This study examined the relationship between Nine Year Basic Education (9YBE) Policy interventions and students' enrolment rates at Lower Secondary in the Republic of Rwanda. The study analyzed views of 218 teachers in 29 day-lower secondary schools in Gisagara District. Questionnaire and focus group discussions were research instruments. Data were analyzed using frequency tables, percentages, and chi-square test at the 0.05 significance level. The respondents (98.46 %) rated the 9YBE policy interventions to have an association with students' enrolments rate due to the combination of interventions. Chi-square test results showed that each 9YBE policy intervention scored a p-value less than 0.05. This infers that the 9YBE policy interventions had a statistically significant association with students' enrolment rates by addressing child, household, and school-based problems simultaneously. Moreover, a supporting system for overage children and those who progress without prerequisite competencies was suggested as a policy option for high enrolment.
This research was carried out in order to determine the impact of doubleintake programmes on the quality of education in the University of Nairobi in Kenya using the teacher coefficient measure. It had one objective and one research question. Using descriptive survey research design the target population consisted of 61,000 regular students enrolled in 43schools/faculties, 5,900 students in their fourth year of study and 2,000 teaching staff. Calmorin and Calmorin (2007) formula for scientifically determining sample size yielded a total of 489 respondents. Simple random sampling was used to select 251 fourth year students while stratified random sampling was used to select 238 teaching staff as actual respondents. Data were collected using questionnaires, document analysis, observation and interview. Quantitative and qualitative data analysis methods were used with the aid of statistical package for social sciences (SPSS) version 26.The findings show that the number of students admitted overwhelmed both the academic and non-academic staff members who served them because the university accepted to engage in double intake programmes without considering an increase in the number of the staff members and this skewed student to faculty ratio led to degenerated service provision. Consequently, the research recommends that the university plans adequately for the number of staff required versus the anticipated students to be enrolled in future since a compromise in the student to faculty ratio will definitely have a negative impact on the quality of education.
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