Quality Education final
教育学essay代写 They also have the initiative in the provision of welfare services such as, spiritual issues, guidance and counselling services
Introduction
Education is widely seen as one of the most promising paths for individuals to realize better, more productive lives and as one of the primary drivers of national economic development. The citizens and the government of Kenya have invested heavily in improving both the access and quality of education, in an effort to realize the promise of education as well as to achieve the education-related Millennium Development Goals and Vision 2030.
While the free primary education (FPE) program has increased access to primary education especially among poorer households, ancillary costs of primary education (such as school uniforms) continue to hinder the educational attainment of many children. In addition, the provision of quality education remains a challenge. This was highlighted by a recent study by Uwezo (2010) which found disappointing levels of learning among primary school children. The continued and consistent dominance of private schools in the KCPE has further raised concerns about the rising disparity in quality between public and private schools. As students from richer households increasingly enroll in private primary schools, designing policies that address the achievement gaps in public primary schools will overwhelmingly benefit students from poorer households that are unable to access private schools.
Kenya has experienced expansion of the Education Sector since independence.
This is because of the rapid population growth and consequently high demand for education. This rapid expansion lack policy review to mitigate the needs of education and has led to a situation of ineffective and inefficient delivery of educational services. This has raised challenges and concerns on the provision of quality education; this was noted especially after the introduction of Free Primary Education (FPE) in 2003 and free day secondary education. 教育学essay代写
Quality in Education is the degree to which education can be said to have reached a high standard, which satisfies basic learning needs and enriches the lives of learners and their overall experience of life.( UNESCO ,2000)
In an effort to achieve the goal of Education For All (EFA), A lot of human, financial and physical resources have been invested by the Government and private households in the education sector. However, this has no guarantee that improvements made in the quantity of education provision translates into an assurance of quality.
This has been observed through the massive influx of students into the schools for the initial stages of FPE followed by a steady decline attributed to transfers to private schools, and those that have sufficient teachers with the necessary teaching and learning materials.
Poor quality education is eating away Kenya’s skills base, adding a new layer of challenge to the country’s quest for high rate of economic growth and the realisation of a newly industrialised status by 2030.
A new survey of the country’s education system by the national literacy survey report 2014,
has found that millions of Kenya’s primary school children are graduating without attaining basic numeracy and literacy skills, denying the economy quality human capital it needs to grow. Almost half of the children in primary schools, including those in upper classes lack basic numeracy and literacy skills, which means that heavy investments that the government has recently made in education have not borne fruit.
This lack of competence at the bottom of the learning ladder is also hurting the performance and credibility of students at higher levels, ultimately diluting the quality of Kenya’s human resource base and competitiveness in a globalised economy. 教育学essay代写
The outcome of the annual survey is particularly significant because it points to the very little gain the country is making from the billions of shillings it has pumped into free primary education in the past six years.The programme, which consumes nearly Sh9 billion per year, caught the world’s attention when it opened primary education to millions of children whose parents were too poor to afford school fees.
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介绍 教育学essay代写
教育被广泛视为个人实现更好、更有成效的生活的最有希望的途径之一，也是国家经济发展的主要动力之一。肯尼亚公民和政府在改善教育的机会和质量方面投入了大量资金，以期实现教育的承诺以及与教育相关的千年发展目标和 2030 年愿景。
虽然免费初等教育 (FPE) 计划增加了接受初等教育的机会，尤其是在贫困家庭中，但初等教育的辅助费用（例如校服）继续阻碍许多儿童的受教育程度。此外，提供优质教育仍然是一个挑战。 Uwezo (2010) 最近的一项研究强调了这一点，该研究发现小学生的学习水平令人失望。私立学校在 KCPE 中持续和一贯的主导地位进一步引起了人们对公立和私立学校之间质量差距日益扩大的担忧。随着来自富裕家庭的学生越来越多地进入私立小学，设计解决公立小学成绩差距的政策将极大地使无法进入私立学校的贫困家庭的学生受益。
肯尼亚自独立以来经历了教育部门的扩张。
这是因为人口快速增长，因此对教育的需求很高。这种快速扩张缺乏缓解教育需求的政策审查，并导致教育服务提供效率低下的情况。这对提供优质教育提出了挑战和担忧；在 2003 年引入免费初等教育 (FPE) 和免费走读中等教育之后，这一点尤为突出。
教育质量是教育达到高标准的程度，它满足了基本的学习需要，丰富了学习者的生活和整体生活体验。（联合国教科文组织，2000）
为了实现全民教育 (EFA) 的目标，政府和私人家庭在教育领域投入了大量人力、财力和物力资源。然而，这并不能保证教育提供数量的改进转化为质量的保证。
通过在 FPE 的初始阶段大量学生涌入学校，随后由于转移到私立学校以及拥有足够教师和必要教学材料的学校而稳步下降，已经观察到了这一点。
低质量的教育正在蚕食肯尼亚的技能基础，为该国寻求高速经济增长和到 2030 年实现新兴工业化地位增加了新的挑战。
《2014 年全国扫盲调查报告》对该国教育系统的新调查，
发现数以百万计的肯尼亚小学生在毕业时没有获得基本的算术和识字技能，这剥夺了经济增长所需的优质人力资本。几乎一半的小学儿童，包括上层阶级的儿童，缺乏基本的算术和识字技能，这意味着政府最近在教育方面的大量投资没有取得成果。
这种学习阶梯底层能力的缺乏也损害了更高层次学生的表现和信誉，最终削弱了肯尼亚人力资源基础的质量和全球化经济中的竞争力。
年度调查的结果特别重要，因为它表明该国在过去六年中向免费小学教育投入的数十亿先令中获得的收益微乎其微。 该计划每年消耗近 90 亿先令，当它向数百万父母太穷而无法负担学费的儿童开放小学教育时，它引起了全世界的关注。
Quality indicators
The UNESCO EFA Global Monitoring Report (2005) came up with a framework to assist different governments in understanding of the concept of the provision of quality education in their individual countries. The framework consists of 5 unique dimensions which include: First, the Learners characteristics, which comprise learners who are healthy, ready to learn and are supported by their families and local communities.
Secondly, the Context: it considers education in a social context or setting whereby there is provision of an environment that is healthy, safe and gender-sensitive. In addition an environment that has adequate resources and facilities for learning, including the relevant curricula and materials.
Third indicator is the inputs comprising human and physical resources. The human resources include teachers, educational administrators and other non-teaching staff. while the physical inputs are the infrastructure, like classrooms, latrines, laboratories, libraries and other materials. 教育学essay代写
Fourth is the Teaching & Learning Activities that take place in the Classrooms.
This involves trained teachers using learner-centred methods for example the time spent learning, methods of assessment, style of teaching, language of instruction and classroom organisation.
Lastly is the Learning Outcomes. This encompasses knowledge, skills and attitudes and is linked to the national goals of education. These are expressed in terms of test grades, emotive and attitudinal outcomes.
In the Kenya, through the State Department Education has greatly borrowed from the above model to outline the framework used to explain quality. The National Assessment System for Monitoring Learning Achievement (NASMLA) and the Educational Standards & Quality Assurance Council (ESQAC) have identified 5 factors that have an impact on the quality of education:
i)The Curriculum organisation and implementation expressed in the professional documents prepared by teachers. For example lesson plans and schemes of work.
ii)The School Management and Community Involvement. This involves the management of the teaching stuff and other related activities and creation of good support to learning by the community. 教育学essay代写
iii)Teaching, Learning and Assessments. This involves classroom observation and interactions and the teachers personal and professional characteristics.
iv)The Student’s progress and achievement as indicated through internal and external examination results.
v)The School infrastructure , facilities and sanitation.This includes the classrooms, washrooms, play grounds and the laboratories
All educational stakeholders have consistently attempted to improve quality of education. They have made massive investments human resources, financial and physical resources. Inorder to maximize all this resources a clear mechanism has been put in class to monitor provisions of quality education. First, Curriculum quality and relevance, Secondly the quality assurance, thirdly teacher qualification and effectiveness, Fourthly pupil welfare and achievement and finally the school infrastructure and management.
Theoretical framework, to show the interrelationships of the educational quality components .
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质量指标 教育学essay代写
教科文组织全民教育全球监测报告（2005 年）提出了一个框架，以帮助不同政府理解在各自国家提供优质教育的概念。该框架由 5 个独特的维度组成，其中包括： 首先，学习者特征，包括健康、准备好学习并得到家人和当地社区支持的学习者。
其次，背景：它考虑社会背景或环境中的教育，提供健康、安全和性别敏感的环境。此外，还有一个拥有足够学习资源和设施的环境，包括相关的课程和材料。
第三个指标是包括人力和物力资源的投入。人力资源包括教师、教育管理人员和其他非教学人员。而物理投入是基础设施，如教室、厕所、实验室、图书馆和其他材料。
第四是在课堂上进行的教学活动。
这涉及训练有素的教师使用以学习者为中心的方法，例如学习时间、评估方法、教学风格、教学语言和课堂组织。
最后是学习成果。这包括知识、技能和态度，并与国家教育目标相关联。这些表现在考试成绩、情绪和态度结果方面。
在肯尼亚，教育部门通过国务院极大地借鉴了上述模型来概述用于解释质量的框架。国家监测学习成绩评估系统 (NASMLA) 和教育标准与质量保证委员会 (ESQAC) 确定了 5 个影响教育质量的因素：
i) 教师准备的专业文件中所表达的课程组织和实施。例如课程计划和工作计划。
ii) 学校管理和社区参与。这涉及教学材料和其他相关活动的管理，以及为社区的学习创造良好的支持。
iii) 教学、学习和评估。这涉及课堂观察和互动以及教师的个人和专业特征。
IV) 学生通过内部和外部考试结果显示的进步和成就。
v) 学校的基础设施、设施和卫生设施。这包括教室、洗手间、游乐场和实验室
所有教育利益相关者一直在努力提高教育质量。他们对人力资源、财务和物质资源进行了大量投资。为了最大限度地利用所有这些资源，已经在课堂上建立了一个明确的机制来监督优质教育的提供。首先，课程质量和相关性，其次是质量保证，第三是教师资格和有效性，第四是学生福利和成绩，最后是学校基础设施和管理。
理论框架，展示教育质量要素之间的相互关系。
Data Analysis Presentation and Discussions
In an effort to find out the exact situation of quality education in primary schools, the researcher sought to collect data and analyse .The aim of the field study was to find ou the whether the schools investigated are providing quality education t learners using a variety of indicators. This assignment paper confined itself to analyse the school system using school quality indicators such as pupil staff ratio, pupil classroom ratio, pupil text book ratio, teacher academic qualifications, pupil’s mean score in KCPE exams , percentage of teachers’ qualification and gender ratios. Tables and different figures are used to analyze and discuss the findings.
It is in relation to this that researcher sought to find out the provision of quality education.
Five (5) day secondary schools in the Githunguri Sub-County within Kiambu County were randomly selected – these were schools A, B, C, D, and E
The first indicator chosen was the pupil-teacher ratio. The researcher found that School A had a population of 513 students of which 320 were boys and 193 were girls and there were 15 teachers plus 2 peer-teachers on a part time basis. Therefore the student teacher ration worked out at 1: 34
School B has a student population of 400 of which 290 are boys and 110 are girls. The teachers numbered 13 with 1 peer-teacher added. This translates to a student teacher ratio of 1:13 教育学essay代写
School C has a student population of 270 of which 171 are boys and 99 are girls. The teachers number 8 and this result in a student teacher ratio of 1: 34
School D has a student population of 300 of which 180 are boys and 120 are girls. The teachers number 8 and this result in a student teacher ratio of 1:30
School E has a student population of 450 of which 310 are boys and 140 are girls. The teacher population is 15, and this results in a student teacher ratio of 1: 30
The Government guidelines specify a student teacher ratio of 1 : 40 in Secondary Schools, however the 5 schools selected for this research had a lower than target ratio, this could mean that there is a need for rationalisation in the distribution of teachers, this is because as observed in the study, three (3) of these schools are next to or near a tarmac road, therefore attracting more female teachers, while the other two which are far from the road performed below average and did not attract as many students during enrolment. This leaves the teachers with a smaller workload and fewer students to cater for.
The second indicator is, the student – Classroom Ratio.
School A has 8 classrooms and 513 students – the ratio is therefore 1 : 64
School B has 8 classrooms and 400 students – the ratio therefore is 1 : 50
School C has 8 classrooms and 270 students – the ratio therefore is 1 : 34
School D has 12 classrooms and 300 students – the ratio therefore is 1 : 25
School E has 12 classrooms and 450 students – the ratio therefore is 1 : 38. This can be presented by use of a pie-chart as follows:
The above indicator is a cause for concern, because the legitimate student classroom ratio is set at 1:45 and the Government does not advocate over-enrolment. A reason for these ratios could be that parents are attracted to enrolling their children in schools that have good management and administrative teams and so favoured these schools for their children. In the study it was found that School A had a higher than average academic achievement and this clearly contributed to the high enrolment level. 教育学essay代写
On the negative side of things, the schools that had a high student classroom ratio were suffering from overcrowding of classrooms and congestion within other related facilities as will be shown later in this study. This situation infringes on the provision of quality to the learners who are supposed to be healthy, happy and with adequate space to interact with others and the teachers for an environment that is conducive to learning and is at the same time child-friendly.
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数据分析演示和讨论 教育学essay代写
为了了解小学素质教育的确切情况，研究人员试图收集数据并进行分析。实地研究的目的是了解所调查的学校是否正在使用各种方式为学习者提供素质教育。指标。这份作业论文仅限于使用学校质量指标分析学校系统，例如学生教职工比例、学生课堂比例、学生教科书比例、教师学历、学生在 KCPE 考试中的平均分数、教师资格百分比和性别比例。使用表格和不同的数字来分析和讨论调查结果。
正是与此相关，研究人员试图找出提供优质教育的方法。
KIAMBU 县内 Githunguri 子县的五 (5) 所走读中学是随机选择的——这些学校是 A、B、C、D 和 E
选择的第一个指标是师生比例。研究人员发现，A 学校共有 513 名学生，其中男生 320 人，女生 193 人，有 15 名教师和 2 名兼职教师。因此学生教师配给计算为 1:34
B 学校的学生人数为 400 人，其中男生 290 人，女生 110 人。教师人数为13人，增加了1名同行教师。这转化为 1:13 的师生比例
学校 C 的学生人数为 270 人，其中男生 171 人，女生 99 人。教师人数为 8，这导致学生教师比例为 1:34
D学校的学生人数为 300 人，其中男生 180 人，女生 120 人。教师人数为 8，这导致学生教师比例为 1:30
E学校的学生人数为450人，其中男生310人，女生140人。教师人数为 15 人，这导致学生教师比例为 1:30
政府指引规定中学的师生比例为 1 : 40，但本研究选择的 5 所学校的比例低于目标比例，这可能意味着师资分配需要合理化，这是因为正如研究中所观察到的，其中三 (3) 所学校靠近或靠近柏油路面，因此吸引了更多的女教师，而另外两所远离道路的学校表现低于平均水平，并且在入学期间没有吸引那么多学生.这使教师的工作量更小，需要照顾的学生更少。
第二个指标是学生 – 课堂比率。
学校 A 有 8 个教室和 513 名学生 – 因此比例为 1 : 64
B 学校有 8 个教室和 400 名学生 – 因此比例为 1 : 50
学校 C 有 8 个教室和 270 名学生 – 因此比例为 1 : 34
学校 D 有 12 间教室和 300 名学生 – 因此比例为 1 : 25
E 学校有 12 间教室和 450 名学生——因此比例为 1 : 38。 这可以使用饼图表示如下：
上述指标值得关注，因为合法的学生课堂比例定为1:45，政府不提倡超额入学。这些比率的一个原因可能是父母被吸引到拥有良好管理和行政团队的学校录取他们的孩子，因此他们的孩子偏爱这些学校。研究发现A学校的学业成绩高于平均水平，这显然有助于高入学率。
不利的一面是，学生教室比例较高的学校正遭受教室过度拥挤和其他相关设施拥挤的问题，本研究稍后将对此进行说明。这种情况妨碍了向本应健康、快乐并有足够空间与他人和教师互动的学习者提供质量，以营造有利于学习且同时对儿童友好的环境。
All in all the classrooms have been built according to the Ministry of Public Works construction standards.
They are of concrete floors, block walls and corrugated sheet steel roofs.
The third Indicator is the Pupil Textbook ratio. The findings pertaining to this indicator have a big range of ratios. School A has an average of 1 : 1, School B has an average of
1 : 2, School C has an average of 1 : 4, School D has an average of 1 : 3, School C has an average of 1 : 2. It was noted that School A has invested a lot in reading, teaching and learning materials. The school has a well-established library of 2 storeys where students can borrow books or sit in there for silent studies and research. This compares to the other schools in the study that have invested in other projects such as the School Bus Project, Farming Projects and they are also being affected by under-enrolment of students. 教育学essay代写
This student textbook ratio affects the quality of curriculum and relevance targets, as the Ministry of Education recommends a ratio of 1 : 1 to encourage a reading culture, carry-home studies and learner discussion. However schools without adequate quantities of text books can disadvantage the students in these institutions. The quantity and quality of learning resources available will affect curriculum implementation directly because learning is strongly influenced by available resources especially textbooks; to support the process and direct ways in which these resources are managed. Management of these resources is a critical dimension in the attainment of quality education.
译文：
总而言之，所有教室都是按照公共工程建设部的标准建造的。
它们是混凝土地板、砌块墙和波纹钢板屋顶。
第三个指标是学生课本比率。与该指标有关的调查结果具有很大范围的比率。 A学校平均为1：1，B学校平均为
1：2，C校平均为1：4，D校平均为1：3，C校平均为1：2。 注意到A校在阅读、教学和学习方面投入了大量资金材料。学校有一个完善的两层楼图书馆，学生可以在那里借书或坐在那里安静地学习和研究。相比之下，研究中的其他学校已经投资了校车项目、农业项目等其他项目，并且也受到学生入学不足的影响。
此学生教材比例会影响课程质量和相关目标，因为教育部建议比例为 1:1，以鼓励阅读文化、随身携带学习和学习者讨论。然而，没有足够数量教科书的学校可能会对这些机构的学生不利。可用学习资源的数量和质量将直接影响课程实施，因为学习受可用资源特别是教科书的影响很大；支持管理这些资源的过程和直接方式。这些资源的管理是实现优质教育的一个关键方面。
The Fourth (4th) Indicator is the Student – Toilet Ratio, the Government Health & Safety Guidelines stipulate a ratio of 1 : 30 for boys and 1 : 25 for girls.
The findings of this study were that all the schools studied were using pit latrines.
School A had 2 latrines for the teachers and 1 urinal for male teachers; there were 10 latrines for boys and 7 for the girls. This works out at a ratio of 1 : 32 for Boys and 1 : 27 for the Girls.
School B had 2 latrines for the teachers, 8 for the boys and 6 for the girls. This translates into ratios of: 1 : 36 for the Boys and 1 : 18 for the Girls.
School C had 2 latrines for the teachers, 6 for the boys and 5 for the girls. Ratios therefore are 1 : 29 for the Boys and 1 : 20 for the Girls. 教育学essay代写
School D had 2 latrines for the teachers, 5 for the boys and 5 for the girls. This translates to ratios of 1 : 36 for the Boys and 1 : 24 for the Girls.
School E had 2 latrines for the teachers, 7 for the boys and 5 for the girls. The ratios therefore are 1 : 44 for the Boys and 1 : 24 for the Girls.
The data can be presented graphically as shown below:
The differences found in these ratios can be attributed to various factors including the catering in particular for the female student and the creation of privacy. Schools were more involved through the CDF to construct more latrines for female students than male students. The high ratio for boys was mitigated by the fact that all the schools provided urinal only facilities for boys in addition to the latrines.
译文：
第四 (4) 个指标是学生 – 厕所比率，政府健康与安全指南规定男孩的比率为 1 : 30，女孩的比率为 1 : 25。
这项研究的结果是，所研究的所有学校都使用坑式厕所。
学校 A 有 2 个教师厕所和 1 个男教师小便池；男孩有10个厕所，女孩有7个厕所。男孩的比例为 1:32，女孩的比例为 1:27。
B 学校有 2 个教师厕所，8 个男生厕所，6 个女生厕所。这转化为以下比例：男孩为 1:36，女孩为 1:18。
C学校有2个教师厕所，6个男生厕所，5个女生厕所。因此，男孩的比率为 1:29，女孩的比率为 1:20。
D 学校有 2 个教师厕所，5 个男生厕所，5 个女生厕所。这意味着男孩的比例为 1:36，女孩的比例为 1:24。
E 学校有 2 个教师厕所，7 个男生厕所，5 个女生厕所。因此，男孩的比例为 1:44，女孩的比例为 1:24。
数据可以用图形表示，如下所示：
在这些比率中发现的差异可归因于各种因素，包括特别为女学生提供的餐饮和隐私的创造。学校更多地通过 CDF 为女学生建造比男学生更多的厕所。由于除厕所外，所有学校都为男孩提供专用小便设施，这降低了男孩的高比例。
The fifth indicator for the quality of education is the teaching staff’s qualifications.
Interestingly, the schools in this region have developed a concept whereby the students who performed well during the previous years are brought in to peer tutor and guide the learners as they wait to join their colleges. They are paid by the Boards of Management on a part-time basis. It is also noted that female teacher dominate in the staffrooms in this Sub-County. The statistical finding are laid out below.
| School Designation | A | B | C | D | E |
| Total Teacher Population | 15 | 13 | 8 | 8 | 15 |
| Male | 5 | 4 | 3 | 4 | 6 |
| Female | 10 | 9 | 5 | 4 | 9 |
| Highest Qualification Obtained – Masters | 2 | 0 | 0 | 1 | 1 |
| Bachelor’s Degree | 12 | 12 | 8 | 7 | 12 |
| Diploma | 1 | 1 | 0 | 0 | 2 |
This table indicates that all teachers have acquired the academic qualifications that are expected and more impressively some teachers have gone the extra mile to advance their education by attaining the standard required for the award of a Master’s Degree. This is an important dimension as it translates to how the teachers transfer the pedagogy acquired during training into practice. It also improves class management and skills in the implementation of the learner-centred curriculum. 教育学essay代写
The researcher also discovered that several of the teachers had attended crucial in-servicing programmes. In School A, 4 of the Science and Maths teachers had attended SMASSE and one in ICT. School B had sent 3 teachers for SMASSE, School C had sent 2, school D had sent 4 and 1 ICT Teacher and School E had sent 4 teachers for SMASSE and 2 Teachers for ICT. However, with the provision of inclusive education that caters for learners with special needs, none of the 5 schools had in-serviced any of their teachers
Finally the researcher wanted to explore the monitoring of the quality of the education and the findings indicated that the Quality Assurance & Standards team had visited Schools A and C just once in the years 2013/ 2014.
This indicates that little is being done by the concerned institutions in the ongoing assessment of the quality of education, the monitoring of curriculum implementation, advising and guiding the teachers and capacity building of the teachers and other stakeholders.
On the subject of pupil achievement, the standardised examinations set by KNEC were used to evaluate the learners. The 2013 KCSE results indicated that School A achieved a mean grade of 6.9, School B had 4.1, School C had 3.0, School D had 3.4 and School E had 5.3 – this translates to the relationship between the quality and availability of resources and the school academic achievement. 教育学essay代写
There is a strong correlation of the quality of the learning environment with the achievement of the pupils. Quality physical, psycho-social and service delivery sets the stage for proper learning to take place. The management and administration of the schools also create a favourable learning environment by the provision of sufficient instructional materials such as books, teaching aids, comfortable working and learning conditions for both teachers and students respectively. They also have the initiative in the provision of welfare services such as, spiritual issues, guidance and counselling services, in addition, Career Guidance. They motivate teachers and learners by providing enabling learning to take place, hence the promotion of quality education.
译文：
教育质量的第五个指标是教师的资质。
有趣的是，该地区的学校制定了一个概念，将前几年表现良好的学生带到同伴导师那里，指导他们等待入读大学。他们由管理委员会以兼职方式支付。还注意到女教师在该子县的教职员工室中占主导地位。统计结果如下所示。
| School Designation | A | B | C | D | E |
| Total Teacher Population | 15 | 13 | 8 | 8 | 15 |
| Male | 5 | 4 | 3 | 4 | 6 |
| Female | 10 | 9 | 5 | 4 | 9 |
| Highest Qualification Obtained – Masters | 2 | 0 | 0 | 1 | 1 |
| Bachelor’s Degree | 12 | 12 | 8 | 7 | 12 |
| Diploma | 1 | 1 | 0 | 0 | 2 |
该表表明，所有教师都获得了预期的学历，更令人印象深刻的是，一些教师为了达到授予硕士学位所需的标准而付出了额外的努力。这是一个重要的维度，因为它可以转化为教师如何将培训中获得的教学法转化为实践。它还可以提高班级管理和实施以学习者为中心的课程的技能。
研究人员还发现，有几位教师参加了重要的在职课程。在 A 学校，4 名科学和数学教师参加了 SMASSE，1 名参加了 ICT。 B 校为 SMASSE 派遣了 3 名教师，C 校派遣了 2 名，D 校派遣了 4 名和 1 名 ICT 教师，E 校为 SMASSE 派遣了 4 名教师，为 ICT 派遣了 2 名教师。然而，随着为有特殊需要的学习者提供全纳教育，5所学校均未聘用任何教师
最后，研究人员想探索对教育质量的监控，结果表明质量保证和标准团队在 2013/2014 年仅访问了学校 A 和 C。
这表明有关机构在持续评估教育质量、监督课程实施、为教师提供建议和指导以及教师和其他利益相关者的能力建设方面做得很少。
在学生成绩方面，KNEC 制定的标准化考试用于评估学习者。 2013 年的 KCSE 结果显示，A 学校的平均成绩为 6.9，B 学校为 4.1，C 学校为 3.0，D 学校为 3.4，E 学校为 5.3——这意味着资源的质量和可用性与学校之间的关系学术成就。
学习环境的质量与学生的成就有很强的相关性。优质的身体、社会心理和服务交付为正确学习奠定了基础。学校的管理和行政还通过为教师和学生分别提供充足的教材，如书籍、教具、舒适的工作和学习条件，创造了良好的学习环境。他们还主动提供福利服务，例如精神问题、指导和咨询服务以及职业指导。它们通过提供能够进行的学习来激励教师和学习者，从而促进优质教育。
Recommendations
It is important for the government to provide adequate funds that would enable the school BOMs to improve on the infrastructures, afford the in servicing of teachers and meet the quality assurance. Due to teacher shortage in some subjects, the government should recruit and deploy teachers to the specific stations and improve on recruitment of the quality assurance staff. There should be seriousness in the teaching of Life Skills subject to improve on the quality of educational outputs, as well as include the special Needs education to cater for learners with disabilities.
译文：
建议 教育学essay代写
政府必须提供足够的资金，使学校 BOM 能够改善基础设施，负担教师的服务并满足质量保证。 由于部分学科教师短缺，政府应在特定站点招聘和部署教师，并改进质量保证人员的招聘。 生活技能课程的教学应该认真，以提高教育产出的质量，并包括特殊需求教育，以满足残疾学习者的需求。
Conclusion
Quality education produces quality graduates at all levels, quality teachers, quality teaching and learning process, quality learning environments and quality outcomes. However, it is a huge challenge for all concerned, especially within a country in the developing world like Kenya. Therefore it should be embraced by all concerned stakeholders so as to enhance the promotion and development of quality schooling which will ultimately result in the attainment of the Education for All goal and therefore the country will benefit from having a literate and highly skilled workforce in the larger society.
译文：
结论 教育学essay代写
优质教育培养出各个层次的优质毕业生、优质教师、优质教学过程、优质学习环境和优质成果。 然而，这对所有相关方来说都是一个巨大的挑战，尤其是在肯尼亚这样的发展中国家。 因此，所有相关利益攸关方都应该接受它，以加强优质学校教育的促进和发展，最终实现全民教育的目标，从而使国家受益于在更大范围内拥有识字和高技能劳动力社会。
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|
DATA SHEET |
||||||||||||||||||||||||||||
| NAME |
|
School A | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
513 |
i) Boys | 320 | ii) | Girls |
193 |
|||||||||||||||||||||
| 2 | No. of Teachers |
15 |
i) Male | 5 | ii) | Female |
10 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 2 | |||||||||||||||||||||||||
| ii) | Degree | 12 | |||||||||||||||||||||||||||
| iii) | Diploma | 1 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 2 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 1 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 3 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 8 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 10 | ii) Girls | 7 | ||||||||||||||||||||||||
| iii) Teachers | 3 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 4 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 1 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 1 |
|
||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
260 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
6.9 |
|||||||||||||||||||||||||||
|
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DATA SHEET |
||||||||||||||||||||||||||||
| NAME | 教育学essay代写
|
School B | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
400 |
i) Boys | 290 | ii) | Girls |
110 |
|||||||||||||||||||||
| 2 | No. of Teachers |
13 |
i) Male | 4 | ii) | Female |
9 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 0 | |||||||||||||||||||||||||
| ii) | Degree | 12 | |||||||||||||||||||||||||||
| iii) | Diploma | 1 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 1 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 2 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 2 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 8 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 8 | ii) Girls | 6 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes 教育学essay代写 |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 3 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 0 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 0 |
|
||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks 教育学essay代写 |
240 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
4.1 |
|||||||||||||||||||||||||||
DATA SHEET |
|||||||||||||||||||||||||||||
| NAME |
|
School C | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
270 |
i) Boys | 171 | ii) | Girls |
99 |
|||||||||||||||||||||
| 2 | No. of Teachers |
8 |
i) Male | 3 | ii) | Female |
5 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 0 | |||||||||||||||||||||||||
| ii) | Degree | 8 | |||||||||||||||||||||||||||
| iii) | Diploma | 0 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 0 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 4 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 1 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 8 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 6 | ii) Girls | 5 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 2 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 1 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 1 |
|
||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
200 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
3.0 |
|||||||||||||||||||||||||||
| DATA SHEET | |||||||||||||||||||||||||||||
| NAME |
|
School D | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
300 |
i) Boys | 180 | ii) | Girls |
120 |
|||||||||||||||||||||
| 2 | No. of Teachers |
8 |
i) Male | 4 | ii) | Female |
4 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 1 | |||||||||||||||||||||||||
| ii) | Degree | 7 | |||||||||||||||||||||||||||
| iii) | Diploma | 0 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 2 | |||||||||||||||||||||||||||
| 4 |
Textbooks Ratio |
1 : 4 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 2 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 12 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 5 | ii) Girls | 5 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 4 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 1 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 0 |
|
||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
230 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
3.4 |
|||||||||||||||||||||||||||
DATA SHEET |
|||||||||||||||||||||||||||||
| NAME |
|
School E | |||||||||||||||||||||||||||
| Category |
Day School |
||||||||||||||||||||||||||||
| Data | 1 | Student Population |
450 |
i) Boys | 310 | ii) | Girls |
140 |
|||||||||||||||||||||
| 2 | No. of Teachers |
15 |
i) Male | 6 | ii) | Female |
9 |
||||||||||||||||||||||
| 3 | Teacher’s Qualifications | i) | Masters | 1 | |||||||||||||||||||||||||
| ii) | Degree | 12 | |||||||||||||||||||||||||||
| iii) | Diploma | 2 | |||||||||||||||||||||||||||
| iv) | Peer Teacher | 2 | |||||||||||||||||||||||||||
| 4 | Textbooks Ratio | 1 : 2 | |||||||||||||||||||||||||||
| 5 | No. of Computers in school | 2 | |||||||||||||||||||||||||||
| 6 | No. of Classrooms | 12 | |||||||||||||||||||||||||||
| 7 | No. of Toilets | i) Boys | 7 | ii) Girls | 5 | ||||||||||||||||||||||||
| iii) Teachers | 2 | ||||||||||||||||||||||||||||
| 8 | Feeding Programme |
Yes |
|||||||||||||||||||||||||||
| 9 | In-Service Teachers | i) | SMASSE | 4 | |||||||||||||||||||||||||
| ii) | SNE | 0 | |||||||||||||||||||||||||||
| iii) | ICT | 2 | |||||||||||||||||||||||||||
| 10 | Supervision by Quality Assurance & Standards 2013/14 | 0 |
|
||||||||||||||||||||||||||
| 11 |
Form 1 Entry Marks |
250 | |||||||||||||||||||||||||||
| 12 | Mean Grade |
5.3 |
|||||||||||||||||||||||||||
DATA TABULATION
| School A | School B | School C | School D | School E | ||||||
| Pupil Ratio to Population | Ratio/
% |
Ratio/
% |
Ratio/
% |
Ratio/
% |
Ratio/
% |
|||||
| Population | 513 | 400 | 270 | 300 | 450 | |||||
| Boys | 320 | 62% | 290 | 73% | 171 | 63% | 180 | 60% | 310 | 69% |
| Girls | 193 | 38% | 110 | 27% | 99 | 37% | 120 | 40% | 140 | 31% |
| P/T Ratio | 1:54 | 1:31 | 1:34 | 1:38 | 1:30 | |||||
| Classrooms | 8 | 1:64 | 8 | 1:50 | 8 | 1:34 | 12 | 1:25 | 12 | 1:38 |
| Toilets Boys | 10 | 1:32 | 8 | 1:36 | 6 | 1:29 | 5 | 1:36 | 7 | 1:44 |
| Toilets Girls | 7 | 1:27 | 6 | 1:18 | 5 | 1:20 | 5 | 1:24 | 5 | 1:28 |
| Toilets Teachers | 3 | 1:5 | 2 | 1:7 | 2 | 1:4 | 2 | 1:4 | 2 | 1:7 |
| Teachers | 15 | 13 | 8 | 8 | 15 | |||||
| Male | 5 | 33% | 4 | 31% | 3 | 37% | 4 | 50% | 6 | 40% |
| Female | 10 | 67% | 9 | 69% | 5 | 63% | 4 | 50% | 9 | 60% |
| Qualifications | ||||||||||
| Masters | 2 | 13% | 0 | 0% | 0 | 0% | 1 | 12% | 1 | 7% |
| Degree | 12 | 80% | 12 | 93% | 8 | 100% | 7 | 86% | 12 | 80% |
| Diploma | 1 | 7% | 1 | 8% | 0 | 0% | 0 | 0% | 2 | 13% |
| In-Service | ||||||||||
| SMASSE | 4 | 3 | 2 | 4 | 4 | |||||
| SNE | 0 | 0 | 0 | 0 | 0 | |||||
| ICT | 1 | 0 | 1 | 1 | 2 | |||||
| Books Ratio | 1:1 | 1:2 | 1:4 | 1:3 | 1:2 | |||||
| Assessment in 2013/2014 by QASCO | 1 | 0 | 1 | 0 | 0 | |||||
| Mean G 2013 | 6.9 | 4.1 | 3.0 | 3.4 | 5.3 | |||||
References
- Republic of Kenya & UNESCO (2012).EFA End Decade Assessment. Ministry of Education, Nairobi
- Republic of Kenya( 2005). Kenya Education Support Programme 2005-2010. Ministry of Education, Nairobi
- Republic of Kenya (2003). Persons with Disabilities Act. Attorney General, Nairobi
- Republic of Kenya, (2008). Safety Standards Manual for Schools. Ministry of Education, Nairobi
- UNESCO (2005). EFA Global Monitoring Report: The Quality Imperative, Paris – Author and UNESCO.
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