools in both Kipkaren and Lessos/Kilibwoni divisions do not have
access to piped or portable water and children have to carry their own from home;
For secondary schools:
 Most of them (except newly established harambee) offer form one as the lowest level of
education and from four as the highest level;
 In both study areas, the division of boys and girls appears to be evenly distributed at secondary
school level;
 The lowest age of students attending secondary schools is between 14-15 years and the
maximum age is between 20-21 years;
 All the schools which took part in the study have been in operation for a long period of time
except for those in Kipkaren which have been in operation for a period of 5-10 years;
 Schools which took part in the study do not have adequate teachers, but those who are
available are really committed in doing their work since they have no cases of absenteeism;
 The secondary schools do not appear to have adequate administrative staff members and they
hire more teachers in their institutions than they fire them;
 It was difficult to establish the division of male teachers and the female teachers within the
institutions which took part in the study since most of the schools do not have enough class
rooms per grade level;
 In Kikaren division, classes are fairly filled with students in secondary schools while in
Lessos/Kilibwoni, classes appear to be fully filled;
 Most of the secondary schools in both study areas are supplied with reliable electricity;

Page | 60
 The secondary schools from the region of study do have access to drinkable water.
The study also came up with the following general observations at both primary and secondary
school levels in the study area:
 Teachers and instructors working in the institutions in the study area are well qualified for the
positions they hold;
 Schools offer enough learning days and hours for their pupils and students and the problem of
student absenteeism in the learning institutions low or minimum to a negligible degree;
 Schools and institutions in the study area participate in standardized testing and examinations;
 Most of the primary schools in the regions of study perform above average in their exams while
the secondary schools perform below average in their exams.
 Schools provide toilet facilities to their pupils and students which are separate for both boys
and girls;
 Most of the schools provide food their pupils and students;
 Parents spend a more cash per students in paying tuition fees than any other activity;
 Schools and institutions appear not to have adequate textbooks/teaching materials and
resources that they need for effective learning to take place;
 All schools and institutions have governing boards either represented by a BoG or PTA.
Recommendations of the study
Various shortcomings were discovered during the study for which the following recommendations
are suggested:
i. Schools and institutions need to be provided with funding by external organizations or
non-governmental organizations to enable them expand in terms of facilities in order to
enhance quality and competitive education;
ii. There is need for more qualified teaching and non-teaching personnel across the board;
iii. The schools should be provided with more classes per grade level;
iv. Schools administration need to come up with more appropriate methods of dealing with
student/pupil absenteeism;
v. The education sector stakeholders need to come up with a strategy to address the high
levels of student dropout and strategies on means of enrolment and transition to next
levels;
vi. There is need for stakeholders to address the inadequacies in terms of textbooks and
relevant learning resources and materials that that will facilitate effective learning.

Page | 61
Signage from Main Gate on Primary
School Section
Outside appearance from classrooms Main playing field and some of the
lower classrooms
Main Gate on Secondary School Section Outside appearance from classrooms and main compound
Signage from Main Gate An incomplete permanent admin block Outside appearance from classrooms
ANNEX 1: PHOTO TEMPLATES (KIPKAREN DIVISION)
Template 1: AIC Chumek Academy
Template 2: AIC Kapkuto Primary School
Template 3: AIC Kapkuto Secondary School

Page | 62
Main Gate on Secondary School Section Students in the Schools Laboratory Outside appearance from classrooms
Main Gate on Secondary School Section Students in the Schools Laboratory Outside appearance from classrooms
Main Gate from main road Students in the Schools Laboratory Outside appearance from classrooms
Outside appearance from H/Ts office Pupils in class Outside appearance from classrooms
Template 4: AIC Kimong Mixed Day Secondary School
Template 5: Bishop Birech Academy
Template 6: Holy Trinity Girls Secondary School
Template 7: Kabiyet Academy

Page | 63
Outside appearance of some classrooms Inside the Schools Library Students taking an exam in class
Outside appearance from classrooms Pupils in one of the classrooms School resource library
Signage from main road Institutes main library New building block under construction
Signage from main road Outside appearance from classroomsApproach from main gate
Template 8: Kabiyet Boys High School
Template 9: Kabiyet Township Primary School
Template 10: Kaiboi Technical Training Institute
Template 11: Kalyet Septonok Boarding Primary School

Page | 64
Signage on main administration block Outside appearance from classrooms Staff room
Pupils in one of the classroomsAdministrative block Staff room
Students outside a block of classrooms Entrance to main laboratory Background to main compound
Administration blockMain entrance New block constructed through ESP funds
Template 12: Kamoiywo Preparatory School
Template 13: Kamoiywo Primary School
Template 14: Kapsisiywa Secondary School
Template 15: Kaptel Boys High School

Page | 65
Signage from main road Main administration block Block of classrooms
Signage from main road Main administration block Staff room
Signage from main road Classrooms in part of compound Staff room
Signage from main road Pupils during parade Section of school compound
Template 16: Kaptel Primary School
Template 17: Kebulonik Academy
Template 18: Kebulonik Primary School
Template 19: Kebulonik Preparatory School

Page | 66
Lower primary classroomsSignage on main administration block Staff room
Section of classroomsSignage from main road Appearance from main entrance
Pupils and teacher outside class Inside class Toilet facilities
Signage from main road Section of classrooms Ablution blocks
Template 20: Kebulonik Secondary School
Template 21: Kimong FP School
Template 22: Kolong Nursery School
Template 23: Kugerionot Primary School

Page | 67
Signage from main road Section of school buildings Staff quarters
Signage from main road Section of classrooms and workshop One of the staff quarters
Pupils outside classrooms Section of classrooms Head teachers office
Signage from main road Pupils in one of the permanent classes Lower primary buildings
Template 24: Kurgung Township Academy
Template 25: Kurgung Youth Polytechnic
Template 26: Lelaibei Primary School
Template 27: Lelechwet Primary School

Page | 68
Staff quarter Lower classrooms Section of schools compound
Signage from main road School dining hall Section of school compound with classes
Signage from main road Section of school compound with classrooms
Signage from main road CDF-funded dormitory Section of classrooms and school field
Template 28: Midland Academy
Template 29: Mosop-Kimong Boarding Primary School
Template 30: Sangalo Central Academy
Template 31: Sangalo Secondary School

Page | 69
Signage from main road Section of schools compound Pupils in one of the classrooms
Signage at one of the buildings Section of schools compound Staff room
Office and staff room Section of schools compound Section of schools compound
Office and section of classrooms classrooms Inside a classroom
Template 32: Sangalo Township Primary School
Template 33: Sarora Mixed Secondary School
Template 34: Sarugaa Primary School
Template 35: SDA Akoi Primary School

Page | 70
Church Hall that serves
also as classrooms and right,
office and classrooms
A section of existing classrooms Inside a classroom New buildings under construction
Signage from main road Temporary classroom School toilets
Signage from main road Section of school buildings
Template 36: SDA Kipyeshi Primary School
Template 37: Singilet Primary School
Template 38: St. Augustines Kugeroniot
Template 39: Bishop Birech Academy

Page | 71
Administration block Section of classrooms and school compound Pupils around one of the dormitories
Signage from main road Section of school buildings Administration block
St. Thomas Secondary Kaiboi Students in class Section of classrooms
Signage at the main gate Dormitory Section of school buildings
Template 40: St. Mathews Septonok Preparatory School
Template 41: St. Paul’s Girls High School Kaptel
Template 42: St. Thomas Secondary Kaiboi
Template 42: Tulwo Girls High School

Page | 72
Signage at main gate Pupils in class Section of school compound
Sections of the compound featuring classrooms
Template 42: Tumaini Grammar School
Template 42: Twins Academy Chumungeni

Page | 74
ANNEX 2: MAPS
Annex 2(a) Map Kipkaren (Tanykina) Educational Facilities

Page | 75
Annex 2(b) Map Lessos/Kilibwoni (Lelbren) Educational Facilities

Page | 76
ANNEX 3: LIST OF FACILITIES MAPPED
Type of Facility
DIVISION
Lessos/Kilibwoni Kipkaren
Public Primary
Public Secondary
Private Primary
Private Secondary
Colleges
Other Tertiary Institutions

Report - Mapping Education Facilities Nandi Kenya

Report - Mapping Education Facilities Nandi Kenya

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