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The best resourceful way promoting blogs, online stores and any other type of website is email marketing. in considering which is the best email marketing tool, its features, integration and important factors are to be looked at. In comparison icontact comprehends that the list of subscribers in most cases are not going to be huge. Therefore provide customized smaller plans for medium and small scale sites. these plans range from $10 in a month for 250 subscribers and in addition they offer free email templates with prepaid plans being discounted for 15%. With the constant contact, since their launch in 2002 they have maintained an A+ grade with the best business bureau. Their plans range from 15% per month for 500 subscribers  with a free trail of 2 months approximately 60 days. in similarity with icontact they have a 15% annual prepayment discount. lastly GetReponse has their plan for 15% per month for 1000 subscribers with an ability to save on 18% annual prepayments. Their focus is oriented to bigger businesses and websites and has one of the greatest tracking and reporting tools.

Author: Anthony M. Wanjohi
Affiliation: Kenya Projects Organization
P.O Box, 15509-00503, Mbagathi, Nairobi – Kenya
Tel. +254 20 2319748 | E-mail: wanjohi@kenpro.org

Abstract: Kenya, despite being a developing economy has a long tradition of early childhood education. The first early childhood development centres (pre-schools) were started in the 1940s by and for the exclusive use of the European and Asian communities. In 1950, during Mau Mau struggle for independence, the pre-school education programme was set in emergency villages in Central Province. After independence, pre-school education continued to develop countrywide owing to the social-economic development that the country witnessed (Kipkorir & Njenga, 1993). Today, Kenya has witnessed tremendous development in early childhood education. This paper highlights the major factors contributing to the growth of Early Childhood Education including government support through policy formulation and implementation, training of ECD teachers, community’s role and changing roles among men and women.

Government Support

Kenya can still boast of some provisions on ECD. For instance, the first policy on ECD was stipulated in the Sectional Paper No. 6 of 1988 and the National Development Plan of 1989/1993. This policy is inline with Children’s Act of 2001 which safeguards the rights and welfare of children from early childhood to adolescence (UNESCO, 2005). In 2006, the government drafted a National Early Childhood Development Policy Framework. This policy was a product of the knowledge and experiences of various stakeholders in ECD from district, provincial and national level. The framework provides a co-ordination roadmap and defines the roles of various stakeholders in Early Childhood Development (RoK, 2006).

Training of ECD teachers

The opportunity for the growth of ECD has further been enhanced by the increasing number of ECD trained teachers. These teachers have been trained in various early childhood education colleges in Kenya. A good number of Early childhood centers are thus under qualified personnel. Parents are thus motivated to enroll their children in these centers. This has in turn increased the number of young children enrollment in these centers (UNESCO, 2000). However, the challenge of employment by the government still remains a big issue that has not yet been resolved.

Parents and community’s role

Kenya’s early childhood program has grown because it is rooted in the community. Through workshops and seminars organized by the DICECE, parents and community members have been encouraged and empowered to increase their participation beyond provision of physical facilities. They provide the feeding program and take part in collecting, telling and demonstrating stories, songs and dances in their respective native languages(mother tongue). The incorporation of tradition and folklore into the curriculum make the community feel proud of their contribution to the learning process and development of their children. The lesson from Kenya is that the community is a very important resource for the development of the ECD program and must continue to be tapped and appreciated. A larger portion of the costs of the preschools development are borne by the communities and external donors (Myers, 1992).

Changing Roles among men and women

Today more than ever before, the traditionally assigned roles among men and women are rapidly changing. Modern woman is now a bread winner; she is no longer a house wife who used to remain behind at home to take care of the young ones. This has contributed to the growth of early childhood development centers where children can be taken care of as both parents are actively involved in looking for livelihood.

References

Kipkorir, L.I., &  Njenga, A.W. (1993). A Case Study of early Childhood Care and Education in Kenya.  Paper prepared for the EFA Forum 1993, New Delhi, 9-10 September 1993. Available at: http://siteresources.worldbank.org/INTECD/Resources/cskenyast.pdf/

Myers, R.G. (1992) Towards an Analysis of the Costs and Effectiveness of Community-based Early Childhood Education in Kenya: The Kilifi District, Nairobi: Aga Khan Foundation.

UNESCO (2000) Framework for Action on Values of Education in Early Childhood, ECF Values, Early Education and Family Education Unit, UNESCO. Retrieved May 28, 2011 from http://portal.unesco.org/education

UNESCO (2005) Policy Review Report: Early Childhood Care and Education in Kenya, Early Childhood and Family Policy, Retrieved May 28, 2011 from http://unesdoc.unesco.org/images/0013/001390/139026e.pd

Author: Anthony M. Wanjohi
Affiliation: Kenya Projects Organization
P.O Box, 15509-00503, Mbagathi, Nairobi – Kenya
Tel. +254 20 2319748 | E-mail: wanjohi@kenpro.org

Abstract: Kenya, despite being a developing economy has a long tradition of early childhood education. The first early childhood development centres (pre-schools) were started in the 1940s by and for the exclusive use of the European and Asian communities. In 1950, during Mau Mau struggle for independence, the pre-school education programme was set in emergency villages in Central Province. After independence, pre-school education continued to develop countrywide owing to the social-economic development that the country witnessed (Kipkorir & Njenga, 1993). Today, Kenya has witnessed tremendous development in early childhood education. This paper highlights the major factors contributing to the growth of Early Childhood Education including government support through policy formulation and implementation, training of ECD teachers, community’s role and changing roles among men and women.

Government Support

Kenya can still boast of some provisions on ECD. For instance, the first policy on ECD was stipulated in the Sectional Paper No. 6 of 1988 and the National Development Plan of 1989/1993. This policy is inline with Children’s Act of 2001 which safeguards the rights and welfare of children from early childhood to adolescence (UNESCO, 2005). In 2006, the government drafted a National Early Childhood Development Policy Framework. This policy was a product of the knowledge and experiences of various stakeholders in ECD from district, provincial and national level. The framework provides a co-ordination roadmap and defines the roles of various stakeholders in Early Childhood Development (RoK, 2006).

Training of ECD teachers

The opportunity for the growth of ECD has further been enhanced by the increasing number of ECD trained teachers. These teachers have been trained in various early childhood education colleges in Kenya. A good number of Early childhood centers are thus under qualified personnel. Parents are thus motivated to enroll their children in these centers. This has in turn increased the number of young children enrollment in these centers (UNESCO, 2000). However, the challenge of employment by the government still remains a big issue that has not yet been resolved.

Parents and community’s role

Kenya’s early childhood program has grown because it is rooted in the community. Through workshops and seminars organized by the DICECE, parents and community members have been encouraged and empowered to increase their participation beyond provision of physical facilities. They provide the feeding program and take part in collecting, telling and demonstrating stories, songs and dances in their respective native languages(mother tongue). The incorporation of tradition and folklore into the curriculum make the community feel proud of their contribution to the learning process and development of their children. The lesson from Kenya is that the community is a very important resource for the development of the ECD program and must continue to be tapped and appreciated. A larger portion of the costs of the preschools development are borne by the communities and external donors (Myers, 1992).

Changing Roles among men and women

Today more than ever before, the traditionally assigned roles among men and women are rapidly changing. Modern woman is now a bread winner; she is no longer a house wife who used to remain behind at home to take care of the young ones. This has contributed to the growth of early childhood development centers where children can be taken care of as both parents are actively involved in looking for livelihood.

References

Kipkorir, L.I., &  Njenga, A.W. (1993). A Case Study of early Childhood Care and Education in Kenya.  Paper prepared for the EFA Forum 1993, New Delhi, 9-10 September 1993. Available at: http://siteresources.worldbank.org/INTECD/Resources/cskenyast.pdf/

Myers, R.G. (1992) Towards an Analysis of the Costs and Effectiveness of Community-based Early Childhood Education in Kenya: The Kilifi District, Nairobi: Aga Khan Foundation.

UNESCO (2000) Framework for Action on Values of Education in Early Childhood, ECF Values, Early Education and Family Education Unit, UNESCO. Retrieved May 28, 2011 from http://portal.unesco.org/education

UNESCO (2005) Policy Review Report: Early Childhood Care and Education in Kenya, Early Childhood and Family Policy, Retrieved May 28, 2011 from http://unesdoc.unesco.org/images/0013/001390/139026e.pd

Despite the growing importance of Early Childhood Education (ECE), there are a number of challenges that have continued to pull down its effective implementation. In this article, a number of major challenges have been briefly discussed. These include lack of adequate teaching and learning resources, socio-economic factors, high teacher-child ratio with poor remunerations, and financial constraints. 

Socio-economic factors

Malnutrition and ill-health are an example of the factors associated with the socio-economic factors. These factors can significantly damage the cognitive processing ability of children. Children whose processing capacity is impacted by ill-health and malnutrition may require more hours of instruction to learn various skills. As such, implementation of early childhood education may prove critical especially low income countries (van de Linde, 2005).

Socio-economic differences affecting effective implementation of ECE also cut across regions, with some being labeled ‘marginalized’ or Arid and Semi Arid Lands (ASAL).   Regional disparities have significant role in facilitating access to early childhood care and education, where enrollment levels in rural and marginalized areas are low in comparison to those in the urban areas. Children from the marginalized communities in rural and marginalized in developing countries suffer from lack of access to early childhood education. They are left at the mercy of the community.

Financial Constraints

Financial constraints can lead to ineffective implementation of early childhood education. At macro level, a good number of developing countries have  suffered from the heavy debt burden following their pursuit on the World Bank and International Monetary Fund fiscal policies such as the Structural Adjustment Programs. It is reported that these debt-servicing programs are partly responsible for significant reduction in government funding for subsidized education, health care and school related expenses. The result has been that families bear more responsibilities in the implementation of early childhood education programmes.

Inadequate teaching and learning resources

Many ECE centers lack adequate teaching and learning resources and facilities suitable for ECE in their learning environment. These include lack of properly ventilated classrooms, furniture suitable for children, kitchen, safe clean water, play ground, toilets and play material. This implies that teachers do not have adequate teaching and learning resources to enable them to implement effectively the ECDE Curriculum. This affects the implementation of ECE Curriculum negatively as creation of a sustainable learning environment helps deprived children to improve their academic performance (Offenheiser and Holcombe, 2003). 

High Teacher-Child Ratio with Poor Remunerations

Teacher-child ratio has been a subject of much attention among researchers in relation to the factors facing teaching and learning process. Early Childhood Education has not been left out. Research shows that teacher child ratio has continued to grow. On average, teacher child ratio for both 3-5 years old children and 6-8 years olds still remains critical. Teachers are not comfortable with the increasing number of children in the classes they handle (Dodge and Colker, 1992). With high ratios, ECE teachers are poorly remunerated and under the mercy of parents (most of whom have little or nothing to give)

The major factors that have continued to affect effective implementation of Early Childhood Education in developing countries go beyond social-economic, financial, teaching and learning resources and teacher-pupil ratio. There is also gap in Policy framework. As such, to address the challenges facing ECE, right policies must be pu implemented.

References

UNESCO (2007) Education for All (EFA) Global Monitoring Report, Strong foundations: Early Childhood Care and Education, UNESCO.

Offenheiser, R. and Holcombe, S. (2003) Challenges and Opportunities in Implementing a Rights-based Approach to Development: An Oxfam America Perspective. Nonprofit and Voluntary Sector Quarterly 32(2): 268.

Dodge, D.T. and Colker, L.J. (1992) The Creative Curriculum for Early Childhood,Washington, DC: Teaching Strategies Inc.

Despite the growing importance of Early Childhood Education (ECE), there are a number of challenges that have continued to pull down its effective implementation. In this article, a number of major challenges have been briefly discussed. These include lack of adequate teaching and learning resources, socio-economic factors, high teacher-child ratio with poor remunerations, and financial constraints. 

Socio-economic factors

Malnutrition and ill-health are an example of the factors associated with the socio-economic factors. These factors can significantly damage the cognitive processing ability of children. Children whose processing capacity is impacted by ill-health and malnutrition may require more hours of instruction to learn various skills. As such, implementation of early childhood education may prove critical especially low income countries (van de Linde, 2005).

Socio-economic differences affecting effective implementation of ECE also cut across regions, with some being labeled ‘marginalized’ or Arid and Semi Arid Lands (ASAL).   Regional disparities have significant role in facilitating access to early childhood care and education, where enrollment levels in rural and marginalized areas are low in comparison to those in the urban areas. Children from the marginalized communities in rural and marginalized in developing countries suffer from lack of access to early childhood education. They are left at the mercy of the community.

Financial Constraints

Financial constraints can lead to ineffective implementation of early childhood education. At macro level, a good number of developing countries have  suffered from the heavy debt burden following their pursuit on the World Bank and International Monetary Fund fiscal policies such as the Structural Adjustment Programs. It is reported that these debt-servicing programs are partly responsible for significant reduction in government funding for subsidized education, health care and school related expenses. The result has been that families bear more responsibilities in the implementation of early childhood education programmes.

Inadequate teaching and learning resources

Many ECE centers lack adequate teaching and learning resources and facilities suitable for ECE in their learning environment. These include lack of properly ventilated classrooms, furniture suitable for children, kitchen, safe clean water, play ground, toilets and play material. This implies that teachers do not have adequate teaching and learning resources to enable them to implement effectively the ECDE Curriculum. This affects the implementation of ECE Curriculum negatively as creation of a sustainable learning environment helps deprived children to improve their academic performance (Offenheiser and Holcombe, 2003). 

High Teacher-Child Ratio with Poor Remunerations

Teacher-child ratio has been a subject of much attention among researchers in relation to the factors facing teaching and learning process. Early Childhood Education has not been left out. Research shows that teacher child ratio has continued to grow. On average, teacher child ratio for both 3-5 years old children and 6-8 years olds still remains critical. Teachers are not comfortable with the increasing number of children in the classes they handle (Dodge and Colker, 1992). With high ratios, ECE teachers are poorly remunerated and under the mercy of parents (most of whom have little or nothing to give)

The major factors that have continued to affect effective implementation of Early Childhood Education in developing countries go beyond social-economic, financial, teaching and learning resources and teacher-pupil ratio. There is also gap in Policy framework. As such, to address the challenges facing ECE, right policies must be pu implemented.

References

UNESCO (2007) Education for All (EFA) Global Monitoring Report, Strong foundations: Early Childhood Care and Education, UNESCO.

Offenheiser, R. and Holcombe, S. (2003) Challenges and Opportunities in Implementing a Rights-based Approach to Development: An Oxfam America Perspective. Nonprofit and Voluntary Sector Quarterly 32(2): 268.

Dodge, D.T. and Colker, L.J. (1992) The Creative Curriculum for Early Childhood,Washington, DC: Teaching Strategies Inc.

This article expounds on the teaching methods used in adult learning. These include Demonstration and Group Work methods of teaching and learning.

Demonstration as a teaching method in adult education

As learning has become a life long pursuit, educators as well as the media are placing more emphasis on adulthood.

Brookfield(1983), observes that demonstration method of teaching may be used in the circumstance of proving conclusively a fact, as by reasoning or showing evidence.Visual aids like objects, actual items, models or drawings can help in demonstration. Inclusion of personal stories and examples to illustrate your topics for demonstration by a great percentage enhances adult understanding. Providing each member with materials and ingredients to practice with ensures that everyone is participating. Monitor by looking around to ensure that the audience is following you.

Reinsmith(1994), relates that learning a list of facts provides a detached and impersonal experience while the same list, containing examples and stories, becomes, potentially, personally relatable. Furthermore, storytelling in information presentation may also reinforce memory retention because it provides connections between factorial presentation and real-world examples/personable experience, thus, putting things into a clearer perspective and allowing for increased neural representation in the brain. Therefore, it is important to provide personable, supplementary, examples in all forms of information presentation because this practice likely allows for greater interest in the subject matter and better information-retention rates.

Brookfield(1986), suggests that often in lecture numbers are used to explain a subject but often when many numbers are being used it is difficult to see the whole picture. Visuals that is bright in color, etc. offer a way for the adults to put into perspective the numbers or stats that are being used. If the adults can not only hear but see what is being taught, it is more likely they will believe and fully grasp what is being taught. It allows another way for the adult to relate to the material.

Group work as a teaching method 

One of the benefits of group work is increased social integration. Social integration has been known to have a significant positive effect on retention. Small groups of adult learners at the same level of career maturity create a social environment that motivates other adult learners. The importance of drawing on the experiences, skills, and values of the adult learners themselves is an internationally supported mode of adult education. Groups allow adult learners to draw on these experiences.

Groups and group-work is an important experience for adult learners since they often work during the day and engage learning activities in the evening to further there studies. Groups can give them valuable experiences and insights into this ‘other’ culture.

References

Brookfield, S D. (1983) Adult Learners, Adult Education and the Community, San Francisco: -open university press.

Reinsmith, W.A. (1994). Two Great Professors: Formidable Intellects with Affection for Students. College Teaching, Vol. 42, No. 4

Reinsmith, W.A. (1994), Two Great Professors: Formidable Intellects with Affection for Students. College Teaching, Vol. 42, No. 4

Vella, J. (1994). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults, San Francisco: Jossey-Bass, Inc.

This article expounds on the teaching methods used in adult learning. These include Demonstration and Group Work methods of teaching and learning.

Demonstration as a teaching method in adult education

As learning has become a life long pursuit, educators as well as the media are placing more emphasis on adulthood.

Brookfield(1983), observes that demonstration method of teaching may be used in the circumstance of proving conclusively a fact, as by reasoning or showing evidence.Visual aids like objects, actual items, models or drawings can help in demonstration. Inclusion of personal stories and examples to illustrate your topics for demonstration by a great percentage enhances adult understanding. Providing each member with materials and ingredients to practice with ensures that everyone is participating. Monitor by looking around to ensure that the audience is following you.

Reinsmith(1994), relates that learning a list of facts provides a detached and impersonal experience while the same list, containing examples and stories, becomes, potentially, personally relatable. Furthermore, storytelling in information presentation may also reinforce memory retention because it provides connections between factorial presentation and real-world examples/personable experience, thus, putting things into a clearer perspective and allowing for increased neural representation in the brain. Therefore, it is important to provide personable, supplementary, examples in all forms of information presentation because this practice likely allows for greater interest in the subject matter and better information-retention rates.

Brookfield(1986), suggests that often in lecture numbers are used to explain a subject but often when many numbers are being used it is difficult to see the whole picture. Visuals that is bright in color, etc. offer a way for the adults to put into perspective the numbers or stats that are being used. If the adults can not only hear but see what is being taught, it is more likely they will believe and fully grasp what is being taught. It allows another way for the adult to relate to the material.

Group work as a teaching method 

One of the benefits of group work is increased social integration. Social integration has been known to have a significant positive effect on retention. Small groups of adult learners at the same level of career maturity create a social environment that motivates other adult learners. The importance of drawing on the experiences, skills, and values of the adult learners themselves is an internationally supported mode of adult education. Groups allow adult learners to draw on these experiences.

Groups and group-work is an important experience for adult learners since they often work during the day and engage learning activities in the evening to further there studies. Groups can give them valuable experiences and insights into this ‘other’ culture.

References

Brookfield, S D. (1983) Adult Learners, Adult Education and the Community, San Francisco: -open university press.

Reinsmith, W.A. (1994). Two Great Professors: Formidable Intellects with Affection for Students. College Teaching, Vol. 42, No. 4

Reinsmith, W.A. (1994), Two Great Professors: Formidable Intellects with Affection for Students. College Teaching, Vol. 42, No. 4

Vella, J. (1994). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults, San Francisco: Jossey-Bass, Inc.

This article explores the role of school board of governors. These include strategic role, setting of the school’s vision and aims, establishing and maintaining school’s ethos(character), Setting of school’s plans and policies and monitoring and evaluating school performance.

Strategic role of school Governors

The Board of Governors (BoG) has an important strategic role to play in the management of the school. This is to help the school principal and staff to provide the best possible education for all of the pupils (Mahoney, 1988). Governors bring their experience, life skills and common sense to this task. The BoG’s aim is to raise expectations of what can be achieved by all pupils and strengthen the involvement of parents and the community at large (Republic of Kenya 1964). This involves setting the school’s vision and aims, establishing and maintaining the school’s ethos, setting the school’s plans and policies, Monitoring and evaluating school performance and promoting self evaluation to sustain the school’s improvement (Kamunge, 2007).

Establishers and Maintainers of the School’s Ethos

The governors and the principal should maintain an ethos for the school that promotes the moral, spiritual, intellectual, social and personal development of all its pupils. The school’s ethos should contribute to the wider goals of the school and be clearly defined and understood by parents, pupils, staff, governors and the local community. It should also be consistent with a commitment to promote equality, good relations and diversity within the school and its community (Kamunge, 2007).

Setters of the school’s plans and policies

Koskei (2004) states that  School Development Plan includes the school’s financial plan, education plans and assessments, where the school’s action plan to address issues identified in a school inspection report, and the school’s policies and priorities are. This provides the strategic framework within which the school Board, the principal and staff can monitor, evaluate and improve the nature of the school’s curricular and other provision and the standards achieved by pupils making efficient use of all the school’s available resources (Dawson, 2008). The drafting of the school’s plans and policies are initially the responsibility of the principal. Consideration and approval of these plans rests with the school Board and is an important responsibility.

Monitoring and Evaluating School Performance

There are many useful ways of measuring performance which take into account the school’s circumstances and seek to measure the value added dimension. The governors, working with the principal, must decide which key indicators they wish to monitor and make arrangements for the principal to provide the appropriate data at suitable times (Kamunge, 2007). The findings of ETI reports also need to be taken into account.  Having measured the school’s performance, the governors should liaise with the principal and staff in drawing up appropriate action plans to move the school forward towards improvement. These should in turn feed into the School Development Plan (Bartol, 1991).

References

Bartol, K.M. and Martin, D.C. (1991) Management, McGraw Hill.

Dawson H. O. (2008) Involvement of all stakeholders in the managerial efficiency of the schools, Available online at http:www.educa-tionalmedia/fore-ignpress/usa.

Kamunge, J. M. (2007) The Task Force on the Review and Harmonizing of the Legal Framework Governing Education, Training and Re-search,  Nairobi:  Shrend publishers.

Koskei, A. C. (2004) The Role and Competence of Primary School Committees In Management of Primary Schools in Kenya, Unpublished Thesis, MoiUniversity.

Mahoney, T. (1988) Governing Schools: Powers, Issues and Practice, London: Macmillan Education Ltd.

Republic of Kenya (1964) Kenya Education Commission Report, Nairobi: Government Printers.

This article explores the role of school board of governors. These include strategic role, setting of the school’s vision and aims, establishing and maintaining school’s ethos(character), Setting of school’s plans and policies and monitoring and evaluating school performance.

Strategic role of school Governors

The Board of Governors (BoG) has an important strategic role to play in the management of the school. This is to help the school principal and staff to provide the best possible education for all of the pupils (Mahoney, 1988). Governors bring their experience, life skills and common sense to this task. The BoG’s aim is to raise expectations of what can be achieved by all pupils and strengthen the involvement of parents and the community at large (Republic of Kenya 1964). This involves setting the school’s vision and aims, establishing and maintaining the school’s ethos, setting the school’s plans and policies, Monitoring and evaluating school performance and promoting self evaluation to sustain the school’s improvement (Kamunge, 2007).

Establishers and Maintainers of the School’s Ethos

The governors and the principal should maintain an ethos for the school that promotes the moral, spiritual, intellectual, social and personal development of all its pupils. The school’s ethos should contribute to the wider goals of the school and be clearly defined and understood by parents, pupils, staff, governors and the local community. It should also be consistent with a commitment to promote equality, good relations and diversity within the school and its community (Kamunge, 2007).

Setters of the school’s plans and policies

Koskei (2004) states that  School Development Plan includes the school’s financial plan, education plans and assessments, where the school’s action plan to address issues identified in a school inspection report, and the school’s policies and priorities are. This provides the strategic framework within which the school Board, the principal and staff can monitor, evaluate and improve the nature of the school’s curricular and other provision and the standards achieved by pupils making efficient use of all the school’s available resources (Dawson, 2008). The drafting of the school’s plans and policies are initially the responsibility of the principal. Consideration and approval of these plans rests with the school Board and is an important responsibility.

Monitoring and Evaluating School Performance

There are many useful ways of measuring performance which take into account the school’s circumstances and seek to measure the value added dimension. The governors, working with the principal, must decide which key indicators they wish to monitor and make arrangements for the principal to provide the appropriate data at suitable times (Kamunge, 2007). The findings of ETI reports also need to be taken into account.  Having measured the school’s performance, the governors should liaise with the principal and staff in drawing up appropriate action plans to move the school forward towards improvement. These should in turn feed into the School Development Plan (Bartol, 1991).

References

Bartol, K.M. and Martin, D.C. (1991) Management, McGraw Hill.

Dawson H. O. (2008) Involvement of all stakeholders in the managerial efficiency of the schools, Available online at http:www.educa-tionalmedia/fore-ignpress/usa.

Kamunge, J. M. (2007) The Task Force on the Review and Harmonizing of the Legal Framework Governing Education, Training and Re-search,  Nairobi:  Shrend publishers.

Koskei, A. C. (2004) The Role and Competence of Primary School Committees In Management of Primary Schools in Kenya, Unpublished Thesis, MoiUniversity.

Mahoney, T. (1988) Governing Schools: Powers, Issues and Practice, London: Macmillan Education Ltd.

Republic of Kenya (1964) Kenya Education Commission Report, Nairobi: Government Printers.