EFFECTIVENESS OF QUALITY ASSURANCE AND STANDARDS OFFICERS IN ENHANCING THE QUALITY OF EDUCATION IN PUBLIC DAY PRIMARY SCHOOLS IN MERU SOUTH SUB-COUNTY, KENYA

WILLIAM MICHENI M’BIRICHI

Inception of Free Primary Education in Kenya in 2003 resulted in increase in pupils’ enrolment in primary schools which constrained the existing physical   facilities, instructional materials and human resources compromising the quality of education. The Directorate of Quality Assurance and Standards in the Ministry of Education is charged with the responsibility of quality assurance and quality development  of education. Concerns have been raised by education stakeholders as to whether the QASOs are effective in enhancing quality education in public day primary schools in Meru South Sub-County. The purpose of this study was to find out Quality Assurance and Standards Officers (QASOs) in enhancing quality education in public day primary schools in Meru South Sub-County, Kenya. Four objectives were formulated to guide the study. A descriptive survey research design was conducted on QASOs, headteachers and curriculum teachers concerning the effectiveness of QASOs.  The target population was 284 subjects comprising 4 QASOs, 140 head teachers and 140 curriculum teachers in 140 public day primary schools. A total of 14 public day primary schools were randomly selected from the 140 public day primary schools in the sub-county. All the 14 head teachers and14 curriculum teachers of the 14 sampled schools and 4 QASOs in the sub -county participate in the study. Questionnaires and interview schedules were used for data collec tion from all respondents. Pearson product moment formula was used to test the reliability of the research instruments which was established at 0.7.  Data was analyzed using descriptive statistics. This was facilitated by the Statistical Package for Social Sciences (SSPS) version 18. Tables, frequencies and percentages were used for data presentation. The study established that the QASOs were effective in supervision of quality teaching and learning process in schools; in ensuring provision and utilization o f teaching and learning resources; in conducting teacher professional development courses, pedagogical skills and curriculum changes. On the other hand, the QASOs were not effective included assisting in the preparation of teaching aids and advising in e -learning; in-service training on stress management, financial management and new educational policies; and that QASOs rarely organized or conducted in-service training in Meru South sub-county. The study recommends that the government through QASOs should conduct in-service training of teachers in e-learning, stress management, financial management and education policies. The government should recruit more QASOs to alleviate current understaffing .Ministry of Education should allocate more funds to the QASOs to facilitate their mobility to and from the schools for assessments. The findings may provide reference to policy makers, researchers and scholars in reference to effectiveness of QASOs

 

 

 

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