CW-Department of Educational Foundations

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Browsing CW-Department of Educational Foundations by Author "Kombo, Kisilu"

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    Examination of quality education in private primary schools in Kenya: the case of Westlands Sub County in Nairobi County
    (Kenyatta University, 2015-10) Kombo, Kisilu; Ondicho, Naom K.
    There is concern over the quality of education offered in Kenya's private primary schools, especially in the face of challenges graduates of these schools face when they transit to secondary schools. This paper is based on the findings of a study done in 5 purposively selected private primary schools in Westlands Sub-County, Nairobi County.The objectives of the study were to: Establish the type of curriculum children are exposed to in private primary schools, explore teaching strategies adopted by teachers in private primary schools, identify the available learner support facilities in private primary schools and explore strategies adopted by the private primary school stakeholders to post good results in national exams. The study adopted a descriptive survey research design. From the target population a sample of 160 respondents [5 head teachers, 30 teachers, 100 pupils and 25 parents) participated in the study. Data was collected using questionnaires, observation guides and interview schedules. Quantitative data was analyzed using quantitative approaches whereas qualitative data was analyzed thematically. Findings revealed that the curriculum in the selected schools matched with the recommended curriculum in public schools albeit with a few additional subjects and that teacher pedagogies were guided by the mean score. This determined the teacher-pupil activities in and out of class. Findings also showed that pupils had minimal time for socialization and eo-curricular activities for fear that this would rob them of valuable study time. It was further revealed that rote learning was encouraged and that pupils did not internalize content taught. The pupils felt overwhelmed with school work both at home and at school. Based on these findings, the study concluded that the education offered in someprivate pnmary schools was deceptive and lopsided as it impacted negatively on the pupils' social life and the aspect of quality of education as envisaged. The study recommended that MOEST ensures holistic approach is adopted if quality education has to retain its meaning and that teaching should also be focused on acquisition of problem solving skills. Key Words: Quality education, Private Schools, pedagogy, teaching and teaching resources
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    Quality education under threat in teacher training colleges: a case study of Nairobi County, Kenya
    (2015-07) Kombo, Kisilu; Jepketer, Annah
    Quality of education, which manifests itself in many forms, has remained elusive. School administrators, teachers, students, parents and education stakeholders have complained of falling standards. Hence the need for investigation of the state of affairs and the mitigating factors. One of these forms of concern under threat includes teachers’ preparation in training colleges. The questions emerging here were: Why tutors are not able to train competent teacher trainees? Could there be a problem with their teaching methodologies and competencies in their areas of specialization? The purpose of the study was to investigate the strategies for enhancing teacher educator competencies so as to improve the quality of education in teacher training colleges in Nairobi County. Resistance and Change Theory guided the study. The study used case study design. The researcher used 10% as population sample size for education policy makers, teacher educators and teacher- trainees. The target sample was 10 education policy makers, 1 teacher training college, 1 teacher training college principal, 10 teachers and 50 teacher trainees. A simple random sampling technique was employed in the study. Questionnaires were administered to education policy makers, teacher educators, teacher trainees while the college principal was interviewed. Document analyses on key education policies were undertaken. The study findings were: despite of the availability of the qualified teacher educators, teacher competencies remained elusive; traditional teaching methods were in use; monitoring of quality of teaching by quality assurance was low and far between; teacher educators were hardly exposed to professional development and research opportunities for improving their teaching methodologies; insecurity impacted negatively on the teachers level of preparedness; in addition, insecurity affected them psychologically, economically and socially; The conclusion drawn from this result was that education quality in teacher training colleges in Nairobi County was under threat due to waning competencies. Therefore, urgent measures should be put in place in order to reverse the trend. Some of the recommendations were that stakeholders to be pro- active in coming up with workable solutions; stakeholders to be proactive in addressing issues touching on competencies and of quality education in teacher training colleges; in servicing teachers on teaching methodologies; teachers to embrace e-learning; the teachers to be part of the changes; Quality and standards assessment of quality to education should be strengthened and corrective strategies for enhancing teacher competencies in teaching to be enhanced; adequate proactive strategies ought to be developed to effectively address security challenges in teacher training colleges. Key words: Teacher Education, Education Quality, Competences, Threat