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Affirmative action and the quest for equity in university education: the case of Kenya (1974-1994)
(2012-04-23) Nungu, Joseph Musembi
This study investigated the trends in participation in university education from different regional and gender groups in Kenya over selected years in the period 1974-1994. The Study covered selected undergraduate degree programmes at the University of Nairobi Kenyatta University and Moi University. The study also looked into the efficacy of various affirmative action measures in Kenya's public universities, and the views of different people regarding the use of academic staff, Officials of the Joint Admissions Board, the commission for Higher Education and the Ministry of Education. The instruments used in data collection included interviews, a questionnaire and document analysis. Data on the enrolment of students was analysed quantitatively and presented in the form of graphs and simple tables. The information gathered from the interviews and from the questionnaire responses was analysed and presented thematically. The main findings of the study were as follows: - 1. There are glaring disparities in participation in University education by the different regional and gender groups. These inequalities are more evident in the science based professional degree courses. Women and students from the arid and semi-arid districts are especially under represented in University education. 2. The various affirmative action measures that were meant to redress the inequalities in access to university education have not borne any notable results. There has been very poor-co-ordination and monitoring of the affirmative action measures and thus their efficacy cannot be quantified. 3. Many of the respondents were of the opinion that the various affirmative action measures already affected were a wasted effort since they did not aim at providing a lasting solution to the problem of inequalities in University education in Kenya. The practice of lowering University admission points for women was especially criticized and opposed. It was strongly recommended that the problem of gender and regional inequalities in University education would best be tackled from the primary and secondary school level. This would involved opening up access to women students and students from the disadvantaged regions at these levels of education, and putting into place measures to ensure higher retention rates of these students. It was also recommended that the Universities be more flexible in their admissions, by for example encouraging more day scholars and also admitting mature-entry students and part time students.
African contribution to the growth of secular education in North Nyanza, 1920-1945
(2012-05-25) Mukudi, Edith Simba
This thesis discusses the contribution of Africans towards the growth of secular education in the historical North Nyanza District of Kenya from 1920 to 1945. The main focus of the study is, however, on the inter-war African endeavors to extend African education through the official government channel - The Local Native Council (LNC). As a prerequisite to understanding the post-world War I African orientation with regard to the development of their education, an examination has been made of the three main determining factors. These are the growth and nature of mission education by 1924; Africans' response to that education by 1924; and the extent of the colonial establishment's participation in the field of African education by 1924. The thesis shows that although Christian missions did pioneer in the establishment of Western schooling in Colonial Kenya, none of the missionary societies at work in North Nyanza district had developed a qualitatively efficient education system for Africans by 1930. It also reveals that the colonial government contribution towards the advancement of African education in the district was until then very minimal. Besides the limited grants awarded to a few selected mission schools, its only other tangible contribution was the Bukura Agricultural Institute established in 1924. The study subsequently shows that it was in the light of these developments that Africans made the decision to steer their own course of action and establish a higher education facility - a goal which they achieved in 1932. The thesis further gives a short history of the development of the Kakamega secular school and its impact on mission education and society up to 1945. The essence of this discussion is to ascertain the contribution of Africans towards the development of the school and the justification for its establishment. The study concludes by revealing that Africans were, indeed, active contributors in the development of their education in colonial Kenya. Their contribution was in the following areas: finance; labour and materials for the establishment of the educational institutions; and teaching force. Besides discussing African contribution to colonial education in Kenya, the study suggests other possible areas for further investigation. These include a thorough study on missionary contribution to colonial education in North Nyanza; detailed work on the colonial government role in the educational advancement of Africans in Kenya; and a full history of the Kakamega School from its inception to the present. If undertaken, these studies would be an added contribution to the historiography of history of education.
An Analysis of Contribution of Satelite Campuses in Accessing Higher Education: A Case-of the University of Nairobi
(2012-06) Wamuyu, M.G.
In Africa higher education is characterized by extremely low participation rates with the exception of South Africa. Access and equity in higher education in sub-Saharan Africa are fundamentally determined by access to and the quality of secondary education. However there is an increasing quest for higher education which has not been met satisfactorily. There is however need to assess the contribution of the satellite campuses in ensuring access and participation, as quality issue. The University of Nairobi is running several satellite campuses but studies have not assessed the feasibility of the programmes in increasing accessibility and participation. The purpose of this study was to analyze the contribution of satellite campuses to access to higher education. The study utilized the case of the University of Nairobi. The objectives of the study were i) To analyze the enrollment levels in the various courses offered at the University in the past 5 years; ii) To analyze the contribution of the satellite campuses in the enrollment levels in the University of Nairobi; iii) To determine the influence of accessibility of the campuses in participation of its current students in higher education; and iv) To determine the problems faced by the satellite colleges in ensuring access to higher education of the target population. The theoretical framework for this study focused on a theory of learning with specific reference to the theory of Communities of Practice. The research adopted a descriptive research design on a population of administrators and students in these campuses. The target sample was 36 administrators and 120 students of the University from the satellite campuses. Simple random sampling technique was used to recruit students in each of the satellite campuses into the study. Purposive sampling was used to sample the administrators in the campuses. Two questionnaires, one for administrators one for students was used to collect information from the study respondents. Piloting was done on a small representative sample that was not included in the study. This ensured pre-testing the instruments for validity and reliability prior to the main study. From the findings, most of the students in satellite campuses in University of Nairobi pursue business related courses, while very few pursue their masters or postgraduate studies in these campuses. The current enrollment levels in all the courses offered in the satellite campuses in the University was indicated by the administrators as having increased mainly due to expansion and availability of teaching staff. From the findings, the objectives for setting up satellite campuses by the University were to ensure opportunity to pursue university education is available to residents in various parts of the country with offerings particular to fields of study that characteristically have a low financial overhead. The study recommended that the University of Nairobi needs to develop more satellite campuses in the major towns in Kenya with considerable reduced fee. This will ensure more participation and access of higher education by students from many areas. More learning facilities as well as teaching workforce should be enhanced by the University to improve delivery of services in a concrete manner.
An Analysis of the Pedagogical Approaches to Character Formation in Kenyan Schools: In Search of an Alternative
(Kenyatta University, 2016) Osabwa, Wycliffe
Kenya has been witnessing a persistent increase in cases of individuals displaying negative social dispositions, indicating a nation on the moral decline. Evidently, majority of the citizens continue to act contrary to such basic values like respect, honesty, responsibility and diligence, a situation that threatens harmonious coexistence and consequently national progress. The above state of affairs has prevailed despite efforts by the government to inculcate good character among children through schools. This study therefore, ventured to investigate the approaches that Kenyan primary and secondary schools have been employing in their effort to form positive character among pupils. This prompted an evaluation that aimed at understanding and enriching the approaches, or proposing a more viable alternative that would facilitate realization of good character. Thus, the objectives of the study were to explore the concept and significance of character formation; establish how Kenya has carried out the practice of character formation over the years; evaluate the pedagogy thus employed; and propose a more viable alternative. To understand how character is formed, the study was guided by Aristotle’s theory of Moral Virtue, which would be operationalized by Thomas Lickona’s model of Comprehensive Character Education. Both Aristotle and Lickona hold that good character is developed over time through a sustained process of teaching, role modeling, learning and practice. For Aristotle, intellectual understanding of virtue allows one to perceive what is right, while moral virtue aids one in carrying out actions correctly and justly. To this effect, Lickona prescribes a model that can guide the creation of good character through education programmes in which pupils are taught in an intelligible way. The study employed the Analytic and Socratic methods. First, the conceptual analysis assisted the researcher to evaluate documents such as government policies, syllabi, research reports and Character Education programmes, for insights. Thereafter, the Socratic Method came in to enable the researcher to reflect on the rationale behind the approach to character formation before proceeding to propose a way forward. After a critical analysis, the study observed that the approaches in place are grossly deficient in terms of design and implementation. It thus concluded that this state of affairs could be contributing to the continued failure to nurture individuals of good character. Pursuant to this, the study recommended a comprehensive review of the existent approaches so that they are formulated in line with integral character education trends.
And Policy Studies at Kenyatta University, Assessment of the effectiveness of Drug Abuse Reduction Strategies Adopted by Secondary School Students in Kitui County
(Kenyatta University, 2023-04) Muinde, Teresa; Kisilu Kombo; Daniel Sifuna
The problem of drug abuse among secondary school students in Africa is increasingly worrying. The finding of this study and other related studies indicate that the problem affects negatively on the academic, social psychological and physical development among the abusers. With that knowledge in mind, this study sought to find out the effectiveness of drug abuse reduction strategies adopted by secondary school students in responding to drug abuse in Kitui County. The study applied descriptive survey techniques to investigate the phenomenon. Through purposeful sampling, the study collected data from 20 public secondary schools in Kitui County-Kitui Central Sub County. From the research findings, 51.8% of the respondents agreed that some of the drug abuse reduction strategies adopted by students in secondary school were contributing to drug reduction among secondary school students in Kitui County-Kitui Central Sub County. Some of the strategies include guidance and counseling, role modeling, and drug screening. Role modeling was rated as the most effective (23.3%), and guidance and counseling was not statistically significant in reducing drug usage in secondary schools (p = 0.06> 0.05). Informed by the study finding, the study first recommends strengthening the guidance and counseling departments in schools to increase their impact in reducing drug usage in schools. Second, the government through the ministry of education should do further research on the subject to find out what works universally and issue policy directives on best strategies that contribute to drug reduction among secondary school students. Thirdly, the government should align their national policies to current strategies for drug abuse reduction among students in secondary school with the United Nations and African Union’s strategies. On drug reduction among youth and among secondary school students. Fourthly, the study also recommended a similar study in private schools in the same location, to establish whether the results are generalizable.
Appraisal of the Proclivity of Kenyan Secondary School Girls to Procure Abortion In Light Of Value of Human Life
(Kenyatta University, 2019-02) Akello, S. B. Immaculate
Cases of abortion among female students in secondary schools in Kenya are high. Although some of the abortions have been successful, other cases have had portentous implications. If this trend is not checked, Kenya could be faced with a major crisis in learning institutions as more girls will be edged out of school due to health complications or death. This study sought to investigate why secondary school girls persistently procured abortion amidst evident health risks involved, legal constraints and societal ethical expectations. This study was guided by the following study objectives: to find out why secondary school girls procure abortion; to critically analyze the place of value of human life in the abortion decision and to offer possible remedies to the challenge of abortion among secondary school girls in Kenya. This study was guided by the deontological moral theory that appeals to the innate human reason to establish clear criteria for what constitutes moral action because abortion is a moral action and a student is expected to act in accordance with and for the sake of moral duty .The study combined two philosophical methodologies namely: Conceptual Analysis and Phenomenological Analysis. This combination of methodologies was based on the assumption that underneath the perceived causes of abortion lay a fundamental cause that conceptual analysis alone could not adequately unearth. Owing to the sensitive nature of the study topic, respondents were assured of utter confidentiality and for anonymity of respondents, code names were used. Based on the respondents‟ personal experiences, the study established causes of abortion among secondary school girls as: desire to complete schooling, social isolation, poverty, peer pressure and parental pressure. However, underneath these causes lay a fundamental cause: one‟s personal conviction of the value of human life. Knowledge of aspects of beginning of human life, personhood of the foetus and concepts of value of human life at the foetal stage of development determined whether a pregnant student would procure an abortion or carry her pregnancy to term. The study proposed some responses to the challenge of abortion including proper and perpetual guidance and counseling, mentoring programs and reproductive health education among others. The study recommended that a similar study be carried out in primary schools and institutions of higher learning and on larger scale preferably countrywide in order to reinforce the generalized finding.
Aspects of John Dewey's Educational Philosophy in the Primary Cycle of the 8:4:4 System of Education in Kenya
(Kenyatta University, 1990) Lusweti, B. M.
This study was conducted to investigate the question of whether there are aspects of John Dewey's educational philosophy in the primary cycle of the 8:4:4 System of Education in Kenya. The works of the famous American educator were scrupulously analysed to reveal the salient features of his philosophy. Similarly, the documents were scrutinized to determine the rationale, the objectives, the curriculum and the implementation procedures of the system. To find out how the 8:4:4 system is functioning, data was obtained from a sample of eight primary schools in Lugari Division of Kakamega District. Two instruments were used to collect data, namely a questionnaire and an observation schedule. The exercise took five days during which the researcher administered questionnaires to 48 teachers in the eight schools. He also observed 40 lessons in progress. The observation schedule involved the use of a modified Mehan's (1979) observation techniques. The data so collected were analysed using statistical tables and frequency graphs. The results indicate that although a few of John Dewey's principal theses, viz: learning through co-operation rather than competition, learning through manipulation of resources I and the teacher acting as a guide rather than a leader, were envisaged by the architects of the 8:4:4 System of Education, in practice' these ideals do not seem to operate. - . Even the practical activities advocated by John Dewey are poorly organized in schools as the schools lack pre-requisite facilities and resources. These findings are discussed and recommendations are made for critical changes in the curriculum, with a view to changing the current policy so that instead of a vocationalised curriculum, basic literacy and numeracy skills can be emphasised in primary schools.
Assessment of the Effects of Ethnic Conflict on Access and Participation of Children in Primary Education in Nakuru County, Kenya
(Kenyatta University, 2019-05) Nyang’au, Sabina Moraa
This study assessed the effects of ethnic conflict on access and participation of pupils in primary education. The initiative was to examine the relationship between ethnic conflict on access and participation of pupils in learning activities to enable amend the underachievement challenges through curbing the effects of ethnic conflict in Nakuru County. The study was based on assessing the effects of ethnic conflict on access and participation of children in primary school education in Nakuru County. The objectives of the study were; to assess the causes of ethnic conflict and effects on access and participation of children in primary school education, to determine whether physical displacement affects access and participation of children in primary school education, to assess if property destruction affects access and participation of children in primary school education, to ascertain whether ethnic politics affect access and participation of children in primary school education and to find out the level at which ethnic inequalities affect access and participation of children in primary school education in Nakuru County. The study was carried out in public primary schools in Nakuru County. Nakuru County was appropriate for this study because the researcher was concerned with assessing the effects of ethnic conflict on access and participation of pupils in primary education. The target population of the study comprised of 3,335 respondents. This target population includes primary school pupils, head teachers, teachers, parents, chiefs, opinion leaders and religious leaders. The study employed the human needs theory by Burton (1990).He argues that conflict is deeply rooted in unmet or inadequately fulfilled basic human needs of the parties and their individual members. Both purposive and stratified random sampling were adopted to select a sample size of 138 respondents (100 standard eight pupils, 13 head teachers, 13 class teachers, 3 parents, 3 opinion leaders, 3 religious leaders and 3 chiefs). The study further used semi-structured questionnaires and interview schedules to collect data for analysis using the statistical package for social sciences (version 23). The data was analyzed both qualitatively and quantitatively. Nakuru County has the highest incidents of ethnic conflicts and the area has people from different ethnic mixtures and hence the reason for choosing the area for this study. The study found in part that there was discernible effect for ethnic conflicts on access and participation of pupils in primary education. The study recommends that there is need to enhance capacity building programs in primary schools through organizing workshops, seminars and inviting guest speakers on related issues among learners.
Assessment of the level of implementation of safety standards guidelines in public secondary schools in Ngong division, Kajiado District, Kenya
(2014-08-26) Muigai, Grace Wanjiru
There have been increased reported incidences of fires and other fatal accidents within the school environment. These incidences have left a number of lives lost and property worth million of shillings destroyed in Kenyan secondary schools. Many questions pertaining to the reasons for the increase in these incidences have been raised. It is therefore important to ensure that school safety standard guidelines are strictly followed. The Kenyan government has attempted to address the threat of school safety by issuing safety standard guidelines to schools. What was not clear is the status of implementation of the guidelines. This study assessed the current status of implementation of the MoEST guidelines on safety standards in secondary schools in Ngong Division in Kajiado District. The researcher expected that the status of implementation of the MoEST guidelines on safety in pubic secondary schools depended on knowledge of the guidelines among institutions headteachers, teacher and students, attitude toward various aspects of the safety guidelines,' and resource constraints experienced in implementing the guidelines. The study used a survey design, targeting all the 16 public secondary schools in Ngong Division of Kajiado District. Random sampling was used to select 10 schools, from which 10 headteachers, 40 teachers, and 200 students will participate in the study. Four tools study were used for data collection: a questionnaire for headteachers, a questionnaire for teachers, a questionnaire for students, and an observation schedule. A pilot study was conducted in two schools to help in improving validity and reliability of the questionnaires. Descriptive statistics including percentages and frequency counts were used to analyze the quantitative data obtained. Qualitative data was analyzed by arranging responses according to the research questions and objectives. The study established that status of knowledge of the MoEST safety guidelines among the institutional headteachers, teachers and students was poor. This is explained by the fact that all headteachers and teachers had not attended any course, seminar or workshop on school safety, only a few had a copy of the safety standards manual, a few of them were aware of all safety precautions that schools should take to avert accidents and disasters. Most of the students were also not aware of the schools safety guidelines. Some of the strategies by the government to curtail school safety disasters are said not to be practical and therefore the government should ensure that the guidelines are realistic so as to enhance safety in schools" The government should also ensure that the safety standards guidelines manuals are available in all public schools in order to curb school disasters that are associated with safety. Training related to school safety was not offered. For effective implementation of the safety standards guidelines in public secondary schools, there should be involvement of the government, school administrators, students, parents and the community at large.
Barriers to Female Leadership and their Influence on Women Inclusivity in Management of Public Primary Schools in Makueni County Kenya
(Kenyatta University, 2020) Kilonzo, Kezier S.
There has been a notable gender gap in leadership and management positions globally, regionally, nationally and locally in Makueni County. This has persisted despite the many years of gender activism worldwide. Any unequal society cannot boast of quality in its education system. Therefore this study sought to assess “Barriers to female leadership and their influence on women‟ inclusivity in management of public primary Schools in Makueni County”. The study was guided by Liberal Feminist Theory as proposed by Bryson (1999). The objectives of the study were; to identify the perception of teachers on the inclusion of female teachers in public primary school management in Makueni County, to establish the social-cultural barriers that hinder female teachers inclusion in management positions in public primary schools of Makueni County, to identify the extent which to policies and practices that govern recruitment, appointment and promotion of primary school teachers hinder female teachers into management positions in Makueni county and to find out the strategies for enhancing female teachers‟ inclusion in management positions in public primary schools of Makueni County. The target population of this study was 120 head teachers, 122 deputy headteachers, 122 senior teachers and the 648 teachers giving a total of 1012 participants. Two head teachers and 10 teachers were chosen for piloting. The study adopted a cross-sectional survey design. Makueni County was sampled purposively while schools were sampled through stratified sampling. All teachers were sampled through simple random sampling. Headteachers, deputies and senior teachers were sampled through purposive sampling. The sample size was 132 respondents specifically, 16 headteachers, 16 deputy headteachers, 16 senior teachers and 84 teachers. The sample size was 13% of the total target population. Data was obtained by using questionnaires and interview schedule. The instruments were pilot tested in two public primary schools to check their comprehensiveness. The researcher used communicative validation to ensure validity of the instruments. Expert judgement was sought to determine the content validity of the instruments. Reliability of questionnaires was tested using the internal consistency method. A Cronbach Alpha value of 0.6 was considered sufficient. Quantitative data was coded and analyzed using Statistical Package for Social Sciences (SPSS) version 20.The specific statistics that were used were frequencies and percentages and results presented in tables and charts. Qualitative data was subjected to thematic analysis and results presented in narrations and verbatim quotations. The major findings of this study ; social cultural barriers such as stereotype and gender bias and failure to follow the policies that exist on gender balance were confirmed as the main barriers that hinder women inclusivity in management of public primary schools of Makueni county. The study also established that seminars and workshops, women empowerment and education awareness campaigns were the major strategies that could help overcome those barriers. The study recommends that there is need to strictly adhere to gender policies during recruitment and promotion of teachers, the ministry of education in conjunction with the TSC to craft an affirmative action for the inclusion of women teachers to leadership in Makueni County and the Makueni County government and society to empress female leaders among the teaching fraternity and old campaigns against gender stereotypes in order to include more women in management positions.
Causes and effects of girl dropout from primary schools in Masaba Division of Kuria District
(2012-01-10) Okoth, Florence Achieng; Kombo, D. K.
The main problem of the study was the high dropout rate of girls in primary schools in Kuria District, which has shown a consistent rise over the years. Statistics points out that enrolment rate of girls in class one are much higher than the completion rate eight years down the line. The purpose of the study therefore was to identify causes and effects of high dropout rate in girls in secondary primary schools in Masaba Division of Kuria District. The sampled schools were five of which they were mixed day schools from which an equal number of twenty pupils were drawn totaling to one hundred pupils (classes 6 - 8), three class teachers from the five schools making a total of fifteen, five head teachers, area chief and District Officer (D.O), four religious leaders of four main faiths in the division, five parents randomly selected, ten victims of dropout, Zonal officers and tac tutors, District Inspector of schools, in charge of primary and one official from the DEO's office, a total of 145 sampled population. Data collection instruments used were observation score sheet, questionnaire for pupils and teachers, interview schedules for parents, religious leaders, chiefs, District Officer, zonal officers and T.A.C, District Quality Assurance Officer victims of dropout. Data were analyzed using simple statistics, frequencies and percentages, then theme by theme and content to find the tone of respondents. The findings of the study were that the main cause of dropout of girls was F.G.M. which is a stage/transition from childhood to adulthood, after which they feel too mature to continue schooling, turn to practise sex and fall victims of teenage pregnancies and early marriages. Child labour and performance leading to repetition and dropouts. Head teachers, religious leaders and the administration were found to be active in countering dropouts. Several recommendations were suggested by the researcher; that the government make education compulsory and try to reduce the hidden cost therein, re-entry programmes for dropout victims by strengthening adult education classes, lunch programmes be introduced, policy of repetition hampering completion should be stopped in schools, F.G.M., child labour should be discouraged while rehabilitation programmes in schools to be strengthened. Role models to be shown to girls to emulate. Further research to be carried out even on teacher ratio, poor performance and child labour to access the extent of the problem. The study concludes that, concerted effort is needed by teachers, religious leaders, parents, educational officials, administration, to put their heads together to find solutions to the girl-child education in Kuria.
The Causes and effects of indiscipline in Garissa schools: a case study of County High School
(2013-10-28) Namisi, Kisaka, Joseph
The central problem of this study was that despite discipline being a pre-requisite for the success or any school, indiscipline cases have been on the rise The school investigated was a three-streamed boys school called County High School in Garissa District and has earned itself a name in the district as one of the most indisciplined schools. Thus, the increasing indiscipline cases has raised concern especially among the stakeholders like parents, and consequently this prompted research into the issue. That school ought to have been moulding students into morally upright citizens and enable them succeed academically for them to participate in national development; and yet this school has ended up failing to achieve this goal. In fact, this has translated into a great loss of the human resource, which are students who have not benefited academically and morally after undergoing through the school process. The purpose of this study was to analyze in details the indiscipline cases in County High School. The objectives of the study are the types of indiscipline cases in County High School, the causes of indiscipline, the effects of indiscipline, the role of the community in promoting indiscipline and finally the steps being undertaken by the school to curb indiscipline. This is a case study of County High School in Garissa District. The target population included one head teacher, ten parents, twenty-five teachers and one hundred and thirty-eight students. The information was elicited by the use of questionnaires, interviews and observation. Data were analyzed by use of descriptive statistics and observation. The findings show that the main indiscipline cases in County High School are: fighting amongst students, drug abuse and lateness for instance to class and school assembly; while major causes of indiscipline are influence of drugs, lack .•of, dialogue, laxity of parents and of the school administration. According to the findings, the effects of indiscipline are: poor performance, high dropout rate, occurrence of strikes in the school, damage to school property and also low enrolment in the schooL, P..9_
Causes and effects of students' unrest in Rachuonyo District
(2012-01-09) Ojwang', Janet Auma
The purpose of this study was to investigate causes and effects of student' unrest in Rachuonyo District. The study was prompted by recent spates of student unrests in the district. Attempts to curb the unrests by education, stakeholders, the community and the government have not yielded any success. The study begins by pointing out students' unrest as a problem affecting learning institutions at international levels, and national level with particularly reference to Kenya secondary schools. The research methodology was descriptive survey method. The research instruments included interviews and questionnaire. These instruments were used to gather data for the study. Data were analysed qualitatively and quantitatively using statistical package for social sciences (SPSS). The results are presented in tables of frequency distributions and percentages. The findings of the study indicate that popular views of students, teachers, Board of Governor (BoG) members, that the causes of students' unrests were poor administration, inadequate internal and external politics and drug abuse. The respondents attributed the effects of students' unrests to teaching staff demotivation, exorbitant school levies, under enrolment, falling academic standards, poor performance in examinations, school dropouts through jail, expulsion and punishment. Teachers transfers are also featured in the findings. The study has made many recommendations towards curbing causal factors of students' unrests. The recommendations include better remuneration for teachers, promotion and effective guidance and counselling services in schools. These recommendations and others are presented in chapter five.
Causes of primary school drop out in Othaya division Nyeri district
(2012-06-11) Gicuki, B.G.; Karugu, A. M.
The study ascertains the magnitude, characteristics and casual factors of primary school dropout in Othaya Division, Nyeri District. It emphasizes dropouts' perspective. The sample comprised 80 primary school dropouts, 40 upper primary school children from the selected schools, 14 Headteachers and 30 parents of some of the dropouts. The main tool for data collection was the questionnaire constructed and administered by the researcher. An interview schedule with some of the parents was also used. The questionnaire was pretested and refined using subjects not included in the main study. The study is descriptive in design. Hence descriptive statistics of percentage and frequency were used throughout. In interpreting the results, the different perspectives were compared. There was a lot of correspondence between the different views which pointed to the fact that repetition and punishment are the major causes of dropout problem in Othaya Division primary schools. Culture and migration were however not found to be significant at all. Primary school dropout in the region is minimal (2.11 percent). It was briefly recommended that the Government take urgent measures to reduce the frustration that is caused by repetition and low performance that primary school children in the area experience. This can best be done by finding ways and means of implementing Kamunge Recommendation of 1988 on restructuring and reorganizing Pre-service Primary Teacher Training. This would improve the quality of primary school teachers.
Challenges faced by Academic Heads of Department in the management of public secondary schools in Ndia Division, Kirinyaga District, Central Province
(2013-02-07) Maina, John; Waweru, S. N.; Malau, N.
An organization is an integrated system of independent structures and functions. It is constituted of groups and a group consists of persons who must work in harmony. Organizations can only achieve their goals and objectives by coordinated efforts of their members and it is the task of management to get their work done through other people. In tire late 1980s, the government of Kenya, through the Ministry of Education, saw the need to introduce the Heads of Department to assist in the management of public secondary schools. Heads of Department are senior teachers who are appointed to carry out specific functions in a certain unit/department within a public secondary school. The unit can be related to a subject or a set of “common” subjects, games and sports, boarding, guidance and counseling. Heads of department can be all important link between the teachers and the top level managers in a school. These middle-level managers are important in areas of curriculum and instruction. In some public secondary schools, their presence can be very fruitful, while in other schools, the head of department can be a challenge rather than a benefit. This project focused on two main objectives; determining roles faced by academic HODs and the challenges' that they encounter in discharging the roles. Boge (2008) study oil challenges faced by HODS in Shinyalu division reviewed that the main challenges in managing departmental staffs included; lack of recognition by TSC for those HODs appointed internally by BOGs. (Boge: 54) Labrecque (2007) research shows that assuring the mantle of leadership and challenging department members to move ahead or wrestle with difficult issues does not seem to be a natural step (Labrecque: 43). The research used the path goal theory and it also has a conceptual framework with challenges faced by academic MOD's forming the core. In relation to research methodology the population of this study consisted of 120 academic HODs In 24 schools. Purposive sampling was used to arrive at the sample size. The sample size was 80 academic HODs from 16 schools. Data were analyzed using descriptive statistics. This involved using the descriptive survey design which meant data were collected from the sample of respondents chosen to represent HODs. A HOD questionnaire was the main instrument of collecting data. The researcher was able to collect data from 71 academic HODs. On research findings, it was established that most academic HODs do not carry out their management roles. Those who were actively carrying out their management roles had a mean score of 24.9 out of 71 academic HODs while those who were not actively carrying out their management roles had a mean score of 40.1 out of 71 academic HODs. The HODs were most active in instructional leadership (16 percent), maintaining records (15 percent) and forecasting (14 percent). They were most inactive in planning (12 percent), supervision (13 percent) and innovations (14 percent). On challenges, Mathematics HODs had the highest scores (51 percent) and they were also having the highest scores (69 percent) on managerial ineffectiveness. Challenges like lack of facilities low motivation and role strain were established to have a negative influence on the managerial effectiveness of an academic HOD. On recommendations, the yearly (Heads of Public Secondary Schools Association Magazine (Principal's 2008) suggests that the education act should be overhauled. I believe that this can go along way in creating a legal framework for HODS. Early and Fretcher (1989) agree that shortage of time is a major challenge for academic HODs and this can be rectified by reducing some of their responsibilities. The government of Kenya can also make more effort of bringing more funds to public second dry school to cater lot facilities. The education magazine Elimu News (2009) acknowledges that we need to establish internal quality mechanisms in our education institutions and this can be done by intensifying training. In relation to the path goal theory of leadership by House (1970), supportive leadership styles are the best for academic HODs, future prospects of HODs should be broadened, co-ordinators of HODs should be employed, proper budgeting in relation to departments done and a proper legal framework showing job descriptions of HODs should be laid out. In conclusion it is important for top level managers to recognize the roles played by the middle-level managers (in this case academic HODs). This is because most organization are today placing greater emphasis on team work and co-ordinated efforts of its workforce. This is the case which is likely to be emphasized more in the future by successful institutions. This is the first research in Kenya that specifically targets academic HODs. A variety of questions for interested scholars abound for farther research it) this area, such as a comparison between academic HODs in private secondary schools and academic HODS in public secondary schools.
Challenges facing public secondary school principals in financial management: a case study of Kitui District
(2012-02-16) Baraka, Kasoa
Principals play the most crucial role in ensuring schools' effectiveness and performance. Without the necessary skills and competencies, many heads are overwhelmed by this enormous task. In most of the developing countries, principals have hardly any formal managerial and leadership training and most of them are appointed on the basis of their teaching record other than their leadership potentials. Induction and support are usually limited and principals have to adopt a pragmatic approach of leadership. Despite their poor managerial and leadership training, principals often work in poorly equipped public secondary schools with inadequately trained subordinate staff in the finance department (Bursars/Accounts Clerks). This study sought to establish the challenges facing principals in such schools in financial management in public secondary schools in Kitui District, Kenya. The study adopted a descriptive survey design. The target population of the study included all the 63 Principals, 63 Boards of Governors' (BOG) Chairmen and 63 either Bursars/or Accounts Clerks of public secondary schools in Kitui District. Cluster and simple random sampling random sampling methods were used to come up with the sample size of 57 respondents which was 30% of the target population and it included: 19 Principals, 19 BOG Chairmen and 19 Bursars/or Accounts Clerks. Data were collected using a Principals and BOG Chairmen/Bursars/or Accounts Clerks' questionnaire and analyzed by qualitative and quantitative methods using Statistical Package for Social Sciences (SPSS). Descriptive statistics such as the frequencies and percentages were used. The findings were presented using pie charts, bar charts and frequency distribution tables among others. The study found out that prior to their appointments most principals had not been trained on school financial management. It was also found out that the principals were being appointed on the basis of their teaching record and personal known characteristics by the school sponsor or the community, rather than their leadership potentials. In addition the principals had not received any induction training course(s) on financial matters after they were appointed. The study recommended that the government through the Teachers Service Commission (TSC) and/or Ministry of Education (MoE) should organize school leadership training programs on financial management for head teachers before they are promoted and/or soon after having been appointed to headship positions. This was found important because it would ensure that they were well equipped with the necessary financial skills needed to effectively manage the financial resources entrusted to them in public secondary schools before appointment. The study also recommended that the government should work in conjunction with the TSC so as to put in place proper induction programs on financial management for the Deputy Head teachers (D/HT) and Heads of Departments (HoD) soon after their appointment in readiness for their future appointments to principalship. This would ensure that newly appointed head teachers would in advance have received the practical training on school financial management before they start their leadership duties when they are first appointed principals in their schools.
Challenges facing the induction and orientation of newly employed teachers in public secondary schools in Machakos County, Kenya
(2013-03-08) Kimila, Marion M.; Onyango, G. A.; Nyerere, J.K.A.
Secondary school administration has played a very good role in most secondary institutions throughout Kenya. Despite this, most secondary school head teachers face challenges and issues that affect the induction and orientation of newly employed teachers. The study sought to examine these issues and challenges of induction and orientation faced in secondary schools in Machakos County. The success of induction and orientation is a combined effort of the teachers, students and the administrators. Little effort seems to have been expended in establishing the issues and challenges of induction and orientation. The study was guided by determining the specific procedures of induction and orientation of new teachers in Machakos County, the perception of teachers with regard to the effectiveness of induction and' orientation in their schools and the challenges and issues these schools face in the process of undertaking these procedures. The study adopted a descriptive survey design that enabled the researcher to use a variety of data collection techniques to gather information on the existing phenomena. The study population consisted of 154 head teachers and 110 teachers. A sample of 30 heads in the county, and 22 all newly recruited in 2009 was used for this study. In each, therefore, a sample at least 20% was representative. Stratified sampling was used to select schools for this study while Purposive sampling technique was used to identify newly employed teachers. The instruments for this study were questionnaires and interview guide. The researcher personally administered the interview schedule after booking appointments with the sampled heads of schools. The researcher also 'sought the help of research assistants to administer and collect the questionnaires in different schools. Data collected were analyzed both quantitatively and qualitatively. Percentages, graphs and frequency distributions were employed. Statistical Package for Social Sciences (SPSS) was used to analyze the data. A major finding of this study was that induction and orientation in secondary schools are not programmed and do not cover all aspects related to teaching and learning. A major recommendation is that the Ministry of Education should programme and allocate enough time for induction and orientation of newly employed teachers. The study findings may be used in planning, and evaluating programmes which aim at improving the practice of orientation and induction of newly employed teachers in secondary schools.
Community involvement in educaiton: a study to investigate the relationship between Thogoto teachers' college and the surrounding community
(2012-05-14) Kinyanjui, Sarah Wairimu
This research project was undertaken to fulfill part of the requirements for the award of a Master of Education Degree in primary teacher education. It was conducted in Thogoto Teachers' College in Kiambu district, Central province of Kenya. The time for the research was four months beginning September 1992 to January 1993. Data was collected, analysed and the report written that time. The research problem was to study the various ways in which Thogoto Teachers' College related with the community that surrounds it. In doing this, the researcher hoped to find out the extent to which the community is involved in education at Teacher Training Level. The aim was to try and establish how near Thogoto College is to achieving the educational innovation of 'community involvement in education'. Questionnaires that were designed by the researcher were used to gather data from the people within the college namely teaching staff members and student teachers. Interviews were conducted with members of the local community together with heads of institutions that are found within the mission where Thogoto College is located. Data and information thus collected revealed that there exists mutual interaction between Thogoto College and the surrounding community. The relationship is a good one but the community is not very much involved in the affairs of the college. Everyone has a responsibility to involve communities in education and everyone must use the naturally endowed creativity to get involved in education. 'Community involvement in Education' is an innovation that would come with its own problems. They are however not problems that cannot be overcome if there is a will.
A comparative study of a proposed small area games programme on the health-related fitness levels of girls in two Kenyan secondary schools
(2012-06-05) Wangui, Ngumo Ruth; Muindi, D.; Gitau, Ndichu.
Physical education is a compulsory subject in the 8:4:4 system of education. However, the secondary schools' physical education programme is not taught effectively due to problems like inadequate facilities and equipment. This study evaluated the effect of a proposed small area games programme on the fitness levels of secondary school students. The study compared the fitness levels of students who participated in the regular physical education programme and those who did not participate in any physical education programme with those who participated in the small area games programme. The students were from a rural and an urban Kenyan school-Ngiriambu girls high school and Moi Girls Nairobi respectively. The research design involved pre-tests, treatment and post-tests on one hundred students, fifty from each school. The fifty students in each school were randomly assigned to either control or experimental group, each consisting of twenty-five students. Before and after the treatment, the students were tested on the selected health-related fitness components; cardio respiratory endurance, sum of skin fold, arm and shoulder girdle strength, abdominal muscular endurance and lower back and hamstring flexion. To test these variables a test battery was constructed consisting of 2400m distances run, sum of skinfold, flexed-arm hang, 60 seconds sit-ups and sit-and-reach test. The results of this study revealed that there was no significant difference in the pre-test and post-test results of students who participated in the regular physical education programme and those who participated in the small area games programme. There was also no significant difference in the pretest and post-test results of students who participated in the small area games programme and those who did not participate in any physical education programme for the cardio respiratory endurance, sum of skinfold, arm and shoulder girdle strength, and lower back and hamstring flexion variables. However, there was a significant difference for the abdominal muscular endurance variable at .20 and .10 level of significance. The findings of this study imply that physical activity enhances physical fitness. Physical education teachers should be encouraged to modify games to suit their needs thus creating an opportunity for the youth to participate in physical activities.
A comparison of academic attitudes and aspirations of students in mixed and single-sex schools and their relationship to performance in Kenya certificate of education (K.C.E.) examination in Kakamega district Kenya.
(Kenyatta University, 1987) Mukonyi, Philip Wanjala
The purpose of this study was to investigate, the relationship between students' academic aspirations, academic attitudes, sex, school-type, age, parental education and occupation on the one hand and performance in K.C.E. examination on the other. The study also attempted to find out whether there are differences in performance in K.C.E. examination between students with different academic aspirations, academic attitudes, sex, school-type, age, parental education and occupation. Three different samples were selected from six assisted secondary schools in Kakamega District. These were 277 Form Four students, Forty-one Form Four subject teachers and six careers guidance and counselling masters. Three different types of questionnaires were used in data collection for the different samples selected. The data were then analysed by computer using the Statistical Package for Social Sciences (SPSS) Programme. Three statistical techniques were used to test the hypotheses formulated for this study. These were the Pearson's Product Moment Correlation Coefficient to test relationships between variables, the Analysis of Variance to test for differences between variables and the Stepwise Multiple Regression Analysis to test the effect of Independent Variables on the Dependent Variable. The research design was an ex post facto one. The findings revealed that students' academic aspirations, academic attitudes, sex and school-type were significantly related to performance in K.C.E examination. Age, parental education and occupation were not significantly related to performance in the K.C.E. examination. Statistically significant differences in performance in K.C.E. examination were discerned between students with different academic aspirations, academic attitudes, sex, school-type, age, parental education and occupation. These findings formed the basis for the recommendations that the educational opportunities for girls should be expanded;that the Ministry of Education should take up the task of equipping schools to ensure uniformity in learning facilities; Single-Sex Secondary Schools should be provided as they were found to perform significantly better than mixed schools in the K.C.E. examination, and that the Inspectorate should be decentralised to districts and regular inspection of schools done as a matter of policy.

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