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1. ARTICLE ONE: Authors Names : Benta A. Abuya , Kassahun Admassu , Moses Ngware Article Title : Free Primary Education and Implementation in Kenya: The Role of Primary School Teachers in Addressing the Policy Gap Page Number : The article starts on page 1 and ends on page 10 Journal or Source Name : SAGE Open Date of Publication: January-March 2015 Course Name: Total Quality Management Lecturer: Dr Mohamed Abdullahi Gure Student’s Name: Ahmed Sayid Ali

2. ARTICLE ONE: FREE PRIMARY EDUCATION IMPLEMENTATION Purpose of authors in This Study The authors aim to review how Kenya’s free primary education (FPE) policy was implemented and to highlight the crucial role that primary school teachers play in this process. They explore different policy implementation strategies and argue that teachers’ involvement is essential for the policy’s success The Study Met It’s Objectives In summary, the article successfully meets its objective by highlighting the critical gaps between policy formulation and implementation, and by stressing the importance of involving teachers in every stage of policy development for better educational outcomes.

3. Research questions How do teachers perceive and experience the implementation of the Free Primary Education (FPE) policy in Kenya? What are the challenges teachers face in translating the FPE policy into classroom practice? How can teacher involvement in the policy-making process improve the implementation and sustainability of FPE? The study seeks to understand teachers’ roles, experiences, and the impact of their participation in policy formulation and execution

4. Research design The research design used in the article “Free Primary Education and Implementation in Kenya: The Role of Primary School Teachers in Addressing the Policy Gap” by Benta A. Abuya and colleagues is a desk review. This method involved reviewing published works from the Education Research Program at the African Population and Health Research Center (APHRC), other published literature on education in Kenya, and policy documents from the Ministry of Education in Kenya.

5. … Number of Subjects The article involved 28 teachers in its study, selected from 24 schools. The teachers were chosen to understand their experiences and responses to the challenges posed by the Free Primary Education (FPE) policy in Kenya Strengths of the Article: Comprehensive Analysis Multiple Perspectives: Use of Empirical Evidence Identification of Challenges

6. … Weaknesses of the Article: Lack of Detailed Solutions Overemphasis on Teacher Perspectives Limited Scope of Research Complex Language Results of the Research Data The study found that while the free primary education (FPE) policy in Kenya significantly increased school enrollment, there was a lack of empirical research on teachers’ experiences and motivations in implementing this policy. The research highlighted the need for more studies to understand the challenges teachers face in translating education policy into practice

7. … Conclusion of the authors The authors conclude that FPE policy in Kenya boosted enrollment but neglected teacher input, impacting education quality. Conclusion of The Study FPE implementation in Kenya: top-down, increased enrollment, but faced challenges like overcrowding and lack of materials. Involving local stakeholders crucial for effectiveness.

8. Author Name : Dorothy Akinyi Owuor , PhD Article Title : The Impact of Free Primary Education Inputs On Educational Outcomes in Kenya (2003 To 2013): The Rate of Enrolment and Retention at Primary School Level as a Factor Page Number : 19-20 Journal or Source Name : European Journal of Educational Sciences (EJES) Date of Publication : March 2018 Course Name : Total Quality Management Lecturer : Dr Mohamed Abdullahi Gure Student’s Name : Ahmed Sayid Ali ARTICLE TWO:

9. Article Two : The Impact Of Free Primary Education Inputs On Educational Outcomes In Kenya Purpose Of Authors In This Study The purpose of the authors in this study was to assess how the inputs of Free Primary Education (FPE) affected educational outcomes in Kenya. Specifically, they focused on the enrolment and retention rates at the primary school level from 2003 to 2013 The Study Met It’s Objectives The study aimed to determine the rates of enrolment and retention at the primary school level in Kenya and to assess the impact of the Free Primary Education (FPE) initiative. According to the findings, the study successfully demonstrated an increase in both enrolment and retention rates since the implementation of FPE. However, it also highlighted ongoing issues, such as gender parity not being fully achieved and significant dropout rates still present.

10. … Research questions The research questions of the study are not explicitly stated, but they can be inferred from the objectives and the purpose of the study. The study aims to assess the impact of Free Primary Education (FPE) inputs on educational outcomes in Kenya, particularly focusing on enrollment and retention at the primary school level between 2003 and 2013 The research questions of the study are: What is the impact of Free Primary Education (FPE) inputs on educational outcomes in Kenya? What is the impact of Free Primary Education (FPE) inputs on enrolment rates in Kenyan primary schools?

11. … 3 . What is the impact of Free Primary Education (FPE) inputs on enrolment rates in Kenyan primary schools? 4. How do FPE inputs affect the enrollment and the retention rates of students in Kenyan primary schools? These questions aim to assess the impact of Free Primary Education (FPE) inputs on educational outcomes in Kenya, specifically focusing on enrolment and retention rates from 2003 to 2013. Research design The research design of this study uses a mixed-methods approach, combining both qualitative and quantitative methods. It involves collecting data through questionnaires and interviews from public primary schools, including head teachers, deputy head teachers, senior teachers, and education officers. The sample size is 360 subjects, and the data is analyzed using descriptive statistics.

12. … Number of Subjects The study included a total of 360 subjects. This group comprised head teachers, deputy head teachers, and senior teachers who were surveyed using questionnaires. Additionally, the study involved interviews with 3 Sub-county Quality Assurance and Standards Officers and 3 Subcounty Education Officers

13. … Weaknesses Of This Study Limited geographical scope Response rate issues Potential sampling bias Dependence on self-reported data Complex language Limited focus on learning quality Strengths Of This Study Comprehensive data collection Focused objective on enrolment and retention rates Mixed methods approach Large sample size Pragmatic worldview Diverse data collection methods

14. Results of the Research Data The study found that since the introduction of Free Primary Education (FPE), class sizes have increased significantly, with 92.3% of respondents reporting larger class sizes. Additionally, the dropout rate has decreased, as many pupils now stay in school due to the absence of user charges. However, the teacher-to-pupil ratio remains a concern, with most respondents indicating it is not appropriate. Gender parity in enrollment has generally improved, though disparities persist in certain areas. Overall, the study confirms that enrollment and retention rates have risen, but highlights ongoing challenges in maintaining educational quality.

15. Conclusion and Explanation Rather Than The Study Explanation The study on Free Primary Education (FPE) in Kenya found that removing school fees significantly boosted enrolment rates and improved gender parity. However, despite the increase in student numbers, the quality of education suffered due to overcrowded classrooms and limited resources. Conclusion FPE in Kenya boosts enrollment and gender parity, but quality and completion challenges persist, needing further support.

16.   Authors Names : Johannes Hoogeveen and Mariacristina Rossi Article Title : Enrolment and Grade Attainment following the Introduction of Free Primary Education in Tanzania Page Number : 1-19 Journal or Source Name : Journal of African Economies Date of Publication : April 30, 2013 Course Name : Total Quality Management Lecturer : Dr Mohamed Abdullahi Gure Student’s Name : Ahmed Sayid Ali Article Three:

17. Article III: Enrolment and Grade Attainment following the Introduction of Free Primary Education in Tanzania Purpose of authors in This Study The purpose of the authors in this study is to assess the impact of Tanzania's 2002 Primary Education Development Program (PEDP), which eliminated primary school fees. They aim to understand how this reform affected school enrolment and grade achievement among children, with a particular focus on differences by gender, economic background, and location. Using data from before and after the reform, they evaluate whether making primary education free led to increased enrolment and how it influenced the quality of education​ The Study Met It’s Objectives The study achieved its objective of increasing primary school enrollment after introducing free primary education in Tanzania. Enrollment rates significantly improved, especially for girls and children from poorer families. However, the study also found that the quality of education, measured by grade attainment, declined, particularly affecting children in rural areas and from poorer households.

18. … Research questions What is the effect of the introduction of Free Primary Education on school enrollment rates in Tanzania? • How does Free Primary Education influence grade attainment and progression rates among students? • Are there differential impacts of Free Primary Education on enrollment and grade attainment across different socioeconomic groups? Research design The study uses a difference-in-difference research design . It compares school enrollment and grade attainment before and after the introduction of free primary education in Tanzania by analyzing data from two nationally representative surveys conducted in 2001 (before the reform) and 2007 (five years after the reform). The analysis specifically looks at different age cohorts to assess the impact of the policy change​

19. … Number of Subjects The study includes a total of 11,722 observations for the year 2001 and 4,281 observations for the year 2007. These observations represent the data points collected for the analysis. In this context, the subjects are the individuals or households from which these observations were recorded. Specifically, the study looks at various demographic and educational variables across these subjects to assess the impact of free primary education in Tanzania​.

20. … Strengths Of This Study Gender and Wealth Impact Detailed Analysis Comprehensive Data Significant Findings Clear Focus Weaknesses Of This Study Limited Scope Negative Impact on Grade Achievement

21. … Results of the Research Data The study found that the introduction of free primary education in Tanzania led to significant increases in school enrolment, especially for girls and children from poorer families. However, the rapid influx of students strained the education system, causing a decline in grade achievement, particularly among the poorest children in rural areas. Despite the improvements in enrolment, the study highlights the challenges in maintaining educational quality alongside increased access .

22. … Conclusion and Explanation Rather Than The Study Explanation After PEDP started in 2002, more kids went to school, especially girls and those from poorer families. But too many students stressed out schools, making education quality worse. Even though it was tough, the program helped more kids, especially girls and those who usually didn't get a chance, to go to school. Conclusion The PEDP boosted primary school enrollment, helping girls and poorer kids. But too many new students made it hard for the system, causing poorer rural kids to struggle with grades.