PHD- Department of Educational Management Policy & Curriculum Studies.

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An evaluation of high school home science curriculum in Kenya
(1987) Sigot, Asenath Jerotich; Marangu Leah T.; Olembo J.
For the last two decades, home science teachers, students and professionals have expressed a need for improvement of the high school home science curriculum. The major purpose of this study was to; 1) investigate the extent to whichfue present curriculum meets the aims and objectives of home science education; 2) find out whether home science curriculum in high school was relevant to t~e needs of the students and the Kenyan society; 3) find out the extent to which the home science curriculum was integrated to cater for all round competencies or skills required by students; and 4) giv suggestions and recommendations towards the improvement of home science curriculum. The following null hypotheses, HO (X) were tested: HO (1) There will be no significant difference between the perceptions 'of teachers and students in the ranking of home science courses for their usefulness. HO (2) There will be no significant difference in the mean scores of teachers and students in their ratings of curriculum items. Thenull hypotheis HO~) was answered by using the speannan's RankDifference correlation methcxi(rho), whereas, the null hypothesis HO(2) was answeredby using the t test. Data was collected by meansof ~ questionnaires supplementedby interviews. The construction of the questionnai.ces was guided by the aims, objectives and suggested content outlined in the secondary school curriculum guide as well as the secondary school homescience syllabus provided by the KenyaNational Examinations Council. The questionnaire was divided into three parts. Part 1 had 12 i terns that sought for selected background infonnation about the respondents and homescience courses. Part II consisted of 49 curriculum items arranged into the following curriculum ccxnponents;six i terns on the general aims of horne science; six items on balance in curriculUm; seven Ltemson .curriculum objectives; nine items on content; seven items on learning activities; eight items on examinations and six iteTs on curriculum construction. Curriculum items were rated on a five-point degree of satisfaction scale.. 'Ihe highest po.int, Ln the scale indicated a high satisfaction and was assigned figure 4 while the lCMestpoint indicated lack of that SPecific curriculUm item and was assigned zero (0). 'Ihe last part of the questionnaire had ten items that sought for the strengths, weaknesses and suggestions for improvementin homescience curriculum. The questionnaires and interview guides were deveIoped and pretested for content validity and reliability. xvii The population of the study corrpri.sed of 53 hare science teach8rs, 866 hare-science students, 40 former high school hare science students and-15 secondary school administrators. Atotal of 50 stratified and randomlyselected high schools were visited in the study. Analysis of data indicated that teachers and students ranked hare managementfirst in usefulness. The other courses L.'1 descending order of their usefulness were, foods and nutrition, clothing and textiles and science :in the home. The follaving courses not extensively taught were ranked in descending order of usefulness by both the teachers and students : family life education, child development, consumereducation, homefurrii.shi.nqs and l:ousehold equipment. The Spearmans Coefficient of - Agreementindicated that both teachers and ~tudents agreed in their order of ranking hare science courses for their usefulness. '!he null hypothesis HO(1) was accepted at the P< .05 level. Curriculum items with a meanscore of 3.50 were considered as being very satisfactorily achieved but none of themreceived that score. Those with meanscores of 2.50 to 3.49 were considered as being achieved to a satisfactory degree and there were altogether 13 and 37 on the teacher and student ratings, respectively. CUrriculumitems with a meanscore below2.50 were considered as being unsatisfactorily achieved. The teachers' ratings indicated 36 curriculUm items as being unsatisfactorily achieved whereas the students' ratings indicated 12 curriculum items. Thus, the students ratings Here slightly higher than those of the-teachers. Examinationof the subject content involved in those curriculum items rated e.s being satisfactorily achieved (Ms= 2.50 -- 3.,49) included the objectives dealing with personal qualit-ies of students, knowledgein one core area of hane science, improvementof the standard of living and family life, and acquisition of sane basic skills useful for self reliance. The subject content in those curriculum items with mean scores below 2.50 indicated that they were related to the specific needs and problemsof adolescents and their role in the ccmrruntyi , basic skills in all core areas of homescience, developmentof students' artistic values and encouragerrentof originality, adaptation to societal changes and challenges of daily living. The t t~t revealed that the student and the teacher - respondents had significant differences in the meanscores of 19 curriculum items out of 49. This indicated that the ~ grouI?s did not statistically differ in their ratings of 30 curriculum i.tems, the level of significance being P< .05. Hence, the null hypothesis HO(2) was accepted on the 30 curriculum items with the meanscores that did not statistically differ. However,the xix same hypothesis HO (2) was rejected on the 19 curriculum items that had significant differences in the meanscores. '!he findings of the present study suggested that the respondents perce.ived the present curriculum as achieving its general aims (Ms= 2.50 and above) however, they felt that the specific objectives \~e not being satisfactorily achieved . . . (!is = below 2.50). l'-'urtherIt'Ore,evidence fran Lowmeanscores (unsatisfactory) of 12 curriculum items related to relevance in homescience suggested that the ?resent curriculum was not relevant to the needs of the students and the society. The majority (75%)of fonner hone science students indicated that some parts of hare science curriculum were not relevant to the student and society. Based on the findings, it has been concluded therefore, that (1) the present curriculum has met tne objectives of those students whoare likely to proceed on for further studies in hare science but not for those whosehigh school education is terminal; (2) the present curriculum is too SPecialized and the findings called for a need to generalize the hane science curriculum in high school. Recanmendationsbased on the findings included the need for bane scfence curriculum improvementthrough an introduction of a general hare science curriculum, clarificatj on of curriculum Objectives, revision of content, emphas.i.son hane assignments, inservice ti:'aining, a closer interaction between administrators, University lecturers, hare science teachers and students, and further research studies reiated to th~ needs of individual students, their families, and their comnunities
The vocational rehabilitation programme in Kenya: An examination of its effectiveness as an agency providing training and employment for disabled persons
(Kenyatta University, 1990-07) Ayodo, Theodore Mordecai Osano
The study sets out to examine the economic viability of training and resettling disabled persons in self-employment as carried out by the Vocational Rehabilitation Programme in the Ministry of Culture and Social Services in Kenya. The training of residual capacities of disabled persons with the aim of making them economically productive and socially self-supporting and integrated in the mainstream of the community is discussed in the light of human capital theory as an illustration of a programme designed to develop human resources in an overall effort in promoting national development. Conceptual justification is attempted with the use literary citations, and technical terms used in vocational rehabilitation are defined before narrowing down to discussion or Kenya is proqramme. The thesis, thus, addresses the concern of Economics of Education, which in the case is the viability of expending scarce resources in the literature review, the rationale of linking training and education with employment, prov1slon of vocational education and, finally, research, efficiency and evaluation in vocational Rehabilitation, is surveyed at the global and Kenyan level. The sampling and follow-up procedure of the self-employed graduates of Rural Vocational Rehabilitation Centre’s is explained and the data is analysed using percentages calculations. The conclusions and recommendations outlined at the end of the thesis support the argument throughout the study that it is remunerating both economically and socially for the Kenya Government to engage in the training and subsequent self-employment of disabled persons. The private and social rates of return on investment in the programme are extremely high as compared to other projects (55% and 26.3% respectively. Implications for further research in the Kenyan Vocational Rehabilitation Programme are indicated at the end of the study. A bibliography covering works and publications consulted is compiled and the questionnaire used in the follow-up of the disabled ex-trainees together with the International Labour Organization's Recommendation Number 168 of 1983 on the Vocational Rehabilitation and Employment of Disabled Persons are attached as appendices.
The Role of the Christian Church in Curriculum Development in Kenya: A Case Study of Cisret and Create Inservice Teacher Education Programs
(Kenyatta University, 1997) Malusu, Joseph Masingule
Introduction of the Primary Christian Religious Education (1980) Syllabus into schools in ] 981 and in 1985 following the national implementation of the 8:4:4 System of Education in Kenya faced many curriculum problems connected with lack of resources; deployment of unqualified teachers, a new ecumenical Christian approach to the teaching of Christian Religious Education as opposed to past specific church approach. Teachers were equally confused with the many fast changes in the Primary Christian Religious Education. Some teachers felt inadequate to teach the Programs of Pastoral Instruction which were part of the new Christian Religious Education Syllabus. The Christian Church responded to the problems of teaching the Primary Christian Religious Education (1980) Syllabus by launching lnservice Education Programs in1981 (CISRET) and 1982 (CREATE) for Catholic and Protestant teachers of Primary Christian Religious Education respectively. However, since the Inservice Programs were launched, no independent objective study had been carried out to determine the worth of the Programs in meeting the needs of teachers for the implementation of the Primary Christian Religious Education The purpose of the study was to investigate the role of the Christian Church in curriculum development in Kenya with specific reference to the contribution of CISRET and CREATE Inservice Teacher Education Programs to the teaching of Christian Religious Education in Primary Schools. The study was focused on analysis of the Programs in relation to the implementation of the Primary Christian Religious Education curriculum in Kenya in order to establish their worth. Specific objectives,research questions were formulated and assumptions made on the basis of Lewy's (1977) curriculum rationale for Inservice Teacher Education Programs to guide in the investigation. The study sample was composed of two hundred and ninety-six graduates of the CISRET and CREATE Inservice Programs who were selected through quota sampling method; two sponsors; six trainers; two Directors of the lnservice Programs, and ten Field Officers, who were all selected through purposive sampling. Information relating to the purpose of the study was collected through questionnaires, interviews and observation checklists which were constructed to answer specific research questions and discussed with experts in the field of study before using them. The collected data was then categorized, coded and summarized using both quantitative and qualitative descriptions, according to the following three major themes that emerged in the study in relation to the research questions: Needs assessment of the Graduates of CISRET and CREATE Curriculum Activities of the Graduates of CISRET and CREATE Curriculum Design and Implementation of CISRET and CREATE The findings indicated that the main objective of the Inservice Education Programs, that of providing the trainees with new knowledge, attitudes and skills to implement the Primary Christian Religious Education curriculum, has been sufficiently achieved. The conclusions reached show the importance of Continuous Inservice Education for Teachers (INSET) Programs [or curriculum implementation.
A study of the effective implementation of Ministry of education policy guidelines for Free primary education in Lugari District, Western Province, Kenya
(Kenyatta University, 2009-08) Waudo, Dayana Josphine
From independence in 1963 to 1987, the Government subsidized primary education but in 1988 cost sharing was introduced. In 2003 the government reintroduced the policy of funding most of the cost for primary education to fulfill International Agreements such as the World Conference in Jomtein (1990) which emphasized development of education in countries. From 2003 Free Primary Education has been implemented through specific MoE policy guidelines. These include unconditional admission of learners into public primary schools; government funding of the teaching-learning resources; empowering more of head teachers as AIE holders; enhanced in-service courses for teachers to handle all learners; empowering more of SMCs and SIMSCs on management of schools resources and monitoring of school activities by QASOs and auditors. This study therefore set out to evaluate the effective utilization of MoE guidelines in FPE implementation in Lugari District between 2003 and 2006. The literature review focused on research findings on the effective management of the human, financial, physical facilities, teaching-Ieaming resources and time and then linked the findings to gaps in the strategies of FPE implementation in Lugari District. The study used random sampling to obtain 34 (30 %) of the 114 public primary schools in Lugari District and chairpersons of SMCs of the schools respectively. In addition, purposive sampling was used to sample the 284 (18.8%) teachers including the head teachers from a total population of 1508 and the 14 (100%) educational supervisory staff in Lugari District. All the respondents in the study were 332. The study used questionnaires, interview schedules and a document checklist to collect data. The data was analyzed using quantitative and qualitati ve data analysis methods. The Statistical Package for Social Science (SPSS) version 10.0 computer programme was also used. The analyzed data was presented in frequency tables, percentages, pie charts, bar graphs, line graphs and correlation tables. Some of the major findings of the study were that the teachers used Alternative Teaching Approaches such as Multi-Shift to address understaffing and inadequate physical facilities; the involvement of SMC and SIMSC in resource management in the schools had led to effective utilization of the available resources; promotion of discipline in the schools was mostly done through guidance and counseling; the course content of the in-service courses organized for head teachers on effective finance management were inadequate and the monitoring of school activities by QASOs and auditors was still inadequate. From the research findings, the researcher drew a conclusion that most of the strategies for the implementation of FPE in Lugari District were effectively articulated save for the enhancement of head teachers as AIE holders and the monitoring of school activities by most officials. Some of the recommendations made were that in-service courses on resource management should be of longer duration; parents should be encouraged to support government efforts in the FPE programme and the monitoring of school activities by QASOs and auditors should be enhanced.
Equity dimensions in public university education in Kenya: an analysis of parallel and regular undergraduate platforms
(2011-05-01) Otieno, Mary Akinyi; Gravenir, F. Q.; Jothan Olembo Obisi
The rapid expansion of university education in Kenya has necessitated inevitable reconfigurations and innovations in access and finance issues. Part of this is evident in the high demand for university education that has seen the mounting of alternative platforms variously called parallel, self-sponsored or module 11. As of necessity, such developments come with inevitable consequences, including altering the pattern of access by socio-economic groups as well as gender, in as much as they engender institutional differentiation manifested in the appropriation of private funds, occasioned by differential enrolment of paying students. The dualistic admission policy has the potential of engendering inequalities among social groups, gender and between institutions, principally because, by `liberalising' education, it opens up university admission to those students able to pay the fees. This poses a threat to equitable distribution of education opportunities in public universities. It is for this reason that the current study investigated the equity issues in Kenya's public university system since the mounting of the parallel platform, to identify equity dimensions evident in the provision of public university education in the parallel and regular undergraduate degree platforms on the basis of socio-economic status, gender equity, degree programmes equity and institutional equity. The study was carried out in three public universities namely: University of Nairobi, Kenyatta University and Moi University. The target population was 61,115 and the sample size was 748. The sample size was derived from Krejcie and Morgan's (1970) Tables for determining appropriate sample size given a specified population. Purposive sampling was used to select 40 university administrative staff and another 8 respondents from eight organisations referred to in this study as (education experts/policy makers). Two types of research instruments were used: interview guide and questionnaires. Questionnaires were administered to public university students and academic staff while interview guide was administered to the education policy makers (education experts) as university administrators, CHE, MoEST, JAB staff, World Bank, KIPPRA, Rockefeller, IPAR and Ford Foundation. Data analysis for this study was done both quantitatively and qualitatively. Chi Square statistical analysis was used in this study to compare frequencies occurring in different groups such as students, public university administrative and academic staff, including policy makers and education experts in university education on the four variables for the study. In line with the study objectives, six hypotheses were designed for this study and the results generated made the study findings, viz; Five objectives were investigated and the results indicated that there were differences in enrolment across gender by platform, that distributions of regular students by gender in the three public universities in the two (MI & MII) study platforms differed significantly, that students from the more affluent families (middle and high SES) dominated positions on the MII platforms, that irrespective of gender, the students' presence in any platform is determined by their parents/guardian/family SES, however gender on its own cannot determine a student's presence in either MI or MIL Furthermore, being female from lower SES diminished a student's chances of participating in pure science based programmes in public university education. While the socio-economic status of a female student's family would influence preference of the degree programme pursued, the same conclusion is not true for male students. The study concludes that there is a persistent gap in university education participation, between students from richer and poorer family backgrounds and recommends instituting gender equity structures by JAB and the government of Kenya
The contributions of parents to the cost of upper primary education and its implications for free primary education; a case of South Nyanza, Kenya
(2011-05-01) Ogeta O. Norbert
Due to the large enrolments, rising costs of education and the demands of the other sectors of the economy, in sessional paper No. 1 of 1986, the government legitimized cost-sharing policy in which parents were given more responsibilities of providing more funds for meeting the costs of primary education. The purpose of this study was to investigate the adequacy of parents' contribution to the cot of upper primary education. More specifically the study sought to find out whether parents' contributions were actually adequate or sufficient in meeting the cost of upper primary education. A descriptive survey design was used in this study. The sample of the study comprised 496 parents and 124 headteachers . A total of 120 head teachers and 450 parents responded to the questionnaires and the interview schedules respectively. An interview schedule for parents and a questionnaire for head teachers were the two instruments used for data collection. In analyzing the collected data, percentages, means, standard deviation, t-tests were used. The level of testing the hypothesis was set at 0.05 level of confidence. The findings showed that parents had low financial abilities in meeting the costs of upper primary education because of their low income. It was also due to unreliability of the various occupations they were engaged in as sources of income for providing funds to meet the cost of upper primary education. Even though parents were found to be unable to effectively meet the cost of upper primary education because their low income, their contributions were necessary due to the inability of the government to meet the primary schools' financial needs. It was therefore recommended that school authorities should come up with some strategies for mobilizing funds from the parents and other possible sources of funding education. It was therefore recommended that school authorities should consider soliciting funds for schools by engaging school children in income generating activities such as agriculture, keeping poultry and any other which they are capable of undertaking as a way of raising funds. Funds should also be solicited from community members, foundation bodies ( like religious organizations, commercial firms), cost-saving measures and through costsharing activities by setting benchmarks for various educational costs and ensuring that such benchmarks are not changed. The study recommended that it was necessary for school authorities to liase with the local leaders such as the local chiefs who were in better position to mobilize community groups to participate effectively in school projects like fundraising for individual schools. The study concluded that married male parents who were engaged in 12 occupations were more economically able to meet the costs of upper primary education for their children than those parents who were engaged in six occupations. It was recommended that further research be carried out on ways and means of controlling the prices of basic facilities and resources which were required for learning in upper primary education to enable parents to effectively meet the costs of upper primary education. i.e setting benchmarks
Analystical study on factors influencing school-based-teacher-evaluation practice in secondary schools in seleted districts of Western province, Kenya
(2011-05-08) Itolondo, Wilfrida Arnodah
Education commissions in Kenya starting with the Report of the Commission of the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond of 1988 studies have persistently recommended for the need to establish the practice of SBTE in secondary schools as a remedy to the inadequate and ineffective role of the Directorate of Quality Assurance and Standards in Education (DQASE). Recommendations made by the commissions to the effect that SBTE practice be established in secondary schools in Kenya and yet it is supposed to be an on-going practice led to the conclusion that there was a problem with the practice. It was in view of this that this study analyzed factors influencing SBTE practice in secondary schools in the selected districts of Western Province, Kenya with the purpose of providing explanations and suggestions solutions on issues surrounding it. A survey study design was used because of the type of information collected and also because of the large target population of the study. The study was conducted in three districts of Western Province, Kenya, namely, Bungoma, Butere/Mumias and Vihiga. Thirty-seven out of 282 schools were sampled for the study. The target population was 3826 subjects while the sample size was 514. Data was collected using headteachers, senior teachers, selected heads of departments and selected teachers. Stratified, purposive, simple and systematic random sampling procedures were used to select the districts, schools and respondents. A questionnaire, two different interview schedules and document analysis guides were used to collect the information. Validation of the research instruments was partly based on a pilot study conducted in two schools not involved in the study. Both qualitative and quantitative data analysis approaches were used. The data was analyzed manually according to themes derived from the specific objectives of the study. The findings were discussed and presented through descriptive tables. The main findings of the study were: there were no awareness programmes especially with regards to the analysis of professional tools; less than half of the respondents had received some in-service training course; there were no proper strategies laid down for the institutionalization of SBTE and observation of teachers during instruction is done in very few schools. Understaffing especially in district schools, failure by head-teachers to initiate and enforce observation of teachers during instruction, lack of funds by most of the schools, lack of know how and lack of a clear government policy especially with regards to peer teacher evaluation were some of the factors militating against SBTE practice. There was no mutual understanding by the respondents about the purpose of SBTE and the role of the DQASE in SBTE practice. The following recommendations were made: headteachers to take a leading role in SBTE practice; in-service training courses targeting all teachers to be conducted; schools to be staffed with enough teachers; need for a clear government policy about the purpose and practice of especially peer teacher evaluation; the Ministry of Education through the DQASE to be more involved in SBTE practice
The Status of service delivery in Commercial Health and fitness Clubs in Uganda
(2011-07-20) Soita, Wanzalla Paschal
Many service providers have emerged on the Ugandan market offering health and fitness services. This necessitated a study to establish the service delivery status in the sector. Secondly, in absence of national practitioners standards, some benchmarks are proposed, from which assessment of service quality in Uganda could be based. Using the modified 20 item SERVQUAL questionnaire, data was collected from a purposively selected sample of 486 customers; an additional 116 service consumers were interviewed while a separate questionnaire elicited data from 62 prop iders; in total 644 respondents participated, covering 58 purposively selected health-and-fitness centres countrywide. The study targeted clients to gymnasia, aerobics clubs, aqua-based activities and specific sports (squash, tennis and martial arts) where vulnerability is high. Both descriptive and inferential statistics were used in data analysis. The measures of service quality v ere captured along the five dimensions: tangibles, responsiveness, empathy, reliability and assurance. The overall gap score mean of -1.731 implied that ser\ ice quality was below customers' expectations; the dimension with the smallest gap score was Assurance (-1.65), the largest was the Tangibles (-1.87). Reliability (-1.71), Empathy (-1.69) and Responsiveness (-1.66) equally scored below expectation. The independent samples t-test revealed that there are statistically significant differences between customers' expectations and perceptions means (all exhibited high t-values and p= 0.000). This suggests that customers clearly distinguished between service dimensions. The ANOVA at p < 0.05 indicated that there are statistically significant differences in service desires according to demographic characteristics - gender, education, and motivation. Major findings were that: the most influential predictor for customer satisfaction is Reliability ((3=0.799, p=0.000). Whereas Reliability (R=0.725, p=0.000), Assurance ((3=0.603, p= 0.001) and Tangibility (R=0.332, p=0.004) were found to be very effectual in behavioural intentions. Secondly, there are policy challenges that exist and may not allow the future success of the industry if not addressed; such as lack of a jingle authority for standardization, certification of the fitness professionals and regulations to save it from abuse. Customer perceptions are best addressed only if technical/highly skilled and relational competencies of providers are factored in at service points. The conclusion is that the current model in most clubs falls short of international operational standards. The study therefore recommends that the MOSS and MOH must promptly ;.J in a joint effort with federations, academia, and the leading international certifying organizations to directly oversee and/or set standards of practice so as to meet required quality levels and requirements of the fitness industry for grow, i and development.
Uchanganuzi linganuzi wa mielekeo na umilisi wa lugha ya kiswahili wa wanafunzi katika mikoa ya pwani na Nairobi nchini Kenya
(2011-07-26) Babusa, Omar Hamisi
Language attitudes play a very important role in the process of second language learning, teaching and proficiency. Besides that, language attitudes are very central in matters regarding language policy and language learning. This study analysed the attitudes of secondary school students from Nairobi and Coast Provinces towards Kiswahili, their Kiswahili language proficiency levels and the reasons for the attitudes that they showed in the research taking into consideration the two variables of province and gender. The study was necessitated by expectations of the Kiswahili syllabus for teaching students and the uniform teaching methods used to teach students who come from different places in Kenya. The study involved 480 students from 12 secondary schools in Coast and Nairobi provinces in Kenya, 6 schools from each province and 40 students from each school. The study selected three girl schools and three boy schools from each province. Stratified purposive sampling was used to get the respondents. This study used three types of research instruments, Student Attitude likert questionnaire, focus group discussion for getting the reasons of the attitude and A Kiswahili Language test for testing the students levels of Kiswahili language proficiency. Results of the study showed that majority of the students from Coast and Nairobi provinces had positive attitudes towards Kiswahili and that they had satisfactory levels of Kiswahili language proficiency. In addition, students from Coast province had more positive attitudes towards Kiswahili and higher Kiswahili language proficiency levels than their counterparts in Nairobi province. The study also showed that girls had more positive attitudes towards Kiswahili and higher Kiswahili language proficiency levels than boys. In addition, some students who had positive attitudes towards Kiswahili, had low levels of language proficiency while some of the students who showed negative attitudes towards Kiswahili had high levels of language proficiency. It was recommended that there should be changes in the teaching methods of Kiswahili in secondary schools, to include all the four language skills. In addition, the study recommended that the Kiswahili subject be divided into two subjects i.e. Language and Literature instead of one and that the students be motivated with good Kiswahili employment opportunities and while the Kiswahili teachers be motivated with salary increments. Also different teaching methods should be used for students coming from different places instead of the uniform methods used for all students. The study also recommended the formulation of policies to motivate Kenyan publishing companies in publishing many Kiswahili books of leisure. We also recommended the introduction of more Kiswahili Radio stations, publications of more Kiswahili Newspapers and the formation of a Kiswahili TV station. Lastly, there is need for further research especially on the negative correlation between students' attitudes towards Kiswahili and their language proficiency levels and also on the effects of gender on Kiswahili language attitudes and language proficiency.
Proverbs as artistic discourse strategy in conflict resolution among Kenyan Somali
(2011-07-26) Aden, Muktar Haji Barre; Muigai Wa Gachanja; Alembi, Ezekiel
The study was motivated by the fact that little research has gone into the analysis of the Kenyan Somali proverbs although this genre not only occupies a central position in this community, but also serves many functions in the same community. In this study, we analyse Kenyan Somali proverbs. Specifically, we analyze the ways in which the proverbs is used by the community to resolve conflicts. Details of performance, language and function are elucidated particularly in relation to how they aid in conflict resolution by the community members. The study is about the Kenyan Somali proverb. The research is based on North Eastern province of Kenya where the ethnic somali concentrate. The study investigates the functions, language and performance of the proverb. The Kenyan Somali proverb has many functions but the focus of this study is the function of resolving clan conflicts. One hundred and forty six (146) proverbs were collected, but for the purpose of this study one hundred and one (101) were used for illustrations. This study is deemed necessary because the Kenyan Somali proverb, in the past, did not enjoy much of the attention of oral literature scholars. Therefore, there is need to study the proverb, especially how it is used as a conflict resolution tool. On the other hand, we understand there are many conflicts in the world and in Kenya and there attemps on how to solve them. This study will contribute to whatever existing knowledge we have on how to solve conflict and it may particularly assist government administrators who are oftenly confronted with conflicts, especially in rural areas. The methodology used in the collection of the material analyzed originates from various sources. Consulting with various sources was important because we needed a variety of data for our study. The researcher, for example, actively participated in peace meetings where live performance of the proverb were recorded. The recording was done through video, still pictures, pen and paper. Data from the field provided material for analysis which included proverbs, discussions, interviews and photographs. The researcher hired and trained six research assistants, one each from the six main clans of the Kenyan Somali. Thirty two men and twelve women who are considered opinion leaders were interviewed. In collecting the required data, the researcher also undertook library research. The library sources were necessary in order to build the theoretical basis for our study as well as to provide material to support the arguments advanced in the study. All these have been useful in building our discussions on how and why proverbs are used in conflict resolution in the Kenyan Somali community. The results of the study reveal that the proverb is used to resolve conflict and this is mainly so because of the language (style) used and the performance which include both verbal and non-verbal.
The status and challenges of open and distance learning in Kenya's public universities
(2011-07-26) Anyona, K. Jackline
The ever increasing demand for university education, overstretched residential facilities and the need for continued learning have led to the emergence of Open and Distance Learning (ODL) in Kenya. These ODL programmes have however been faced with challenges which this study sought to identify. The focus of this study was on ODL delivery models in Kenya, training and motivation of staff, cost and consistency of the programmes delivery across geographical locations, learner's interaction with facilitators and feedback. Descriptive survey design was adopted in this study. University of Nairobi and Kenyatta University were purposively selected for the study. Random sampling was used to select respondents who included the students registered in ODL, lecturers and senior administrators involved. Data were collected through 702 questionnaires for students, 278 questionnaires for lecturers, 2 interview schedules for administrators, and document analysis. Content validity of the instruments was done before the instruments were pre-tested and reliability calculated using split-half technique for internal consistency. The data were analyzed both qualitatively and quantitatively. Quantitatively the data was analyzed using descriptive statistics aided by statistical package for social sciences (SPSS) and Microsoft excel. Results indicated that Kenya was in the early stages of developing ODL and at the time of the study, the programmes were offered through various institutions which initially started by offering residential modes. Various challenges touching on non optimal utilization of programme facilities, delays in production of study materials, inadequate funding, and low teaching staff levels were identified. Efforts of the ODL providers in Kenya were also not guided by national policies posing a challenge on resource mobilization and programme quality issues. These institutions, being dual mode were overwhelmed and were not able to meet demand for university education. The study thus established that the institutions offering ODL in Kenya are governed by their own institutional policies and that ODL delivery in Kenya is faced with various challenges that hinder its full implementation. It is hoped that the findings of this study and the recommendations therefore suggested would aid the government and universities in Kenya to achieve their goal of providing quality open and distance education at an affordable cost. It would aid in policy on the establishment of a national open university to cater for increased demand for university education, budgetary provision for ODL programmes, the articulation of national policies for open and distance education and efficient use of ODL resource centers in providing student support services.
The effect of formal strategic management on organizational performance : a study of selected medium sized manufacturing enterprises in Nairobi, Kenya
(2011-07-28) Gichunge, M. Evangeline
Knowledge of formal strategic management has increased greatly over the last four decades. Most of this knowledge has however been accumulated in the context of more developed countries. Research on formal strategic management in the less developed world is limited but increasing, and concentrates on large private and public sector enterprises. The environment in which the Kenyan Medium Enterprises (MEs) sector exists is very competitive. Medium Enterprises need adjustment efforts that require reassessment of performance for improved management. With increasing challenges in the business environment, ME sector managers must have the capability to adapt and restructure the enterprises to address constraints facing them. They need to adopt formal strategic management. This study examined the effect of formal strategic management on organizational performance of medium sized manufacturing enterprises in Nairobi, Kenya. It examined the extent to which formal strategic management is adopted by medium sized manufacturing enterprises in Kenya and investigated the effect of various administrative/legal factors on the extent to which formal strategic management are adopted. It also determined the relationship between level of competition and adoption of formal strategic management and investigated the effect of administrative/ legal factors on organizational performance. Finally the study assessed the relationship between adoption of formal strategic management and organizational performance. The research was conducted through a survey of MEs in Nairobi, Kenya, between July and September 2006. Eighty MEs were selected using simple random sampling. Primary data was collected using a semi-structured questionnaire. The respondents who were members of management team filled open and close ended questions. The data was analyzed statistically using the SPSS and R packages through tabulation, proportions and logit analysis. The results were both consistent and inconsistent with theoretical and empirical expectations. Thus, the majority of MEs have adopted some formal strategic management. This is inconsistent with current literature and empirical studies that suggest that the MEs have not adopted any formal strategic management. It is consistent with past studies that administrative/legal factors affect both adoption of formal strategic management and organizational performance. Competition also influences adoption of formal strategic management. Organizations with formal strategic management perform better than those without formal strategic management. The top management of MEs should therefore adopt formal strategic management in line with administrative/legal and competitive environmental factors facing the organizations. MEs should also adopt formal strategic management to promote performance and counter competition. This will promote growth ill enterprises and enhance entrepreneurship development. Further research should evaluate the relative importance of other factors like ecological, physical, distributors and suppliers that are assumed to affect organizational performance.
Incidence and extent of substance abuse among secondary school students in Nairobi Provinc, Kenya: implications for specialised intervention.
(2011-08-02) King'endo, Madrine
Substance abuse has become a major challenge in secondary schools in Kenya. A study carried out in Kenya observed that 20% of adolescents aged between 12 and 22 years smoke cigarettes, 9% smoke bhang while 23% drink commercial beer and spirits. This is the age in which most youths are in schools and colleges. The aim of this study was to find out the incidence and extent of drug abuse among secondary school students in Nairobi Province, Kenya. This information is useful in developing specialized educational programs for drug abuse in Kenya. The objectives of this study were: to determine various substances commonly abused by students, assess the prevalence of substance abuse in secondary schools, determine the factors that contribute to substance abuse, students' behaviour related to substance abuse and identify the factors that influence students to abuse drugs. An expost-facto research design was employed. The study population comprised of all public secondary schools in Nairobi Province. The sampling was done using stratified sampling to obtain different categories of schools, and the status of each school. The schools were chosen from the strata using purposive and simple random sampling methods. Systematic sampling was then applied to obtain the required number of students, where every tenth student from the admission register was selected. One counseling teacher from each sampled school was selected to participate in the study. The total number of respondents was 525 students and 14 counseling teachers. A separate questionnaire for students and another one for counseling teachers were used to collect data. The instrument's validity and reliability was enhanced through a pilot study in two schools within the province and were not included in the main study. Face validity and content validity was used by the researcher engaging colleagues and experts in the school of education. The questionnaires were administered to the respondents by the researcher assisted by four research assistants. The research began after obtaining a research permit from the Ministry of Education The data obtained was coded and analysed using the SPSS programme for windows. The statistics used for this exercise were mainly percentages, pie charts and bar graphs. However, the stated hypotheses were tested by the use of the chi square. The key findings showed that peer pressure, school and family stress, and drug availability contributed to students' drug abuse. It was also found that alcohol was the mo,, abused drug, that boys abused drugs more than girls and that drug abuse was more )revalent in mixed schools than the other categories of schools. The study also found that most students, 81%, who abused drugs did this often. The study concludes that stringent measures should be put in place urgently so as to address the problem of drug abuse. The study recommends a multifaceted approach as a strategy for minimize the vice in the Kenya secondary schools.
Headteachers’ self perception of their role in the management of school based change in Western Kenya
(2011-08-03) Mabonga, L. O. Joel
The purpose of this study was to examine the perceptions held by headteachers of their role in the management of school-based change. Specifically the study sought to establish headteachers perception of their role in the management of school-based change, the nature of school-based changes initiated by the headteachers, the kind of resistance faced while implementing school-based change and the strategies undertaken to minimize resistance to change. Guided by available literature on headteachers‟ management tasks, seven core management task areas were identified. The seven are: general school administration, management of school physical resources, school community relations, staff personnel, finance and income generating activities, student personnel services and finally curriculum and instruction. The study gravitated around these seven management task areas in examining headteachers‟ perceptions on change management. The research was anchored on a conceptual framework that views the process of educational change as a replica of interactions in a social system. Using the Ex Post Facto Research design and a School-based Change Management Questionnaire (SBCMQ) data were collected from sixty four headteachers of public secondary schools in Western Province of Kenya. Respondents were chosen by multi stage sampling incorporating stratification and purposive sampling. The collected data were analyzed by descriptive statistics and content analysis. Data analysis revealed that headteachers perceived themselves positively on the accounts of teambuilding, personal motivation and initiative, leadership management and effective communication in the initiation and implementation of school-based educational change. The study found that specific school-based changes introduced by headteachers varied from one school to another and from one management task area to another. It was also established that the main sources of resistance to the school-based changes initiated by headteachers emanated from the communities surrounding the schools, the school staff and students. The key task areas that elicited the most serious forms of resistance to changes were, Management of finances, general administration, staff personnel and student services. The study further established that a large proportion of headteachers were unable to diagnose resistance to change.On the basis of the findings the researcher recommends firstly, for a paradigm shift in the management of secondary schools from a centralized command within the Ministry of Education headquarters to mainstreaming of a guided school-based management as a basis of policy making and execution. Secondly, the study calls for institutions charged with the responsibility of pre-service training and in-servicing of headteachers to consider the inclusion of management of change as a core subject in teacher training/in-service programmes, in view of the finding this should be a priority concern. Thirdly, the study recommends for a similar research on the perceptions‟ of other stakeholders on the role played by secondary school headteachers in management of change within their schools. This could be carried out for a comparative analysis of what headteachers contend to be doing and what they are seen to be doing. Fourthly, a replica study on headteachers of private secondary schools could also be carried out to profile their management roles.
Parent-teacher partnerships for enhancing pre-school children's education in Uasin Gichu district, Kenya
(2011-08-03) Koech, Kibet Peter
The Kenyan Government in her partnership policy intends to promote the relationship between parents, teachers and the community in enhancing children's education. This will be possible if: First, parent-teacher partnerships were enhanced in Epstein's six modes of involvement and partners' roles were defined; second, varieties of techniques were employed; and finally, factors that relate to parent-teacher partnerships were appreciated and catered for. A parent-teacher partnership in kenya was found to be low. Local researches in Kenya reveal minimum levels of parent-teacher partnership in primary and secondary schools. Studies show that the role of the community and the parent was low and seemed to be restricted to the provision of finances and facilities. The purpose of this study was to explore parent-teacher partnerships and strategies used to promote these relationships in pre-schools. The study was done in Uasin Gichu District. Epstein's Family, and community partnerships theory, Dunst, Johanson, Rounds, Trivet and Hamby's Family Enabling Empowerment Model and Hoover-Dempsey and sandler's Model of parental Involvement, guided it. This study used an Ex Post Facto design. The independent variable were rural-urban context, sex, type of school sponsorship, level of education, role defination and strategies used. The dependent variables was parent-teacher partnerships. The target populations were parents and teachers of pre-school and primary school headteachers and Ministry of Education Officials. The sample size consisted of 135 parents, 60 teachers, 10 headteachers, 5 Ministry of Education Officials at the district level and 4 at the national level. Questionnaires and interview schedules were used for data collection. Data was prepared for statistical analysis using Statistical Package for Social Sciences. Means, percentages formed part of the descriptive statistics. ANOVA and t-test of independent samples were used and null hypotheses were tested at alpha value 0.05. Findings revealed that the level of parent-teacher partnerships was low. There was a significant difference between parents' level of education and parental level of involvement in parenting, learning at home, communications and decision -making modes. Parents in private and public schools were not found to be significantly different in their levels of involvement in all modes. Teachers in private and public schools differed significantly in their levels of involvement in decision-making and learning at home modes. Parents in private and public schools differed significantly in parenting mode of involvement. Parents and teachers parents' role defination was found to be significantly different in volunteering and decision-making. Hedteachers and Ministry of Education officials' differed in parents' role definition in volunteering mode of involvement. Parents and teachers' role definition was significantly different in parenting nd volunteering modes. Headteachers and Ministry of Education Officials' differed in parents and teachers' role definitions in volunteering. The most frequent strategies used by the headteachers and Ministry of Education Officials were sending letters, organising workshops and transition, holding parent teachers meetings, holding closing term meetings and providing information about children's progress. The strategies used included sending information to the teachers through DICECE officers,organising for sensitisation meetings, organizing academic days, open visits by parents, and using class representatives. The roles of key stakeholders included volunteering in children's activities, participation in school decision-making and school policies. It was concluded that parent-teacher partnership is weak. It was recommended that there is need to highlight the roles of stakeholders in partnership and appropriate strategies adopted to promote partnership for harmonious working relationship.
Relationship amongst market orientation service quality,firm innovation and fitness enterprises' performance in Kenya
(2011-08-09) Ng'an'ga, David Muigai
This study sought to establish the relationship amongst market orientation, service quality, firm innovativeness and firm performance within fitness enterprises in Kenya. These are important strategic marketing and development facets whose outcomes impact profitability and growth, hence need to establish their utilization and practice within the fast growing fitness industry in Kenya. Using a purposive sampling method 77 enterprises were obtained from secondary sources while another 69 enterprises were identified through snowball sampling technique using key informants. In total this yielded 146 enterprises from which 191 managers were identified as key informants to participate in this study. To sample the 1283 clients who took part in the study, the mall intercept method was used. Questionnaires were used to collect data. Two instruments (in form of questionnaires) were used in this study; one for clients and the other for the managers. The resulting data were analyzed using principal components analysis, the Pearson's product moment correlation and multiple regression analysis. The results demonstrated significance of market orientation and innovation as key contributors toward fitness firm performance but failed to show any significance for service quality. The results indicated that relationships do exist on perceptions of service quality from clients based upon demographic characteristics (trainings per week, employment status, age of the client and gender of the client of participant). The multivariate regression results demonstrated that the dimensions of market orientation and firm innovation developed for this study greatly impacted firm performance. Firm innovation moderated the market orientation firm performance relationship; however, service quality failed to show any mediation effect on these two variables. This study found that higher service quality resulted in higher customer satisfaction. Results suggested that managers must understand and appreciate the concerns of clients in regard to services that they offer and in particular with regards to the tangibles elements. The findings also revealed that the tangibles, reliability, responsiveness/ assurance and empathy dimensions significantly led to increases in the overall satisfaction evaluation of services that the firm provides. The tangibles dimension was most significant. The ability to attract and retain customers through providing excellent service quality is a necessity for any business in every field. From this study, it was recommended that in a bid to consistently provide high quality service, fitness firms must first know how to measure and identify areas of needed improvement. Key in this process is the customer relationship management process which is internal to the firms' operations. It is also imperative that fitness managers determine what constitutes market orientation, innovation and service quality within their cultural context for optimizing service and satisfaction to fitness customers
Assesement of the impact of handcraft industry on the environment: a study of Wamunyu and Gatangi locations, Mwala district, Kenya
(2011-08-09) Mutinda, Wanza Jane
The study was on woodcarving and basket weaving handicrafts among the Kamba community in Wamunyu and Katangi locations of Mwala District of former Machakos District in Kenya. It examined the extent to which the two practices have impacted on the raw materials used in the production of the respective crafts. A total of 200 craftspeople (100 woodcarvers and 100 basket weavers) participated in the survey. These were purposively sampled for the reason that in each location, the target respondents were organised into a major association. In Wamunyu the major association is Wamunyu Cooperative Society, whereas in Katangi it is the Yatta South Women Group. Other study respondents included cooperative officials and, programme managers of local non-governmental organisations. Questionnaires, in-depth interview guides, focus group discussions, observation and photography were used in collecting data which revealed certain significant aspects of the respective handicrafts. Wood carving is a major informal industry in Wamunyu. It is a source of livelihood for many families. However, it has been practiced to the detriment of the environment. Witnessed is a complete disappearance of some indigenous trees originally used in the industry due to inactive foresight in replenishing the resource base. Most carvers are blind to environmental concern but monetary gain. In comparison, basket weaving has had a relatively modest impact on the environment. Its resource base is sisal. Revealed as well, resident NGOs have very little to do with the handicraft industries despite the significance of the crafts as major income earners. Admittedly, the findings suggest a need for both woodcarvers and basket weavers to carryout their trade in a sustainable way especially that most local tree species and sisal are near depletion. Required are afforestation and reforestation programmes and, as relates to leftovers from the respective crafts, adaptation of good waste management practices. For example, use of cut-offs in carving smaller items and making of compost manure rather than setting ablaze the resultant leftovers. The cooperative societies should be in the forefront of ensuring that sustainable wood carving and basket weaving is done. There is need for urgent extensive mobilisation of all stakeholders to start nurseries and plantations with the sole purpose to grow raw materials for use by the respective crafts. Hence conservation education would come in handy in promoting sustainable woodcarving and basket weaving. Suggested as well is a need for resident non-governmental organisations to expand their activities and train and empower the woodcarvers and basket weavers in aspects such as resource conservation, water harvesting techniques and, diversification of income generating activities.
An analysis of zilizopendwa for the development of instructional materials for music education.
(2011-08-10) Ondieki, Otoyo Donald
This research focused on the development of instructional materials for music education from zilizopendwa (early Kenyan popular music of 1945-1975) with the hope of providing a social-cultural education. The study sought to: establish musical and extra-musical contest of zilizopendwa; identify features of zilizopendwa that are pratical for use in education; develop an index of song material; each with derivable music concepts; and generate learning materials from zilizopendwa useable for teaching music concepts and skills. The study population included music teachers, popular musicians and recording from era under study. Purposive and stratified sampling techniques yielded respondents for the study. Data collection instruments included questionnaire, observation and analysis schedules. Qualitative data was analysed through the descriptive method that involved the transcription of songs into staff notations for analysis in reference to musical concepts and translations of texts into English to facilitate understanding of verbal message. The study authenticates the suitability of zilizopendwa in proving materials functional in music education. Through the analysis, an instructional model was created that validates the genre's applicability for music instructions. The study further generated a collection of song material for classroom use. A song index was developed to guide the selection of this song material for the implementation of various segments of the music curriculum. Finally, in light of the study findings, the recommendations made for possible implementations by relevant authorities included the need for: teaching strategies that involve active experiences with the music; socio-cultural sensitive education policies, methodologies, strategies and resources; equipping teachers with contemporary teaching strategies and techniques and the incorporation of more socio-cultural teaching materials and resources in music education.
Management of christian community services in the Anglican church of Kenya dioceses of Maseno South and Maseno West (Kenya)
(2011-08-10) Okeyo, Arudo T. O.
Provision of community services through the church has a history that dates back to the missionary era and forms part of the social gospel. In their earlier work, missionaries provided education, health and other social services among communities. With the coming of Kenya's independence, the government took over provision of these essential services, leaving the church only as sponsor, or managers of the schools or health services albeit with a limited number remaining autonomous. In the 1970s, the Church of Province o f Kenya (CPK) currently Anglican Church of Kenya (ACK) initiated Christian Community Services (CCS) in the then Diocese of Maseno South (Nyanza Province). This was through a programme known as Integrated Rural Development Projects (IRDP). Its mission was based on John 10:10 hence, providing abundant life that was Christ's mission to humanity regardless of gender, creed, race or religious affiliation. However, with time, a number of these projects that had enjoyed sponsorship from various international organisations begun to experience challenges. Sustainability and ownership he came a major challenge. Some of them struggled to survive through management conflicts, making them to operate below capacity others simply closed down altogether. The question was why such commendable initiatives failed to see the light of the day. What failed these church sponsored projects at a time the local communities W ere eager to be free from poverty, disease and want? This study set out to investigate the source of the problems by limiting itself to diocese of Maseno South and diocese of Maseno West. It established that the core problem was misinterpretation of the mission goals. The goals were designed by the clergy the project patrons and implemented by project managers. The background training of these two organs was very different. Moreover, the traditional goals of the church and that of CCS seemed to differ from each other. Besides, the beneficiaries failed to own the projects which they viewed as either church projects, Bishop Okullu's projects or they simply associated them with donors or some of the project leaders. They failed to see success or failures of the projects as their own. Data collection was conducted by the researcher with the help of four trained research assistants. The data were analyzed using both qualitative and quantitative techniques. The qualitative data were analyzed using the Statistical Package for Social Sciences (SPSS). The quantitative data were analyzed through content analysis. The study concluded that for CCS (now Inter-Diocesan Christian Community Services - IDCCS) to become sustainable, the church should retrain the old clergy in community development. In so doing, training curriculum in theological colleges must incorporate community development and management skills.
Management of the change occasioned by free primary education in Kakamega and Kajiado districts, Kenya
(2011-08-10) Ogola, O. Martin
The purposes of this study was to conduct an in-depth investigation into how primary schools are managing change with regard to Free Primary Education(FPE) in Kenya and from this, develop a framework for effective change management of FPE. The study was conducted in Kakamega and Kajiado districts. From the 59 schools sampled, 59 headteachers and 177 teachers were in included in the study. Fourteen Area Education Officers (AEOs), 118 parents, 118 school Management Committee (SMC) members, 2 District Education Officers and 7 senior officers from the Ministry of Education headquarters were also interviewed. The study used questionnaires, interviews and Focus Group Discussions (FGD, ) for data collection. Some of the key findings from the study were as follows. Most primary schools were found to be inadequately resourced for FPE. There was an inequitable distribution of teachers among schools and teachers had heavy workloads. In terms of infrastructure, there existed considerable discrepancy among schools. As managers under FPE, headteachers cited accounting and management of financial resources as main areas of perceived inadequacy. Teachers evaluated headteachers lowly with regard to the following: involving staff in decision-making for procurement, interacting cordially with staff, identifying in-service training needs for FPE, supervising teaching and supporting teachers to try out new teaching techniques. Headteachers exhibited a high level of compliance with regard to maintaining most key financial documents but some weaknesses were observed in maintenance of analytical documents. Headteachers and teachers indicated that no preparation for FPE had been given to them prior to implementation. However, the training given after FPE was inadequate and too rushed. Headteachers and teachers revealed that most parents were not actively involved in school management affairs and had misinterpreted the FPE policy. Members of SMC were seen as lacking the necessary capacity to contribute effectively in financial management, budgeting and curriculum support in schools. Still, SMCs were more support than PTAs. Five concerns emerged as fundamental to the sustainability of FPE in Kenya: budgetary provisions and constraints, Kenya's economic performance, donor support, political commitment and community support. The sustainability of FPE is threatened by high cost of funding, the shortage of teachers, reliance on donor support, uncertainty over continued political goodwill, slowed growth of the Kenyan economy and the apathy from parents. There are policy gaps relating to early childhood education, admission of pupils into primary schools and allocation of FP1 grants. Based on the findings and on theory, a model for systemic management of the change to FPE is proposed as an output of the study. It is argued that for there to be effective management of the change process, a systemic approach should be adopted, such that all the relevant and interconnected components of the education system move in synchrony towards sustainable and effective change

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