Browsing by Author "Wawire, Violet"

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    Effectiveness of Transitional and Follow-Up Programmes to Community Integration of Young Adults with Intellectual Disabilities (YAWID) in Kiambu County, Kenya
    (JAASEP, 2014) Wawire, Violet; Runo, Mary; Makanya, Margaret W.
    The purpose of this study was to investigate how vocational education and transitional services offered in vocational institutions helped young adults with intellectual disabilities (YAWID) attain full community integration. The study objectives included investigate the effectiveness of transitional services and follow-up programs towards aiding their community integration. The study employed both quantitative and qualitative approach. Quantitative analysis was applied for the purpose of clarification, strengthening, explaining and supporting qualitative information. The research design for this paper was a descriptive case study. The target population comprised all young adults with intellectual disabilities in Kiambu County. The sample of the study included 10 young adults with intellectual disabilities. Other respondents were a head teacher/employer, 2 vocational teachers and 9 parents. Data collection was completed via use of interview guides, note taking, audio recording and an observation checklist. The actual data collection took 30 days. Data from interviews and observation text were coded and codes created according to the themes of the study. Qualitative data analysis was by use of Atlas ti software computer programme. Quantitative data analyses were completed manually through tallying the frequency of segmented responses. Further, the findings revealed that in as much as young adults with intellectual disabilities were offered vocational skills in the special school, what they were engaged in was not relevant to the skills they trained in. This led to some of them disliking the kind of jobs they had as avenues of community integration. It was evident that a well-specified vocational transitional services for persons with intellectual disabilities was lacking.
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    Factors contributing to the High Drop out of Girls in the Secondary Schools around Lake Victoria: A Case Study of Nyangoma Division in Siaya County, Kenya
    (Greener Journals, 2017) Lugonzo, Humphrey Musera; Chege, Fatuma N.; Wawire, Violet
    This descriptive survey research study established the contribution of fishing around Lake Victoria on the high drop out of girls in the secondary schools of Nyangoma Division in Siaya County in Kenya. The participants involved in this study included Beach Management Units (BMUs) Officers; principals; teachers; plus form 3 and form 4 students drawn from 4 secondary schools in the Division. A total of 159 students that is, 108 boys and 51 girls as well as 16 teachers that is, 10 males 6 and females participated in the study. Questionnaires, interview guide, and non-participant observations were the research instruments used to collect data. A documentary analysis of the records in the secondary schools selected for the study was used to supplement the data collected on the rate of drop out of girls. Descriptive survey research design was employed in the study. Data was analyzed both quantitatively and qualitatively. The results of this study showed that fishing contributed to the high drop out of girls who were involved in this activity. It was concluded that there was a significant relationship between fishing and drop out of girls in secondary schools in Nyangoma Division. This study recommends that the Government of Kenya through the Ministry of Education should organize workshops / insets for teachers teaching in lake regions to equip them with skills on guiding. This would enable them to counsel and advise the girls in their schools effectively. Further, the government and parents should provide for the basic needs of the girls in fishing regions like sanitary towels, better sanitation and clean water to enable them not to continue dropping out of secondary schools.
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    Fisheries around Lake Victoria and attendance of girls in secondary schools of Nyangoma Division in Siaya County, Kenya
    (2017) Lugonzo, Humphrey Musera; Chege, Fatuma N.; Wawire, Violet
    This descriptive survey research study established the contribution of fishing around Lake Victoria on the high drop out of girls in the secondary schools of Nyangoma Division in Siaya County in Kenya. The participants involved in this study included Beach Management Units (BMUs) Officers; principals; teachers; plus form 3 and form 4 students drawn from 4 secondary schools in the Division. A total of 159 students that is, 108 boys and 51 girls as well as 16 teachers that is, 10 males 6 and females participated in the study. Questionnaires, interview guide, and non-participant observations were the research instruments used to collect data. A documentary analysis of the records in the secondary schools selected for the study was used to supplement the data collected on the rate of drop out of girls. Descriptive survey research design was employed in the study. Data was analyzed both quantitatively and qualitatively. The results of this study showed that fishing contributed to the high drop out of girls who were involved in this activity. It was concluded that there was a significant relationship between fishing and drop out of girls in secondary schools in Nyangoma Division. This study recommends that the Government of Kenya through the Ministry of Education should organize workshops / insets for teachers teaching in lake regions to equip them with skills on guiding. This would enable them to counsel and advise the girls in their schools effectively. Further, the government and parents should provide for the basic needs of the girls in fishing regions like sanitary towels, better sanitation and clean water to enable them not to continue dropping out of secondary schools.
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    How African Adult Politicians Have Kept the Youth in the Peripheries of Governance Processes
    (Mandela Institute for Development Studies, 2017-10) Makoni, Kudzai; Opere, Olivia; Wawire, Violet
    Youth participation is fast gaining prominence in discourses of democratic governance, with confidence growing that the inclusion of young leaders in governance structures can enhance the quality of service delivery, especially for the youth. It is widely becoming clear that adults cannot represent the best interests of young people, and democracy works better the more inclusive a polity becomes in representing diverse interests of population segments. This study explored the factors that inhibit youth participation in democratic governance, using in–depth interviews, reviews of related researches and mini–workshops with young political activists trained by Mandela Institute for Development Studies (MINDS). It confirmed that youth participation was low in all eight sampled countries – Nigeria, Senegal, Tunisia, Morocco, Kenya, Rwanda, South Africa and Zimbabwe. Youth aged 18–25, young women, youth with disabilities and urban youth were found to be disinterested in elections, while rural youth were reported to be more active in electoral processes, albeit from an uninformed position because of their generally low educational profile. Pursuit of formal employment, which may involve out– migration, is one of the factors that divert youth attention from governance processes. This is worsened by a stereotyped adult belief that youths cannot lead adults. Patriarchal social norms prevent young women from conceiving political career plans while, worse, youth with disability are confined to the home in the misinformed belief that they cannot help themselves. Further, youth feel that governance processes are generally too formalized to capture their interest, as they prefer edutainment activities and online engagements via social media. Use of the social media was found to be highly favorable to young people because of the confidentiality that it guarantees, which enables them to freely express their views without fear of victimization and/or intimidation. The research recommends capacity building of young people through strengthened civil society organizations (CSO) to build a mass of youth who aspire to become today’s leaders. It further recommends the reform of governance processes and structures to be more youth– friendly, disability–sensitive and accommodative of female youth. Apart from so doing adults will continue to dominate governance structures, yet failing to represent the interests of young people who nonetheless constitute more than half of the continent’s population.
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    Influence of educational support systems on participation of orphans and vulnerable children in primary schools in Kalama Division, Machakos County, Kenya
    (Kenyatta University, 2016-03) Mutie, Jeniffer Ndungulu; Wawire, Violet; Mandela, Rubai
    The aim of this study was to investigate on the influence of educational support systems (ESSs) on participation of Orphans and Vulnerable Children (OVCs) in primary schools in Kalama division, Machakos County, Kenya. This was crucial as OVCs‟ school attendance, retention and class concentration was low due to poor educational support. This contradicted the Kenya National policy on OVCs (2005) which stipulates that OVCs have the right to access education. The study was concerned with ESSs namely nutritional, academic and emotional support and their influence on participation of OVCs in primary schools. The objectives of the study were to: Find out the nature of nutritional support and its influence on OVCs participation in primary schools; Establish academic support and its influence on OVCs participation in primary schools; Examine emotional support and its influence on OVCs participation in primary schools and explore intervention measures that can enhance the educational support systems. The study adopted descriptive research design. Simple random sampling technique was used to select 5 public primary schools. Head teachers of the selected primary schools were selected using purposive sampling technique while teachers and regular pupils were sampled using simple random sampling technique. Systematic random sampling was used to select OVCs. Sample size was determined by calculation based on 10 percent of the target population. The sample included; 5 head teachers, 36 teachers, 200 OVCs and 110 regular pupils. The sample size was 351 with 158 males and193 females. The instruments for data collection were questionnaires, interview schedule, Focus Group Discussions (FGDs) and observation schedules. A test retest method was used to determine the reliability of the research instruments where formula of spearman rank order correlation was used. Validity of the instruments was determined by the researcher. Qualitative data was analyzed by use of content analysis approach while quantitative data was analyzed using descriptive statistics which included the use of excel computer Programme. Quantitative approach was mainly used in this study since most of the data was analyzed in numerical form. The findings of the study were presented on frequency tables and percentages, pie-chart, bar graphs and in narrative form. The findings revealed that the ESSs offered to OVCs were; free primary education, school feeding programmes and guidance and counseling, among others. However, the ESSs were inadequate leading to low participation of OVCs in primary schools. The suggested intervention measures for enhancing the educational support systems for OVCs included; community sensitization on OVCs‟ matters and involvement of government towards supporting OVCs. Recommendations were made to the government to support OVCs nutritional needs by ensuring school feeding programmes were operational in all public primary schools and ensure the pro-poor initiatives were reaching all the OVCs so as to meet their basic needs. Community and private organizations were recommended to support OVCs meet their educational needs.
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    National School Safety Policy Alignment with Risk Management Practices in School Environment in Secondary Schools in Kericho County, Kenya
    (Journal of the KenyaNational Commission for UNESCO, 2024-01) Chepngeno, Dorine; Gathara, Peter M.; Wawire, Violet
    Ensuring the safety of schools is crucial for fostering an effective learning environment. Governments globally have introduced various policies and initiatives to enhance school safety. This study investigated the adherence of safety practices in secondary schools in Bureti Sub-County, Kericho County, Kenya, to national school safety policy. Employing a descriptive survey design, the research sampled seven secondary schools, seven principals, twenty teachers, an education officer and two hundred students, using a questionnaire, interviews, and observation checklists for data collection. Data revealed that many risk management practices did not align with established safety standards, indicating significant gaps in both physical and social environments. Moststakeholders have not gotten training on school safety practices. The study emphasizes the need for schools to enhance their infrastructure to meet required safety standards and suggests exploring resource generation to improve safety measures. A safe andsecure school environment is vital for increasing learner enrolment, retention, and completion rates, ultimately contributing to higher achievement and quality education. In conclusion, prioritizing the safety of learners and staff is essential for fostering a comfortable learning atmosphere.
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    Relationship between fishing industry around Lake Victoria and enrollment of girls in secondary schools of Nyangoma Division, Siaya County, Kenya
    (2017) Lugonzo, Humphrey Musera; Chege, Fatuma N.; Wawire, Violet
    The Sustainable Development Goals aimed at empowering women and achieving gender equity in education. In Kenyan the government emphasizes on girls’ education to bring it at par with that of the boys as stipulated in the Constitution of Kenya of 2010. This Research Article was generated from a study that examined the relationship between fishing industry around Lake Victoria and girls’ enrollment in the secondary schools of Nyangoma Division in Siaya County in Kenya. Purposive sampling was used to select 4 out of the 10 secondary schools in Nyangoma Division from which data was collected from 159 Form 3 and 4 students. Stratified random sampling technique was used to select 16 teachers. Descriptive survey research design was used in the study. Questionnaire was used for data collection. The Data was analyzed quantitatively using descriptive statistics like frequencies, percentages and pie-charts. Chi-square statistics was used to test the null hypothesis. The study showed that there was significant relationship between fishing industry and enrollment of girls in secondary school. The study recommended enforcement of child-labour laws in Kenya in order to help retain girls in schools as well as deter their engagement in the fishing industry
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    Transformative Pedagogy as a Way of Mitigating School Violence in Public Secondary Schools in Nairobi, Kenya
    (Scientific Research Publishing, 2020) Opere, Olivia A.; Kamere, Isabella; Wawire, Violet
    The prevalence of school violence (SV) in public secondary schools in Kenya has resulted into injuries, loss of property and sometimes death. Penalties meted out on students ranging from fines on students, suspension or expulsion of students from school has been introduced in vain. Several commissions of inquiry have also been put in place to address this issue but not much has been achieved. Violence negatively affects students hence the need to identify ways of mitigating school violence. This study argues that to a large extent, school violence in public secondary schools is due to either the absence or limited use of transformative pedagogy (TP) which provides the learners with an opportunity for critical thinking, enables behavioural change and the inculcation of values hence the attainment of peaceful coexistence amongst students. Using Mezirow’s Transformative learning theory, the study adopted a Mixed Method Research methodology in which data was drawn from 426 respondents comprising 341 students and 85 teachers in 22 public secondary schools in Nairobi County, 28 Key informants and 7 Focus Group Discussions (FGDs). Data analysis was done using SPSS and N-vivo analysis techniques. The study found out that discussion groups and role play were the major learner centred teaching approaches used in the schools. The paper concluded that effective use of transformative pedagogical approaches positively influences behaviour change in students hence the attainment of a non-violent school community. The study recommended a review of the secondary school curriculum to adopt transformative teaching approaches as opposed to teacher centred learning.