Browsing by Author "Nyambura, Salome"

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    An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda
    (Science Publishing Group, 2021-08) Nganda, Aidah Trevelynn; Kirimi, Francis; Nyambura, Salome
    The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.
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    Determinants and Distribution Patterns of Promotion Among Secondary School Teachers in Central, West And North Subcounties of Nyandarua County, Kenya
    (Kenyatta University, 2015) Wokabi, Mugweru; Chege, Fatuma N.; Nyambura, Salome
    The study purposed to investigate the determinants and distribution of promotions to higher job groups for secondary school teachers in North, West and Central sub counties of Nyandarua County. The problem of stagnation in ajob group that relate to negative attitudes towards work, burnout and reduced teachers' performance was investigated. Objectively, teachers' differentiations along the school type that created variations in work environments, gender, due to the historical gender imbalances, teaching experience, academic qualifications and teaching subjects of specializations were investigated. The study was guided by expectancy theory as analyzed by Victor Vroom. The theory perceives people to join organizations with personal expectations which affect their reactions towards the organization. Descriptive research design was used with both qualitative and quantitative methods of data collection applied to generate necessary data. From a target population of about 569 eligible teachers, purposive sampling of two extra county schools enabled 58 teachers to be involved while 51 County school teachers and 79 teachers from a stratified random sample of district day schools were involved. Principals from the 13 sampled schools, 3 Sub-County Education Human Resource Officers (SCEHROs) and 2 officials in the national Teachers' Service Commission (TSC) headquarters were also involved in the study. Questionnaires with both structured and unstructured items for teachers and interview schedules for school principals, SCEHROs and national TSC officials were used to generate the data. The data obtained was organized into frequency tables with percentages and analyzed using coefficients of variables in the study and thematic analysis of the qualitative data. The findings showed that the teachers' were mainly promoted once in their entire career to job group M. Years of teaching experience were found to be highly correlated to promotion with a strong positive correlation coefficient of 0.83 computed. Majority of promoted teachers (66.7%) had worked between twelve and twenty seven years. A higher proportion of degree graduates (48.9%) had been promoted compared to diploma graduates (45.8%). Diploma graduates were found to be promoted later than degree graduates. In all the promoted teachers 30.1 % were female while 69.9% were male indicating gender imbalance. Almost three quarters (74.1 %) of extra county secondary school teachers had been promoted while 48.1 % of County schools and 29.1 % of district day school teachers had been promoted indicating that the type of school was a factor of promotion. A strong positive Correlation coefficient of 0.8 computed between science and art based teachers showed that the two were highly related. The study recommends; increasing the number of promotion posts, automatic promotion after staying in one job group for a specified period of time to cater for qualified and experienced teachers left out by previous promotions methods, increasing interview scores on teachers' subject areas of specialization, provision of better incentives for teachers qualifications beyond the first degree and consideration of gender equity by applying constitutional provisions during promotions. Teachers' perceptions, attitudes and performance in relation to a single promotion in entire career and women representation at higher job positions in education management needs further exploration
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    Gender and Disability: Voices of Female Students with Disabilities on Genderbased Violence in Higher Education, Kenya.
    (2015-02-05) Nyambura, Salome; Mbugua, Paul; Ong'eta, Wyclife
    Higher education is considered as an important engine for overall socio-economic advancement (Negash, Olusula and Colucci, 2010). However, there is a glaring disparity in provision of higher education opportunities to students with disabilities (SWD). Furthermore, a UN report (2010) posits that available data mostly focuses on educational achievements, this indicates that female students with disabilities (FSWD) fare less well in the higher educational arena than either their male with disabilities or female without disabilities counterparts. Moreover, women and girls with disabilities experience double discrimination, which places them at higher risk of gender-based violence, sexual abuse, neglect, maltreatment and exploitation. Stubbs and Tawake (2009) observes that despite some helpful laws, policies and systems of practice in some countries, compared to their disabled male or non-disabled female peers, women with disabilities: are less educated; experience higher rates of unemployment; are more likely to be abused; are poorer; are more isolated; experience worse health outcomes; generally have lower social status. The Higher educational needs of FSWD have yet to be taken into account by those who work to promote gender equality and the empowerment of women, as well as those who work in the field of disability (UN, 2010). This is an exploratory study of the experiences of FSWD at one of the public universities in Kenya. It gives voice to the students’ experiences of various forms of gender based violence (GBV) through their study years and how this affects their participation in campus activities. The paper further provides suggestions on how the University can enhance equalization of learning opportunities regardless of ones gender and disability.
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    Institutional Doctorate Supervision Practices Influencing trends in enrolment and Completion Rates in Doctorate Degree Programmes from selected Public Universities in Kenya
    (International Journal of Learning and Development, 2022-06) Motanya, Jared Ochwangi; Nyambura, Salome; Gathara,Peter M.
    Completing a doctorate degree on time is a multifaceted progression, influenced by many interplaying variables. This paper sought to establish how institutional doctorate supervision practices influence completion rates of doctorate programmes from selected public universities in Kenyan. The student-supervisor collaboration is a critical ingredient in doctorate programme studies. This is because when something goes wrong with either in course of their interaction, the ramification is experienced in the period studies take. The purpose of this study was to examine the impact of student-supervisor interaction in doctorate degree programme from selected public universities in Kenya. The Involvement Theory and the Social Support theory were to reveal the reasons for low enrolment and completion rates of doctorates in selected Kenyan public universities. The mixed methods research design were utilised in the current study. Information was obtained from four purposively sampled universities using questionnaires, documentary analysis and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The findings of the study would be useful for the university managements in understanding the student-supervisor relationship...
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    The Potential of Open Distance and E-L in Broadening Female Students Access to Universities in Kenya: A Study of Kenyatta University’s Marsabit Centre
    (2014-08-19) Kyutha, Juliet Ann; Ogachi, I. O.; Nyambura, Salome
    In Kenya, female students and especially those from Arid and Semi-Arid and marginal areas are underrepresented at various educational levels, particularly at University Level. The interventions to widen access and participation in Kenya for female students have been instituted centrally using affirmative action which led to increase in female access and participation but has also led to socio-economic and regional inequality. This is because it has given advantage to female students from prestigious schools, high socio-economic, urban and metropolitan areas at expense of those from Arid and Semi-Arid areas and the marginalized. This called for a change in mode of delivery in higher education, in order to bring the desired social change of attaining gender and regional equality in educational access. In an attempt to increase access and participation for female students from Arid and Semi-Arid and marginal areas, Kenyatta University with Ford Foundation and Kenya Education Network Trust started an Open Distance and e-Learning Centre at Marsabit, hosted by Moi Girls Marsabit in 2008. Since the programme was launched, studies have not been conducted to determine its feasibility and the potential it has as a strategy to increase access of female students from Arid and Semi-Arid areas to university in Kenya. This study was specifically focusing on finding out how Open Distance and e-Learning is designed and implemented in a rural and remote area, the potentials it has as a mode of delivering higher education and increasing female students from marginal areas to higher education. The study design employed a case study. Majorly qualitative data was generated and also quantitative data to address the study objectives. Purposive sampling was used for the study.. Self-administered questionnaires were given to all the students enrolled at the centre, structured interviews were conducted on initiators of the project, project coordinators at Marsabit and Kenyatta University, Executive Director of Kenya Education Network Trust, Lecturers who interacted with the students, and Focus Group Discussions were conducted for a few selected students and community leaders. The data was mainly analysed through coding and categorization and entailed deep descriptions using words to represent information as obtained from respondents. Quantitative data analysis entailed basic descriptive statistics which were represented in tables and percentages. The data obtained showed that when well designed and fully sponsored Open Distance and e-Learning is more suitable approach to increasing access to female students to university from marginal areas. The Open Distance and e-Learning initiative is acceptable by both students and the community since the women can learn within their cultural setting. The study also showed that the implementation was not proper. The students lacked variety of reading materials, they needed more face- to- face interaction with lecturers, they needed a wider variety of courses to be offered since only Bachelor of Education (Arts) courses were offered. In terms of support, a broader financial support system was needed for them to complete their courses. There is a need for research to be conducted to establish the most promising package of interventions to be implemented to ensure greater access, high enrolment and completion rates of enrolled students.
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    Strategies for Effective Use of TVET Advocacy in Promoting Gender Equity of Students in TVET Institutions in Uganda: Multiple Informants Perceptions
    (International Journal of Research and Scientific Innovation (IJRSI), 2021-07) Nganda, Aidah T.; Nyambura, Salome; Kirimi, Francis
    This study explored strategies for effective use of TVET advocacy in the promotion of gender equity of TVET students in the Central Region, Uganda. Thus, a convergentparallel mixed methods research design, with a survey strategy was adopted, to achieve the objectives. Two theories including the feminist socialization theory and subject-task value theories guided the conceptualization of this study. The study targeted 5,791 students, 240 instructors, 60 institutional leaders, 42 district leaders, 4 Ministry of Education and Ministry of Gender Labour and Social Development officials, and 21 civil society organisation gender advocates. Purposive sampling was used to select 9 institutional leaders, 3 district leaders, and 2 ministry officials while convenience sampling was used to select 5 gender advocates. Likewise, stratified random sampling was used to select 185 students and 56 instructors. Therefore, a sample size of 260 informants was used. Questionnaires, interview guides, and observation checklists were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences software version 21 for analysis. Frequencies, percentages, means, standard deviations, and bar graphs were used to present the analysed data. Qualitative data was analysed using the thematic method and presented using verbatim and indirect reporting. The findings revealed a lowstatus quo for TVET, moderate use of different TVET advocacy strategies, and affirmed that effective use of TVET advocacy enhanced gender equity of students in Uganda. The study recommended that TVET institutions effectively implement different advocacy strategies, the Uganda government to employ experts for TVET advocacy and increase the budget for supporting the implementation of different advocacy strategies.
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    The Influence of Institutional Resources on Doctorate Degree Enrolment and Completion Rates in Selected Public Universities Kenya
    (International Journal of Learning and Development, 2023-10) Motanya, Jared Ochwangi; Nyambura, Salome; Gathara, Peter Mugo
    Doctorates are fundamental pivot towards facilitating the social and economic transformation of a nation. Nevertheless, research on doctorate education point out that most candidates in Kenyan public universities spend lengthy period of time to earn their doctorate degrees. Furthermore, data of those enrolling in selected Kenyan public universities demonstrate that less students enroll for doctorate programmes in contrast with those who register for Master and Bachelors’ programmes. Institutional resources have been cited as a critical ingredient toward enhanced students’ enrolment into doctorate programmes. The purpose of this paper was, therefore, to establish the influence of institutional resources on doctorate degree enrolment and completion rates from selected Kenyan public universities. The study sought to analyse institutional resources influence on doctorate degree programmes enrolment and completion rates from selected public universities in Kenya for the last fifteen years. The study employed the mixed methods research design. Data was collected from four purposively sampled universities using questionnaires, analysis of documents (on enrolment, completion and staff enrolments) and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The study revealed that institutional resources influence enrolment and completion rates at doctorate level. Availability of qualified and sufficient academic staff, funding, mentorship programmes, well equipped libraries, reliable internet connections and ambient social environment to be critical in determining where one enrolls for a doctorate programme and how long it will take to complete. The study furthermore established that between 2003 and 2017, there was low doctorate programmes enrolment and completion rates at the selected public Universities Kenya. This was demonstrated from trends in the numbers of those who enrolled and those who graduated. The trends revealed that more males than females enrolled and completed their studies with the highest being between 2008 and 2013. The findings of this research would be resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework with regard to institutional resources which could be used to enhance doctorate programme enrolment and completion in Kenyan public universities.