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dc.contributor.author Akuno, E m i l y Achieng
dc.contributor.author Karoki, Duncan
dc.contributor.author Abunge, Lillian Anyango
dc.date.accessioned 2016-02-15T08:43:19Z
dc.date.available 2016-02-15T08:43:19Z
dc.date.issued 2016-02-15
dc.identifier.uri http://hdl.handle.net/123456789/1477
dc.description Journal Article en_US
dc.description.abstract The Music for Literacy Development project was a 20-week intervention for the development of literacy and language skills for 6-8 year old pupils in 7 primary schools in Nyanza in the counties of Kisumu (rural) and Siaya. The project activities were advised by a baseline survey carried out in May/June 2013 in 5 counties in the country, namely Nairobi, Vihiga, Kakamega, Kisumu, and Siaya, which had established that there was music in the primary schools although taught and used informally since it is not in the school examination syllabus. It also established that there were limited resources for music and most schools gave priority to sports in their Free Primary School budget rather than in music as a co-curriculum activity. In schools where there was music, resources such as instruments would normally be improvised by especially learners and teachers. en_US
dc.description.sponsorship Society for Education, Music and Psychology Research (SEMPRE) in Kisumu and Siaya Counties, Kenya en_US
dc.language.iso en en_US
dc.type Article en_US

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