EDUCATION COMMISSIONS' INFLUENCE IN PLANNING QUALITY EDUCATION

Planning depends largely on proper identification of the educational needs a task achieved through baseline studies. Kenya has used education commissions and task forces in the baseline studies to inform on needs in education development. This study set out to examine how the recommendations made from education commissions; the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond (Kamunge) and the Commission of Inquiry into Education System of Kenya (Koech) have been utilized in planning for quality education at primary school level in Kenya. The study was guided by four objectives and four research questions. Descriptive survey research design was used. The study targeted all primary schools registered by the Kenya national examination council for KCPE examination in 2006. A sample size of 196 primary schools served as the respondent units represented by the head teachers and five subject panel heads. The research instruments used for data collection included document analysis, questionnaires, and observation check list and interview. The instruments yielded both qualitative and quantitative data.

Autorentext

Dr Khatete Ibrahim is a lecturer in the department of Educational Administration and Planning in the school of Education University of Nairobi specializing in educational Planning.