Effects of Free Primary Education Essay

The re bet go away analyse the cause of part with primitive breeding on learners with diverse inevitably in the main stream base give lessonss. (A case of Lilongwe Urban coachs) Identification of a warning of instructors, p atomic number 18nts, savants, schools. Distribution of questionnaires, conduct interviews, and reflections. The Data give be conducted from four mainstream original schools in Lilongwe district. 3. 0. search METHODOLOGY 3. 1. A statement of search method.Many learners with peculiar(prenominal) developmental ask experience a flake of ch whollyenges in the mainstream primary schools in which in some way or the other prevent them from receiving char practiseer reference training. (Ministry of reproduction PIF Document on finical take, 2000) At a conference held at Salamanca in Spain 1994, it was decl bed that learners with finicky commandmental call for acquire education in their home schools. ( innovation annunciation on command For Al l, 1990).This meant that they were to be included in the mainstream schools and the schools were supposed to arrest these learners by providing them with resumeitionalized resources so that the children acquire quality education. The introduction of free primary education in Malawi in 1994 posed a threat towards the education of learners with peculiar(a) educational needs in their home schools, beca subprogram practically as it increased access to educational opportunities for all Malawians, it brought some(prenominal) a nonher(prenominal) challenges towards the education of learners with specific educational needs in mainstream schools and to the universal learners as well.(Ministry of cultivation PIF document 2000). One of the challenges emanating from the execution of instrument of free primary education policy towards the education of learners with peculiar(prenominal) educational needs is overcrowding in schools which lead to hapless performance callable to poor methods of commandment. Statistics indicates that in 1993, in that respect were ab come to the fore 1. 6 million primary school students in Malawi. However, when free primary education was introduced in 1994, the number of students jumped to over three million (World Bank sight 2004).This created a lot of problems, overcrowding in classes do teachers not to understand the needs of learners with picky educational needs because there was too much hammer load. Teachers use poor methods of command as a result of overcrowding in classes and lack of resources. Teachers atomic number 18 failing to practice the individualized education programme meant for learners with special educational needs due to increased enrollment rates. (Ministry of facts of life PIF Document). This results in poor performance, high repeat rates for both learners with special educational needs and the ordinary pupils.It is thus of great importance to asses on how poor methods of direction is a chall enge to the education of learners with special educational needs. Some indications suggest that overcrowding in classrooms is pushing out pupils with special educational needs an issue which the World Bank (2004) recommends that needs further interrogation. Furthermore, due to overcrowding, survival rates for all learners (ordinary and those with special educational needs) shit besides been take uped.The double/triple shifts argon similarly fashioning it hard for schools to excogitate for remedial programmes for learners with special educational needs and teachers complain of increased pupil teacher ratios. (Ministry of Education, PIF Document, 2004). Thus, it is the interest of the tec to further assess the effects of overcrowding in classrooms towards the education of learners with special educational needs. The shortage of teaching resources is also some other problem that is making the education of learners with special educational needs demanding.The shortages of teach ing and learning aids worsened as a result of the implementation of free primary education. The number of pupils per text book was 2. 9 earlier to Free Primary Education, declining to 7. 1 in 1994/5. Even more torment is the fact that repetition rates are over 20%. (Riddel R. , 2003) What should be noted is that, learners with special educational needs require specialized resources for them to hold quality education. This is expensive and need expertise to use specialized materials.In this case, if the government is failing to provide learning materials for ordinary learners, what more to the furnish of teaching and learning materials to learners with special educational needs. The shortage of teachers and recruitment of unmodified and untrained teachers who did not have any knowledge on special needs education was also some other recipe for disaster because the needs of learners with special educational needs were not given a priority. (Ministry of Education PIF document 2000 ).Thus, it is reported by 1997, more than half the teachers were untrained, compared with 13% beforehand the introduction of Free Primary Education. The World Bank Report on effects of free primary education (2004) states that this left learners with special educational needs to struggle to meet the needs of the school and not the schools brush the needs of learners with special educational needs. As such it is to the interest of the investigator to assess on how this has led to low academic achievement to two learners with special educational needs and ordinary learners.Poor infrastructure is also another area of concern, according to an article by Ligomeka. B. (2000), it is stated that the thought-provoking plan by the Malawi government to boost its education levels by religious offering free primary education backfired, largely because of the terrible poor conditions of the landed estates primary schools. Ligomeka adds to say that conditions at schools remain terrible ther e has been a shortage of classrooms for the pupils, resource centers, teachers houses, and toilets for over a decade.The inaccessible physical environment reads it difficult for children with disabilities to survive. ( e. g. poor hygiene in toilets) Additionally, many of the preliminary surveys seem to show that the existing facilities misrepresent a mockery of the free education program. As a result, the situation of the teaching force in most of the districts is generally bad. On quality issues, the World Bank Report (2004) states that, the free primary education has produced unintended and out of the blue(predicate) negative consequences.The reforms that Malawi has come up with have produced some consequences including quality issues which are of concern in Malawi. Whilst the enrolment expansion has been remarkable, the quality of education and many would say, even the value of education has deteriorated. The question might be if ordinary pupils are complaining of quality is sues, what about the quality of education organism offered to learners with special needs? This puts in question for the quality of education organism delivered and if the needs of learners with special needs are cosmos met.It is for this reason that the researcher would want to assess the quality of education being offered to learners with special educational needs in the mainstream primary schools with regards to the challenges emanating from the implementation of free primary education. Kadzamira and rosebush (as cited at http//www. Introduction of free primary education in sub-Saharan Africa) point to the continued lack of access of some sub-groups (street children, out-of-school youth, those with special needs, orphans.) who still face problems to meet some of their needs ( such as learning materials, food, accommodation, wheelchairs, hearing aids, and clothes) despite the education being free. As such, this has resulted in a lot of absenteeism, poor performance, a very h igh repetition rate and dropouts for learners with special educational needs, street children and orphans, because despite the education being free, they still have to meet other expenses such as stationary, uniforms, food, wheel chairs, and other specialized materials. (Ministry of Education PIF document 2000).The researcher therefore, would like to investigate if the needs of the above menti mavind subgroups are taken into consideration by the schools. through the reports, articles and journals, it has been discovered that the effects of free primary education worsened the problems learners with special educational needs were facing in mainstream primary schools. These problems do not only affect learners with special needs but also those without, and this has made/created a lot of learners to fall under special educational needs because their needs are not being met by the education system.In conclusion, there is evidence that free primary education brought challenges towards t he education of learners with special educational needs, as such, it provide be necessary to take out the extent to which the challenges are making the education of learners with special needs difficult in the mainstream primary schools, so that the feedback mass be used to right(a) deficiencies in the schools. This research go awaying be beneficial to teachers, schools even the researcher herself to diagnose barriers to inclusion hence coming up with strategies to reduce or eradicate the barriers. Definition of Key terms.Mainstream meets to the integration of learners with special educational needs in general education settings (Heward, 2000) Special educational needs refer to learners who require specialized instruction and contrasting levels of support if they are to acquit their full human potential, or to facilitate their academic, social, and emotional development. It also includes those coming from poor socio-economic backgrounds. (Heward 2000) Inclusion is the proce ss of accommodating learners with special needs in the general education settings, with support run provided by the school.(Index for inclusion, 2002) Sub-questions What challenges do learners with special educational need face in the mainstream primary schools as a result of free primary education in Malawi? How do the challenges affect education provisions for learners with special educational needs? What support services are provided by parents towards the education of learners with special educational needs? 3. 2. RESEARCH METHODS The research shall be conducted using the survey strategy. 3. 3. Survey Studies Survey studies as pointed out by Cohen (2003) Is another way to get unique material.It is regarded as i of the best tool for array of information by many scholars. Cohen added that surveys take one or two forms, questionnaires or interviews. During a survey, a researcher can ask people questions in person or draw a indite questionnaire, but in either case, it is certi fied that questions must be phrased carefully so that people can respond easily and clearly. A Gay L. R. etal (2009) state that surveys requires the aggregation of standardized, quantifiable development from all members of a population or of a sampling.It is from the above intelligence that the researcher has seen it necessary to use this design, in the collection of data to read on how the introduction of free primary education has affected the education of learners with special educational needs in terms of human resource, teaching and learning materials, and the quality of education being provided. 3. 4. SOURCES OF EVIDENCE The act oning instruments will be used for data collection Questionnaires, interviews, and observations. 3. 4. 1Questionnaire.A questionnaire is a written collection of survey questions to be answered by a selected group of research participants. (Gay L. R. etal). And it is a widely used and useful instrument for collecting survey information. However, Be ll (1993) warns that one needs to en confident(predicate) that the questionnaire is well designed in order to give the researcher the information needed, acceptable to subjects and that will not give problems at the abbreviation and interpretation stage. The questionnaire will contain both(prenominal) open ended questions and closed questions.Among the advantages of a questionnaire is that it is cheap compared to interviews, and can be used to collect data from a large sample without the researchers presence, and one of the disadvantages is that respondents can delay information and could be difficult to make come up ups. (Cohen, 2003). To minimize errors, the researcher will make sure that questionnaires be taken for supervision before distribution to ensure that they are clear. The researcher shall follow guidelines for writing effective questions, such as avoiding complex questions, avoid chafe questions or instructions, just to mention a few.Cohen (2003). And in this study, a sample of ten teachers and Primary tame Education Advisor (PEA) will be given questionnaires. mind accompaniment,( item number 2 a,2b). 3. 4. 2Focused Interviews Interviews are an oral, in person question and answer session between a researcher and an individual respondent. (Gay L. R. etal 2009) Here, the researcher will use focused interviews. Ary D. etal (2002), describes focused interviews as those where the researcher ask questions designed to draw out subjects responses on a topic of interest.Subjects are free to answer in their own wrangle rather than having to choose from pre-determined, open ended format, this permits greater flexibility and reactivity to emerging issues for the participants. Among the advantages of interviews as pointed out by Donald etal (2002) is that, a researcher gets mo feedback, participants are able to ask for clarity, and the researcher probes participants where ever necessary. Donald adds to say that interviews enable an interviewer to get i nformation concerning opinions, beliefs, attitudes and feelings in relation to certain questions.Hence making a researcher acquire rich information from respondents which will make the research to be standard. Nevertheless, the disadvantage of interviews is that it could be sequence consuming to both the researcher and the participant it is expensive in terms of travel be and materials, besides it is also difficult for individuals to articulate their feelings in a one to one interview. As such focused interviews will be conducted with conduce teachers, experienced teachers (those with over 16 years experience), parents, ordinary learners, and learners with special educational needs.The researcher shall prepare a list of standardized questions a run of time and shall be taken for supervision to minimize errors. Furthermore, the researcher will make herself lendable at a time that is convenient for the respondents. The researcher shall array by sending a letter of Identification, requesting an interview with the Primary School Education Advisor (PEA), head teachers, teachers, parents and pupils and specify the sort of information needed. See appendix ( item no. 1. a,1. b, 1. c, 1. d) 3. 4. 3Observations.Cohen (2003), states that observation data are sweet as they afford the researcher the opportunity to gather live data from live situation. The researcher will observe, teaching methods, attitude of teachers and peers, classroom organization, and handiness of resources. Cohen continues to say that observation makes data to be reliable and generalization can be made. Stringer (2004) also points out that observations principle purpose is to familiarize researchers with the setting in which issues and events are played out, however, Gay R.L.(2009) warns that researchers that when obtaining observations there should be objectives, unreserved and accurate in the sense that the observer has avoided influencing the behavior of respondents. The disadvantage of o bservation according to Alkins Encyclopedia of Education inquiry (1992) is that it more naturalistic and researchers are not constrained by what is in a checklist or grade scale. If an observation is well planned and carried out, it can give both soft and quantitative data.Observation has limitations on bias to an extent that the individual perceptions and interpretations of the observer, influenced by previous experience, affect the recording of the behavior, (ibid p. 271). However, the researcher will be mindful of this problem so that learners with special educational needs be detect thoroughly in order to detect their difficulties which they face in mainstream primary schools. Observations shall be carried out in all the primary schools. See appendix (item no. 3). 3. 5.Population Sample This involves appointment of a sample of schools, teachers, parents, and pupils, from the schools. terzetto mainstream primary schools in Lilongwe urban will be selected for the collection of data. Schools will be selected based on their experience in the education of learners with special educational needs. Teachers shall be selected according experience (those with more than 16 years experience prior to the introduction of free primary education). Pupils will be selected based on their age and class.(Will start from standard 3 up to 8 and within the age range of 9-15) the Primary School Education Advisor will also be contacted to answer a few questions and parents will be selected based on proximity (those keep around the school and available). A total of six Learners with special educational needs and six ordinary learners will be interviewed from each school, will al so be interviewed, a total of eight teachers will be given questionnaires and two teachers will be interviewed, all the head teachers will be interviewed, and Observations by the researcher will also be carried out in all schools.The reason behind this sample is To find out teacher perceptions on ho w free primary education has undermined the quality of education being offered to learners with special educational needs. To know how involved parents are in the education of their children. To find out from learners on the challenges they face in the classroom and how this is affecting their academic achievement. To find out from Primary school Education Advisor if the government is aware of such problems and necessary measures are taken to minimize the effects. 4. 5DATA ANALYSIS Data analysis is one of the things the wide-awake researcher needs to consider.It involves filing and organizing data collected (Cohen 2003). Gay etal (2009) add to say that the planning of data analysis will need to consider the organization, accounting for and explaining the data It indicates what needs to be done with the data when they have been collected and how will the data be processed and analyzed, additionally, it shows how the results of the analysis will be verified, cross-checked and validat ed. (Bell 1993). In analyzing data, the researcher will re- write notes as briefly as possible after making a set of observation. safe notes shall be typed and two copies of the notes shall be produced so that the other copy should act as a backup. The files shall be created in chronological order of events including notations of the dates and generation they were made. Ultimately, observations shall be analyzed and interpreted to find the underlying meaning in the things observed. And the organization and filing of notes is the offshoot step in discovering that meaning. (Donald A, etal 2002) All the results from unlike participants shall be analyzed and interpreted cordially, and data will be presented in the form of tables, type written text and charts.3. 6Reliability and Validity According Kubiszyn T. etal (1996), dependability refers to an extent where similar results are obtained from different samples and after using different methods of data collection. Cohen (2003), stat es that hardihood is an important key to effective research, because if a art object of research is invalid then it is worthless. He further points out that that validity of research results refers to the extent where the research measures what it was intended to measure. The extent of triangulation is also another form of validity.To ensure reliability, the researcher, will use different tools of data collection, use standardized questions in both questionnaires and interviews and will make sure that the questions should be in line with the research question to ensure validity. 3. 7 LIMITATIONS estimable issues, travel cost and time will be taken as some of the barriers to this study, nevertheless, ways will be found to deal with these problems. To pass the problem of travel costs, the researcher started saving money meant for this purpose, where there will be a shortage, it will be required to ask for bills from guardians.To deal with ethical issues, the researcher will try b y all means to be careful in the use of language so as not to harm participants psychologically because this might affect the outcome. The researcher will also take the interview and questionnaire questions for supervision to make sure that language used does not offend the participants. In the case of time, where the researcher will be on a short holiday and at the same time collecting data, appointments for interviews, observations and distribution of questionnaires. The researcher shall make herself available at a time convenient to the participants.Prompts/follow up shall be made in the case of questionnaires so that all the data should be ready before the holiday ends. To avoid doubts from participants, a letter of identification shall be obtained from the Special Needs Department of the Catholic University of Malawi. People will be assured of privacy and the research shall seek parental/teacher consent before interviewing learners below the age of fifteen. REFERENCE Ary Donald . Lucy Cheser Jacobs. Asghar Razaviah. (2002), Introduction to Research in Education, Thomson Learning, Belmet.Bell J (1993), Doing your Research Project. A guide for first research in Education and social science. Suffolk, st Edmunds bury press. Cohen L. etal (2003). Research Methods in Education. Prentice-hall Inc, New York. EFA Global Monitoring Report http// www. EFA report unesco. org. Gay L. R. , Geoffrey E. Mills, shit Airasian. (2009), Educational Research Competencies for Analysis and Applications. Pearson Education, Inc New Jersey. Heward W. L. (2000). Exceptional Children an introduction to special education. Prentice-hall, New York. (http//www. aft.org/research/rel-site. htm) (http //www. World Bank report on effects of free primary education. org. ) Riddell R. (2003) The introduction of Free Primary Education in Sub-Saharan Africa Report. Ministry of Education (PIF document on Special Needs Education in Malawi, 2000) IRINA MANJOMO CALENDAR FOR DESSERTATION MONTH & YE AR DATE ACTIVITY JUNE-2010 15-20 25-30 physical composition letters to institutions where data will be corrected. Distribution of questionnaires for data collection and making appointments for interviews JULY -2010 Data collection, Data analysis and data entry.AUGUST- 2010 1-17 Data analysis and entry. 18-23 Editing analysed data, & submission. 24-25 confrontation the supervisor 25-31 Literature Review SEPTEMBER-2010 3-13 Writing of chapter two (Lit. Review) begins & ends 14-15 group meeting the supervisor 16-19 department of corrections 22-29 Writing of chapter III & submission 29-30 confrontation the supervisor OCTOBER-2010 1-4 Corrections 7-14 Writing chapter IV & submission 15 Meeting the supervisor 15-17 Corrections 19-25 Writing Chapter V and VI & submission 26-27 Meeting the supervisor 28-30 Corrections NOVEMBER-2010 2-9 Writing Ch.1 & submission 11-14 Meeting supervisor & corrections 16-21 22-23 Writing first Draft of thesis submission & corrections DECEMBER-2010 24-3 0 1-3 Writing 2nd Draft of dissertation submission 5-7 Meeting supervisor JANUARY-2011 Making Corrections on the Dissertation draft FEBRUARY-2011 13-18 Defending the Dissertation 21-23 Making corrections & submission MARCH-2011 1-3 Meeting the supervisor 3-20 Making final corrections on the Dissertation Draft. APRIL- 2011 Writing the final copy of the Dissertation begins and ends. MAY-2011 16-23 submission to the supervisor