Doctor of Philosophy Theses and Dissertations(PHD)
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Item 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 comnunitiesItem The harmony between ethnic and national feelings as a philosophical foundation for unity in education(Kenyatta University, 1987-09) Mburu, James NdunguThere has been in Kenya a continued call to enhance national spirit, namely, that feeling which override2 all tribal loyalties. This call entails a paradox in that every Kenyan is a member of a nation and, at the same time f a member of a tribe. He has two polar identities and two subsequent feelings, one towards the nation and the other towards the tribe. This thesis is meant to offer a solution to this paradox. I have started by portraying the ethnic feeling. To this effect, I have identified and examined four cardinal virtues that characterize this feeling. These are concern, courage, respect, and gratitude. The four virtues are identified and examined as practised by the four ethnic communities: concern as practised by the Kikuyu; courage, by the Nandi i respect, by the Samburu and gratitude, by the Giriama. , The four communities have been chosen due to these two reasons. First, they portray a wide coverage in that they are located at different parts of Kenya: at the central, at the west, at the north, and at the south. They thus give a more representative and detailed picture of Kenya. Second, they portray a cultural variety in that each of them uses a different language; observes different customs; and exhibits a different world-view. This variety contributes to a deeper understanding of the ethnic feeling. I have then come to portray the national feeling. Out of the four phenomena of the tribal feeling, I have come to establish a common element. This element is that of a will, namely, an orientation to a world that; is more concerned, more courageous, more respectful, and more grateful. After portraying the tW0 feelings, I have come to establish their relation. I have proved that there exists a dialectic relation, that is, a dialogue between them. The will, previously established, forms the principle of this dialogue. First, the will distinguishes the two feelings by making them separate and specific. Second, the will harmonizes the two feelings by making them united and complementary. Third, the will pervades the two feelings by making them alternate with each other. This metaphysical will as the principle of the dialogue is then utilized for the understanding of unity as an aim of education in Kenya. Unity as an aim of education in Kenya is fraught with contradictions and inconsistencies in that at one time nation is given as the ultimate principle and at another time tribe is given as the ultimate principle. It is the contention of the thesis that this principle has not yet been clarified, justified, and established. I have taken it my duty to clarify, justify, and establish it. I have done this in two areas. The first in that of unity in its aspect of national unity and the second is that of unity in its aspect of personal unity. As regards the first, I have taken one of the educational policy documents, namely, the Ominde Report (1964-65). I have identified the principle for unity in education as given in this document. This principle is that of 'the psychological basis of nationhood'. I have gone to clarify, justify, and establish this basis against the background of the metaphysical will. As regards the second area, I have taken another educational policy document, namely, the Gacathi Report (1976). I have identified the principle for the unity in education as given in this document. This principle is that of 'return to the tradition'. I have gone to clarify, justify, and establish this basis against the background of the metaphysical will. 'The thesis then concludes by .identifying a relation between the nation and various ethnic communities in the country. This relation rejects absolutism which extols national feeling at the expense of the ethnic feeling. This relation also rejects sectionalism which extols the ethnic feeling at the expense of the national feeling. Nationa1 unity, consists in the unity, namely, harmony' of these two feelings.Item 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 OsanoThe 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.Item The Position of Women in the Luo Societies: Case Study of Jok'Onyango A.D. 1750-1920(Kenyatta University, 1990-11) Ayot, Theodora Olunga O.This thesis is a detailed study of the position and role of women in the political, economic and social life as well as decision-making processes. The study is based on four communities which were established by the Luo as they expanded their settlements into South Nyanza in the period between A.D. 1750 and 1920. The first Luo groups in the present-day South Nyanza District were Joka- Jok who arrived in the area from A.D. 1688 onwards, having crossed over the lake at the Uyoma peninsula. They established settlements in Kanyamwa, Kadem, Karungu and Karachuonyo. In the subsequent years these Luo groups have been referred to as Joka-Chwanya or Jok'Onyango. Chwanya is given in their tradition as one of the sons of Jok and that he was the son of Onyango Rabala. This is why these people are referred to as Joka-Chwanya or Jok'Onyango. The study is divided into three parts, comprising ten chapters. Part one centres on the founding of the society. It is composed of two chapters. Chapter one deals with identification of the area under study, the period chosen for the study and why that period was chosen. It contains the statement of the problem, the objective of the study and justification of the study. Also examined in this Chapter are the various modes of analysis in historical development. Methods of historical research used during the field work are fully explained as well as secondary sources and archival materials consulted. Sample questions used during the field work are also included. (See appendix I). Chapter Two gives a general geographical context of the study in terms of origin and expansion of Jok'Onyango. Part Two concentrates on the socio-cultural activities and economic set up of Jok'Onyango. It is composed of four chapters. Chapter Three discusses the importance of women in the Luo society and the role of matrilineal dominance in a society that was basically patrilineal in nature. It distinguishes patrilineal from patriarchal system. Chapter Four examines the role of women in the evolution and emergence of some of the Jok'Onyango communities where both women and men are eponymous founders especially at the clan level. Chapter Five addresses itself to the role of women in cultural history especially in the dissemination of knowledge to the youth in the society. Chapter Six concerns the historical analysis of the contribution of Luo women in subsistence production, the right to land use and the question of inheritance. Part Three deals with women and the world of politics. Chapter Seven surveys the nature of political institutions in the Luo society with a view to determine factors which contributed or hindered the participation of women in politics and decision-making processes. Chapter Eight deals specifically with the participation of women in political activities and military warfare, while Chapter Nine discusses the imposition of alien rule in Kenya and its impact on the women in the Luo societies and how the women responded to these outside forces.Item Some Aspects of the Ecology, Behaviour and Vectorial Capacity of the Tsetse Fly Glossina Austeni Newstead.(Kenyatta University, 1992) Owaga, Mary Ludvine AkothA study was undertaken in the south coast of Kenya, on the tsetse fly species, Glossina austeni Newstead. The objective was to investigate its population ecology, behaviour and vectorial capacity. The main aspects studied were: habitat requirements and density, responses to sampling devices and methods, such as traps and odours, activity pattern, and infection with trypanosome parasites. Some aspects of the study, such as sampling and activity experiments, evaluation of density, dispersal and habitat requirements, and trypanosome infection rates, were conducted in the field. Others, such as assessment of the effect of temperature and relative humidity on activity and response to odours, and evaluation of the efficiency ofG. austeni in picking up trypanosome parasites from infective blood meals, and in transmitting them to the next mammalian host, were conducted in the laboratory. I' Sampling was carried out using five trap-types, the biconical, the NG2B, the Lancia (original), Lancia (modified) and the 4t traps, to determine whether G. austeni could be trapped in sufficient numbers, and which trap might be most suitable for routine sampling. Similarly, five odour sources were tested as baits: buffalo urine, cow urine, acetone, urine derived phenols and dry ice. Period of activity, and activity pattern as related to feeding, were determined by continuous trapping, using traps and stationary vehicle, and by laboratory observation in a flight chamber, where only olfactory, but no visual stimulant, was presented to the flies. To study the density and dispersal ofG. austeni, the method of markrelease- recapture was used. By this method a sample of tsetse flies.....Item A Philosophical Examination of Epistemological and Moral Bases of African Indigenous Education with Particular Reference to the Luo of Kenya(Kenyatta University, 1993) Ogeno, Jackton Ojwan'g; Gerard A.F.J. Bennaars; James E. OtiendeThis study is an effort to examine the philosophical foundations of African Indigenous Education with particular reference to the Luo of Kenya. This is an area assumed by many scholars while others acknowledge its debatability. Basic conceptual issues that have been problematic to the understanding of education have been elucidated. The study is presented in six chapters, viz: Introduction, Co~ceptual Scheme, African Epistemological Assumptions, African Moral Assumptions, Philosophy and Education (African perspective), Recapitulation and Conclusion. One cannot legislate feelings or emotions but ~ in this study, thinking and feeling were the two prerequisites to the discussions of the philosophical problems. The sagacious views which formed the raw philosophical texts are appended to the study. These views were garnered through dialogical encounters with the sages from the Luo of Kenya. Terminologies included in this study were solely for the establishment of a common basis of communication between those using them. However, these are explained in the glossary. KENYATTA UN'VE~t~T~liBRARY ..x The study of Philosophy of Education in Africa is diverse. This diversity demands an adoption of a combination of philosophical approaches. In our adoption of the foregoing, we were able to focus directly on the complex nature of Philosophy of Education in the African context. In this study, it is assumed that most traditional settings do ~isualise the task of philosophy of educatio~ as a body of thought that entails ethical principles for justifying educational goals; a metaphysics on which the psychological and sociological aspects of education are based, and an epistemology that justifies certain methods of teach~ng, learning and human ability to know the truth of educational thought. Hence, the assumption that a meaningful education cannot do without a human con- " cern to justify educational efforts..Thus, an educationwithout justifiablea:imsmistbe a confused form of education. The search for and an examination of a philOsophical justification of education in this study is directed more on the African epistemological and moral a$sumptions together with certain metaphysical notions, in so far as they are assumed to affect the theory and practice of African Indigenous Education. Thus, Chapter Five discusses issues that try to link the disciplines of philosophy and of education. Again, the issues raised in Chapters Three and Four are examined in Cbapter Five in order to demonstrate their plausible connection with education. However, such issues are found to ultimately rest on certain metaphysical notions, thereby leaving the problem of the "philosophical bases" open-ended. To arrive at a better understanding, the expression "philosophical bases" assumes an existence of principles that are not only basic but unquestionable assumptions, that serve as the bases for reasoning and ultimately act as guides for action. In this study, metaphysical principles are regarded as more fundamental than social principles and may therefore, require no proof either because they are self-evident truth or analytical truth. However, the mode of conceptualization in which fundamental social principles are regarded as unque- . stionable is seen to amounting to "ethnophilosophy", a term used to refer to "philosophy" implicitly. Owing to our concern for an explicit philosophy of education, we find the analytical and phenomenological interpretation of Dholuo, sagacious views, and the work of scholars like H. Oruka, A-B-C Ocholla-Ayayo and P. Erny quite relevant alternative approach to the understanding of African systems of thought. Thus, the conclusion that the child who is xii at the central nerve of education in the African context, cannot be fully explained simply in terms of the interplay of social super-imposition and the biological cycle, since it transcends both. Therefore, we have arrived at the understanding that visualises the child as somebody possessing a supplementary dimension, born with ready made personality, an intelligemce and will that education is ~ supposed to improve upon. As it is pointed out, the child is more than a tabula rasa since it has certain form of potentiality to be actualized. ~ Unfortunately, the above view of the child is not well-catered for in certain educational , theories and activities. While the explicit philosophy of education does recognise the child as an individual, a personality and authentic being, the practice of certain education accentuates social activities that later plung the child into the sea of the society. Accordingly, this study raises concern for lack of harmony between the philosophical and prac- ~ tical aspects of education in Africa. In this light, we assert that though the bases of African Indigenous education find plausible expIanations in the African epistemological and moral assumptions, its ultimate basis rests not only on certain metaxiii physical notions,but ~ on a philosophical anthropology, a philosophy that understands "man" both in empirical and metaphysical terms. It is this sort of philosophy that ought to provide guiding principles to the practice of education in Africa.Item Children's literature in Tanzania: A literary appreciation of its growth and development(Kenyatta University, 1995) Mpesha, Nyambura Grace AliceThis study is a critical appraisal of the growth and development of children's literature in Tanzania. It arises from a recognition of the dearth of critical works on this literature and is based on the premise that children's literature requires an evaluative framework for guiding the literary and creative needs of children in Tanzania. The thesis collates the various categories of this literature and establishes a framework for assessing their literary qualities, wholesomeness, suitability for and impact on the child reader. It traces the growth of this literature from its oral beginnings through the colonial written literature to the contemporary works written in English or Kiswahili. The first sections of the thesis present an analysis of the context, stylistic features and visual presentation of colonial, East African and Tanzanian literature available to the child in Tanzania. The study collaborates this discussion with further analysis and interpretation of children's responses to the subject matter, moral, style and illustrations of the most widely read children's books in Tanzania. From these analyses it isolates and evaluates both the existing literature and its emerging trends. It points out that the best literature for children is always skilfully and carefully written and communicates meaningfully to the child about childhood and experiences relevant to his/her world; that this literature is enjoyed by the child reader and has tremendous significance and influence on him or her. The study concludes that Tanzanian children's literature has gradually emerged as a noticeable branch of literature in its own right, but that writers will in future need to be more conscious of children's interests so that the growth in the future can point more towards a wholesome, meaningful and diverse literature.Item Factors Influencing the Choice of Product Distribution Channels in Kenya(Kenyatta University, 1996) Chege, Jonathan MainaThis study set out to identify factors that affect the choice of p~oduct distribution channels in Kenya and to quantify their relative importance. Alternative channel selection models were studied theoretically and estimated using linear and nonlinear regression methods. The models were fitted to survey data collected from manufacturing companies mainly from the Nairobi area. The data collection instrument was a self-administered questionnaire, which was completed and returned by marketing and sales managers of the companies which had been selected for the study. Estimation results show that the probability of choice of an integrated or direct product distribution channel is positively correlated with product order size and with product order frequency, but a negative association is also found with respect to company size. However the probability of selecting a direct product distribution channel is insignificantly correlated with suitability of existing distribution channels, product complexity, product standardization, product age, degree of customer concentration and government policy. On the basis of these findings, it is recommended that the business legal framework be changed to allow manufacturing companies flexibility in choosing the most appropriate channel structure for their markets. Care however should be taken to guard against creating a situation of unfair competition in the distribution of products. The areas identif ied for future research include ref inements of the theoretical models developed in the thesis, improvements in the sampling procedures used, widening of the geographic coverage of the sample, and investigation of product distribution channels among small scale and export-orlented enterprise$ in urban and rural areas.Item Processes influencing gender differences in access to post secondary institutions in Uganda(Kenyatta University, 1996) Kasente, Deborah HopeThis study was conducted in Uganda, among a sample of 40 (21F/19M) primary school Teacher Trainees, 30 (22F/8M) School of Nursing trainees, 98 (40F/58M) Secondary School students, 98 (52F/46M) University undergraduates and 11 parents of some of the informants. The major concerns of the study were to identify factors responsible for maintenance of gender disparity in higher education and to describe the processes through which such factors operate. Research Methods: The following research methods were used: (i) Interview schedules (ii) A structured questionnaire and (iii) A Classroom observation checklist adopted from Flanders (1987) interaction analysis categories. Types of data collected: 1. Qualitative data consisting of taped (i) intensive interviews of life histories of 11 informants sampled from each category of students (ii) intensive interviews of parents/ guardians of the 11 informants. 2. Quantitative data collected by questionnaire with 87 items to determine current perceptions of factors and processes responsible for keeping some students in the education system and getting others out prematurely. 3. Classroom interaction data collected to ascertain the nature of social processes that take place during the teaching/learning processes and any gender concerns arising. Data Analysis: 1. Qualitative data and classroom interaction data were transcribed into narrative and analyzed using ETHNOGRAPH, a computer program that facilitated in reducing the data to series of categories. 2. Quantitative data was processed with SPSS/PC+ to give percentages and absolute scores. 3. Data from all three data sources was triangulated and condensed into three types of influences, in line with the conceptual framework, namely: societal factors; school factors and individual factors. Results: The following factors were indicated as having an influence in the creation and perpetuation of disparity between females' and males' access to post secondary institutions: Macro level factors: societal level 1. Mother's support: mothers' financial capacity to meet educational requirements and their being available to offer effective guidance are reflected by results from respondent's life histories as contributing factors towards females continuing with education. 2. Stereo-typed views of women's role: the views held by most females and males indicated that the women's place is still generally seen as being in the houses, although some women thought that this is unfair 89.4 percent of the respondents indicated that females in their homes performed in-door chores like child-minding, cooking and cleaning while males mainly performed out out-door chores. 3. Number of children: Coming from large families (9 children and above appeared to reduce chances of both males and females for higher education, mainly through parents' failure to afford educational costs for all children. 4. Position in sibling hierarchy: being high in the sibling hierarchy was reflected to enhance chances for continuing with education. Having other highly educated siblings enhanced chances of higher education for both females and males. 5. Household income: Lack of schools fees was a limiting factor to both females and males, especially those from polygamous homes with many children. Many parents complained that their household income was no longer adequate to support their children's education beyond primary school. Macro level factors: the school environment. 1. Classroom dialogue: evidence from classroom observation indicated that males received more academic attention than females, while both female and make teachers criticized both female and male students more than they offered encouragement. 1. Subtle sexual harassment of female students: use of provocative language and body language by some male teachers disadvantaged female students by making them uncomfortable in class. Females' vulnerability to sexual harassment; both within and outside school, was also pointed out by most parents as contributing greatly to their dropping out of school (see Tables 7 for parents' detailed responses). One female parent analysed the girls' problem as follows: "for a girl once she gets breast, she has an extra burden always. Either she spends a lot of her time in relations with males or she spends time fighting them away - education is an agenda she adds to this one". 3. Hostility between teachers and students: subtle hostility between female students and female teachers was reflected through authoritarian behavior and nasty comments, on part of the teachers while the pupils protested through refusal to participate in classroom dialogue and rude conduct. This was evident in classroom observation and casual comments over heard in school premises. Micro level: individual gender factors. 1. Moral support and confidence from family members: content analysis of in-depth interviews revealed that females depended more on family members' moral support to stay in school than males. Females were likely to stay in school not to disappoint parents and older siblings who had "pushed, loved and encouraged" them. 2. Perceptions of the purpose of education: Interview results indicated that males perceived the purpose of higher education as an assurance for their future well being while for many females, higher education was seen as leading mostly to their being recognised as important. Many females also indicated that they were likely to remain in higher education to gain skills for employment and avoid negative experiences resulting from dependency on males. 3. Role models: The role models of females who did not continue to post secondary education are other unsuccessful females with qualities such as kindness, conforming behavior and command of respect. Role models of females in post-secondary institutions are professional males with qualities such as hard working, ambition, courage, professionalism, popularity and commitment to work. There is a similar pattern of role models among males who continued to university and whose who did not. They all look up to successful, professional men or national and international male leaders. 4. Self esteem: Comparing school dropouts and students in post secondary education; all females displayed low self-esteem and depended on others, especially family members for encouragement and confidence. Males of all categories, however, had a positive self image and valued financial rather than emotional support from their family members.Item 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 MasinguleIntroduction 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.Item Structural analysis of the drainage basin of Kenyan rift valley lakes within the aberdare detachment, using satellite data, GIS and field observations(Nairobi University, 1997-03) Onywere, S. M.In addressing the problem of lake-level changes in the drainage basin of the Kenyan Rift Valley lakes (Bogoria, Nakuru, Elmenteita, Naivasha) of the Aberdare Detachment System, a study of the watershed of the basin is made. The study deals with information extraction and representation using digital techniques based on ERDAS image analysis programs and Intergraph, Geographic Information System (GIS) based on Microstation software. A GIS database is designed, and through modelling, has provided the cartographic ability to address the questions posed by the present problem. Because of variation in data types and sources, raster-based GIS and vector-based GIS are used. At first approach, analysis is based on visual interpretation of photographic products. In designing raster-based GIS, satellite imagery is initially digitally enhanced and filtered. Analysis of Landsat-5 TM and SPOT imagery is made and used for interpretation and classification, facilitating analysis of land use and land cover characteristics and patterns. Good ground resolution, and characteristics of the data reveal significant details of the land use cover patterns and linear patterns of fault scarps, with the synoptic view suggesting NNE, NE and NW trending scarps and associated grabens. The spectral analysis has allowed for: (1) Image classification of Nakuru-Menengai area using supervised image classification programs and Principal Component Analyzed (PCA) image data. (2) Lineament analysis and drainage pattern analysis using peA and directionally filtered image data. (3) Generation of raster GIS data files that are integrated and modelled with vector GIS data files. III The image classification identifies 17 land cover types that show a marked increase in agricultural activity in the study area in the period July 1984 to present. Increased irrigation around lake Naivasha in this period has resulted in increased direct consumption of water from the lake. There is also increased land use in the catchment areas of the lakes, affecting the morphology of the delicate soil structure and the forest cover, and subsequently run-off into the lakes. The loss of vegetation cover on the soils has resulted in decreased infiltration and thus ground discharge into the lakes. This has affected the water levels in the lakes. For the vector GIS, information concerning five themes, namely structures (faults), lithology, drainage patterns, land use patterns, and topography, is extracted from topographic maps, geologic maps, and tables and reports of the study area. The various digitized elements are given attribute values through Look-up-Tables and referenced to the analyzed satellite data. In the referencing, the imagery products are draped on the vector data and incorporated into the database. The area is divided into three tectonic blocks on the basis of recognized trends of fault patterns. A detailed analysis of selected areas in the three divisions is made, basing the interpretation on a number of measurable and recognizable features in the images, ground truth data, and integration with digitized data sets. Stored GIS information allows for graphic presentation of the morphotectonic structures of the Aberdare Detachment. Comparison between vector data and raster data, reveal a strong structural control and tectonic involvement on the drainage patterns and the lake basins. There is also strong structural control into the geothermal reservoirs. Step-fault ramps channel water from the marginal escarpments and the platform areas into the rift floor, largely directing the waters away from the nearby lake basins into widely separated basins. Thus, the drainage into lakes Bogoria, Nakuru, Elmenteita and Naivasha cover small areas, poorly recharging these lakes.Item A Theory of Scientific Terminology(Kenyatta University, 1998) Kibuuka, Balubuuliza Kiingi,The central aim of the study is twofold. First, a well-grounded .theory of scientific terminology is to be formulated and argued for. Secondly, the theory is to be applied to the problem of terminological elaboration of a Bantu language Luganda, whereby conceptual formalisation is the main point of departure. The study is conducted in four stages. First, a periodic system of conceptual elements is originated taking a general conceptual structure of formal and natural science into account. A conceptual calculus is developed on the periodic system. The calculus and criteria for scientific terminology are fused into a theory of scientific terminology. Secondly, the scope and nature of conceptual and expressional sharing which is necessary for the terminological elaboration of Luganda are explored with a view of setting the stage for the extrapolation of Luganda expression formation processes. Thirdly, terminological systems in physics, chemistry, biology, geology and medicine are articulated in Luganda. English and German materials in these fields together with logic and mathematics are translated into Luganda.:-;1 Finally, a group of Primary and Secondary school teachers of science and mathematics, and a group of Luganda-speaking linguists. are confronted with and exposed to the terminological systems articulated in Luganda together with techniques of coining Luganda expressions. Since the systems and techniques constitute an apparent chasm separating present-day Luganda and full-fledged scientific Luganda, it would be methodologically disputable to test for their acceptability per se. Logically speaking, successful learning of a problem solving system is not necessarily tantamount to acceptance of its principles. Nevertheless, the teachers and linguists critically receive the systems and techniques to such an extent that they eventually collaborate with the researcher on a compilation of a school dictionary of science and mathematics.Item Phytochemical and molluscicidal studies on Kenyan solanum species(Kenyatta University, 2000-06) Wafula, Alphonse WanyonyiItem Verb morphology in Gikuyu in the Light of Morpho-syntactic Theories(Kenyatta University, 2001) Mwangi, Phyllis W.Among the many controversies in linguistics today, there are two that have captured our interest. The first and the main one involves the status of morphology and its relationship with other components of grammar like syntax, phonology and semantics. Some linguists believe morphology can adequately be catered for in these other components and therefore does not need a separate component in language. Others however feel that there are issues that are morphology-specific worth studying. The second controversy addressed in this work involves the distinction normally drawn between inflection and derivation. There are those who believe that the dividing line between the two is rather fuzzy and not really meaningful. The opposing camp, however, thinks that the two are distinct. Our research was prompted by these two debates. In addressing the first one, we have looked at morphological and syntactic implications of four valency-changing morphemes in Gikuyu, namely: the applicative, the causative, the passive and the stative. We have sought to explain the syntactic effects of the affixation of these morphemes within the Merger Theory (Marantz, 1984) and the Incorporation Theory (Baker, 1988a,b), both of which are syntactic in orientation. As a preliminary to the above task however, this research addresses the distinction drawn between inflection and derivation in Gikuyu. We have employed four distinguishing criteria on the four morphemes in order to determine to what extent each exhibits features associated with inflection on the one hand and derivation on the other. In relation to the first research issue, we have found that the syntactic theories of Merger (Marantz, 1984) and Incorporation (Baker, 1988a,b) cannot adequately account for the morpho-syntactic behaviour of valency-altering morphemes in Gikuyu. We have explained what the shortcomings of the theories are, and where possible, suggested alternative analysis. Finally, we have concluded that although morphology interacts closely with other components of language, it retains a distinct place in the study of language. We have recommended that further research is necessary in this area, especially geared towards a lexical- functional approach given the rich and complex morphology evident in Gikuyu and in Bantu languages generally. Concerning the distinction between inflection and derivation, our analysis has shown that the four distinguishing criteria do not give conclusive results, tbus making it difficult for us to classify the morphemes as either inflectional or derivational. In view of this, we have reformulated the distinguishing criteria to suit Gikuyu after arguing that the distinction is necessary especially for lexicographical purposes.Item A moral response to the conflict of interests between humans and non human nature(2002) Makokha, Tadayo KibabaEnvironmental protection and care is increasingly becoming a major pre-occupation of many scholars and various fields of intellectual pursuit. This is mainly prompted by the current environmental crisis occasioned mainly by soaring human populations and increased capacity by human beings to interfere with the natural processes. This increased interference with nature has precipitated unprecedented increase in pollution in various forms, destruction of forests, problems of disposal of toxic wastes and garbage, extinction of both plant and animal species and so on. Thus, human beings have become pervasive, overwhelming and abusive to the natural environment. This raises serious ethical concerns in particular; we discern serious conflict between humanity and nonhuman nature. It is against this backdrop that this study set out to argue for a moral intervention to the environmental crisis. The study is premised on the centrality of morality in harmonization of relationships, as exemplified in human relationships. The present study has endeavoured to demonstrate that ethical relationships transcend human to human to include the human to nonhuman nature category. Hence, the question of conflict applies to human to nonhuman nature relationship in as much as it does to human relationships. The central thesis of the study is anchored on the moral standing of nonhuman nature; the view that nonhuman beings have a value of their own, upon which their interests and well-being are predicated. It is on the basis of this that we have argued for the extension of moral considerability to nonhuman nature. We have also endeavoured to concretise our thesis within the specific context of an African worldview to test the validity of some of our arguments. Specifically, a reconstruction of Bukusu environmental ethical values gathered through intensive oral emphasizing the unique place of humanity in nature. Thus, the ensuing ethic is in pursuit of principles aimed at achieving ecological balance and harmony. This is perfectly in line viii with one of the central functions of morality, namely, harmonizing relationships. In addition, these findings perfectly fit into and reinforce the conceptual paradigm of ecosustainability, identified, clarified and argued for in this thesis. In sum, the thesis is structured as follows: Chapter one outlines the general introduction, purpose, and scope of the study. Chapter two, explores the centrality of the institution of morality in relationships involving humans, setting the ground for the central thesis of this study, namely, to invoke moral reasoning and guidance in attempt to surmount conflicts between humans and nonhuman nature. Chapter three endeavours to clarify the problematic and controversial question of the basis of moral concern for nonhuman nature, thus grounding moral intervention in human - nonhuman nature relationship. Chapter four, by way of exemplification reconstructs Bukusu environmental values as a way of concretising some of the central arguments of the study and as a contribution towards an understanding or theory of environmental ethics. Chapter five on the other hand interrogates prevailing theoretical formulations in environmental ethics, with the view to showing their weaknesses in articulating human - nonhuman nature relationship. Then we present our considered conceptual framework of ecosustainability as this study's contribution towards an understanding of environmental ethics. Chapter six in a recap, attempts self - assessment particularly in the light of the objectives and assumptions of the study. summarizes and concludes the main arguments of the study, with a final note on the recommendations and the way forwardItem Rethinking frantz fanon in the co text of the Kenyan Decolonization experience, 1895-1992(Kenyatta University, 2003) Kisiang'ani, Edward Namisiko WaswaThere is no doubt that the problematic of decolonization remains one of the most intriguing subjects in contemporary scholarship. With regard to the African continent, the mention of the term decolonization evokes profound emotions, debates and controversies, just as it raises some very fundamental questions. One of the questions that is often raised with regard to this subject is this: when did the process of decolonization in Africa actually begin and when did it end? Another question related to the foregoing one concerns the definition of the term decolonization. It: -for Africa, decolonization implies the dismantling of the European imperialist structures on the continent, has this so far been achieved? Is it possible to argue that, over forty years into the independence experience, Africa can confidently boast to be free of colonialism? These and many other stimulating questions have perennially consumed the intellectual energies of scholars and political theorists grappling with the historically complex relationship between the African continent and the Euro-American axis. Frantz Fanon is, possibly, a leading scholar and political theorist on the discourse of decolonization in Africa. Born in Martinique in 1925, Fanon spent most of his adult life in French North Africa. Indeed, he became the chief architect of the Algerian revolution that resulted into the political collapse of the French regime in Algeria. Throughout his writings, Fanon tackled critical colonial issues that embraced but were not confined to alienation, racism, exploitation, political participation, class struggle, liberation, socialism, culture, the nation-state, national leadership, neo-colonialism, tribalism and above all, violence. No doubt, these issues are crucial entry-points for anybody wishing to interrogate the structure of European colonialism in Africa. This study highlights and critiques some of these issues within the context of Kenya's decolonization experience. Given that Fanon's discourse on colonialism was derived from his own experience under French imperialism, this study appropriates some of his ideas to an alternative British colonial situation in Kenya in order to ascertain if his conclusions could polymorphously be employed to interpret any given imperial situation. Guided by Fanon's pessrrrusrn about what seemed to be Africa's premature celebration of independence in the early 1960s, the study adopts the view that, in Kenya, the formal colonialism which began in 1895 did not end with the political collapse of the British rule. Rather, the study looks at the attainment of Kenya's independence in 1963 as a well-calculated transitional move by the British to re-invent and Africanize colonialism so as to maintain their hegemony over the African country. Consequently, the study treats both the Kenyatta and Moi states as continuities in the colonial project which began in the late 19th century. To capture this reality, the study has employed the analytical devices of the postmodernist and the postcolonialist theoretical dispositions. Notably, through the post-modernist perspective, the study finds space to generally question the grand narratives of the West, some of which came to justify the installation of colonial rule in Africa while others have tended to influence the way in which the discourse on decolonization has been developed. On the other hand, the postcolonial theoretical standpoint has enabled the study to question Eurocentric forms of knowledge which seem to give Africa and its people certain identities of disability and inferiority and which have, in turn, justified colonialism in both its formal and hegemonic dispensations. Thus, through the postcolonial domain, the study enriches the counter-hegemonic discourse that. remains fundamental to the realization of the goal of true liberation in Africa. The study derived its data from both primary and secondary sources. While secondary data was fundamentally limited to library research, primary data was procured from the Archives and from the oral respondents. Finally, this study demonstrates that there is a lot of literature dealing with Kenya's experience with formal and informal variations of colonialism (for example Odinga 1967, Kanogo 1987, Ngugi 1980, 1981, 1986; Furedi 1989, Edgerton 1990, Rosberg and Nottingham 1966, among others), but no study has so far been undertaken to specifically interrogate Fanon in the light of the Kenyan decolonization experience. Consequently, this study undertakes a modest intervention to address this intellectual gap.Item The Child Character in Adult Literature: A Study of Six Selected Caribbean Novels(Kenyatta University, 2003-08) Mugubi, John G.O.; Francis Imbuga; Nyambura Mpesha; Muigai Wa GachanjaThis study examines the child character in post- emancipation and colonial West-Indian fiction in order to determine his position in' that society and his role as a literary agent. Our samples in this endeavour are six Caribbean novels namely: Merle Hodge's Crick Crack, Monkey, Michael Anthony's The Year In Sail Fernando, Jan Shinebourne's The Last English Plantation, Ian McDonald's The Humming Bird Tree, Jean Rhys's Wide Sargasso Sea and Namba Roy's No Black Sparrows, The study adopts the sociological literary and psychological approaches as the theoretical framework, These approaches enabled us to understand the development of the child within the Caribbean social experiences. This Study argues that the child characters in novels designed for adult readership are employed intentionally for concrete goals. Such children, particularly in West Indian novels, while essentially childlike, are not gullible and puerile. They are cogently perspicacious and active. -Reasonable and cognizant of their surrounding, these children are invested with boundless potentials. Hence, although childhood is seen as a period when diverse influences impinge on the child, each child is endowed with the capacity to either withstand or succumb to negative influences, The genius of the child disregarding, owing to the psychic and physical stature of the child vis a vis that of their adult guardians, the position of the child is delineated as that of a gudgeon, a sacrifice to the adult world's benightedness, selfishness and savagery. The anatomic and intellectual vulnerability of children makes them easy prey to varied forms of victimization from adults. The child's plight in a racially stratified and class society is seen as ghastly. The child from the subjugated race and class suffers triply. He is debased as a member of a disfavoured race, execrated class and also as a child .. The girl child suffers additionally because of her gender. The child from the advantageous group is also seen as a victim of the ravages of her people's jaundiced eye. Made to feel the ultimate in perfection, such a child is obtuse, psychologically and ethically stunted since he becomes blinded to his own limitations. Such a child is impaired and is therefore incapable of moral advancement. Subsequently, the child character emerges as a metaphor. It is therefore feasible to read the Caribbean childhood novels as allegories in which the child characters epitomize a breed of people at a particular moment in their history. The eminent nonwhite children embody the confidence and aspirations of their people. Together with the tolerant white children, such children seek to make sense out of the jumble of racism, colonialism, class and gender-oriented compartmentalization and thereby endeavour to construct structures of 'sanity'(and therefore 'stability') that tally with their ideals. As metaphors therefore, the child characters in Caribbean novels are employed to underscore an array of childhood idiosyncrasies that may restore the muddle of human relationships. The thesis concludes the argument by reiterating that the child is an effective tool for inquiring into not only the plight of the child but also the racial, class and gender disparities and struggles in the Caribbean during the enfranchisement (post-slavery) and colonial periods. Through prudent exploration of a child's psychological makeup, the authors delineate the child as a powerful agent thr~ugh which other themes such as: poverty, police brutality, alienation, religion and politics are surveyed. Generally, we have established that the child has been employed by the West-Indian writers to express their humanism and consequently, the kind of society they espouse. The child has therefore been revealed as a beam of ethicalness through which the world can be humanized.Item The role of arthropod vectors in the transmission of lumpy skin disease in cattle(2004) Misiani, Eunice Atieno GaiLumpy skin disease (LSD) is an economically crippling disease of cattle with epizootic occurrence particularly after the onset of the rainy season. Biting arthropods have been implicated as vectors of lumpy skin disease virus (LSDV) due to observations that there is no transmission of LSD when cattle are confined to insect-proof houses. Nevertheless, the method by which LSDV is transmitted under field conditions is not clear and no specific vector has been conclusively pinpointed. The main objectives of this study were to identify and incriminate biting insects as possible vectors of LSDV in outbreak areas and also determine the capacity of vectors thus implicated, in the transmission of LSDV, under laboratory conditions. Biting arthropods that are closely associated with livestock were trapped in three outbreak areas, namely Machakos, Kiambu and Kajiado Districts of Kenya. The insects were identified, dissected and inoculated onto prepubertal Lamb testis cell cultures to isolate virus from them. Blood meal analysis was carried out on engorged insects. LSD experimental transmission was done using Zebu cattle (80S indicus) and insects of the species Glossina morsitans morsitans, Glossina morsitans centralis, Stomoxys calcitrans, Phlebotomus dubosqui and Aedes aegypti. The Neethling strain of virus was used in challenging the animals, feeding the insects and in the virus neutralisation tests. Time series dissections were performed on the insects to isolate virus from various insect parts. Meteorological data from the study areas and other Kenyan districts were recorded. The distribution of biting arthropods in the study districts revealed a total of more than twentynine species of insects. Stomoxys niger species had the highest frequency of occurrence (18 %) while the tabanids species were the least frequent (0.2 %). The average number of females trapped at any given time was significantly greater than that of the male insects (27 compared to 18, P < 0.0001). The blood meal analysis showed that various insect species had , fed on human (14.9 %), bovine (20.7 %), goat (14.9 %), sheep (4.1 %), and lizard (33.6 %,) blood. A female field caught Prostomoxys species insect yielded a positive result for the presence of LSDV. There was a strong association between the insect species and insect parts from which virus was isolated (P = 0.000 Cramer's V = 0.5596). The largest proportion of the virus was recovered from the heads. The crops and hindgut pools had the smallest proportion of virus recovered from them. The source of virus had an effect on seroconversion of the animals (Pearson chi2 (3) = 8.6152, P < 0.035). There was a significant difference between the different species of insects as far as seroconversion of the animals they fed upon was concerned-P < .043. The association between days post virus feeding by the insects, and seroconversion was statistically not significant (P- value = 0.321). Climatic variables had different effects on LSD outbreaks in the areas studied (P < 0.05); however, relative humidity, maximum temperature and wind-speed had significant effects on occurrence of LSD in all the areas. Vaccination and quarantine significantly reduced LSD occurrence. The results showed that that several species of insects are able to transmit the LSD virus. Integrated vector management and application of meteorological information in planning LSD control programmes may have an effect on reduction of LSD outbreaks.Item A survey of productive musicianship: The interface between music literacy and expressiveness among Secondary School Music Teachers in Kenya(Kenyatta University, 2004) Wanjala, Henry NamsyuleA general observation m Kenyan schools today reveals tendencies of musicianship that is more theoretically oriented to the detriment of expressive and inventive qualities. Research sources also show that in spite of the practical music assessment at the end of the KCSE course, the graduates of the system end up with a lot of information about music but lacking in skills that would enable them to benefit from the music education. More fundamentally however is the absence of a strong "Musician Model" which could enable students to display more vibrant musicianship. This study was undertaken to establish teachers' involvement in music beyond the classroom, taking into account their level of commitment in music making and the extent they modeled musicianship for students' sake. The assumption was that the divergent ways through which teachers ventured into music were a reflection of their musicianship. The researcher therefore sought to study the prevailing trends of musicianship among secondary school music teachers, factors that influence their musical disposition as well as the association between levels of training and music productivity. The focus of the study was to investigate the Interface between Music Literacy and Expressiveness to establish the missing links in the teachers' musical disposition. The conceptual theory of complementary relationship in musical experiences based on Swanwick's (1979) outlook of musicianship through the variables of Composition, Literature studies, Audition, Skill acquisition and Performance (CLASP) was employed in identifying teachers' productive initiatives in music. To facilitate the inquiry, the researcher utilized the illustrative conceptual model of music productivity generated from CLASP to bring into focus the perception of Productive Musicianship, the basic understanding being that Thought and Expressiveness were fundamental to any art and music was no exception. The target population for the study was secondary school music teachers. Nairobi and Western Provinces were purposively identified to be the research locales. Data collected through questionnaires, interviews and observation during the inter-house music festival was subjected to content analysis through descriptive method. Associations of variables related to Kenya Music Festival were tested through Chi Square and inferences made to facilitate the examination of the study objectives. The Participation Index in KMF and the features observed during the Inter-house Music Competition were crucial as they helped to establish teachers' commitment level and involvement in music. These aspects were also used to describe teachers' musical profiles and productivity. Analysis of data revealed disparities in basic performance skills among music teachers, in particular instrumental utility and the skill of playing. Teachers' commitment levels in composition were also found to be low. In terms of enterprising through music, it was noted that music education had apparently not reached the milestone of entrepreneurship, an observation that was confmned by lack of initiatives and interest toward gainful music making activities. It was learnt that teachers' musical profiles are generally sensitive to the regional, socio-economic and cultural influences, a revelation that helped to explain the diametric manifestation of interests and tendencies in the teachers' musicianship. On the gap between knowledge and practical competence, this study noted that opportunities for exposure to expression when demonstrated with the dynamic participation of the music teacher enhanced the spirit and quality of musicianship in the students. In as far as professional growth in music was concerned, most promotions were found to be based on partial merit and generally lacked a follow up programme to strengthen the knowledge base of teachers. As part of recommendation therefore, expedition of teachers' promotion needed a balanced criteria and a follow up program for knowledge base refinement and updating of musical competence. The study also advocates for a review of training strategies in music with a view to making teachers more innovative and practically enterprising. With educational and economic trends that are increasingly becoming market oriented, it was necessary that the music teachers view their musicianship not only in light of teaching the subject matter, but also more essentially in terms of how they can increase the practicability of their music knowledge to face the social challenges.