Modern Toilet Systems: A Panacea to The Problems of Open Waste Disposal Among Public Primary Schools in Apa Local Government Area, Benue State (Published)
This research focuses on reducing the incidence of excreta-related diseases, ensuring adequate human waste disposal, and promoting a healthier learning environment in public primary schools. Open defecation in exposed areas such as bushes, farmlands, waterways, and drains poses a serious environmental health hazard. Many schools lack resources for effective waste management. A modern toilet system, also known as a water closet (WC), disposes of human waste (urine and feces) by using water to flush it through a drainpipe for treatment, ensuring separation between humans and their waste. This study explores challenges of open human waste management in schools, its impact on pupils’ health and learning, the role of modern toilets in sanitation, and the importance of clean water in schools. The research will employ a descriptive survey design, using structured questionnaires administered to staff and pupils of selected schools in Apa LGA. Data will be analyzed to recommend strategies for effective waste management and modern toilet adoption.
Keywords: Apa local government area, Benue State, Public Primary Schools, modern toilet systems, problems of open waste disposal
Extensiveness of School Committees in Maintaining Infrastructure to Enhance Access to Education for Pupils with Special Education Needs in Public Primary Schools in Mvomero District, Tanzania (Published)
This study examined the extensiveness of school committees in maintaining infrastructure to improve access to education for pupils with Special Educational Needs (SEN) in public primary schools in Mvomero District, Tanzania. It adopted a convergent mixed-methods design underpinned by Social Theory, involving 15 schools, 15 head teachers, 99 pupils, 158 teachers, and 136 school committee members. Data were collected through questionnaires, interviews, observations, and focus group discussions. Validity was ensured by MWECAU experts, while reliability was confirmed with Cronbach’s Alpha of 0.931 (teachers) and 0.914 (committee members). Trustworthiness of qualitative data was achieved through triangulation. Analysis employed SPSS for descriptive statistics and thematic analysis for qualitative data. Ethical standards were observed through permits, anonymity, confidentiality, and informed consent. Findings revealed that committees maintained ramps and handrails, inspected infrastructure, allocated resources, and collaborated with parents. The study concluded that committees effectively maintained infrastructure, enhancing SEN access, and recommended continuous training in inclusive education and infrastructure standards.
Keywords: Infrastructure, Maintaining, Public Primary Schools, Pupils., access to education, school committees, special education needs
Influence of Regular Teacher Development Programmes on Implementing Inclusive Education in Public Primary Schools, Morogoro Municipal, Tanzania (Published)
This study examines the influence of regular teacher professional development programs on implementing inclusive education in public primary schools in Morogoro Municipal, Tanzania. The study also assesses how continuous professional development affects their ability to accommodate and engage students with diverse educational needs within mainstream classrooms. To this end, the study adopted the Social Learning Theory, proposed by Canadian-American psychologist Albert Bandura in 1977. This theory posits that learning occurs through observation, imitation, and modeling, influenced by factors such as attention, motivation, attitudes, and emotional conditions to frame the analysis. A convergent research design under a mixed research approach was utilized, employing both probability and non-probability sampling techniques to select respondents Data were collected from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using interview guides and questionnaires. The study found that professional development for teachers plays a crucial role in promoting effective inclusive education practices, curriculum development, and student achievement. However, the study also highlighted a limited understanding of how these practices are implemented and interact within the school settings to support inclusive education. The hypothesis test indicated a significant momentous relationship between teacher professional development programs and the implementation of inclusive education in public primary schools. The study concluded that school administrators should focus on improving this professional development to enhance inclusive education practices. The study also resolved that effective professional development and inclusive education practices jointly create a supportive school environment that improves teaching and learning outcomes for all students. Therefore, the study recommended that the Ministry of Education and PORALG organize capacity-building programs for HoSs and teachers, focusing on inclusive education skills and effective implementation strategies.
Keywords: Inclusive Education, Professional Development, Public Primary Schools
The Role of Sponsors in the Development of Infrastructure in Public Primary Schools in Kenya (Published)
Sponsors have a great influence in the management of public schools in Kenya. This is why they were given the mandate in the Education Act prior to the free primary education of 2003 to oversee the general management of the schools they sponsored. The study sought to establish the influence of sponsors on the management of public primary schools in Wareng Sub-County in Uasin Gishu County, Kenya. Informed by the study, this paper examines the influence of sponsors in the development of infrastructure in public primary schools in Kenya. The study adopted a descriptive survey design and was guided by the Systems theoretical approach. The target population comprised all schools, head teachers, all chairpersons, sponsors’ representatives and one District Quality Assurance Standards Officer in the Sub-County. A sample size of 115 respondents was selected, which comprised 38 head teachers, 38 chairpersons, 38 sponsor representatives and one officer from the District Education Officer’s office. The participants were sampled using quota, purposive and simple random sampling techniques. Since the research was both quantitative and qualitative questionnaires, interviews and observation schedules were used to collect data. Data was analysed using descriptive statistical techniques, specifically frequencies and percentages. The results of the study revealed that sponsors no longer participate in their initial role of developing and funding public primary schools. It emerged the introduction of free primary education has brought confusion over the role of sponsors with those of the head teacher. It was, therefore, recommended that the Ministry of Education needs to review the policy on sponsoring of schools, especially on the rules and rights of sponsors.
Keywords: Development, Infrastructure, Kenya, Public Primary Schools, Role, Sponsors
Attitudes of Pupils and Teachers Towards Life Skills Education in Public Primary Schools in Eldoret Municipality, Kenya (Published)
In the year 2009, the government of Kenya introduced Life Skills Education to help the students in coping with the challenges and demands for everyday life. It is important to understand how performed since then. As such, the study was conducted to find out the preparedness of public primary schools in the implementation of Life Skills Education (LSE) curriculum in Eldoret Municipality. Based on the study, this paper examines the attitudes of pupils and teachers towards Life Skills Education in public primary schools in Eldoret Municipality. The study was based on the 1997 Functionalist theory by Kinsley Davis. The study employed a survey design. Out of the total 42 public primary schools in Eldoret Municipality 13 of them were selected through simple random sampling. A sample size of 13 head teachers was purposively selected, from the 13 schools; 39 teachers, 3 from each school, were purposively selected. These comprised teachers of LSE. Stratified sampling was used to select one teacher from lower primary, mid-upper and upper primary. Pupils in Classes Six and Seven were purposively selected. The study, therefore, sampled was 299 respondents comprising of teachers and pupils. The data collection instruments used were: questionnaires and interview schedules for head teachers. Descriptive methods were employed in data analysis and data were presented in the form of frequency distribution tables, graphs and pie charts. Data from the interview schedules was analysed qualitatively. The study findings revealed that majority (69.1%) of the students in public primary schools in Eldoret Municipality enjoyed learning Life Skills Education. This shows that students had a positive attitude towards learning of life skills education. In addition, it emerged that majority of the teachers believed that Life Skill Education was necessary for primary school children. It was therefore recommended that there is need to make its teaching and learning compulsory to all students as it contributes to personal and social development of a child at an early stage. Similarly, for teachers to develop an interest in teaching of LSE, there is need for them to be trained on LSE.
Keywords: Attitudes, Eldoret Kenya, Life Skills Education, Public Primary Schools, Pupils., Teachers