BC-Department of Educational Foundation

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    The Implications of Sexual Abuse for the Health of Women in Kisumu District, Kenya
    (Organisation for Social Science Research in Eastern and Southern Africa, 2013) Opere, Olivia
    Sexual abuse of women is a pervasive and emerging health, human rights, and development issue that transcends the boundaries of race, color or religion. There are significant consequences of sexual abuse, with the survivors often facing acute and chronic physical and mental health problems. In Kenya, despite campaigns by the government and Non-Governmental Organizations to address the issue, current interventions do not address specific health needs of the sexually abused women. This study sought to find out the implications of sexual abuse for the health of women in Kisumu District, Kenya. The focus of the study was to identify the causes and establish the consequences of sexual abuse on the health of women. It explores the post- sexual abuse care services av~iiable and identifies gaps in the legal and policy contexts that could contribute to the continued prevalence of sexual abuse.
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    East African Indigenous Education Before the Era of Islam
    (Palgrave Macmillan, Cham, 2020) Sifuna, Daniel N.
    This chapter argues that Indigenous education in East Africa before the era of Islam was a process which went on throughout life and not limited to time, place, or to any particular group of people. Its organizational structure was conceptualized in accordance with the educational development of the individual from infancy to old age. The purpose of Indigenous education was essentially an education for living which meant to train the youth for adulthood within the society. Emphasis was placed on normative and expressive goals. The learning process arose and grew out of the active participant of the learner in the everyday activities of the family, lineage, clan, and the entire community. Emphasis was put more on practice rather than theory. It is noted that teachers of many kinds existed within Indigenous East African education. In this regard, besides being a teacher or facilitator of learning for others, an individual was equally taught by other people, invariably by those who were older or more experienced and who formed part of the social space. Beyond the ultimate goal of education and training to produce functional members of the society, there was consistent assessment, most of which was informal and on an individual basis to ensure that the learner gained and mastered the knowledge and skills necessary for life. While it is probably no longer possible to observe Indigenous education anywhere in its pure form, free from foreign influences, nowhere has it completely disappeared to give way to Islamic/Muslim or Western education. Even in the most Islamized and Westernized communities, it is always possible to find some elements of traditional Indigenous education. Very often, it continues to form the background of the educational contribution that the child receives from his or her family and environment.
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    Perceptions of Teachers and Learners on the Influence of Private Supplementary Tuition on Academic Performance in Secondary Schools, Kilifi County, Kenya
    (Kenyatta University, 2024-04) Namulundu, David Bwire
    Private supplementary tuition (PST) is a widespread practice in secondary schools globally. Despite this, there is a dearth of research on its perceived influence on academic performance in publicly and privately funded secondary schools in Kenya. This study aimed to explore the perceptions of teachers and learners regarding the impact of PST on academic achievement in secondary schools in Malindi Sub-County, Kilifi County, Kenya. The study sought to answer the following research questions: To what extent is PST prevalent in public and private secondary schools in Malindi sub-county? What are teachers' insights into the influence of PST on academic achievement? What are learners' views on the influence of PST on academic achievement? And what are the trends in the usage of PST and its influence on academic achievement in public and private secondary schools in Malindi sub-county? A descriptive survey research design was employed, and data was collected through self-administered survey questionnaires and semi-structured interviews with a randomly selected sample of 20 teachers and 100 learners. The study utilized a mixed-method approach, combining quantitative analysis using SPSS software (version 26) and qualitative analysis through thematic analysis technique. Ethical considerations were followed to ensure participant anonymity and confidentiality. The findings reveal the prevalence of PST in secondary schools, with significant time devoted to these supplementary sessions by both students and teachers. Teachers generally hold positive perceptions of the impact of PST on academic performance; however, it also leads to stress and anxiety for parents. The high cost of PST limits accessibility, posing concerns of equity and social justice in education. The study recommends the regulation of PST, provision of free or low-cost sessions for disadvantaged students, emphasis on developing critical thinking skills, teacher training, and further research on the topic. This study contributes to the existing knowledge base on the influence of PST on academic performance, addressing a significant research gap at the secondary school level in the context of Malindi Sub-County, Kilifi County, Kenya. The findings provide valuable insights for policymakers, educators, and parents to make informed decisions regarding the regulation and implementation of PST practices, with the aim of improving educational outcomes and promoting equitable access to quality education.
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    Utilization of Information, Communication and Technology and Its Influence on Financial Management in Public Secondary School in Machakos County, Kenya
    (Kenyatta University, 2024-05) Mutisya, Gloria Mwikali
    Many organizations have adopted ICT to perform their daily activities. In educational institution, ICT is greatly used with aim that it will lead to better performance of the institution. However, this has not been the case as some of the initial problems are still experienced today. The purpose of this study was to examine utilization of ICT and its influence in financial management in public secondary schools in Machakos County. The objectives of this study were: To determine principal access to ICT infrastructure and its influence on financial management, determine principals knowledge on utilization of ICT and its influence in management of finance, determine principals perception towards utilization of ICT and its influence on financial management and also determine principals ICT competency and its influence on financial management. The study was guided by the theory of Technological Acceptance Model the study adopted descriptive research design, questionnaires and interview schedules were used to collect data. The study targeted 66 respondents which constitute 33 principals and 33 bursars. Purposive sampling technique was used to select the sample. Cronbach`s coefficient alpha was used to test reliability, coefficient of 0.7 or over was assumed to reflect internal reliability of the instruments while validity of research instruments was determined through consultation with experts. The data was analyzed using descriptive and inferential statistics. Statistical packages for social science (SPSS V22) was used for analysis. Frequencies, percentages, mean and standard deviation were used to analyze the data and tables, pie charts and bar graphs were used to present the data. Pearson’s Chi-square test was used to determine the influence of the independent variables on dependent variable. The study established that principal had access to basic ICT infrastructure, they had varying levels of knowledge and skills on ICT and these significantly influenced their use of ICT in financial management. Principals perception and competencies also influenced the way they utilised ICT in financial management. The study recommends that government through MOE to enhance wider access to ICT infrastructures in schools and principals to develop skills that will enable them utilize more of available ICT infrastructures.