BC-School of Education
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Item Short Essays on Education in Kenya(Kenya Literature Bureau, 1980) Sifuna, D.N.The essays deal with a wide range of subjects and discuss a number of problems in Kenyan education in depth. Subjects include: problems of policy in African education in the colonial days, highlighting the Christian Missionary views; government policy on African education; the nature of the teaching profession in Kenya, the revival of some aspects of African culture in schools, a focus on the problems of school leaver unemployment, non-formal education, education and development, some critical issues in primary and secondary education, and innovation in primary education: The New Approach.Item Language in Education in Kenyan Schools(Springer Netherlands, 1997) Bunyi, G.Item A Manual for Writers & Designers of TEE Study Materials(Uzima Press, 1997) Gatimu, Kiranga; Gachegoh, Juliet; Oyiengo, Karen; Kithome, Lucy; Suwa, BernardItem An all-round primary education in Kenya: Theory and practice(Weaver Pr, 2003) Bunyi, G.Item Job Motivation of Teachers Educating Learners with Special Needs in Four Provinces in Kenya(2004) Otube, Nelly WereOne of the main strategies for improving the quality of Special Needs Education (SNE) is to raise the morale and motivation of its teachers. To be successful, educational institutions need teachers, especially those with special education bias. This study investigated factors that enhance or lower motivation of SNE teachers. Studies reviewed supported the relationship between teacher retention and specific work conditions such as students’ characteristics, compensation, perceived administrative support and school climate among other variables. No study has been conducted that is directly related to the current study. The study employed the Job Design Questionnaire by Hackman and Oldham (1964) as well as the "Teachers’ Satisfaction Survey” by Herzberg (1959) both had a five point likert - type scale requiring special education teachers to indicate their views by a ticking against the options provided concerning statement about their jobs. The main theories guiding the study were Maslow’s "Hierarchy of Needs Theory", "Herzberg’s Two-Factor Theory" of Motivation and the "Job Characteristic Model of Motivation" by Hackman and Oldham. The pilot study was first conducted in four special schools in Nairobi and Kiambu districts where a total of 40 teachers were randomly selected to participate. For the main study, the population was drawn from four purposively selected provinces including Nyanza, Eastern, Central and Nairobi. The schools were then grouped according to the four main categories of disability i.e. visually impaired, hearing impaired and mentally handicapped. A total of 16 special schools and 16 integrated schools were subsequently randomly sampled out of these categories. Specifically, the number of special school teachers was 142, while integrated teachers numbered 128. The total number used for the main study was 270. Data were analysed by the use of the Statistical Package for Social Sciences (SPSS). The hypotheses for the study were tested using the independent sample t-test which compared the differences in the means of the special and integrated schools as well the marital status and gender of the teachers against the job motivation factors. The Analysis of Variance (ANOVA) method was used to find the differences within groups of means while the correlation coefficient test was used to determine the relationship between job factors and teacher motivation. Findings were consistent with "Maslow’s Hierarchy of Needs Theory" indicating that every person strives for the fulfilment of certain needs. The present study shows that the teachers' state in the hierarchy of needs influences his or her work performance. The knowledge of unfulfilled special education teachers’ needs may enable stakeholders to influence their work performance. Findings are in agreement with Herzberg’s "Two-Factor Theory". Hackman’s "Model of Motivation" and Herzberg’s theory shows that intrinsically rewarding factors like recognition led to Job satisfaction.Item Girls' and women's education in Kenya: gender perspectives and trends(UNESCO, 2006) Chege, Fatuma N.; Sifuna, DanielItem Girls' and Women's Education in Kenya: Gender Perspectives and Trends(Unesco, 2006) Chege, Fatuma N.; Sifuna, Daniel N.Item Kenyatta University – African Virtual University, Kenya(UNESCO, 2006) Juma, Magdallen N.Item Wither African Indigenous Knowledge? The Case Of Primary Education In Africa From Colonialism To Globalisation(2008) Sifuna, Daniel N.The paper shows that the success of any education system depends not only on the nature of its aims, but also on its content. Indigenous African education grew out of the immediate environment, real or imaginary. From the physical environment, children had to learn about weather, landscape, animal and insect life. Children had to have knowledge of important aspects of the environment in order to adopt and exploit it. Most of the early Western scholars at the time of colonization, however, assumed that because Africans knew no reading and writing, they had no systems, contents and methods of education to pass on to the young. To such scholars, education in Africa meant Western civilization. The failure to integrate indigenous learning and Western education was partly a deliberate effort to eradicate African education. The introduction of Western institutions by some colonial agencies, especially the Christian missionaries was also calculated to undermine many aspects of African social structures and pave the way for their replacement. The Western assault on traditional knowledge also applied to the replacement of local languages with foreign languages. With achievement of independence for most African countries in the 1960s, little effort was devoted to considering whether the knowledge conveyed in the schools was of relevance for the young nations. The more urgent problems had to do with the expansion of education, with the building of new schools, with government take-over of private schools as well as doing away with racially-segregated schools. Consequently, curriculum reform to reflect the relevance of the African setting did not take place. Western curricula values continued to be reinforced after independence. The current forces of globalisation, which have strong elements of cultural imperialism and aim at the harmonization of attitudes, supposedly, with the emergence of a global culture and the domination in the use of foreign languages in primary schools in Africa provide little or no room for acquisition of African indigenous knowledge. To arrest the current situation, the paper proposes that it is best for Africa to look to herself for the development of her own curricula and modes of delivery through the examination of methods and techniques of indigenous African knowledge.Item Professional Socialization and Women Participation in Mathematics(2009) Ongiti, O.Item Children’s Basic Needs and Enrolment in Early Childhood Education: Pre-school Education(VDM Verlag Dr. Müller, 2010) Murungi, CatherineHuman beings spend a great deal of time working towards provision of their basic needs. Provision of such basic needs is particularly important not only to adults but also to pre-school children. Available literature shows that enrolment of children in pre-school is low. The researcher believes that failure to adequately meet basic needs such as food, shelter and health care leads to children's low enrolment in pre-school and in other levels of education. The study reveals that there is a relationship between parental provision of basic needs and children's enrollment in pre-school. This book was writen after a doctoral research that was conducted on Children's Basic Needs and Enrolment in Early Childhood Education in Miriga Mieru West Division of Imenti North District, Kenya. The author believes that children's basic needs must be met adequately to be able to increase enrolments and retention rates of children in pre-school education and in other levels of education. This book will be useful to Parents, teachers, trainers, policy makers and experts in Early Childhood Education. The book also provides information on how to improve enrollments in education at all levels.Item Educational Psychology: Determinants of preschool teachers attitudes towards teaching(VDM Verlag Dr. Müller, 2010) Mweru, Maureen; Kinuthia, Florence; Kombo, DonaldPre-school teachers are largely demotivated. This is due to various reasons,such as, prevalence of low level training among them. The profession is still viewed as a job for women. They are unhappy with their salaries and many are not in welfare groups. This book contributes insights into this significant areas that greatly affect the provision of pre- school level education.It points out that immediate changes need to be put in place in order to give the profession a human face and to better motivate the teachers.Item Psychosocial Impact of HIV/AIDS on Orphaned and Affected Children: Psychosocial Social Impact of Human Immunodeficiency Virus/AIDS on Orphaned and Affected Children(VDM Verlag Book Publisher, 2010-04-23) Mweru, M.; Arogo, G.Item Vocational Self-Concept and Decision Making Self-Efficacy(VDM Publishing, 2011) Murugami, M.; Nel, N.Item Weaving success : voices of change in African higher education(New York : Institute of International Education, 2011) Lindow, MeganItem Globalization and Discipline in Kenyan Secondary Schools: Issues and Challenges for School Management in Butere/Mumias District(LAP Lambert Academic Publishing, 2011) Waweru, S. N.; Kisiang'Ani, Electine AyielaGlobalization-characterized by the overwhelming power of the Western-controlled information super highway called the internet, and consummated by the hegemonizing tendencies of the Euro-American social-political and economic structures-has influenced the school system in Kenya.The study reported in this book investigated how school managers handle the global influence of the internet and the impact of globalization on the management of secondary schools along side disciplinary problems of youthful teachers and students. The study established that global mass culture has profoundly shaped the general behaviour of youthful teachers and students in the schools under review. Attributable to the intimidating consequences of globalization was the growing tendency among students and youthful teachers to defy authority and question the usefulness of the school curriculum, routine and rules. Consequently, due to contemporary globalization, most schools in Butere-Mumias District have serious disciplinary problems. The study recommends that school managers in this region involve all stakeholders in finding a lasting solution to the discipline problems in the schools.Item Module: Human learning (ECE Undergraduate ) Institute of Open and Distance e-Learning (ODeL). Kenyatta University. Kenya.(Kenyatta University Press, 2011) Murungi, Catherine Gakii; Mweru, M.Item Open and Distance Learning in Kenya's Public Universities: The Status and Challenges of Open and Distance Learning in Kenya's Public Universities(VDM Verlag, 2011-01-16) Nyerere, J.K.A.Item Ethnic identity, acculturation orientations and psychological well-being among adolescents of immigrant background in Kenya(2012) Mazrui, Lubna M.; Murugami, M.; Arasa, J.; Van de Vijver, F. J. R.; Abubakar, AminaThe aim of the present study was to evaluate the relationship of ethnic identity and acculturation strategies with psychological well-being among adolescents with an immigrant background in Kenya. A total of 269 adolescents from five high schools were involved. The sample included adolescents from Asian, Arab, and Somali immigrant backgrounds alongside native-born. A wide set of measures including the Multigroup Ethnic Identity Measure, Measure of Acculturation Orientation, Social Demographic Questionnaire, General Health Questionnaire and the Brief Students Multi-Dimensional Life Satisfaction Scale were administered. Ethnic identity (particularly the subscale on sense of ethnic belonging) was positively correlated with life satisfaction and psychological well-being. Moreover, cultural orientation towards the country of origin was closely related to psychological well-being. In conclusion, ethnic identity was associated with better psychological well-being among Kenyan adolescents. Conceptual models developed in the West can be applied in the African context when both sociocultural and economic factors are taken into consideration.Item Parenting: Conflict between traditional and modern parenting practices in Nairobi, Kenya(VDM Verlag Dr. Müller, 2012-03-20) Wang'eri, T. W.
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