CW-Department of Educational Management Policy & Curriculum Studies

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Disparities in Access to Literacy Predictors among Primary School Children in Kenya
(Kenyatta University, 2003) Bunyi, G.; Mumo, Kamau D.
Citizenship education and political engagement: voices of Kenyan youth from Nyeri and Nairobi
(2005-09) Chege, Fatuma N.; Wawire, V. K.; Arnot, Madeleine; Wainaina, Paul K.
Education plays a major role in equipping individuals with skills that enable them to participate fully as citizens in society. This paper interrogates this in the context of the nature of political engagement for schooled young persons living in impoverished rural and urban settings in Kenya. Using qualitative methods that include focused group discussions and interviews, young people are given a chance to express their views on how education has enabled them to enact their citizenship. They discuss their political identifications, their rights as citizens, and the failure to achieve these, the effects of schooling on their feelings of belonging and inclusion and the perceived potential of second chance education in helping them move forward. The findings indicate that while the Kenyan education system is designed to shape young people’s civic consciousness, varying schooling experiences based on socio-cultural and geographical divides determine the level to which they are able to enjoy their citizenship rights and see possibilities of achieving full citizenship. Young people voice concerns to government which centre on unemployment, security and the importance of listening to young people, which if addressed would improve the civic education outcomes of young people living in impoverished communities. The expressed faith in a perceived necessary link between education and the attainment of full citizenship creates a running theme in the discourse shaping discussions with the youth.
Researching Gender: Explorations into Sexuality and HIV/AIDS in African Contexts
(Research Consortium on Educational Outcomes and Poverty, 2007) Chege, Fatuma N.
The author demonstrates that collaborating with children using a gender-sensitive life-cycle approach yields social and health dividends. The paper focuses upon young people and children engaged in HIV/AIDS education, not only as consumers of information but also as generators of knowledge pertinent to their needs, aspirations, anxieties, fears, hopes and dreams. This subject centred approach to education is facilitated by innovative methodologies that allow young people to talk frankly with adults and amongst themselves, to participate in community theatre designed to help different types of people address issues of common interest, and to work with experienced adult researchers in generating relevant data.
Youth citizenship, national unity and poverty allev iation: East and West African approaches to the education of a new generation
(Research Consortium on Educational Outcomes and Poverty, 2009) Chege, Fatuma N.; Casely-Hayford, L.; Arnot, Madeleine; Dovie, D. A.
Youth citizenship is now on the international agenda. This paper explores what that concept might mean in the context of two African nations: Kenya and Ghana. Post independence, both countries focused on rethinking the colonial concept of citizenship in line with their political-cultural traditions, providing education for all youth and to encouraging new notions of national citizenship. Programmes for civic education were established that have been reshaped over the last fifty years. These citizenship education programmes display the tension between different political goals of national unity, economic progress and the promotion of human rights, working with diversity, and encouraging collective responsibility and individual development. The aim is to use the education of the citizen to encourage civic engagement although there is evidence that these programmes might not, for a variety of reasons, engage all young people into the nation building project. The paper considers evidence from a wide range of documentary and social scientific sources to open debate about how to encourage young people’s citizenship within the project of poverty alleviation.
Being young, Kenyan and gendered: the outcomes of schooling and transitions to adulthood in poor urban and rural settings
(2009-09) Chege, Fatuma N.; Arnot, M.; Wainaina, Paul K.
This paper which is derived from findings of the Education, Youth, Gender and Citizenship (YGC) project1 foregrounds the experiences and outcomes of schooling as constructed through the voices of young female and male Kenyan youth aged between 18 and 25 years who lived in conditions of relative material poverty in one of the urban communities of the study2. Using qualitative data mainly from interviews, the paper demonstrates how young men and women from impoverished families and communities constructed the outcomes of their schooling, demonstrating the realities of how they negotiated their daily lives and experiences that were build upon some broken promise from a formal education that had failed to deliver them –and their families- out of the cycle of poverty. The expressed need to transform their lives by break out of the cycle of poverty while at the same retaining a sense of belonging to their families and local communities - ‘home and family’ – formed the dominant discourse in the voices of the young women and men –most of who seemed eager to project and be heard. The study findings capture articulations of the value attached to formal education as a communal and individual investment even when the experience of schooling was itself portrayed as a failure in delivering the economic expectations of this young generation of hopeful Kenyan women and men. The explicit difference between young people’s educational aspirations and expectations of schooling vis-àvis the realities of its outcomes as experienced in their daily lives provided the young people a point of departure in interrogating other non-economic benefits of schooling – which in one way or another enhanced their well-being and made them different from the non-schooled peers. Findings demonstrated that the level of schooling –primary and secondary- influenced the articulation of non-economic (social and human development) outcomes of schooling. Gender also seemed to influenced the manner in which the social and human development outcomes of schooling were played out among the youth with the young men presenting themselves as community focused in terms of seeking ways to transforming their environments while the young women were keen in changing their own lives and of their offspring. Thus, the route for escaping poverty was constructed differently between the women and the men while articulation of the means of escape was considerably more concretised among the youth with secondary education. It is in this context that this paper interrogates the implications of different levels of schooling among young Kenyan women and men who live in poor urban settlements.
Doing Gender and Feminist Research in Developing Countries: The African Context
(2011) Chege, Fatuma N.
Inventory of innovative experiences in girls' and women's education in eastern and southern Africa
(2011-08) Chege, Fatuma N.; Mwatha, R. G.
Effects of girl-focused programmes on boys’ schooling
(2011-10) Chege, Fatuma N.; Sakurai, R.; Likoye, Francis
Collaborazioni fra imprese e università: strumenti di orientamento in Kenya e Italia (Partnerships between businesses and universities’ guidance tools in Kenya and Italy)
(2012) Nyerere, J.K.A.; Friso, V.
Vari studi hanno dimostrato che la capacita di una persona di sapersi orientare alI'intemo del proprio contesto e una reale competenza strategica e sempre piu necessaria in questo periodo storico. Le politiche mondiali si stanno cercando di dotare di strumenti che possano aiutare le persone ad orientarsi nel processo di realizzazione della propria identita. Spazi di orientamento spesso si configurano come luoghi in cui diverse entita dialogano creando reti abitabili dalle persone. In questi spazi si collocano anche quei rapporti tra universita ed enti territoriali quali aziende ed istituzioni che vengono creati per aiutare gli studenti in quel passaggio fondamentale in cui incontrano il mondo dellavoro ed in esso vanno ad inserirsi. Le universita e Ie imprese sono chiamate a continuare a migliorare i loro rapporti in quanto questo e di vitale importanza non solo per offrire esperienze e opportunita di lavoro agli studenti, alI'intemo delle quali possono orientare le loro scelte, ma anche perche l'universita potrebbe avere la possibilita di aggiomare continuamente i principi di business nell'insegnamento, mentre le imprese, a loro volta, potrebbero trarre vantaggio dalla ricerca e dalle competenze dei laureati. I recenti cambiamenti significativi nell'industria stanno alzando il livello di collaborazione commerciale tra settore privato e le universita, mettendo in evidenza un cambiamento culturale nel campo dell'istruzione superiore. L'articolo si propone di presentare i maggiori strumenti di dialogo presenti presso due universita di due Paesi molto diversi. Da una parte I'Universita di Padova quale universita di un paese europeo e la Kenyatta University quale universita di un Paese in via di sviluppo. Studies have shown that a person's ability to orient himself/herself within a particular context is through a real strategic competence which is increasingly necessary in the current age. The governments are trying to provide tools that can help people to navigate in the process of realization of own identity. Guidance's spaces are often places where different entities interact through healthy networking. In these are also relationships between universities and authorities such as companies and institutions. Universities must continue to improve their relationships with enterprise as this is vital not only so universities could provide work experience and job opportunities for their students, but also so business principles would inform teaching while enterprise, in turn, could benefit from research and competent graduate employees. Recent significant changes in industry are raising the level of collaboration between commercial private sector and universities, bringing out a cultural shift in higher education. This article aims to present the major means of dialogue between universities of two very different countries the University of Padua, Italy, a developed country and Kenyatta University,
Primary Math and Reading (PRIMR) Program: Kenya
(2012-08-13) Bunyi, G.; Cherotich, I.; Piper, B.
Learning to Teach Reading and Mathematics and Influences on Practice: A Study of Teacher Education in Kenya
(University of Sussex Centre for International Education, 2013) Wangia, Joyce Imali; Bunyi, G.; Magoma, C.M.; Limboro, C.M.
Re-Engineering Education for Sustainable Development
(2014) Mbwette, Tolly.S.A.
Higher Education Internationalization Reform
(2014) Jenny, J. Lee
Bullying in Kenyan Schools: Causes, Impact and Possible Intervention Strategies
(Kenyatta University, 2014) Mweru, Maureen
E-Learning policy making processes: an evidence based application at Kenyatta University Marsabit Distance Learning Centre
(2014-05-20) Gatimu, Kiranga
The paper discuses evidence‐base approach to policy making in general and e‐learning in particular. E‐learning is understood as a subset of distance education both in theory and in practice. The discussion considers the functions of a policy in general and in e‐learning as a tool for enhancing managerial decision making. From the discussions, merits and demerits the theoretical issues of evidence‐based approach to policymaking are considered. Even so, evidence‐based policy process closes the gap, which sometimes becomes apparent between what is known on the one hand, and what is practiced on the other. Moreover, evidence‐based approach potentially avoids or at least minimizes the chances of policy failures on e‐learning programmes. The on‐going Kenyatta University e‐learning Marsabit Project targeting female teachers is used to illustrate how evidence‐based policy orientation is helping to detect and correct e‐learning policy at micro‐level. In many ways, The Marsabit Project is evidence‐led. In many in many respects, this has evolutionary characteristics that are turning out to be very different from the mainstream of Kenyatta University’s e‐learning policy and practice. Key words Evidence‐ based approach, e‐learning, policy functions.
Girls’ and Women’s Education in Kenya Gender Perspectives and Trends
(2014-05-21) Sifuna, D. N.
Integration of ICT in Teaching and Learning of Science in Perspective- A Case Study of a Secondary School
(Kenyatta University, 2015) Mwaruma, Jonnes
The study on which this paper is based was carried out to explore how teachers integrate ICT in teaching of secondary science. Four teachers of science who integrate ICT in teaching and learning were identified using purposive sampling. Semi-structured interviews were used to collect data from these teachers. Follow up non-participant classroom observations of these teachers was carried out. In addition, document analysis of these teachers’ schemes of work and lesson plans was conducted to see if ICT integrated lessons were planned for regularly. Students taught by these teachers were also asked to fill questionnaires to find out how ICT impacted on their learning processes. Findings from this study showed that these teachers have increasingly integrated ICT in teaching and learning. The teachers used the word processor to make schemes of work and write teaching notes. They also downloaded videos from ‘you tube’ and other sites like MERLOT (multimedia Educational resources for Learning and online teaching). The study also found that students had developed a lot of interest in learning of science when ICT was used. Indeed, some students requested that they be allowed to use mobile phones to access the internet in school. However, the study also found that the teachers faced many challenges in trying to integrate ICT in their teaching. Including lack of technical support. The study made several recommendations including that the technical support be provided to teachers in all schools.
Effects of Capitation Grant on Access and Retention of Students in Public Secondary School in Nairobi and Kiambu Counties
(Kenyatta University, 2015) Ngigi, S. W.
Capitation grants for secondary schools was introduced in Kenya with the aim of assisting the poor who would otherwise not have enrolled in secondary schools. The government started with a grant of Kshs10,265 per secondary school student. This amount has increased to Kshs12,870 . However, with the rising cost of education, many children from poor families have been locked out. The study sought to investigate the effects of capitation grants on access and retention of students in public secondary schools in Nairobi and Kiambu counties. The objectives of the study were: to determine the trends of students enrolment before and after introduction of capitation grant in Nairobi and Kiambu counties and to verify the disbursement of the grant in Nairobi and Kiambu counties. The study employed descriptive survey design and used both quantitative and qualitative approaches to collect data. Data collection was through questionnaires, interview schedules and focused group discussion guides. Data analysis was done using descriptive statistics. Among the key findings was that funds are often not disbursed on time.
Mentoring of Newly Employed Lecturers: Towards best practices
(Kenyatta University, 2015) Wanderi, Anne Njoki; Gathigia, Moses Gatambuki
This study set forth to explore the mentoring of newly employed university lecturers and the best practices that would enhance mentoring in Kenyan universities. To achieve this objective, 12 newly employed lecturers both men and women working in two Kenyan universities were interviewed. Two lecturers from each of the two universities who had served for more than five years and a human resource manager were also interviewed. The principles of the Mentoring Theory (MT) were adopted for this study. The data collected were qualitatively analyzed. The general finding of the study was that Kenyan universities lack explicit policies on the mentoring of newly employed lecturers. The study recommended that in order to enhance quality in education, a mentor and a mentee should work together to develop mutually agreed upon goals for the success of both the individuals and the university. The study also recommended that universities should seek for and implement best practices in mentoring.
Ignore it at Your Own Peril! Using Music to Enhance the Quality of Education
(Kenyatta University, 2015) Muya, Francis Kihoro
Music is an integral part of culture and is crucial in the development of an all round individual. Its influence begins before birth and continues after death. Education on the other hand ought to develop the whole person from birth and throughout life. Therefore music and education are like Siamese twins, play a complementary role and cannot be divorced - there is education in music and music in education. Without music, education becomes diluted and degraded. On the other hand, it is generally agreed that education should be holistic. Holistic education involves the cognitive, physical, spiritual and socio-emotional development. The purpose of this paper is to highlight research on music and holistic education of the learner based on a literature review. The literature was reviewed under the following subthemes: Music for intellectual/cognitive development, physical development, spiritual/moral development and social/emotional development. The review revealed that music is indispensable in ensuring that education is of good quality and contributes to sustainable development. The paper concludes by recommending that music be included at all levels of education to improve the quality of education provided.

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