Cultural Diversity 2 Essay Example | Topics and Well Written Essays - 3500 words

Cultural Diversity 2 - Essay Example (Gay, 2003). There is no one single definition of labeling. It is a form of differentiation through which people try to identify and group people with any similarity they may have. (Diller, 2004). However, labeling never leaves a positive impact on the person being labeled since it a one of the major forms of prejudice and discrimination. (Hudak, Kihn, 2001). Moreover, labeling is judgmental. (Gallozzi, 2009). The people being labeled are judged and evaluated in relation to the specific stigma attached to them and become stereotyped. Labeling usually starts with a description and then turns into a stigma later on. (Gallozzi, 2009). For example, Harry always scores good at his tests so based on this fact, it can be said that Harry is intelligent. Here, â€Å"intelligent† is a description. However, if he keeps on scoring good, many people at his school would start calling him a â€Å"nerd† and would start associating everything with him that are thought to be associated with a nerd. Eventually, even the people who don’t know him and haven’t even talked to him once would start judging him based on other peoples’ judgments and harry would be socially known as a â€Å"nerd† even if he is not. This is a label. (Diller, 2004). The most common way of labeling people is through their personal attributes and habits, nationality, religion, culture, ethnicity, etc. (Hudak, Kihn, 2001). People tend to label those who are different from them. (Gay, 2003). It is a part of human psyche to group things and people together and then regard them as the same in order to prevent mental clutter. (Gallozzi, 2009). They prefer to attach similar characteristics and attributes to the entire group of people and things that they have created in their minds so that they do not have to think about every single member of the group individually. In this act of grouping, people often engage in stereotyping and discrimination and most of all, labeling. (All

New age hip hop vs old school Essay Example | Topics and Well Written Essays - 500 words

New age hip hop vs old school - Essay Example This is attributed to the fact that what was sung in the earlier year has either been modified to meet the current demands in the market and the consumers. Lack of modification is a clear indication to the singer that he might not attract a large number of consumers but instead a specific one that is characterized by a given age category (Nattiez 49). The youth will prefer to listen to the hip hop music because of the way in which the musicians are dressed and the celebrity cars and houses in which they shoot their videos. It is therefore all about the complex nature and how classy the music appears to be. This may not be the case for the old school listeners whose intention is to listen to the message being communicated through music. They bought the music because of the skills that were being portrayed and the rhyming beats. This is not common among the hip hop listeners who love the wack rhythms and dope beats. Most of the old school songs always have a theme whenever they are being composed and it is easier for the listener to tell what the intention of the singer is. This may not be the case for the hip hop songs which in most cases the intention of the musician is to show off the classy assets they have or are aware of in their country (Hickmann 60). They rarely have a theme when recording and singing an indication that they end up only attracting a smaller and specific age category. Most of their productions are considered to be short term as they are only listened to for a specific period of time whereas those of the old school remain hit songs throughout even after the demise of the singers. Most of the other age categories apart from those of the youth may not easily tell what the intention of the hip hop singer was as some of them aim at hitting back at their fellow hip hop musicians. Music as an entertainment genre is meant to be educative in its own way and it should not only limit itself to a specific age

Managerial Communications Essay Example for Free

Managerial Communications Essay Hynes introduces a calculated approach to managerial communication by dissecting it into three separate, yet mutually dependent functions. Hynes believes that with these approaches, management and employees alike can learn to adapt to one another to create an effective work force. The first layer is based on the idea that an employer and his employees can create a positive work atmosphere with the communication climate they set with one another. If a manager and his employees have an open and trusting relationship, it makes communications much easier for the both of them, regardless of their status. By allowing employees to contribute their thoughts and opinions without the fear of backlash, managers will see better job performance within their workers. Employers can often create an open communication climate through regular team building meetings and workshops. Communication climate also challenges managers to do their part by listening to their employees’ feedback. In order for effective communication to occur, an employee should feel comfortable in their work atmosphere and fully believe that their manager will take their words into deep consideration. Founder and President of Pillar Consulting LLC , Joelle K. Jay, PhD states, â€Å"On a personal level, people feel acknowledged when others validate their feelings. Managers who ignore feelings can create distance between themselves and their employees, eroding the relationship and ultimately affecting the working environment (Jay, â€Å"Communicate Well: Five Strategies To Enhance Your Managerial Communication Skills†). † From that statement, managers must also learn the boundaries within successful communication. In Hynes’ text, he also states that, â€Å"a positive climate is fragile†¦after only one or two critical errors, a positive environment can quickly change to one of distrust and closed communication, making future communication more difficult† (28). Managers must also learn to face the challenges of workers who become too comfortable in their environment. For example, Manager A and his Employee B, may have a friendly and casual relationship—one in which they may feel so comfortable that they talk about their personal and/or family business with one another. This is good in the sense that Employee B learns to trust Manager A and feels he can chat comfortably about his feelings toward his job. Now, if Employee A begins to feel so comfortable that Manager A is finding consistent errors within Employee B’s work, it is only right for Manager A to step in and confront him about the matter. Depending upon the choice of words used by Manager A and how Employee B feels about the situation, it can change the communication climate. One bad meeting can leave Employee B feeling angry with Manager A. He may no longer wish to have such a friendly demeanor towards him in the future. This can cause a strain on their communication with each other in the future. Another way to open a communication climate is through organizational culture. In an age of such advanced technology, many businesses no longer feel the need to speak to a person directly, either face-to-face or over the phone. The use of email has become a strong tool in business as it allows users to speak to each other without having to schedule a set time for both parties to meet only to say a few words. From the previous example, Manager A may be in a business that is highly dependent on email to speak to his employees in order to give clear, direct orders. Employee B may have previously come from an organization where meeting face-to-face was the ideal way to speak to anyone—management or employees alike. If Manager A decided it would be easier to email Employee B of the mistakes that he’s been making, Employee B may take that as a sign of disrespect. Employee B may not understand the tone that Manager A is reflecting in the email, leaving Employee B with the notion that Manager A couldn’t take time out of his schedule to speak with him directly. Their different perspectives of organizational culture could cause their gap in communication to widen tremendously. Organizational culture can help managers to better understand Hynes’ second layer in his approach to strategic communication. As the sender, Manager A’s personal characteristics can greatly affect the way he communicates with his employees. Before speaking with Employee B about his mistakes, Manager A must first reflect on what he will say to Employee B and how he will say it to him. Efficient communication can be the determining factor for communications in the future. While an employee only has to adjust his communication for his manager, a manager will need to find a way to relay his message to each employee in the most comfortable and appropriate manner they deem fit. The manager must constantly adjust this speech for each person that he meets with to ensure a satisfactory outcome. Though employees must mainly focus on how to communicate with management, there are various factors they must also take into consideration. How an employee takes in what an authority figure is saying to them greatly depends on their closeness with management, how they feel about the subject, concern for the subject, their current mindset, and their differences in position. As a receiver, an employee can choose how to accept a message being given to them by their employer. In the previous example between Manager A and Employee B, it was said that Manager A would have to speak with Employee B about the mistakes he’s been making in his work. Since both parties already have a close relationship, Employee B will be more open to hearing what Manager A has to say. Employee B may have had a bad morning and doesn’t want to talk to anyone, let alone hear what Manager A has to say about his errors. By having a platonic relationship with his employee, Manager A is at an advantage because Employee B will respect him for their friendship. Employee B will be more willing to take Manager A’s words into consideration and change his future actions. Managers must also be mindful of the language they use when speaking with their employees. If they are knowingly using jargon that their employee will not understand, communicating properly will be a difficult task. Not all conversations between employers and employees are ones that criticize their work. Before speaking to their employees, whether in a group setting or a one-on-one conference, a manager must first carefully examine the topic. He must verify that the subject matter would be something that is beneficial to the work force, or something that is unnecessary to building the work morale. In Hynes’ third layer, it is learned that in order to measure how successful a communication approach is, managers must also consider how to get their message across to their employees. As stated before, Manager A may want to email Employee B on the subject of his work. Before doing so, Manager A must fully analyze the words he will be saying to Employee B and recognize if the matter is something that may be better said in person. Also, in Employee B’s organizational culture, he may not be acclimated to receiving the critique of his work in writing. By speaking to Employee B personally, Manager A has the chance to show him that he respects him by meeting him face-to-face. To ensure a message is clearly stated to employees, managers must also take the necessary steps to find a comfortable place and time for them to meet. If the place of employment is one that deals with much noise such as a construction site, managers should take his directed employees to a comfortable place away from many outside distractions. Managers must also consider the amount of time it may take to speak to his workers. On a construction site, more time wasted can also lead to more money wasted. Managers must carefully plan their speech in an amount of time that does not interfere with the actual workload. By using these tactics laid out by Geraldine E. Hynes, managers can begin to set up their own communication strategies to ensure future success. Managers can compare and use these strategies as a baseline to communicating efficiently.

Singapore Assessing the impact of the regionalization strategy

Singapore Assessing the impact of the regionalization strategy Has the regionalization strategy succeeded in sustaining Singapores economic competitiveness in Asia for the period from 1995 to 2010? Explain your answer with supporting evidence. The formulation of national strategies to leverage upon global resources for economic development has always been part and parcel of Singapores drive to engender continued economic growth since independence in 1965, based upon the reallocation of economic resources via the Developmental State Model (Evans, 1995). To this end, the Singapore government engaged in foreign direct investment (FDI)-oriented growth models from the 1960s to the 1990s, investing in education, healthcare, and infrastructure to achieve economic growth and enhance the countrys economic competitiveness through the creation of a secure and pro-business environment. (Yeung, 2001) State investment on infrastructure and human capital was also seen as a means of benefiting from developmental effects such as the generation of employment, earning of foreign currency, and transfer of technological or managerial expertise (Chang, 1999). The subsequent onset of globalisation and advances in information and communication technologies (ICT) from the 1980s onwards led to structural changes among the economies of the developed world, necessitating a shift from labour-intensive, low value-added manufacturing towards high-tech, high value-added industries and financial services. At the same time, several governments in the region, including those of Malaysia and Indonesia, sought to liberalise their economies and capitalise on lower average labour, land, and raw material costs in order to attract foreign investors (Tongzon, 1998), emulating the FDI-oriented strategies adopted previously by the economies of Singapore, Taiwan, and Hong Kong. By 1990, rising labour and land costs in Singapore had led many transnational corporations to relocate their lower value-added operations to the regional newly-industrialising economies (NIEs), where overall operating costs were lower by as much as 75%. (Kumar Lee, 1991) The Singapore governments response vis-Ã  -vis this rising competition for capital investment in the industrial and manufacturing sectors was to ensure Singapores continued relevance in the new global marketplace despite her resource constraints and limited domestic market (Singapore Economic Development Board (SEDB), 1995a) by implementing new national strategies for economic development, marking the onset of the regionalisation strategy, aimed at creating an external economy through participation in the dynamic growth opportunities of regional economies in the Asia Pacific. (SEDB, 1995b). This essay aims to demonstrate that the regionalisation strategy has succeeded to a large extent in sustaining Singapores economic competitiveness in Asia for the period from 1995 to 2010, given its central role in facilitating Singapores transition from an export-oriented manufacturing centre to a knowledge-based economy and global business hub in the Asia Pacific, although it should be recognis ed that these regional initiatives do not reduce Singapores external dependence but instead augment her economic vulnerabilities. Regionalisation 2000 To harness external economic space and overcome local supply-side constraints (Regionalisation Forum Proceedings, 1993), the concept of Regionalisation 2000 was introduced in the 1990s to encourage greater investment and business in the Asia Pacific region, rationalised by the liberalisation of foreign investment controls occurring in large Asia Pacific markets such as China, Vietnam, and Indonesia, and by the high growth rates being achieved by these economies. (Okposin, 1999) Explicitly designed to enhance Singapores competitiveness within the regional and global economies (Wong Ng, 1997) given Singapores decreasing comparative advantages in the industrial and manufacturing sector due to its significantly higher labour, land, and raw material costs vis-Ã  -vis the Asian NIEs, Regionalisation 2000 consisted of programmes for creating a knowledge- and service-based economy via four main regional initiatives comprising regional headquartering, regionalisation of local enterprises, r egional investment, and regional industrialisation, with regional investments and regional industrialisation projects constituting the major transnational aspects of Singapores regionalisation drive. According to the Economic Development Board (1995), The strategic intent of the regionalization programme is to build an external economy that is closely linked to and which enhances the domestic economy by participating in the growth of Asia. This programme seeks to form a network of strategic zones in key markets with emphasis on building good linkages between our regional projects and domestic clusters. (SEDB, 1995, p. 8) The regionalisation strategy should therefore be conceptualised as an economic programme explicitly designed to carve out a new economic niche for sustaining Singapores competitiveness and relevance, particularly during a period when its former economic strength in manufacturing was being eroded by rising competition with Asian NIEs and structural changes in the world economy. In this regionalisation drive, as in prior economic development programmes, state intervention and collaboration played an important role, with the governments regional headquartering and regionalisation of local enterprises programmes representing instances of state intervention within national boundaries. Construed as the twin objectives of further internationalizing Singapores indigenous firms and assisting the transnational restructuring and cost-competitive endeavours of hosted foreign TNCs in an adaptive context (xxx), the government aimed to encourage foreign and local enterprises to invest and establish business ventures in the region, using Singapore as a headquarters for high value-added operations such as product development, customer support, and financial services. To this end, the government has invested in institutional infrastructure and the enhancement of local factors of production such as workforce quality (Ho, 2000), offering tax incentives and supporting services in its self-conceived role as stakeholder, facilitator, and partner (Perry Yeoh, 2000) to strengthen the competitive advantages of transnational corporations and domestic enterprises in their outward expansion into the region. To complement regional headquartering and the regionalisation of local enterprises, regional investment and regional industrialisation programmes were introduced to further facilitate Singapores embrace of economic globalisation through investment-driven economic growth (Porter, xxx) and economic restructuring through the relocation of local low value-added industries to Singapore-managed industrial parks in the region. Noting how some transnational corporations had been reluctant to relocate operations from Singapores secure business environment to the emerging NIEs due to a scarcity of high-quality industrial infrastructure and management (Kumar Lee, 1991), the Singapore government sought to build and manage industrial parks across Asia at locations such as Batam in Indonesia, Suzhou and Wuxi in China, at Bangalore in India, and in Thailand and Vietnam, combining Singapores expertise in industrial development with the low cost of regional land, labour, and raw materials, whilst ma ximising the use of savings and state revenue through investment in regional investments to further profit from the economic growth in Asia. Serving as interesting examples of government intervention outside of national boundaries, given their transnational nature, the governments intention to export Singapores expertise in industrial infrastructure development across the region (Perry, 1995) is therefore implicit in the regionalisation strategy, promoting regional economic linkages and the concept of Singapore Incorporated based upon close cooperation between the Singapore government and a wide range of Singapore business entities. Has the regionalization strategy succeeded in sustaining Singapores economic competitiveness in Asia for the period from 1995 to 2010? Explain your answer with supporting evidence. Regionalisation 2000- A Success? According to the Singapore Department of Statistics (2011), the first 15 years of the regionalisation drives implementation from 1995 to 2010 was characterised by overall strong GDP growth, from S$124,581.8m in 1995 to S$284,560.7m in 2010, with Singapore registering double-digit growth in 2010 from the previous year. Negative economic growth, however, occurred in the years 1998, 2001, and 2009, following poor regional or global economic performance, and this is attributable to Singapores vulnerabilities and dependence on external economies for economic growth. In terms of real economic growth, the states economic transition into a knowledge-based economy is evident from Figure 1, given the overall decreasing percentage share of manufacturing in GDP from the years 2000 to 2010, whilst business and financial services together account for approximately 22 percent of GDP as of 2010, on par with the percentage share held by manufacturing alone. FDI in Singapore has grown from strength to strength, pointing to a successful sustenance of foreign investment inflows by the governments regional headquartering strategies aimed at attracting high value-added industries and investment to enhance Singapores niche as a global business hub in the Asia Pacific. From 1995 to 2005, FDI in Singapore more than tripled from S$93b to S$311b, representing an average growth of 13% per annum, with FDI in professional, technical, administrative, and support services gaining importance and increasing from 1.7% to 3.1%. (Singapore Department of Statistics (SingStat), 2007). Europe, Asia, and North America constituted important sources of FDI, accounting for up to 82% of the total, with Asian FDI more than doubling from S$31b to S$74b (SingStat, 2007). Of this FDI, 87% was concentrated in diversified sectors such as financial and insurance services, high value-added manufacturing of pharmaceuticals, electronics, and petrochemicals, wholesale and retail trade, and hotels and restaurants, reflecting Singapores attractiveness to foreign investors as a business hub (SingStat, 2007). It can be surmised, therefore, that Regionalisation 2000 has succeeded in this regard, ensuring Singapores transformation into a regional business hub in the global market, sustaining its economic competitiveness in Asia through the creation of new economic niches in product development, customer support, and financial services for foreign and local enterprises. The other transnational aspect of Singapores regionalisation programme has, however, proved less successful. Direct investment abroad by Singapore has not managed to exceed levels of FDI in Singapore itself (Figure 3), indicating that the regional headquartering programme along with FDI were responsible to a large extent for Singapores economic growth over the past 15 years. The onset of the Asian Financial Crisis in 1998, in particular, significantly negated the regional industrialisation, regionalisation of local enterprises, and regional investment programmes, causing many projects to suffer financial loss due to a severe contraction in demand for industrial products from both consumers and producers in the region. (Henderson, 1999) Still, despite no actual reports of the regional industrialisation programme being profitable (xxx), and the absence of verifiable information on Singapores investment performance by Temasek Holdings and GIC in the long period spanning 1995 to 2010, it can be argued that the regional industrialisation programme was designed to supplement the domestic economy in the long run, since infrastructural projects require large initial investments of capital resources. The regional industrialisation programme brought about positive economic benefits, not least for those companies which relocated their lower value-added operations to the regional industrial parks, facilitating Singapores shift towards a higher-tech and higher value-added economy. In the case of the Batam Industrial Park, most of the enterprises that chose to occupy these it generally established additional units instead of shifting all operations overseas, and also tended to upgrade the remainder of their operations in Singapore (Kumar Lee, 1991) Furthermore, investors located in Singapore-developed industrial parks were reported to be highly satisfied with the operation and management of these industrial parks, especially in terms of cost savings (Kumar Lee, 1991). The regional industrialisation and regionalisation of local enterprises programmes thus served as strategic outlets for transnational and local corporations to reduce operating costs and improve profit margins, sustain ing Singapores economic competitiveness and relevance in the region to a large extent despite the limits of state intervention in transnational business environments. Instead of focusing solely on profits generated, a long-term view of Singapore Inc. indicates that it is built upon strong business fundamentals, as exemplified by the sound infrastructure and superior administration of the regional industrial parks. These offer the potential of future profits for the Singapore government in times of strong manufacturing demand for industrial products, having proven its feasibility based on the high take-up rate of industrial space in Singapore-developed industrial parks prior to the crisis, and growing demand for industrial units after 1999 (xxx). Evaluating Regionalisation 2000- A Success to a Large Extent Singapores regionalisation drive has therefore exposed her external dependence and vulnerabilities with regards to the external economic environment, which most negatively affected the regionalisation programme, rather than failings in the strategy itself. In contrast to the domestic success of the regional headquartering programmes in attracting FDI to Singapore, the experience of Singapores regionalisation strategy overseas has shown that the achievement of national competitiveness in the global economy cannot be brought about by the states policies and support alone, with the external environment and availability of global opportunities playing an equally important role, given the states limitations in economic, political, and social resources, and factors beyond its control in the regional economy and investor confidence. The Suzhou Industrial Park, in particular, has often been alluded to as an example of a foreign venture gone wrong, with the Singapore government divesting its ownership and management of the Park to the Suzhou municipal authorities. Much media attention has also been devoted to the financial losses incurred by Temasek Holdings in foreign investments and acquisitions, and these notable examples further demonstrate that the success of Singapores regionalisation drive does depend to a large extent on international economic cycles. The regionalisation strategy, though, has succeeded to a large extent in sustaining Singapores economic competitiveness in Asia for the years 1995 to 2010, mainly due to its success in ensuring Singapores continued relevance in the global economy by exploiting new economic niches. The overseas regionalisation initiatives hold the promise of success given their strong fundamentals, and possess potential for much greater returns, if not much greater risks, and are instrumental in Singapores embrace of economic globalisation if she desires not to be out-competed by NIEs in the region. Indeed, the main thrust of Singapores economic development since independence has been to thrive in change, and the overall success of the regionalisation programme is reflected in Singapores been ranked the worlds easiest place to do business. Singapore, too, is ranked among the top few when it comes to cities with best investment potential, foreign trade and investment, business legislation and efficiency, quality of human capital, and minimal corruption. (SEDB, 2011) To further sustain and improve its regional economic competitiveness in the years ahead would require Singapore to further improve its attractiveness to foreign FDI, given its success so far, particularly in the services sector, which is still relatively underdeveloped, and regional tourism, which is also seeing success since the opening of the two Integrated Resorts, with overall visitor numbers to Singapore increasing and reaching a peak of approximately 11m in 2010 (SingStats, 2011), indicating its potential. The years from 1995 to 2010 have also afforded the government extensive opportunities to adapt and modify its transnational investment strategies for maximal success in differing socio-political environments, allowing future success. Conclusion Singapore has, over the years, proven itself capable of mobilising economic, social, and political resources to create economic space, despite its resource constraints and small domestic market. Through regionalisation, it has managed to tap into the lower land, labour, and raw material costs of neighbouring NIEs in the region, ensuring its economic dominance through export of the Singapore Inc. concept throughout Asia and the world, making Singapore a top choice for transnational and local enterprises to do business today. The regionalisation strategy has therefore succeeded to a large extent in sustaining Singapores regional economic competitiveness since its onset, despite the cultural and political complexities of external economies diminishing the efficiency and commercial viability of overseas ventures in tandem with the uncontrolled external environment. These difficulties, however, are outweighed by the potential successes these ventures can bring if the Singapore government manages to learn from its errors, successfully creating an external economy which serves as a launching pad for Singapore into the global economy.

Man and Nature in Norman Macleans book, Young Men and Fire Essay

Man and Nature in Norman Maclean's book, Young Men and Fire Norman Maclean's book, Young Men and Fire, recreates the tragedy of the Mann Gulch fire. His ambition to have this lamentable episode of history reach out and touch his readers triumphs in extolling the honor and respect deserved by the thirteen smoke jumpers who died. This book is a splendid tribute to the courageous efforts of such men, as well as a landmark, reminding mankind to heed the unpredictable behavior and raw power of nature. Deep in the midst of the Mann Gulch valley in Montana, above the densely wooded forest and below the towering precipices lies the fast-burning cheat grass, home to twelve of the thirteen dead smoke jumpers. The smoke jumpers were an elite group of the United States Forest Service's firefighters compiled in 1940, and their mission was to parachute from the open sky down unto the fires to extinguish them before they became too large. Triggered during a lightning storm the previous day, the Mann Gulch fire didn't pose a threat until the afternoon of August 5, 1949, when the thermostat reached its summertime peak and the various crosswinds from the three surrounding rivers began to whirl and swell up the fire. Before the big "blowup" occurred, the smoke jumper crew was dropped down unto the fire led by their foreman Wag Dodge to quench the fire's thirst. The recapitulation of events which Maclean embarks the reader on traces the perseverance, endurance, and fortitude of the crew as they raced for life against the ever-raging wall of fire roaring behind them. Maclean utilizes various fragments of factual interviews, personal observation, theoretical fire science, and his own distinct exploration to compose this "factual fabricati... ... its ashes, and as the biblical phrase goes, "ashes to ashes, dust to dust" Dodge literally was resurrected from a certain death. Maclean wanted to know so much, each detail, in order to reconstruct the tragedy. It is remarkable how his determination to "tell this story" sustained him over the fourteen years he devoted to this project. Maclean writes like a true master. His story creates its own rhythm, and the reader is captivated by his masterful storytelling. He retells the same strain of thoughts, with slight variations on his theme, much like the repetitiveness of a musical composer's refrain. Maclean's "Young Men and Fire" makes the reader vicariously experience the inexplicable pain and suffering of the crew and relatives. In this respect, Maclean has forever engraved this misfortune into my mind, and through this magnificent tale, the dead live on. Â  

Movie: Disaster At Hillsborough :: essays research papers

Movie: Disaster at Hillsborough Summary The movie "Disaster at Hillsborough" showed the complexity of a stampede. From the build-up of people outside the gate, to the disaster that ended in the death of 95 people. The film started out outside the stadium where 95 people died at a soccer game. The stadium was not equipped for the masses of people to show up all at the same place at the same time. According to the officer interviewed there was no plan in case of an emergency and no problems anticipated. The atmosphere outside the gates was pleasant and people were looking forward to a good game. The stampede started when the people in the rear realized that the game was to start before they were going to get in. The stampede could possibly been averted if the kickoff were delayed but the man "in charge" refused to delay. Just as at the "Who" concert the people in the rear of the line were in an acquisitive panic to get into the stadium. This pressure was recognized by the police in the front of the line and due to poor communication nothing could be done to stop it. A large gate "gate C" was finally opened to let off the pressure in front. This is when the true disaster occurred. People funneled straight onto the already full pens and created the stampede which killed the 95 people. People in the rear were in an acquisitive panic and the people in the front who were getting crushed were in a fearful panic. The emergency gates would open but the police, not realizing the situation, kept people in and closed the gates. Critique This example could not be anymore perfect to show a stampede and panic. All four components were met. (1) Partial entrapment; the reality is complete entrapment. As at the Who concert the only avenue of escape was blocked by the police. (2) Perceived threat; this comes from both ends of the panic. The people at the rear were threatened by the fact that they would miss the kickoff of the game or even not be able to get into the game. The people at the front were facing the threat of being crushed. (3) The partial breakdown of escape routs is obvious from the front. The gates to get out were blocked by the police and there was a high fence blocking everyone on all sides except the tunnel which was blocked by people trying to get into the pens. (4) Front to rear communications breakdown occurred when the people at the fence realized the

Free Primary Education in Kenya Essay

Acknowledgement I acknowledge my God for provision of good health, sound mind and in tender caring. I also express the same to my lecturer Mr. Malel for his diligent and industrious work he did to me in the process of writing up the project. I also acknowledge the contributions of my colleagues and my family for the patience and encouragement that they have given me since I begun the project. I also acknowledge the free access to the Kenya National Library Service in Kericho. Dedication I dedicate this report to my Almighty Father for His countless Mercies and Eternal Providence. I also dedicate it to my family, my parents and my children. Abstract The study investigated the statistical relationship between the introduction of FPE and the enrolment of kids in ECD centers. The paper begins by assessing the changes in enrolment prior and after the introduction of FPE in 2002. It then delves into the question of why this happens. The covered Mogogosiek Zone although the findings is relevant for the whole country. The researcher sampled six schools as the sample to represent twenty schools in the zone. The random sample technique was used since all schools are homogeneous. The researcher used questionnaires and observation to collect data in the field. The project is useful for the stakeholders in the ECD sector ranging from school heads to government administrators involved with ECD work. Table of Contents DECLARATION BY CANDIDATEii DECLARATION BY THE SUPERVISORii Acknowledgementiii Dedicationiv Abstractv Abbreviations and Acronymsviii CHAPTER ONE1 Introduction1 1. 1Background of the Problem1 1. 2 Statement of the Problem3 1. 3Objectives of the Study4 1. 4 Purpose of the Study5 1. 5 Justification of the Project6 1. 6 Significance of the Study7 1. 7 Limitations8 1. 8 Delimitations9 CHAPTER TWO10 Literature Review10 2. 1 The effects of the introduction of FPE on enrollment10 2. 2 Factors that have led to low enrolment as a result of introduction of FPE in Kenya13 2. 3 Impact of FPE on enrolment in ECDs16 CHAPTER THREE18 Methodology18 3. 1 Research Design18 3. 2 Location of the Study19 3. 3 Target Population20 3. 4 Sample Population21 3. 5 Sampling Method22 3. 6 Research Instruments23 CHAPTER FOUR24 Data Representation24 4. 1 The Extent to Which ECD Enrolment Declined as a Result Of Introduction of Fpe in the ten Sampled Institutions24. 4. 2 Reasons for the Decline Of ECD Enrolment as a Result Of Introduction Of FPE26 4. 3 Impact of FPE on ECD Enrolment per Economic Class27 CHAPTER FIVE28 Conclusions28 5. 1 The Relationship between the Introduction of FPE and Enrolment in ECDS Attached to Public Primary schools28 5. 2 The Effects of Introduction of FPE on Enrolment in ECDS in Private Primary Schools28 5. 3 Causes for the Low Enrolment of Pupils in Public Primary School ECDS as A Result of Introduction Of FPE. 28 5. 4 Effects of Introduction of FPES on ECD per Economic Class29 APPENDIX A30 QUESTIONNAIRE FOR ECD TEACHERS30. APPENDIX B35 BIBLIOGRAPHY35 APPENDIX C36 Work Schedule36 APPENDIX D37 Budget37 APPENDIX D38 Introduction letter38 Abbreviations and Acronyms ECD = Early Childhood Development ECDE = Early Childhood Development and Education. MDG = Millennium Development Goals. UN = United Nations FPE = Free Primary Education. GER=Gross Enrolment Rate is calculated by dividing the number of children of whatever age enrolled in preschool by the estimated number of 3-5 year olds. UNESCO= United Nations Educational Scientific and Cultural organization. OECD=Organization for Economic Cooperation and Development. MOEST=Ministry of Education, Science and Technology CHAPTER ONE Introduction This chapter introduces the research topic. It begins with an introduction followed by a statement of the problem and finally the purpose of the study. 1. 1Background of the Problem As part of his campaign manifesto, President Kibaki introduced the Free Primary Education program in Primary schools. The program was meant to lead to high enrollment of pupils in both primary school and ECD centers in Kenya. The natural corollary was that the ECD enrollment would rise as a result of the introduction of FPE. However, statistics show the contrary. The rate of enrolment in ECD centers has reduced following the introduction of FPE. This shows a negative correlation between enrolment and FPE. This project sought to establish the fact that indeed enrollment in FPE has declined since the introduction of FPE in schools. Paper also sought to give reasons why the rate of enrolment in ECD bears a negative correlation with the FPE funding. This has been a surprise finding given that the aim of the government is to develop education in Kenya holistically. The project also assessed the likely statistical relationship between enrolment in primary and ECD It showed that . the higher the enrolment rate in primary school the lower the enrolment in ECD. This project sought to give reasons for that relationship and provide for suggestions on how the problem can be solved. 1. 2 Statement of the Problem The problem was to study the effects that FPE has had on enrollment in ECDCs. The project also studied the causes of the negative relationship between FPE funding and low enrollment in ECDCs. The problem is that due to the introduction of FPE, pupils have been joining class one without going through the ECD classes. This is a worrying trend as it suggests a low level of preparedness of the pupils in lower primary school. It also points to the need to consider ECD in public funding 1. 3Objectives of the Study The project studied the following objectives: [a] To establish the effect of the introduction of FPE on enrolment in ECDS attached to public primary schools. [b]To establish the effects of the introduction of FPE on enrolment of pupils in ECDS attached to private primary schools. [c] To determine the extent to which enrollment in ECDCs have declined in Mogogosiek zone as a result of the introduction of FPE. [d] To determine the effects of introduction of FPEs on enrolment in ECDS per economic class. 1. 4 Purpose of the Study The purpose of the study was to determine the effects of the introduction of Free Primary Education on enrolment in ECDs in primary schools in Kenya. 1. 5 Justification of the Project This project is justified on the following grounds. First, little attempt has been made to determine the relationship between the introduction of FPE nationally and enrollment of pupils in ECDs locally. There is also need to determine the causes of the decline in enrolment in ECDs as a result of introduction of FPE. The decline has mostly affected the poor who consist of the most vulnerable group. That the introduction of FPE has negatively affected the poor in terms of taking their children to the ECD has great implications to fighting poverty in the country. It shows that the children of the poor have poor foundation and will most likely perform poorly later in life thereby widening the poverty gap wider still 1. 6 Significance of the Study This study is important because of a number of reasons. First, the government must know the impacts of its funding primary schools or other institutions. The FPE is an integrated development program and it should lead to a holistic development of the education sector in general and not a lopsided development of the country. Secondly, the government will get information on the level of foundational education in rural areas and design effective policies that will aid the state in ensuring high standards of education in ECD and ensure effective transition from ECD to primary school. Thirdly, there is an ongoing pressure on the government to fund the ECD sector in Kenya. This paper is meant to ensure that this goal is attained. Lastly, educational practitioners particularly ECD teachers and administrators will be reminded of the need to ensure a high level of enrolment in ECDs and effective transition to primary schools 1. 7 Limitations During the study, the researchers were limited by the following factors. First and foremost, rural ECD managers were not willing to talk about the low enrolment in ECD centers. They feared that releasing the information would lead to negative publicity. Secondly, most residents were not very open to give information on where their children were learning to outsiders. Thirdly, the county is very large and expansive. It was not very easy for the researchers to travel from one location to another due to poor and rugged terrain. Fourth, most residents have just recovered from the post electoral violence that affected most of the Republic. They are very suspicious of new comers and more so even residents asking questions. They easily take such gestures as police investigations. Fifth, though not least, the researcher was affected by lack of enough funds to carry out an in depth analysis covering the entire zone. Even if funds were availed, there was still the need for more time to carry out the work. The researchers were affected by lack of sufficient time since they are full time teachers who need time to run their institutions apart from conducting research work. The project was also be affected by low literacy rate since most parents are not literate enough to interpret and respond to questionnaires. 1. 8 Delimitations The delimiting factor is that the researchers come from the study location and are highly familiar with the area. Secondly, the researchers being ECD and Primary teachers, have long and extensive experience and contact with ECD and primary school children. They are also conversant the running of ECD centers in the country. Thirdly, the researchers used written questionnaires distributed to schools. This minimized the time needed to move from one institution to another and effectively reduce the time needed to talk with an interviewee. CHAPTER TWO Literature Review 2. 1 The effects of the introduction of FPE on enrollment Many studies have been conducted to ascertain the actual effect of FPE on ECD enrolment. Most of the studies have been conducted by International development Agencies such as USAID and DANIDA. The most comprehensive overview, however, are the studies conducted by UNESCO and approved by the Ministry of Education, Science and Technology. A UNESCO Policy Review Report, UNESCO/OECD Early Childhood Policy Review Project, 2005, hereafter to be referred simply to as the UNESCO report 2005, reports that, ‘A 1969 survey counted about 200,000 children enrolled in 4800 ECD centers with about 5,000 teachers. The number of ECD Centers and teachers have been growing steadily and, after a stalled increase of only 15% between 1993 and 2000, the enrolment ratio leaped by 50% over the next three years. The current (2001/02) GER in preschool is officially 35%, although the Government’s own statistics appear to show a GER of 48% in 1998, falling to 41% in 2002. † Such a report shows a decline in GER in ECD. The year in which the FPE was introduced is 2002. Therefore, changes occurring between 2001 and 2002 truly indicate effects of FPE on enrolment. A UNESCO Policy brief on Early Childhood entitled the Impacts of Free Primary Education on Early Childhood Development in Kenya, Jan. to Feb. 2006, by Yoshie Kaga, claims that the overall effect of FPE has been the reduction of enrollment in ECD. Here is an excerpt from the report, â€Å"Studies have been conducted to assess the effects of FPE on ECD centers. Some report on negative effects, while others note no major draw backs. While the overall impact of the policy is yet to be determined, the UNESCO/OECD Early Childhood Policy Review Mission, which took place in September 2004, observed that the policy did have a negative impact of FPE on ECD in Kenya and outline two major options that may mitigate possible negative impact. † EFA Global Monitoring report, 2005, UNESCO Publishing reports that the gross enrollment rate for the age group 3 to 5 was 44. 4% in 2001. However, the theory that enrollment rates declined as a result of the introduction of FPEs is not automatically to be accepted. Some reports indicate that the GER increased as a result of the introduction of FPE. The UNESCO/OECD Report, 2005, reports in item number 3. 4. 1, â€Å"The Background Report of Kenya shows that, while enrollment increased substantially from 1,076,606 to 1,281,846 between 1998 and 2002. A closer look at the figures, however, suggests two rather disturbing trends. First, GER’s in preschool have clearly declined since 1998 from 48% to 41%, and the major overall decline took place between 1998 and 1999 before the FPE option arose. In fact, a small increase occurred from 2002 to 2003, after FPE was introduced in January 2003. Second, while he 1998 GER was about the same for boys and girls, a gap of about 4% in favor of boys opened up in 2001 and grew to 6% in 2002. â€Å" The figures in the above report are not the same as other documents. According to the Quantitative Study of the Early Childhood Development Project : Final report to MOEST statistics, the 2002 figure is 1,416,048 and not 1,281,846. These dissenting views and conflicting figures show that the inverse relationship between FPE and ECD needs to be verified by qualified actuarial review. The extent of the relationship may need other factors to explain other than the factors stated above. 2. 2 Factors that have led to low enrolment as a result of introduction of FPE in Kenya Many workers have tried to give reasons for the decline in ECD enrolment as a result of the introduction of FPE. However, these are not in the form of complex scientific theories. The UNESCO Policy Brief on Early Childhood is one such document. It explains the phenomenon in the following terms, â€Å"The main reason for this phenomenon is that since the implementation of FPE, poor parents are choosing to withdraw their children from ECD centers and/or keep them at home until they reach the age of primary school entry. They refuse to pay the fees for ECD on the grounds that ECD, lie primary education, should be free. † However, this assertion needs to be corroborated by more extensive scientific studies on the causes of the inverse relationship. Economic theories may help to describe the situation better. According to Ricardian analysis, low cost items such as table salt are already sold cheaply and are therefore associated with poor sections of the population. If the price of salt, for example is reduced further, it becomes too cheap and the buyers may shift for more costly brand of salt. This theory seems to hold true for the ECDs in rural areas of Kenya. They are considered very cheap. Due to government subsidy, the parents may actually feel that the quality of primary education in public primary schools will decline. They see children who have been idle at home, such as street children being brought to school. This makes them to hate public school education and instead opt for the costly private schools. As a basic strategy, they decide to enrol their children in private ECDs with the reasoning that by the time the child enters primary school, he or she will have laid a strong foundation in ECDE. The UNESCO/OECD Report in section 3. 3. 5. Reports that, â€Å"Meanwhile, an assessment study of FPE on ECD carried out jointly by the MOEST and UNESCO in February 2004 found that ECD programmes had almost collapsed because children’s enrolment had decreased after the introduction of FPE. The study found that parents opted to send their children straight to standard one, which became free, without having them go through ECD, which was still fees paying. Moreover, Standard one teacher reported that children who skipped ECD had difficulty coping with lessons in primary school and poorly performed. † Section 3. 3. 4 reports that, â€Å"The Review Team found widespread anecdotal evidence of drops in enrolment at ECD centres, especially in poor provinces such as North Eastern†¦Ã¢â‚¬ ¦ many parents have by passed ECD altogether ; many others send their children only to pre-unit class of ECD to prepare them for primary school. In some areas, parents are keeping their children at home until they reach the age of 6 entitling them to free education. † Yet other factors have been suggested by the UNESCO Policy Briefs on ECD. Calling it the unintended consequence on ECD, the report went on to report that, â€Å"ECD classrooms set up on the premises of public primary schools have been shut down in order to accommodate the surge of enrolment in primary schools sparked by FPE. In some cases, ECD children and teachers must put up with reduced space; in others, they have been moved to the worst classrooms in the premises. At the district level, inspection and supervision of ECD centres some of which is carried out by the district based Zonal Inspector of schools, have reportedly become less frequent. † The UNESCO/OECD report presents a critique of the situation thus: ‘Despite these observations, the impact of FPE on ECD is still subject to dispute. For example, it is unclear whether FPE has been the main cause of falling ECD enrolments, given the evidence that the decline may well have begun well before the introduction of the policy. Also, it is yet to be determined how many of the unprepared pupils newly flowing into standard one would have gone to ECD centres if FPE had not been in place. The influx could simply be explained by a rising enrolment of at risk children who would not have been able to afford primary education when it was fee paying, let alone ECD centres. 2. 3 Impact of FPE on enrolment in ECDs There is an indication that poverty may be a great factor determining patterns of enrolment in ECDs. The UNESCO/OECD Report 2005, reports in section 3. 3. 8. Suggest that there is no direct relationship between FPE and ECD. Otherwise, such relationship could exist between FPE and other factors that mitigate leading to low enrolment. The paper points at poverty as one of the factors that lead to low enrolment as a result of the introduction of FPE. Section 3. 4. 3 on inequalities in the same report shows that, â€Å"There are obvious geographical inequalities. In Nairobi, for instance, far more children are likely to be enrolled in ECD than in other provinces with similar poverty levels. Meanwhile, North Eastern Province has the highest poverty level and the lowest enrolment rates. There are also gender disparities. In Nairobi, girls are more likely to be enrolled whereas in North Eastern province, the reverse is observed. ‘The report claims that the poor are generally not able to access ECD services. â€Å"Even within Nairobi, middle and upper class children benefit most from preschool experiences. Overall, those lacking access to preschool services tend to be children from disadvantages communities such as semi arid and arid areas and urban slums. This observation is reinforced by the findings of the Multiple Indicator Cluster Survey. (UNICEF/Government Survey, 2000) showing that 29. 5% of children whose mothers had secondary education were enrolled in some form of ECD compared to 10. 7% of those whose mothers had only completed primary school and 12. 4% of 2002 of those whose mothers had no schooling. There is also a clear association between GERs in 1998 and 2002 and the absolute poverty index (1997) at the district level, with eight of the ten correlations being negative and statistically significant though not very large. ’ The table below was meant to encapsulate the correlation between poverty index and Ger at district level. If these reports are anything to go by, the researcher expects to find the decline in ECD enrolment to affect mainly the public ECD centres as opposed to the private ECD units. | 1998| 1999| 2000| 2001| 2002| Boys| -0. 355| -0. 252| +0. 145| -0. 096| -0. 271| Girls| +0. 007| -0. 287| -0. 272| -0. 048| -0. 290| Correlations between poverty index (1997) and GERs at District Level Ref: Kenya Human development report (2001). UNDP/Background Report of Kenya for the UNESCO/OECD Early Childhood Policy Review Project (2005). MOEST , Govt of Kenya. Statistically significant p is less than 0. 05. The researcher will therefore study the impacts of socio economic status on enrolment in ECD centres. CHAPTER THREE Methodology 3. 1 Research Design The researcher adopted the diagnostic research design. According to Kothari, diagnostic research studies are necessary to establish causality and causal nexus of two or three phenomena. The diagnostic research design was be inevitable as the researcher was needed to establish causality among variables: school enrolment and enrolment. 3. 2 Location of the Study. The study was carried out in Konoin District, Mogogosiek Zone. It targeted three schoo 3. 3 Target Population The study targeted ECD children, ECD teachers and primary school Head Teachers in Early Childhood Development centres. 3. 4 Sample Population The study sampled ten schools from a total of twenty two in Mogogosiek Zone, Konoin District, Bomet County. 3. 5 Sampling Method The researcher used simple stratified sampling. The listed schools were classified as boarding and day schools. Two schools were picked from private and three schools will be picked from day public schools category. The proportion was used since there are only 1 out of 5 boarding schools in the zone 3. 6 Research Instruments The researcher used questionnaires and study schedules as the basic research instruments. The questionnaires will be designed and tested on a school that is not part of the samples. The test will enable the researchers to determine the efficacy of the questionnaire. The researcher then wrote to the heads of the sampled schools seeking permission to conduct research in their institutions. The researcher sampled three schools representing all types of primary schools in the study locale. CHAPTER FOUR Data Representation 4. 1 The Extent to Which ECD Enrolment Declined as a Result Of Introduction of Fpe in the ten Sampled Institutions The researcher studied the data from ten schools relating to the rate of enrolment just before and after the introduction of FPE. The results were as under: SCHOOL| ECD ENROLMENT IN 2000| ECD ENRLMENT IN 2001| ECD ENROLMENT IN 2002| ECD ENROLMENT IN 2003| 1| 51| 50| 53| 43| 2| 48| 47| 53| 44| 3| 67| 69| 71| 58| A| 41| 43| 44| 61| B| 47| 52| 51| 58| The graph below depicts these data. The results show that there was a general trend for the enrolment in ECD in public primary schools to decline in the year following the introduction of FPE in 2002. There was increase of the number of pupils enrolling in ECDs manned by private schools following the introduction of FPE. 4. 2 Reasons for the Decline Of ECD Enrolment as a Result Of Introduction Of FPE The researcher sought to establish the causes of declined enrolment in public ECDs following the introduction of FPE in 2002. The following responses were established. REASON GIVEN| % OF RESPONDENTS| | Fear of low quality due to high enrolment in class| 44%| | Fear of poor foundation in public ECDs| 23%| | Need to give children good ECD foundation before joining private ECDs| 76%| | Decline in the status of public ECDs| 39%| | Demand for free education in class one | 17%| | These data show that most parents preferred private school ECDs to public school ECDs due to the reasons above: fear that the free primary education would lead to high enrolment hence low quality of education; the fear that the public school ECDs were not preparing pupils adequately for primary  school education; need to children good ECD foundation and the decline of the status of public school ECD. This was aggravated by the introduction of street boys enrolling in public primary schools. 17% wished to get free education in class one hence skips the ECD class in order to achieve this. 4. 3 Impact of FPE on ECD Enrolment per Economic Class The researcher sought to establish the effects that the introduction of FPE has led to decreased enrolment in ECD by economic class. She studied the composition of ten pupils in each sampled school to determine their economic class. It is found that most of the high class parents of course send their children to schools A to D. However, the following statistics relate to the composition of the pupils in the ECDs attached to public primary schools. The parents were classified as either poor [earning less than 3000 per month] or average [earning between 3001 and 6000] per month. The statistics below show the effect that the introduction of FPE affected the composition of pupils enrolling in public school ECDs. SCHOOL| POOR| AVERAGE| LOWER MIDDLE| 1| 88%| 8%| 4%| 2| 78%| 9%| 13%| 3| 91%| 5%| 4%| CHAPTER FIVE. Conclusions 5. 1 The Relationship between the Introduction of FPE and Enrolment in ECDS Attached to Public Primary schools The study established that there is a negative relationship between the introduction of FPE and the enrolment in ECD centres in ECDs attached to public primary schools. The introduction of FPE led to reduced enrolment in primary schools in these schools. 5. 2 The Effects of Introduction of FPE on Enrolment in ECDS in Private Primary Schools The study established that the introduction of FPE in 2002 led to increased enrolment in ECDS in private primary school 5. 3 Causes for the Low Enrolment of Pupils in Public Primary School ECDS as A Result of Introduction Of FPE. The study established that the introduction of FPEs led to low enrolment in ECDS in public primary schools due to the following reasons: First, most parents feared that the admission of many pupils in primary schools will lead to low quality of education. They therefore sought to enrol their children in private institutions to escape from the low quality education to be experienced in public primary schools. Secondly, the parents associated the introduction of FPE in public primary schools to low prestige. The poor class could now take their children to school. This was not possible before. Those in the average class sought to take their children to better schools in order to maintain their status ahead of the poor class. Thirdly, the introduction of free education in primary school led to the poor class parents taking their children direct to class one in order to escape the fees paid in ECD and directly benefit from the FPE program 5. 4 Effects of Introduction of FPES on ECD per Economic Class. The introduction of FPE led to decline in the number of the children of the economically poor members of the community as compared to the middle class and the rich who continued to take their children to private school ECDs. APPENDIX A Questionnaire for ECD Teachers This questionnaire is part of a research project carried out by the researcher in partial fulfilment for award of the Diploma in ECD. The information obtained will be used for academic purposes only and will not be divulged to third parties. PART ONE General Information 1. Number of Years You have worked in the station:____________________ Current position held:_______________ 2. Kindly give the pupils enrolment in your class by filling the form below: YEAR| BOYS| GIRLS| TOTAL| STREAMS| 2002| | | | | 2003| | | | | 2004| | | | | 2005| | | | | 2006| | | | | 2007| | | | | 2008| | | | | 2009| | | | | 2010| | | | | 2011| | | | | 3. Who pays for your wages? Parents NGO County Council 4. Who collects the fees? Heat Teacher Pre-School Teacher 5. How is the fee collected if parents fail to pay? Sending pupils Teachers visiting parents 6. How are you paid your wages? Monthly Quarterly 7. Are parents willing to pay school fees? Yes No 8. Is the fees paid enough for your wages? Yes No 9. Are defaulters of fees common? Yes No 10. If yes, what reason do they give for defaulting? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 11. Are head teachers supportive in dealing with defaulters? Yes No 12. ————————————————- What is your suggestion to the government in relation to free primary education and the way it affects preschool parents? ————————————————- ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 13. Briefly give the age range of the pupils in your current class. SEX| 3| 4| 5| 6| 7| 8| 9| BOYS| | | | | | | | GIRLS| | | | | | | | TOTAL| | | | | | | | 14. Briefly give the range of pupils in 2003 class. SEX| 3| 4| 5| 6| 7| 8| 9| BOYS| | | | | | | | GIRLS| | | | | | | | TOTAL| | | | | | | | 15. In your opinion, has the entry age changed since introduction of FPE? Yes No 16. Do your pre school classes have a committee? Yes No 17. How often are parents meetings held? Once a term. Once a year. 18. Do you keep financial records of fees collected? Yes No 19. If yes, how many pupils failed to complete fees in the previous year ? _____________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Thank you very much for responding to questionnaire truthfully and for being mindful of our research. God bless you. APPENDIX B. Bibliography 1. Economics Simplified, 2009, Saleemi Publications, Kenya. 2. EFA Global Monitoring Report(2004). New York: UNDP. S 3. MOEST, Government of Kenya,2005, Background report of Kenya for the UNESCO/OECD Early Chidhood Policy Review Project, Government of Kenya. 4. Ngwere M. W. et al (2004). Quantitative Study of the Kenya Early Childhood Development Project, final report to the MOEST, June 2004. Nakuru: Sermon educational Consultants. 5. UNESCO/OECD Early Childhood Policy Review Project, Policy Review Report: Early Childhood Care and Education in Kenya, by UNESCO, Paris, February, 2005. 6. Yoshie Kaga, 2006,UNESCO Policy Brief on Early Childhood, Impacts of Free Primary Education o Early Childhood development in Kenya, Paris. APPENDIX C Work Schedule MONTH | YEAR| ACTIVITY TO BE DONE| December | 2010| Preparation for the research proposal and budgeting| January-March| 2011| Writing of the proposal| April| 2011| Approval for the proposal| May| 2011| Compiling and revising of the research proposal| June-July| 2011| Collection of the data| August| 2011| Analyzing of the data| September-December| 2011| Compiling and presenting the final project. | APPENDIX D Budget. ACTIVITY| PLACE/ITEM/USE| AMOUNT KSH| Travelling | For Literature review during data collection while typing and compiling the project. | 5001,5002,000| Stationery| Papers, pens, ruler, books, foolscaps, stapler, paper bunches | 2,000| Typing/photocopying | Research proposal and final project. | 3,500| Food| Lunch, tea break, snacks| 1,500| Miscellaneous Expenses| Emergencies| 2,500| TOTAL| | 13,500| APPENDIX D Introduction letter CHEBET JOYCE, KIRIMOSE PRIMARY SCHOOL, P. O BOX 174 , LITEIN. 25TH JUNE 2011. TO WHOM IT MAY CONCERN Dear Sir/Madam, REF: PERMISSION TO CONDUCT RESEARCH IN MOGOGOSIEK ZONE. I wish to seek for permission to conduct a research in your pre-school centre on THE EFFECTS OF INTRODUCTION OF FREE PRIMARY EDUCATION PROGRAM ON ENROLMENT IN ECD CENTERS in MOGOGOSIEK zone. I am a Diploma Student at Valley Teachers Training College The Kenya National Examination Council is requiring a research as part of examination from me. I am therefore required to collect data from your E. C. D. E teachers, parents, and head teachers of the selected school. I look forward for your positive respond. Thanks in advance Yours Faithfully Chebet Joyce.