1. Introduction
Education is the process of imparting knowledge about the past, present and future. This process seeks to enable individuals to become well rounded as they develop communicative skill, morals, values and attitudes. These skills are necessary if one should realize their full potential (Starwin, 1990). Resources simply imply means of supplying a want or deficiency (Marvin, 1995). Quality on the other hand may be understood as a degree of excellence (Webster, 2000). From the two definitions, Quality Education is hence defined as the process of imparting knowledge which is of high excellence (Irwin, 1994). This paper mainly looks at the roles of educational resources in provision of quality education in Kenya’s context.
2. Types of Educational Resources for Quality Education
The following educational resources are discussed in detail on how they contribute to quality education. These resources include Teaching and Learning Resources and School Facilities.
2.1 Teaching and Learning Resources
Teaching and learning resources are key factors in facilitating pupils’ subject performances. In order to create and maintain stimulating learning environment, there should be adequate teaching and learning resources. The availability and use of teaching and learning materials affect the effectiveness of a teacher’s lessons. According to Broom (1973), the creative use of a variety of media increases the probability that the pupil would learn more, retain better what they learn and improve their performance on the skills that they are expected to develop (Ausubel, 1973).
With contrast to developed countries, Mbiti (1971) points out that another major contributing factor to the poor quality of education in many developing countries is lack of adequate and proper teaching and learning resources which are conducive to effective learning and teaching. Mbiti also states that without a proper and adequate supply of curriculum support materials, even the most able teachers will find it difficult to keep high standards of teaching.
In an effort to determine the quality of education in Kenya, Monari (2007) analyzed factors which contribute to poor performance in the Kenya Certificate of Secondary Examination in Nyacheki Division, Gucha District. The research revealed that availability of teaching and learning resources was ranked among the most crucial factors which influence performance and quality of education in general.
2.2 Teaching and Learning Facilities
Classroom can also be indicated as resource in the education system. Class sizes have also been identified as determinants of academic performance. Studies have indicated that schools with smaller class sizes perform better academically than schools with larger class sizes. According to Kraft (1994), class sizes above 40 have negative effects on pupils’ performance.
As Kenya still struggles to improve educational infrastructure Eshiwani (1983) carried out a study on the factors influencing performance among primary and secondary schools in Western Province of Kenya. This study had similar findings. He established that schools which had the best facilities in the province were among the high achieving schools, while those with inadequate facilities performed poorly when it came to examinations. Among the facilities he considered important were: textbooks, classrooms, visual aids, and electricity and play grounds. Based on these findings he concluded that the presence or absence of schools’ facilities distinguished between high achieving and low achieving schools.
With the situation seeming to be getting out of hand for the government to handle, Ogula (1998) observed that availability of textbooks, blackboards, regular supply of chalk, learning aids, teachers; furniture, libraries and laboratories have a direct influence on the academic performance which In most parts of the country the government is unable to provide. This means there is a relationship between achievement and availability of facilities.
3. Conclusion
From the review of literature, it is clear that education resources greatly determine the quality of education. As discovered, poorly developed or limited educational resources resulted in low quality of education in Kenya. This can be achieved through proper planning and allocation of C.D.F funds. Learning and teaching resources also need to be improved since in most public schools there are overcrowded classes with fewer teachers to tend to each student. This situation can be avoided if the government were to train more teachers.
References
Ausubel, D. (1973). Research in Education (7th Ed). New Delhi: Prentice Hall.
Broom, L. (1973). Sociology: A text with adopted reading (4th Ed.). New York: Harper and Row.
Eshiwani, G. S. (1983). Education in Kenya since independence. Nairobi: East Africa Educational Press.
Marvin, L. R. (1996). Educational Research: Competencies for Analysis and Application. (5th Ed). New Jersey: Prentice-Hall Inc.
Mbiti, D.M. (1971). Foundations of schools Administration. Nairobi: Oxford University Press.
Monari, J.G. (2007). Teachers’ perception of Bureaucratic and participation in formulating secondary schools. Operational decisions in Nairobi. Unpublished M.Ed thesis, University of Nairobi.
Ogula, P. A. (1998). A handbook of Educational research. Nairobi: New Kermit.
Webster, S. D. (2000). Understanding and Facilitating Adult Learning, San Francisco: Jossey-Bass Publishers.
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