BC-School of Education

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    Active Learning with Technology Tools in the Blended/Hybrid Classes
    (IGI Global, 2015) Murungi, Catherine Gakii; Gitonga, Rhoda K.
    Blended/hybrid classrooms technological tools and resources in this paper refers to: Personal and public computers, Projectors (LCD), E-learning management system, E-journals, Interactive CD or DVD, Video cameras, search engines and video conferencing. Universities in Kenya are buying computers, for departments, lecturers' offices and equipping computer labs for the students while increasing bandwidth and internet connectivity. But is the investment in technology translating to faculty and student use in blended classrooms? This chapter seeks to find out the answer to this critical question. A sample of 231 students and 219 lecturers from universities within Nairobi metropolitan was selected. Data was analyzed using descriptive statistics. The findings reveal that the universities made available blended/hybrid education and its technological tools and resources to students and lecturers for interaction in the teaching/learning process but they were less aware of the online technical resources and tools that can be used in the blended classrooms
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    Basic Education Provision in Kenya's Urban Informal Settlements
    (IGI Global, 2020) Malenya, Francis Likoye
    The provision of basic education in urban informal settlements in Kenya has invariably been described as poorly organized, less equitable and hence, one that is in crisis. This chapter examines the state of basic education as a function of the policies and approaches that guide its provision. It is argued in this chapter that the manner in which educational policy has been designed and resources distributed over time exhibits a tendency towards marginalizing children in urban informal settlements in terms of access to quality education compared to their counterparts elsewhere. Considering the socio-economic and socio-historical contexts of informal settlements in Kenya, it is concluded that while government efforts towards the provision of education are appreciated, it has not been sufficiently sensitive to the circumstances of the children learning in institutions in these settlements.
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    British Suppression of the Mau Mau Uprising in Kenya and its aftermath: A Critical look at what Transpired in Detention Camps
    (Kenyatta University, 2024-12-27) Kimani, Gitonga
    The early 19th century witnessed a huge influx of Europeans to Africa for evangelization and trading activities which eventually culminated into colonization of Africa by the end of the century. Kenya was colonized by the British and got independence close to 70 years later. The Mau Mau uprising in Kenya was one out of many that broke out in Africa as an expression of resistance to colonial rule and exploitation. This Study sought to shed more light on the brutal suppression of the Mau Mau Rebellion by the British government that involved mass relocation of the Kikuyu population into crowded and guarded villages, arrest and detention of Mau Mau Warriors and supporters, sexual abuse on both men and women and extra-judicial killings. The historical research design was utilized. Both primary and secondary sources of data were used. Interview schedules were organized for fifteen key informants identified through purposive and snowballing sampling. Data was analyzed qualitatively. The Study concluded that to suppress the Mau Mau uprising, the British focused beyond the guerilla warriors and dealt wholesomely with the entire Kikuyu community which was part and parcel of the struggle through subscribing to the Mau Mau ideology cemented by oath taking. Moreover, there were other communities beside the Kikuyu who supported the rebellion both militarily and materially. Proper compensation for the war atrocities committed by the British government can only be done when the entire community and other communities affected are all considered. Piece meal compensation done in the past is not commensurate with the extreme suffering occasioned by the war atrocities whose negative effects have continued to be felt to date. Finally, former detention camps which became prisons after independence should be changed to other less intimidating institutions like schools and museums so as to erase the bad memories of the suffering of the African people during the independence struggle in Kenya
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    Children’s Basic Needs and Enrolment in Early Childhood Education: Pre-school Education
    (VDM Verlag Dr. Müller, 2010) Murungi, Catherine
    Human beings spend a great deal of time working towards provision of their basic needs. Provision of such basic needs is particularly important not only to adults but also to pre-school children. Available literature shows that enrolment of children in pre-school is low. The researcher believes that failure to adequately meet basic needs such as food, shelter and health care leads to children's low enrolment in pre-school and in other levels of education. The study reveals that there is a relationship between parental provision of basic needs and children's enrollment in pre-school. This book was writen after a doctoral research that was conducted on Children's Basic Needs and Enrolment in Early Childhood Education in Miriga Mieru West Division of Imenti North District, Kenya. The author believes that children's basic needs must be met adequately to be able to increase enrolments and retention rates of children in pre-school education and in other levels of education. This book will be useful to Parents, teachers, trainers, policy makers and experts in Early Childhood Education. The book also provides information on how to improve enrollments in education at all levels.
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    Class Learning Environment on Grade 1-3 Performance in Social studies
    (Lambert Academic Publishing, 2018) Makau, Mathias Wambua; Murungi, Catherine Gakii; Begi, Seth
    Social studies plays a vital role of equipping pupils with knowledge and skills to help them cope with the present and future. This allows pupils to participate effectively in their world and explain their relationship with the other people in social, economic and political issues. However, despite the role social studies play in society, in Kenya many classrooms learning environment in primary schools is not conducive and pupils’ performance in social studies has been poor. Therefore, this explores classroom learning environment on lower primary school pupils’ performance in social studies in lower primary schools in Kibwezi zone in Makueni County, Kenya. This book culminates from research work that was guided by four objectives which aimed at determining the availability and use of teaching learning materials on pupils’ performance in social studies, finding out the influence of teacher - pupil ratio on pupils’ performance in social studies, finding out the availability and use of physical facilities on pupils’ performance in social studies and determining the strategies used by teachers to improve pupils’ performance in social studies in lower primary schools in Kibwezi.
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    Communication in inclusive settings
    (Oxford University Press, South Africa, 2016) Runo, M. N.
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    Community Policing and Crime Control in Machakos County, Kenya
    (Stratford Peer Reviewed Journals and Book Publishing, 2021-04) Mutegi, Rita Makena; Muna, Wilson
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    A Conceptual Educational Data Mining Model for Supporting Self-Regulated Learning in Online Learning Environments
    (IGI Global, 2021) Araka, Eric; Oboko, Robert; Maina, Elizaphan; Gitonga, Rhoda K.
    Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.
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    The Contextualisation of 21st Century Skills: Assessment in East Africa
    (Springer Link, 2024) Care, Esther; Giacomazzi, Mauro; Mugo, John Kabutha
    Education systems worldwide are adapting to demands from civil society and the workforce to better equip young people to function effectively in the twentyfrst century world. The lag from awareness to aspiration to policy and to practice requires communities to contribute to building knowledge, developing tools, and representing society’s needs to government. Three countries in sub-Saharan Africa, Kenya, Tanzania, and Uganda, are benefting from the efforts of a network of civil organisations working together with academia and government, which seek to enhance education provision. This introductory chapter establishes the context in which the Assessment of Life Skills and Values in East Africa initiative has developed tools to measure adolescents’ profciencies, and in so doing developed expertise in the assessment of life skills and values through a regional initiative.
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    Curriculum and Transition for the Intellectually Challenged Learners: Effects of Curriculum on Transition to the World of Work of Learners with Intellectual Disability from Special Schools
    (Scholars' Press, 2019) Maina, Hannah Njeri; Muthee, Jessinah; Murungi, Catherine
    Majority of children with intellectual disability continue to be in special schools irrespective of their age, ability and the duration of schooling. As a result they rarely leave school to join the community as a productive member of the society; where as the ultimate aim of special education is employability and independent living. People believe that persons with intellectual disability are not capable of obtaining and holding a job. This is not true, even though employment rate for adults with intellectual disability are minimal especially for young ladies with intellectual disability. It is out of the challenges faced by learners with intellectual disability in transiting from school to work that the research was conducted intending to investigate whether with appropriate planning and coordinated training, individuals with intellectual disability can secure and maintain meaningful and gainful employment.
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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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    Educational Psychology: Determinants of preschool teachers attitudes towards teaching
    (VDM Verlag Dr. Müller, 2010) Mweru, Maureen; Kinuthia, Florence; Kombo, Donald
    Pre-school teachers are largely demotivated. This is due to various reasons,such as, prevalence of low level training among them. The profession is still viewed as a job for women. They are unhappy with their salaries and many are not in welfare groups. This book contributes insights into this significant areas that greatly affect the provision of pre- school level education.It points out that immediate changes need to be put in place in order to give the profession a human face and to better motivate the teachers.
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    Enhancing learner- centered instruction through tutorial management using cloud computing
    (IGI Global, 2017) Thuku, John K.; Ondigi, S. R.; Maina, Elizaphan M.; Ayot, Henry O.
    Integration of modern technology in enhancing learner-centered approach to instruction is increasingly being encouraged in higher education. Cloud computing has enhanced the way data is shared and stored. Learning resources can be stored in cloud computers thus, enabling groups of students to collaborate and edit shared materials. In addition, it also provides a number of advantages such as reduce storage cost, enhanced security, accessibility of learning materials and easy communication. Tutorial classes can take advantage of cloud computing to have the tutorial learning resources stored in the cloud. This will allow learners to collaborate online and edit tutorial materials regardless of the physical location of the participants. This book chapter discusses how cloud computing technologies can be utilized in education sector and proposes a cloud computing model which can be incorporated in a tutorial class to improve learner-centered teaching pedagogies in a tutorial class
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    Essentials of Education Management in the 21st Century
    (Neno, 2024) Itegi, Florence Muthoni
    Dr Frorence Itegi and Dr Hellen Guantai are experts in Education Management and policy and have a passion for excellent leadership in educational institutions in Kenya. To ensure educational institutions are effectively managed, they have found it prudent to write this book on Essentials of Education Management as a guide for managers of 21st century who aim to drive their organizations to competitive advantage The book documents critical skillsand competencies that an educational manager would need to steer his/her organizations with utmost efficiency. It provides various aspects of the education management that managers of the 21st century are expected to undertake in order to offer valued guidance in the day to day running of the institutions, . The book is in tandem with best education management practices and incorporates the provisions of relevant legislation that govern various aspects of educational institutions in Kenya. It is important to note that this book is not exhaustive and should be read together with all relevant procedures and processes that enhance the governing of educational organizations. The book will be updated from time to time to reflect various changes in policies and procedures that affect the management of educational organizations globally. Kenya Vision 2030 is anticipated to transform the country into a newly industrializing; "middle-income country providing a high-quality life to all its citizens by. the year 2030". The Sustainable Development Vll Goals (SDGs) .further affirm that the education sector is an important driver to economic development. The SDGs number 4, which focuses on quality education provision resonates with this book since competent educational managers will support skills acquisition useful in the transformation of the nation. Education Mangers have a responsibility of facilitating the process of inculcating knowledge, skills and attitudes necessary for catapulting the nation to a globally competitive country, hence the paradigm shift to supporting educational managers to contextualize their role in an increasingly changing management environment. The Basic Education Act of 2013 emphasises on prudent management of educational institutions in order respond to the unique needs of the learners and therefore this book guides educational managers on how to tap into the same to effectively manage the institutions.
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    Ethnic identity, acculturation orientations and psychological well-being among adolescents of immigrant background in Kenya
    (2012) Mazrui, Lubna M.; Murugami, M.; Arasa, J.; Van de Vijver, F. J. R.; Abubakar, Amina
    The aim of the present study was to evaluate the relationship of ethnic identity and acculturation strategies with psychological well-being among adolescents with an immigrant background in Kenya. A total of 269 adolescents from five high schools were involved. The sample included adolescents from Asian, Arab, and Somali immigrant backgrounds alongside native-born. A wide set of measures including the Multigroup Ethnic Identity Measure, Measure of Acculturation Orientation, Social Demographic Questionnaire, General Health Questionnaire and the Brief Students Multi-Dimensional Life Satisfaction Scale were administered. Ethnic identity (particularly the subscale on sense of ethnic belonging) was positively correlated with life satisfaction and psychological well-being. Moreover, cultural orientation towards the country of origin was closely related to psychological well-being. In conclusion, ethnic identity was associated with better psychological well-being among Kenyan adolescents. Conceptual models developed in the West can be applied in the African context when both sociocultural and economic factors are taken into consideration.
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    Finding our voices gendered & sexual identities and HIV/AIDS in education
    (Unicef, 2017) Chege, Fatuma N.
    HIV/AIDS is one of Africa’s major development challenges. Since the 1980s, it has continued to devastate the lives of millions of people across the continent. Today, the Eastern and Southern Africa region is the most hard hit in the world. Most worrying is the fact that more than half of the newly HIV-infected are young people between 15 and 24 years of age. Throughout the region, the risk of HIV infection for young women is also increasing. Of the 8,600,000 young people living with HIV/AIDS in sub-Saharan Africa, 67 percent are young women and 33 percent are young men (Young People and HIV/AIDS: Opportunity in Crisis, UNICEF, UNAIDS, WHO, 2001). These grave scenarios have provided the rationale for the UNICEF Eastern and Southern Africa Regional Office (UNICEF ESARO) to give first priority to HIV/AIDS. The first priority status includes a policy that requires each section of the Regional Office to spend 50 percent of its budget on HIV/AIDS-related programmes. The initiative on Gender, Sexuality and HIV/AIDS in Education was launched in Blantyre, Malawi by UNICEF ESARO in July 2001 through a regional workshop for young people. The initiative is a collaborative endeavour between the regional HIV/AIDS and Education sections with funding from UNAIDS and the Norwegian Ministry of Foreign Affairs for the Girls’ Education Programme. The Girls’ Education Programme recognises “gender” as the features associated in specific cultures with masculinity and femininity, and acknowledges that not all societies and cultures share the same ideas of what it means to be male or female. As the title of this book suggests, there is overwhelming silence about the role of gender and sexuality in the construction of identities. The identity of being women/men or girls/boys is taken for granted as a fixed natural endowment that corresponds with being female or male. Being female is thus gendered as feminine and polarised against the masculine. Such assumptions tend to divert attention from the fact that human beings are continually producing and reproducing themselves as particular women/men or girls/boys in different social contexts. This book provides space for girls and boys to address the gendering of their own identities and those of others Following the Malawi workshop, the Regional Office undertook a study in seven countries to examine young peoples’ perceptions and experiences of gender, sexuality and HIV/AIDS in education. These seven countries were Botswana, Kenya, Rwanda, South Africa, Tanzania, Zambia and Zimbabwe. The research findings are being used to furnish educationists, policymakers and parents with rich information about the cultures and identities of young people. The life skills education programme emerging from this study aims to provide effective prevention and mitigation of the impact of HIV/AIDS in our education systems.
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    Games as a Medium for Teaching Mathematical Concepts
    (LAP LAMBERT Academic Publishing, 2018) Njoroge, Antony Fredrick Gitau; Murungi, Catherine Gakii
    Basic early childhood mathematics is broader and deeper than mere practice of counting and adding. Past studies have proposed that children learn through social interaction and actively exploring concepts with their peers, and that mathematics games are valuable for stimulating and encouraging mathematics learning. However, little studies have been carried to ascertain this claim. The purpose of this book is to establish the use of games as a medium of teaching mathematical concepts. The specific objectives of the study were: to establish the mathematical games used in teaching mathematics in pre-schools; to determine the extent to which pre-school teachers use mathematics games and activities in teaching mathematics; to find out how teacher/pupil ratio influence the use of games in teaching mathematics; and to establish the extent to which learning facilities influence use of games in teaching of mathematical concepts in preschools.
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    Girls' and women's education in Kenya: gender perspectives and trends
    (UNESCO, 2006) Chege, Fatuma N.; Sifuna, Daniel