Browsing by Author "Kimani, Elishiba"

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    Challenges experienced by men and women in informal finance groups in Gachagi informal settlement in Thika Sub-County, Kenya
    (GLOBEEDU Group, 2015) Mwangi, Judy; Kimani, Elishiba
    Studies indicate that most people living in the informal settlements are usually poor and financially excluded. As such, they tend to rely on informal finance groups for their financial upkeep. Given that there exist several informal finance groups and for different purposes, this study sought to establish the challenges facing informal finance groups by men and women. The study was conducted in an informal settlement, namely Gachagi in Thika Sub-County, Kenya. The study adopted a qualitative descriptive design, and was guided by behavioral life cycle hypothesis advanced by Thaler (1954). The target population was 20 informal finance groups comprising 10 Rotating Saving and Credit Associations (ROSCAs), 5 welfare/clan groups, 3 Accumulating Savings and Credit Associations (ASCAs) and 2 investment groups. Out of the 20 informal finance groups, a sample size of 11 informal finance groups comprising 5 ROSCAs, 3 welfare/clan groups, 2 ASCAs and 1 investment group were selected forming a sample of 55%. The main respondents of the study were men and women members of the selected informal finance groups including group officials. Key study informants included the Divisional Social Services Officer (DSSO), the Chief and two elders from the informal settlement. Data collection tools were Focus Group Discussion guides for men and women in informal finance groups and interview guides for key informants. Data collected was cross-tabulated for qualitative analysis. Findings indicated that there were challenges which hindered smooth running of informal finance groups and therefore discouraged the participation and the rate of saving among men and women. These included poor governance, low attendance of group meetings, defaulting by members and burdensome gender roles among others
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    Challenges faced by teacher students of Kenyatta University in accessing further education through e-Learning
    (Global Education, Science, Technology and Public Policy Initiatives for Sustainable Development in Africa, 2011) Kimani, Elishiba; Ndani, Mary N.
    One of the innovations that Kenyatta University (KU) adopted is the Open, Distant and e- Learning (ODeL) which involves students learning at a distance, using printed modules and interacting with lecturers through e-Learning. While this mode of learning has its advantages especially cost effectiveness and reaching many students, it has had challenges which have hindered its effectiveness and therefore the realization of its intended objectives. The main objective of the study was to identify the challenges faced by teacher-students enrolled for Bachelor of Education Degree in KU-ODeL, with a view of coming up with strategies to improve on the programme performance. The study sample comprised of 50% of the in-service teachers-students in KU-ODeL. Other respondents were the lecturers of the units offered through e-Learning. Statistical Package for Social Scientists (SPSS) was utilized for data analysis. The study concluded that the challenges to e-Learning programme generally fell into four categories, namely lack of time, inadequacy in ICT and computer skills, poor internet access and lack of proper and adequate equipments and soft ware. The study thus recommended that in addition to putting in place strategies to create more time for teacher-students and lecturers to engage in the e-Learning process, there is need to regularly build the capacity of both parties in ICT skills and explore ways of accessing affordable e-Learning facilities
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    Challenges Faced by Women Football Players who Participate in Football Leagues
    (International Peer Reviewed Journals and Books (IPRJB), 2017) Wangari, Gorreti; Kimani, Elishiba; Wango, Geofrey
    Purpose: The purpose of this study was to identify challenges faced by women football players who participate in football leagues. Methodology: The study adopted a descriptive survey design. It was conducted in Gatundu North and Thika West. The target population for this study was the 8 and 6women football teams in Gatundu North and Thika West districts, respectively. Focus group discussion guide, Interview schedule and Questionnaire were the instruments of data collection. The study mainly yielded qualitative data. This was sorted out, analyzed quantitatively and presented in tables. Results: There were several challenges that faced women football players. Among them, funding was the main one. Others included; society‟s negative attitude towards women football which translates to poor participation of women in football activities in the area; biological factors such as menstruation and pregnancy; poor governance of the football organizations; limited access to facilities and equipment and women‟s gender roles and responsibilities. Contribution to Theory, Practice and Policy: The study recommended that the National government, county government as well as the Football Kenya Federation should be keen on women football and give it the attention that it deserves in order to improve their participation in football.
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    Challenges facing female learners in various levels of education in Kenya
    (2011) Kimani, Elishiba; Mugenda, Olive M.; Maina, Lucy; Wainaina, Michael
    This study investigated the challenges facing female learners at various levels of education, with a view to generating strategies and recommendations that would assist in promoting their full participation in the education sector in the country. In addition, the study investigated the challenges faced by female employees in the participating institutions. The participants were drawn from four institutions, purposively selected to represent middle level colleges, public as well as private universities. The study established that females faced challenges throughout the various education cycles as learners. The challenges seemed to increase as the female students went up the education ladder. Although identified challenges ranged from social-economic to policy and institutional based, sexual harassment was identified as a serious one cutting across all levels of education. This and other challenges call for urgent redress at institutional and government levels if gender equality and women empowerment is to be realized. The study concludes by discussing strategies that can be adapted to enhance participation of females at various levels of education in Kenya. Some of the strategies had implications for policies while others demanded social transformation in terms of change of people’s culture and attitudes. Others challenged institutional policies and practices. Specific strategies included the need to promote access to education; provision of safe, friendly and secure learning and teaching environment; establishment and upgrading of single sex schools in the learning of science, mathematics and information technology (SMIT); teaching of life-skills and retooling of teachers for gender sensitive pedagogy
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    Challenges in Quality Control for Postgraduate Supervision
    (Academicians Research Center, 2014) Kimani, Elishiba
    The role of the universities as engines of knowledge cannot can it be realised with low quality teaching and research output. The underlying assumption is that universities are capable of providing adequate foundation for the complexities of the expected knowledge economy through postgraduate degree programmes in which research is central. However, the quality of higher education and research dimension presents a concern especially in the developing countries. On the other hand, postgraduate studies are expected to play a vital role in contributing to the critical mass of human resources, much need to drive the global economy. This article focuses on the postgraduate supervision which is indeed a high level and complex form of teaching in postgraduate programmes. Although universities have policies and guidelines for their post-graduate supervision, they are confronting a drastically changing learning and teaching environment, characterised by increased demand, complex career expectations from the market and students and a sense of faster completion rate. With the new dynamics in the higher education sector everywhere, there is an obvious need for a paradigm shift to meet the demand, while at the same time maintain quality in postgraduate programmes and supervision. The purpose of this article is to bring into the fore the importance of quality control in postgraduate supervision, the challenges that affect the process and also suggest some strategies for redress.
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    Determinants of Income Security among Pensionable Retired Persons in Kenya
    (Chemchemi: International Journal of Humanities and Social Sciences, 2020) Maina, Lucy; Kimani, Elishiba
    Retirees’ income security constitutes a key concern for nations aiming to secure their ageing populations. Kenya has a growing retirement sector with about 252,000 retired civil servants who are on pension and a significant number of private sector retirees who receive a gratuity at retirement. Though formally retired workers may receive a pension, studies consistently report low pensions uptake and inadequate incomes for those retired as well as an increasing national and societal burden. This paper explores the key determinants of income security among 978 retired persons who were receiving dues on their retirement savings. Guided by the life cycle and third age theory, the study investigated whether retirees’ socio-economic attributes, pre-retirement financial status, retirees’ benefit package, retirees’ utilization of retirement savings and investments and pre-retirement preparation correlated with income security. A mixed-method study design was used combining survey and case study approaches. Cluster, purposive and random sampling methods were employed to select retirees under the four categories of retirement schemes in Kenya across 18 selected counties of Kenya. Hypotheses were tested using the Chi square test of significance and comparison of means (t-test) specifically to illustrate the relationship between socio-economic indicators, pre-retirement factors and income security at retirement. Logistic regression procedure was employed to isolate the significant factors that predict income security in retirement. The binary logistic regression analysis confirm that retirees with higher education had 26% higher chances of enjoying income security, those who earned higher pre-retirement salary had 25% higher chances of having a secure income at retirement, those knowledgeable about pensions had 35% higher chances of being income secure while those who had planned for their retirement had 14% higher chances of achieving income security. The study recommends crafting of a robust retirement planning package, financial and health plans for retirees’ income security and sustainable livelihoods.
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    Enhancing the Participation of Men and Women in the Management of Water Resources at the Bridge Water Supply Project in Kakamega County, Kenya
    (KHALSA, 2015) Mwambu, Brian; Kimani, Elishiba; Maina, Lucy
    The security of human beings is threatened by the extent to which water availability, utilization and management affects livelihoods, health and the fulfillment of basic needs of women and men. Women and men as the users of water resources need to be involved in the management of water resource. This can effectively be done with proper strategies to mainstream gender in all the management undertaking at the community level. This study sought to investigate on the participation of men and women and strategies to enhance gender mainstreaming in the management of water resources at the Bridge Water Project which had drilled 123 boreholes for use in households, learning and religious institutions in Kakamega County. The research was a case study guided by the Gender Planning Framework (GPF), developed by Caroline Moser in 1980 . 10% samples of 13 out of the 123 committees that manage the boreholes were randomly selected as respondents to the study. They include 5 household committees, 6 learning and 2 committees from religious institutions. Key informants were heads of selected institutions and the chief of the location where the study was undertaken. The instruments used to collect data were Questionnaires, Focused Group Discussion, Interview Schedule and Observation. Data collected was cross-tabulated for qualitative analysis. The study established that women were discriminated against in terms of participation in management committees despite the fact that they were the main water users. On the basis of strategies, the study identified training and awareness creation on the need for gender equity, dissemination of the affirmative action policy, empowerment and mobilization of women to seek management positions and engagement of a gender expert to guide gender mainstreaming in the management of the project as strategies to enhance gender mainstreaming in the management of the Bridge Water Supply Project.
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    Factors affecting the utilization of community water projects for small-scale irrigation in Kyuso division, Kyuso district, Kenya
    (2011-11-23) Musyimi, Augustine Muema; Regina G. Mwatha Karega; Kimani, Elishiba
    This study was conducted in parts of the Kyuso Division of Kyuso District among community water projects and their user households. The objectives of the study were to examine the management strategies of community water projects, to determine how household production resources affect access to and utilization of community water projects for small-scale irrigation and to examine how gender relations affect access to and utilization of community water projects for smallscale irrigation. Ten (10) Focus Group Discussions (FGDs) were conducted among the selected Water Project Management Committees, while 74 structured interviews were conducted among user households. Four other structured interviews were conducted to selected key informants and local leaders. One questionnaire was utilized for the Area Head of Department, Catholic Diocese of Kitui. The analysis of quantitative data was done with the use of measures of centrality after coding with the help of the Statistical Package for Social Sciences (SPSS) computer program. Qualitative data analysis was done by the coding and content analysis of data in case summary forms. Key findings included the fact that 78% of the users were not acquainted with irrigation as a farming technique. All 10 management committees made requests for training in various areas to enable them achieve effective CWP management as recommended below. The poor were found to practice SSI more than the better off in the communities. NGO facilitators that achieved SSI in their CWPs were those that had it as a main objective, networked the communities to government agencies and the local administration. Women formed 81% of the water users but only 33% of the management committees. The study conclusions were that, in as much as the failure to achieve irrigation through community water projects can be linked to water development facilitators like communities, non-governmental organizations and government departments, economic as well as non-economic factors like culture, none of these factors can independently or substantially explain the failure by itself. The study's assumption that management strategies, gender relations and household economic status affect the utilization of Community Water Projects for small scale irrigation is therefore true. It is recommended that the government and concerned Non-Governmental Organizations should ensure the delivery of service to their targets which fosters their participation and enablement rather than lack of agenda and inability to maintain projects especially after end of external support. Projects should be designed not only to meet the immediate need of the target community but also to allow for the exit of the donor and for redesigning to meet future needs. More importantly harmonization of the functions of the services board and the resource management board should be popularized and actualized as per the water act 2002. The significant presence of women as active members should be supported by specific efforts to train them to take up leadership and decision making positions. The study findings revealed that there is a need for training in accounting, networking and skills to help build capacity of the communities to manage, utilize and develop water projects as production resources.
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    Factors enhancing or inhibiting community participation in the development of schools and income generating projects in rural areas: a case study of Kiambu District, Kenya.
    (2012-04-17) Kimani, Elishiba
    There is a worldwide realization that people are important resources in the development process. Many countries in their development policies have stressed the need to encourage communities to participate in their development projects. The rationale for this lies in the acknowledgement that the society cannot prosper without full co-operation of its members. To achieve this, members of a society must be allowed to take initiative and deliberations so that they are able to exert effective control of their development. Enhancing community participation in development projects involves effective co-ordination of local activities to enable people to help themselves to achieve certain objectives to bring about development. The major task of the study was to investigate factors, which may enhance or inhibit community participation in the development of schools and income-generating projects in Kiambu District. It was both a case and exploratory study. The study sample comprised members of schools and income-generating projects in Kiambu district. The school projects studied were categorised into primary schools, district secondary schools/government assisted schools (Harambee secondary schools) and youth polytechnics. One project in each of the four categories was randomly selected in each of the seven divisions in the district. This gave a total of 28 projects. From each project , ten ordinary members were selected as respondents. This gave a total of 280 members, although only 275 members were successfully interviewed. Three project officials from each project were also interviewed, giving a total of 84. Also interviewed were 59 divisional local leaders/administrators. Instruments used to collect data were interview schedules for project members, officials and local leaders/administrators. There were also checklists for project observation and focus group discussions. Data were analysed using Statistical Package for the Social Science Programme (SPSS). Data presentation took the form of numerical percentage, frequencies and tables. From data analysis, it was found that some socio-economic factors such as marital status, household size, level and source of income impacted upon the community participation in the development of schools and income-generating projects in Kiambu district. Other factors also found to affect participation were safety and accountability of project funds, project-related skills and quality of leadership. There were some social, economic, political and educational benefits that members reaped from participating in the development of schools and income-generating projects. Such benefits include acquiring leadership skills and improved lifestyle. There were also problems found to be experienced by project members, officials and local leaders. Some of these problems were financial constraints, gender dynamics, political interference and lack of time and space. The study, however, highlights some strategies, which could enhance community participation and the existing government policies and guidelines to achieve these. From the findings, it was concluded that there is a need to enhance community participation in the development of schools and income-generating projects in Kiambu District. Thus, factors found to determine participation need to be nurtured in order to give people more empowerment and control over their own development affairs. On the strength of these conclusions, the study recommends that local people as actors and beneficiaries of participatory development should enlightened on the expectations of participatory development. While local leaders should be equipped with adequate participatory knowledge and skills, government officials should monitor activities of all development projects so as to check on their performances, costs and expenditure.
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    Factors influencing community participation in the implementation of free primary education: a case of Kiharu Division, Murang'a county, Kenya
    (2012-04-19) Kamau, Isaac Gitau; Maina, Lucy W.; Kimani, Elishiba
    Education is one of the social parameters through which the achievement of a society may be gauged. The provision of Education for all (EFA) is a critical achievement that transverses time and is supported by worldwide institutions and organizations dealing with development and human rights. The conception of Universal Primary Education (UPE) can be traced back to 1948, when the United Nations (UN) declared education as a basic right for all. The 1948 declaration was further stressed at the 16th session of United Nations General Assembly held in 1962, which acknowledged illiteracy as the main obstacle to the social and economic growth of third world countries, Kenya included. Owing to its massive significance, investment in education has been a key objective of development for many countries all over the world. This study was prompted by the realization that community participation in any development initiative including education is very important. Without involvement and cooperation of all stakeholders, development may remain elusive. On the same note, attainment of UPE and sustenance of Free Primary Education (FPE.) requires an active participation of all key stakeholders. Among the objectives, the study sought to identify avenues for community participation in implementation of the FPE program in Kenya, establish the extent of community participation in implementation of FPE, establish factors that influenced parents and community participation in the provision of FPE as well as the challenges faced in efforts to realize community participation in the implementation of the FPE and recommend on the achievement of optimum community participation in the provision of FPE in Kenya. The study locale was Kiharu Division in Murang'a County of Kenya. Random Sampling yielded a sample of sixteen schools selected from the three educational zones in the division. A total of fifty-six respondents were randomly selected and interviewed. A Focus Group Discussion (FGD) was conducted in each of the three educational zones in the division. The study concluded that there were various factors that influenced community participation in the implementation of FPE which were: school funds management, academic performance of schools, and the leadership of school management committees, school projects management and gender. The study recommended that the government and other stakeholders need play critical roles to enhance community participation in the provision of FPE. These recommendations included; the need to clearly define roles of various stakeholders, proper constitution of school management committees and sensitizing various stakeholders on their roles. Related areas that were suggested for further research were: The utilization of devolved funds in addressing challenges related to the provision of FPE and the impact of FPE on pupils' transition to secondary school.
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    Factors influencing early childhood development teachers’ motivation in Thika district, Kenya
    (SPREAD Corporation, 2010) Ndani, M.N.; Kimani, Elishiba
    Early Childhood Development (ECD) centres comprise one of the immediate social and physical environments influencing children’s development, that Bronfenbrenner (1986, 1989) terms Microsystems. The Microsystems are made up of personal qualities of the people therein (particularly teachers) and the physical environments. In order for ECD centres to provide the necessary conditions for children’s holistic development, teachers should be well motivated and physical facilities conducive for working and learning. The sample of the study was comprised of 40 ECD centres and 46 ECD teachers. Preschool Teachers’ Motivation Questionnaire and an observation checklist were used to collect the primary data. Secondary data were obtained from various records in the ECD centres. Among the key findings was the revelation that the motivation levels of more than 50% of the teachers were below average. The study recommended that the Ministry of Education and communities work together to improve ECD teachers’ terms and conditions of service as well as the learning/teaching environment
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    Factors Influencing Men’s Involvement in the Prevention of Violence against Women in Nairobi City County, Kenya
    (American Research Institute for Policy Development, 2018) Barasa, Sarah Fedha; Kimani, Elishiba; Okemwa, Pacificah
    Violence against Women (VAW) is global problem that has adverse effects on women‟s health and wellbeing, undermining their overall quality of life. Historically, women globally have been known to fight VAW while men have been defined as part of the problem. Nonetheless, studies underscore a growing awareness and appreciation that men in partnership with women can play a significant role in ending Violence against Women (VAW). Consequently, within the last two decades, there has been a steady increase in programmes within organizations that involve men in the prevention of VAW both in Kenya and around the world. These programmes are men-led, women-led or initiated and spearheaded by both men and women working in partnership. In many societies globally, men are known to enjoy patriarchal dividends out of which stems VAW. However, some men have chosen to overlook these privileges in order to support efforts to end VAW notwithstanding the reprisals and backlash that comes with it. This study therefore sought to explore the factors that underpin men‟s involvement in VAW prevention efforts within organizations in Nairobi City County of Kenya. Research findings indicated that the reasons for men‟s involvement in VAW prevention were as diverse as the programmes that they were involved in. The study also noted that given a chance, men were capable of joining in and supporting efforts to prevent VAW. However, their involvement depended on whether the topics or conversations about VAW prevention resonated and connected with their emotions. Understanding these reasons was necessary for the effective involvement of men in VAW prevention programmes. The study recommends an all stakeholder synergy across the different ecological levels of society in order to leverage on the economies of scale and share best practices for engaging men.
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    Factors influencing occupational aspirations among girls in secondary schools in Nairobi region - Kenya
    (Prime Research on Education, 2012-05) Kisilu, Josephine; Kimani, Elishiba; Kombo, Donald
    The main purpose of this study was to find out the factors, which influence occupational aspirations of girls in secondary schools. This study focused on the premise that the occupational aspiration for girls is majorly influenced by the stereotypes in the socialization process that dictates on what are and should be. The result is that majority of secondary school girls end up choosing wrong and unfulfilling careers. This study was carried out in two girls’ secondary schools in Nairobi region- Kenya (day and boarding). The rationale for the selection of the schools was based on the oldest and biggest in the region. Form four girls formed the study sample. Their inclusion was based on the assumption that they were mature and had selected their examinable subjects which eventually determined the careers they were likely to engage in. Survey design was employed as it allowed the collection of the data through a designed questionnaire. A total of 87 female students participated in the study. Data was analyzed using descriptive statistics. The findings revealed that there are factors that affect secondary school girls’ occupational aspirations, grounded on the family settings, parenting, siblings, and other relatives. Other factors were the students’ personality and self-esteem, the school environment, friends and role models. The identified strategies to enhance positive occupational aspirations included the provision of adequate information on career choice, role models, guest speakers, deliberate motivation for girls to do well in school and a favorable environment for girls to do well and aspire for good careers.
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    Factors Influencing Participation of Men and Women in Informal Finance Groups in Gachagi Informal Settlement in Thika Sub-County, Kenya
    (Globeedu Group, 2015-01) Mwangi, J.; Kimani, Elishiba
    Studies indicate that most people living in the informal settlements are usually poor and financially excluded. As such, they tend to rely on informal finance groups for their financial upkeep. Given that there exist several informal finance groups and for different purposes, this study sought to establish the factors influencing participation of men and women in informal finance groups. The study was conducted in an informal settlement, namely Gachagi in Thika Sub-County, Kenya. The study adopted a qualitative descriptive design, and was guided by behavioral life cycle hypothesis advanced by Thaler (1954). The target population was 20 informal finance groups comprising 10 Rotating Saving and Credit Associations (ROSCAs), 5 welfare/clan groups, 3 Accumulating Savings and Credit Associations (ASCAs) and 2 investment groups. Out of the 20 informal finance groups, a sample size of 11 informal finance groups comprising 5 ROSCAs, 3 welfare/clan groups, 2 ASCAs and 1 investment group were selected forming a sample of 55%. The main respondents of the study were men and women members of the selected informal finance groups including group officials. Key study informants included the Divisional Social Services Officer (DSSO), the Chief and two elders from the informal settlement. Data collection tools were Focus Group Discussion guides for men and women in informal finance groups and interview guides for key informants. Data collected was cross-tabulated for qualitative analysis. Findings indicated that gender, marital status, age, educational level and economic status influenced participation of men and women in the informal finance groups. Other factors influencing men and women to engage in informal finance groups were to save money, inculcation of saving discipline and easy access to their savings and loans among others
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    Factors Influencing the Participation of Women in the Local Football Leagues
    (International Peer Reviewed Journal and Book Publishing, 2017) Wangari, Gorreti; Kimani, Elishiba; Wango, Geofrey
    Purpose: The purpose of this study was to investigate the factors influencing the participation of women in the local football leagues. Methodology: The study adopted a descriptive survey design. It was conducted in Gatundu North and Thika West. The target population for this study was the 8 and 6women football teams in Gatundu North and Thika West districts, respectively. Focus group discussion guide, Interview schedule and Questionnaire were the instruments of data collection. The study mainly yielded qualitative data. This was sorted out, analyzed quantitatively and presented in tables. Results: The study established that participation of women in the football leagues was influenced by several factors. Some women played football simply because they loved the game and because they found it exciting and fun. Those who were students in Thika West participated in football because they hoped that football would improve their lives in terms of keeping healthy and fit and learning especially reproductive health. Other respondents also considered it is a platform for socialization and making new friends. Contribution to Theory, Practice and Policy: The study recommended that the National government, county government as well as the Football Kenya Federation should be keen on women football and give it the attention that it deserves in order to improve their participation in football.
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    Factors Predisposing Women to Intimate Partner Violence (IPV) in Kenya
    (International Journal of academic research reflector, 2012) Kimani, Elishiba; Muriithi, J. K.; Ngige, L.
    This study was guided by the feminist theory by Dobash & Dobash (1979) and Walker (1979). The study sought to establish predisposing factors of IPV. The study sample was 230 women survivors from selected shelter homes in Nairobi and Nakuru in Kenya. Interview schedules were utilized in data collection. The data was analyzed using quantitative and qualitative approaches. The findings showed that IPV is a complex phenomena emanating from factors such as low education status, low income, strained relationships, alcohol and drug abuse. The solution to this enigma lies in addressing the underlying cultural beliefs about gender inequality that feed the forces of social relations between male and female partners’.
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    Factors that influence braille learning in Thika primary school for the blind in central province, Kenya
    (2011-11-23) Mwangi, Sarah Wanjiku; Mugo, John Kabutha; Kimani, Elishiba
    Despite the fact that braille learning has been going on in the primary schools for the visually impaired in Kenya, great concern has been raised relating to the falling levels of braille literacy among the learners. This outcry has been indicated in some studies as well as from the sentiments of teachers teaching in the schools for the visually impaired. The purpose of this study was to investigate the factors that influenced braille learning in Thika Primary School for the Blind. The specific objectives of the study were to establish the braille teaching courses undertaken by the teachers who taught braille, determine the teaching experience of the braille teachers, investigate the adequacy of the existing braille materials and equipments as well as to determine the challenges that the braille teachers and the learners faced in teaching/learning braille. The study embraced the descriptive study design. The population of the study constituted 30 teachers and 222 visually impaired learners in Thika Primary School for the Blind. Purposive sampling technique was used to select the institution, thirty blind learners and six braille teachers. The head teacher was also included as a study respondent. This gave a sample size of thirty-seven participants. Data from the head teacher, head of braille and the braille teachers were collected using interview guides while focus group discussion guides were used for collecting data from the blind learners. An observation guide was used by the researcher to gather additional data through attendance of braille learning classes. Qualitative data from the interviews and Focus Group Discussions were organized into common clusters and analyzed through the thematic approach. Quantitative data were analyzed using descriptive statistics, measures of central tendency, percentages and ratios. The findings of this study indicated that majority of the braille teachers had not undertaken braille-teaching courses and the school had inadequate braille learning materials and equipments. At the same time, both teachers and the learners faced some challenges in the process of teaching/learning braille. These included insufficient braille learning materials and minimal braille learning time. Consequently, the recommendations point on the stakeholders in the education system. They embrace the introduction of a braille-learning syllabus, making braille an examinable subject for all learners who are blind, introducing braille in-service courses and deploying braillequalified teachers to teach the blind learners. Areas of further research are also suggested which include investigating the interrelationship between braille literacy and the general academic performance of learners and exploring the factors that influence the acquisition and availability of braille learning materials and equipments in the institutions for the visually impaired
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    Gender - related challenges faced by students in learning technical courses i n Machakos technical training institut e, Machakos C ounty - Kenya
    (Prime Journal of Social Science (PJSS), 2014-01-15) Kimani, Elishiba; Mueni, Elijah Dorothy; Wango, Geoffrey
    This study aimed at exploring gender-related challenges faced by students in learning technical courses in Machakos Technical Training Institute (MTTI). The objectives of the study were to identify the courses male and female students were taking in MTTI, investigate gender-related challenges students faced in learning technical courses in MTTI and suggest ways of addressing these challenges. The study was guided by descriptive research. Nine departments in the institution were grouped into three clusters for the purpose of the study. One female, two male administrators and four heads of the departments were included as informants. Systematic sampling was used to select a sample of teachers while simple random sampling was used to select a students’ sample. In total, 18 teachers, 207 male and 190 female students participated in the study. Data were collected using interview schedules for the administrators, heads of departments and teachers while a questionnaire was used to obtain data from students. Quantitative data was analyzed using the Statistical Package for Social Sciences while qualitative data was presented through descriptive methodology. The study established that male and female students faced challenges from teachers and classmates in learning various courses. In particular, male students dominated courses hitherto considered masculine such as Building and Civil Engineering (BCE), Electrical and Electronics Engineering (EEE) and Computing and Applied Sciences (CAS) that were considered unsuitable for females. Female students in turn dominated mainly in Hospitality Management and Clothing Technology traditionally considered feminine. The study recommends the development of gender responsive policies to empower students to participate equally in learning technical courses and a positive transformation in teachers and students’ attitudes and beliefs towards all courses with competence.
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    Gender and poverty reduction: A Kenyan context
    (Academic Journals, 2010-01) Kimani, Elishiba; Kombo, Donald Kisilu
    Poverty is a dehumanising condition for every one. It erodes human rights of the affected whether women or men. Poverty subjects an individual to a state of powerlessness, hopelessness, and lack of self-esteem, confidence, and integrity, leading to a situation of multidimensional vulnerability. Poverty has a gender dimension since women and men experience and react differently to its impact. It cuts across age, ethnicity and gender. Unless there are realistic and workable interventions to redress the situation, there develops a vicious circle of poverty where it is inherited from one generation to the other in households, communities and the nation. As many people in Kenya are poor with the women bearing the blunt of it, reducing its impact as well as breaking its vicious circle requires a concerted effort and a gender perspective in all the interventive strategies. Commitment of Kenya Government to eradicate poverty is manifest in its current development strategies, as demonstrated with the efforts towards the achievement of the Millennium Development Goals, especially No. 1, on the eradication of poverty to less than 30% of the Kenyans by 2015 and the Kenya Vision 2030. However, the reality on the ground indicates that despite these intentions, the increase on the number of the poor both in rural and urban Kenya has been worrying. This creates a need to intensify poverty reduction efforts in planning and programming, especially as regards to human resource development, health, employment, physical infrastructures, agriculture, rural development, trade, public safety, law and order, all of which are instrumental in scaling up the development process and poverty eradication. Moreover sustainable poverty reduction strategies must engage both women and men as actors and beneficiaries.
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    Gender Dynamics in the Access to and Control of Benefits Accrued from Tea Farming in Kiganjo Division, Gatundu District. Kenya
    (2013-11-06) Kibere, Esther Njeri; Kimani, Elishiba; Lodiaga, Mildred Lodiaga
    Agriculture is the cornerstone of Kenya's economy with most households depending on it for food and livelihood. Women provide the largest share of agricultural labour in many households. Despite the important role that the women play, they are discriminated in the area of access to and control over the agricultural benefits. In agriculture, tea farming is the main foreign exchange earner. But despite the important role tea farming plays in Kenya, there are gender inequalities in the access to and control of the benefits accrued from tea. The existing gender inequalities have not been adequately investigated and documented. Therefore, the objective of this study was to investigate the gender dynamics in the access to and control of the tea benefits. The area of this study was Mundoro location, Kiganjo division, Gatundu District. Mundoro location was purposively selected as the locale of this study because tea farming is the main agricultural economic activity in the area. Through simple random sampling two sub-locations out of four in Mundoro location were selected. Random sampling technique was used to select five per cent (5%) of the households from the two sub-locations in proportion to the population. Respondents were the household heads and two tea factory officials. Data was collected using an interview schedule for the household heads and interview guide for the factory officials. Observation checklists were used to confirm the gender dynamics in the access to and control of tea benefits within the households and at the tea factory. Data collected was analyzed according to emerging themes based on the research objectives. The major finding of this study was that women are discriminated in the area of access to and control of tea benefits and especially in finances. However, the study established that female household heads had access to and control over the tea benefits within their households. The study identified money as the key benefit and the source of all discrimination within the households. The factors that determined the access to and control over the tea benefits were identified as biased tea registration by KTDA, culture of the people, widowhood and the level of education-,These factors encouraged gender stereotypes and discrimination. Based on these findings, it was recommended that barriers that hinder women from accessing and controlling tea benefits be eliminated by putting in place gendered strategies within KTDA. Deliberate efforts should also be put in place to sensitize the stakeholders in tea farming on the need to equitably share the tea benefits. The study recommended that strategies that enhance gender equity be put in place to enable all women and men to equally access and control benefits accrued from tea farming.