Contribution of quality assurance and standards Officers in curriculum implementation in public Primary schools in Kisumu district, Kenya

Abstract

Quality Assurance is a very essential component of education process. Resources invested in education can not yield desired results without proper monitoring and evaluation. Implementation of the free primary education in Kenya from 2003 has raised issues on quality of teaching and monitoring of educational programm-es. It has brought 'new demands on the role of Quality Assurance and Standards Officers (QASO). This study investigated the contribution of Quality Assurance and Standards Officers in curriculum implementation in Public Primary Schools in Kisumu district, the challenges they face while doing their duties and identified competencies required by QASO that their training programme should incorporate. The study was based on descriptive survey design. The study population was 1598 which consisted of 1400 teachers, 189 head teachers and 9 Quality Assurance and Standards Officers. Systematic sampling technique was used to select a third of the total population of both head teachers and teachers for the study. The study therefore involved 483 respondents which comprised of 55 head teachers, 420 teachers and 8 Quality Assurance and Standards Officers. Simple random sampling technique was used to select 8 Quality Assurance and Standards Officers for the study. Two instruments were used in this study which included questionnaire for both teachers and the officers. Interview schedule was developed for the Quality Assurance and Standards Officers and head teachers. The quantitative data gathered from the respondents via questionnaire were organized thematically coded and descriptive statistics such as frequency distribution and percentages were generated before analysis and interpretation. Information was then presented in form of frequency distribution tables. However, qualitative data obtained from the respondents through interviews were transcribed, organized thematically and reported. The findings of the study established that the contribution of Quality Assurance and Standard officers in specified areas such as human relations, knowledge expertise, report writing, action research and supervisory approaches are minimal to curriculum implementation in primary schools. The officers are faced with varied challenges that inhibit their performances such as lack of training in supervision and inadequate funds among others. Major recommendations are that innovative approach to Quality Assurance should be adopted to make the service cordial to teachers and accessible to schools, induction of new officers and capacity building for practicing officers, provision of adequate funds and serviceable vehicles. The findings of this study could be significant because they may contribute more knowledge in quality assurance and standards practices and supervisory functions. Practically, the findings may be used by the Ministry of Education in reviewing of quality assurance and standards services in primary schools and in the organization of future in-service training programmes for the officers charged with the responsibility.