RP-Department of Educational Management Policy & Curriculum Studies

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Academic staff perspectives on operating beyond industrial actions for sustainable quality assurance in public universities in Kenya
(Int. J. Environment, Workplace and Employment, 2008) Waswa, F.; Katana, Gabriel
Industrial actions represent the climax of unresolved conflicts between employers and employees, and have devastating implications on quality assurance in higher education. Management of strikes in public universities in Kenya has been based on a conventional top-down approach which further undermines the greatly needed quality of human and social capital that is responsible for implementing the university mandate towards sustainable development. Results of this study show that the main causes of industrial actions are poor remuneration and offending disparities within and between employee grades in university and other civil service offices – qualifications and the ability to perform, notwithstanding. This calls for radical rationalisation and restructuring of remunerations and staff placement in the entire civil service, based on a combination of earned qualification and competence for prescribed tasks. Overall, a synergistic and people-centred motivational management system stands out as being a critical basis for strike prevention and enhanced quality assurance. include environmental impact assessment and auditing, corporate social responsibility and agricultural land management. He is also a member of the Regional Eastern Africa Unistaff Alumni Network (REAL) whose aim is to initiate positive change in institutions of higher learning in pursuit of quality in service delivery.
Access and Participation in Secondary Institute of School Education in Kenya
(Institute of Policy Analysis & Research( IPAR), 2003) Orodho, John Aluko; Njeru, Enos
On attainment of political independence in 1963, the Government of Kenya (GoK), households and the private sector collectively endeavoured to enhance the development of education in the country. The rapid development of education and training in Kenya was an aftermath of the Sessional Paper No. 10 of 1965 on African Socialism and its Application to Planning in Kenya, which emphasized combating ignorance, disease and poverty. It was based on two long-standing concerns that: (i) every Kenyan child, irrespective of gender, religion and ethnicity, has the inalienable right to access basic welfare provision, including education; and (ii) the GoK has an obligation to provide opportunity to all citizens to fully participate in socio-economic and political development of the country and also to empower the people to improve their welfare. Development of education since independence has been marked by various changes and challenges. For nearly four decades therefore, the sector has undergone several reviews by special commissions and working parties appointed by the government, with the aim of improving efficiency and effectiveness of the education provision.
Accounting for Learners’ Safety and Environmental Protection in Public Secondary Schools Based on Safety Standards Manual (2008) in Nzaui Sub County, Makueni County, Kenya
(Journal of Popular Education in Africa, 2022-09) Mwangangi, Leonard; Kagombe, Ibrahim
Safety is a key requirement for survival and a top priority aspiration for every human being as confirmed by the adage “safety first”. This consideration is relevant and applicable to school situation when it comes to learners’ safety and environmental protection. Learners’ safety and environmental protection is anchored on convection of the rights of the child adopted by the United Nations General Assembly (1989). All member states of United Nations General Assembly are signatories and are obligated to develop laws and enforce measures to protect the child from all forms of violence, abuse, neglect, maltreatment or exploitation. Learners’ safety is also amplified worldwide by being made the main goal of sustainable development goals (SDG) which aim at building and upgrading education facilities that provide safe, nonviolent, inclusive and effective learning environment for all learners. Indeed school safety is an integral and indispensable component of teaching and learning process as no meaningful teaching and learning a take place in unsafe environment. A safe school is a SINE QUA NON for effective teaching and learning. This study is based on Dewey’s social constructivism theory. The purpose of the study is to establish levels of learners’ safety and environmental protection in public secondary school in Nzaui Sub County, Makueni County. The study was guided by three specific objectives. The review of safety standards manual and related circulars establishing levels of learners’ safety and environment protection in public secondary schools in Nzaui sub county and proposing ways for enhancing learners’ safety and environmental protection in schools. The study adopted descriptive survey design, used purposive and stratified sampling to access samples from targeted population. Questionnaire and observation schedule were developed and tested by the researchers. The data collected was analyzed using descriptive statistics by use of statistical package for social sciences (SPSS). The findings indicated 72% of schools in Nzaui Sub County did not have copies of the safety standards manual for schools, fire extinguishers were not adequate and strategically located within the school and overall compliance with the safety standards manual was below average, therefore need for more sanitation and retooling on safety and environmental protection matters in public schools.
Adapting Innovative Cost-effective Student Mentorship and Practicum to Enhance Quality Teacher Education Programmes
(Msingi Journal, 2019) Karugu, Augustine M.; Chege, Fatuma N.
At the turn of the 21st Century, Kenyatta University (KU), whose niché is teacher education, had realised that the traditional Teaching Practice (TP) was becoming inadequate in the preparation of its student teachers. Firstly, was the problem of matching the fast-growing student population in education programmes with the declining staff population qualified to supervise them during TP. Secondly; the trend of rising related costs was posing considerable challenge. It was therefore necessary to interrogate the situation systematically through action research with the aim of developing innovative interventions that would help cut down financial costs and enhance quality of the TP. Literature review in this area indicated that TP could be greatly enhanced through teacher-mentorship programmes that addressed quality of graduate teachers in cost-effective ways. Consequently, in Year 2012, Kenyatta University Management mandated the Directorate of the then Teaching Practice and the Office of Dean, School of Education, to explore the viability of transforming the traditional TP through innovative approaches that entailed teacher-student mentorship programme. A pilot study was designed within the framework of Action Research and historical approaches. The pilot study was organised within partnership of KU and its TP participating schools. It was conducted in 6 purposively sampled TP zones. There were 34 duly recruited teacher mentors and their school principals as well as the KU students posted to those schools. The results of the pilot study strongly supported the intended transformation thus allowing KU to successfully implement the current Teaching Practicum and Mentorship programme.
Adult education and development lessons from Somaliland
(Msingi Journal, 2019) Nthiga, Purity M.; Kiguru, Gatitu E.; Mwangi, Phyllis W.
The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the improved living conditions in many African countries since the 1990s. Few countries have specific, ratified national adult education policies while in some others adult education is seen as a human right but only practically enforceable subject to availability of resources. This paper outlines evidence of positive changes accrued from literacy and skills training project in one region in Somaliland. In addition to literacy and numeracy, the participants in the project were trained in tailoring or cookery as well as on health, nutrition, hygiene and entrepreneurship. More so, the project offered micro-credit to those wishing to start small businesses. Major developmental changes including employment, healthier families, businesses and better civic participation were realized by the individual participants, their families and the community. From this evidence the paper argues that it is important for countries in Africa to seriously harness the adult education sub-sector for development as one way of translating the Incheon commitment to tangible achievements.
Aiming Higher? Implications for Higher Education of Students’ Views on Education for Climate Justice
(MDPI, 2023-10) Rolleston, Caine; Nyerere, Jackline; Brandli, Luciana; Lagi, Rosiana; McCowan, Tristan
In 2023, a high number of climate disasters were recorded globally, highlighting the urgent dangers inherent in climate change and the inequities that result from its uneven impacts. Higher education institutions (HEIs) potentially play a crucial role in furthering climate justice through their research, teaching, community engagement and public awareness. Many students enter HEIs with high expectations concerning their education regarding climate change and more broadly of their institution’s contribution to climate action. In this article, we explore these expectations alongside the perceptions of students regarding how HEIs are delivering on them, i.e., the extent to which students are satisfied with their HEIs’ policies and practice on climate change. We employ data from a large-scale survey of more than 4000 students conducted by the Transforming Universities for a Changing Climate (Climate-U) project collected in nine HEIs in three countries (Brazil, Fiji and Kenya) during 2021–22. Results indicate that satisfaction among students in the sampled HEIs is often low, while expectations are typically high. There is some evidence that students in contexts already more directly exposed to the impacts of climate change were somewhat more active and more satisfied. Overall, students frequently expected to learn more about climate change than they were in fact learning and expressed high levels of environmental concern as well as some dissatisfaction with HEIs’ wider activities to limit the impact of climate change and to promote understanding of the issues. We discuss the findings in relation to the gaps between what students expect from their HEIs and what HEIs are currently doing in the three countries. Furthermore, we consider how HEIs in Brazil, Fiji and Kenya may improve their engagement with issues of climate change and respond to students’ views and expectations, including the promotion of preparedness for and resilience to the climate crisis and its effects.
Alternative Sources of Funding For Free Day Secondary Education ( FDSE ) In Public Schools in Kisii Central District , Kisii County, Kenya
(2014-04) Orodho, John Aluko; Getange, Kennedy Nyambeche; Onkeo, Jacob Machogu
The thrust of this paper was to examine the alternative sources of funding for the free Day Secondary Education (FDSE) policy in public schools in Kisii Central District, Kisii County, Kenya. It is concerned with one main question: How adequate is the current government funding mechanism? To answer the question, the paper sets out to achieve three objectives: i) To profile the current trends in unit funding of all levels of education in the country, and ii) to examine The alternative funding strategy for public day secondary education in Kisii Central District, Kisii County, Kenya. The source of data for the paper was a combination of secondary data through desk literature review and primary data from a sample of 148 respondents drawn across various education stakeholders in the study locale. The major finding was that while on the one hand the Government of Kenya through the Ministry of Education was implementing the FDSE policy; on the other hand , the education sector in the study locale was still fraught with myriad of finance related challenges .The funds meant to fast track the FDSE policy are grossly inadequate and irregularly remitted to schools. This has forced the school managers to device alternative sources of financing education which is currently constraining the already poor parents. It is recommended that day secondary schools in Kenya should device more user-friendly modes of generating extra funds from income generating activities that do not burden parents of children from poor socio-economic backgrounds.
An Analysis of Approaches Used to Train Learners with Autism Spectrum Disorders Human Occupation Skills in Selected Special units, Mombasa County, Kenya
(African Society for Research on the Education of Adults (ASREA), 2019-01) Mange;, Daniel Mbirithi; Otieno, Macmbinji Vincent; Mjomba, Ndung’u Lewis
This study aimed at finding out the instructional strategies used to train learners with autism spectrum disorders (ASD) human occupation skills. It was intended to establish whether teachers of children with ASD have adequate knowledge and skills to determine the educational needs of learners with ASD. It also investigated the existing instructional methods used in educating children with ASD human occupation skills, and established the level of awareness among teachers on the characteristics of learners with ASD. The stud employed quantitative approach. The target population was 435 respondents, 90 teachers and 345 learners with special needs. The sample comprised of 15 teachers and 30 pupils. Questionnaires were used to collect data from teachers. The researcher used an observation checklist to check the approaches used by teachers in training human occupations and characteristics exhibited by learners with ASD. Content validity will be determined by experts in the field of special needs. The tools were piloted in special units in Kilifi County, Kenya to determine their reliability. Data collected was analyzed using descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS). Data was presented in graphs and tables. The study also found out that majority of the teachers preferred using Individualized Education Plan to train learner in human occupation skills. Further, the study found out that there were inadequate teachers trained in human occupation skills as well as managing learners with autism. The study found out that majority of the learners with autism had echolalia and lack of control of emotion and throwing tantrums. The study recommends that Ministry of Education Science & Technology should employ more teachers trained in Special Needs Education in special schools, review curriculum for teacher training colleges to inculcate management for learners with specific conditions such as ASD and more inservice training on special needs teachers regarding approaches for training learners with ASD.
Analysis of Mathematics Lesson Planning Framed By the Teachers’ Pedagogical Content Knowledge
(ERIC, 2022) Moh’d, Salma Saleh; Uwamahoro, Jean; Orodho, John Aluko
: Lesson planning is considered to be an important and efficient tool for effective teaching and learning process. Preparations of effective lesson plan requires teachers to be competent in the pedagogical content knowledge (PCK). This study investigated how the mathematics teachers’ PCK impact their competences on designing effective lesson plans. Twelve in-service mathematics teachers from public secondary schools in Unguja-Island (Zanzibar) of Tanzania were involved. The data were collected using the reviewing of the teachers’ mathematics lesson plan documents and teachers’ interview. The data were analyzed in both quantitative and qualitative mode based on the lesson plan framework guideline (LPFG) and the criteria for better planning of the sections jointly with PCK abilities indicators. The percentage average of occurrence of the sections in the teachers’ designed lesson plan (DLP) and the percentage of occurrence of different category within the sections of the DLP in relation to the criteria were determined. Also, the challenges faced by the teachers in their DLP were identified. The result of the analysis revealed that the PCK competences of mathematics teachers are not good enough to impact their DLP, as some of their designing lesson plan sections were occurred inconsistently. Also, the implementation of PCK competences for effective mathematics teaching found to be at developing stage, as some criteria related to it were not clearly observed in their DLP. The study recommends the demand of in-service training for mathematics teachers on the implementation of teachers’ competences particularly PCK in the lesson plan designing for effective classroom practices
Application of Models in Teaching Modern Agricultural Engineering Practices: A Case Study of Laikipia North Technical and Vocational College
(AfriTVET, 2023) Omondi, Julius Okoth; Chonge, Lilah Nanjala
The efficiency and effectiveness of various teaching methods are key in the teaching and learning process. Teaching Agricultural Engineering requires high-cost machines and equipment normally accessible only on commercial farms. While the use of conventional approaches in teaching Agricultural Engineering is routine, this study establishes whether innovative approaches would yield higher efficiency and effectiveness in teaching. Two groups of learners are taught using one method, either conventional (lecture) or innovative (application of low-cost physical models) and are this study’s focus. The learners under similar conditions attempt standard examinations post-teaching. Results show that learners taught using the conventional method have a relatively larger gap of 71 % between the highest and the least score and a mean score of 51.65 %. In addition, a majority of the learners in the conventionally taught group score between grades C plain to B Plain and thus are defined as Transitory Learners. Learners exposed to the innovative teaching methods scored higher with the highest score being 95 % and the least score being 45 % thus translating to a gap of 50%. Financially, innovative methods are affordable due to the absence of recurring costs such as power, printing, and internet connection costs. In conclusion, Teachers of Agricultural Engineering ought to adopt innovative approaches to teach modern agricultural engineering practices. Further policies and sensitization activities by institutions are also necessary to ensure teachers expose the transitory learners in their classes to models that reinforce learning. On the research front, the availability of models for use in cases of learners with special needs awaits.
Artificial Intelligence in Education: A Hindrance or an Enabler?
(AMO Publisher, 2024) Nzoka, Francis Katumo
Outside of typical educational settings, Artificial Intelligence (AI) may provide realtime feedback, adjust course content dynamically, and evaluate student involvement through interactive learning strategies. By providing learners with a unique educational experience, artificial intelligence improves instructional techniques. Instructors who employ AI in the classroom, on the other hand are most afraid of losing their jobs in large numbers. Workers in a variety of industries, education not being spared in this regard, will eventually be replaced by robots and algorithms as machines grow more adept at handling complicated tasks due to the massive levels of automation brought about by the rapidly advancing field of artificial intelligence. A person’s ability to support themselves and maintain the social cohesiveness and a sense of community that come from meaningful work is negatively impacted by losing their job. Therefore, it’s important to strike a balance between the benefits AI can provide and any potential ethical or other problems
Aspects of Environmental Education in Kenya’s Preschool Curriculum
(2011-12) Karugu, A.M.
Following the prolonged drought that has affected Kenya since 2008, issues of environmental management and conservation have taken centre stage in the socioeconomic lives of Kenyans. Lack of rain has affected many parts of the country. Indeed it is estimated more than 10 million Kenyans need food aid to escape death. Lack of rains has led to drying of rivers which in turn has triggered water electricity rationing in major urban centres. The cost of production of major consumer goods has gone up resulting in rise of their prices and services. In this respect one can rightly say that every Kenyan has been sufficiently sensitized about issues of environment. The fundamental question about the problems being experienced and the ensuring debate is, however, is how much do Kenyans know about their environment? What is the source of their knowledge? These questions have to be addressed if Kenyans are going to take control of their environment. In this paper the writer examines the preschool curriculum which is at the basic level of Kenya’s education system. The writer has three objectives; • To highlight the environment education imparted to Kenyans in the formative years. • To critique the environmental education given at this level • To suggest ways of improving and strengthening environmental education at this level The general conclusion of the paper is that • There is need to involve Kenyans from their formative years about the need to protect and conserve their environment • There is need to review the preschool environmental education topics to ensure that they include the emerging issues about the environment • There is need to expose children from very early years of their lives on the conservation and management issues on environment Unless this is done, policies and efforts to conserve environment will largely remain ineffective.
Assessing the Level of Secondary Mathematics Teachers’ Pedagogical Content Knowledge
(Modestum, 2021) Moh’d, Salma Saleh; Uwamahoro, Jean; Joachim, Nzotungicimpaye; Orodho, John Aluko
This study reports mixed-methods research findings, which assesses the level of mathematics teachers’ pedagogical content knowledge (PCK) in selected secondary schools of Zanzibar. A Likert-scale questionnaire related to PCK self-assessment was administered to 69 teachers, 12 of whom were observed three times during lesson delivery in their respective mathematics classrooms. Both descriptive, inferential, and qualitative analyses were used. The study based on a questionnaire revealed that the level of mathematics teachers’ PCK was moderate. However, significant differences in the levels of PCK based on teacher’s education level and teaching experience were observed, while teachers’ specializations showed no significant differences in their PCK level. The findings based on observation indicate that the level of PCK in classroom practices is low. This indicates the teachers’ challenge in the implementation of PCK in classroom practices. There is, therefore, a need for more in-service training on raising teachers’ PCK levels, which will eventually lead to improved mathematics teaching and learning
Assessment of Home Grown School Feeding Programme (HGSFP) Theory in Kinango Sub-County, Kwale County, Kenya
(IOSR Journal of Humanities and Social Science, 2014) Karisa, Kadenge Stephen; Orodho, John Aluko
The problematique of this study is that despite the fact that there has been a lot of rhetoric from various stakeholders regarding the perceive direct benefits of the home grown school feeding programme (HGSFP)theory, no systematic research has been conducted to test the theory .This study sought to assess the HGSFP theory in Kinango Sub- county of Kwale County, Kenya. Within this broad perspective, the study examined i) establish theextent to which local farmers were stimulated by the market created by the HGSFP , ii)assess the food security status of the pupils and communities in relation to the presences of the HGSFP in the neighboring primary school in Kanango Sub County. The study used mixed methods incorporating aspects of correlation research and grounded theoretical approaches. A purposive sampling technique was applied to select opinion leaders from cross-sectionof knowledgeable informants from the local community in the study locale. The study established that HGSFP did not directly benefit the local community as was envisaged since majority of people supplyingschool food do not reside from the study locale and instead operated from urban centers.The few local farmers participating in the HGSFP were further constrained with low yields as a result of not using modern agricultural production techniques and stringent procurement procedures. Hencefood security among pupils was not guaranteed due to erratic disbursement of the funds meant for project. It is recommended that the Government through the Ministry of education should sensitize the local community regarding the objectives of the project , and relax the procumbent procedure as an affirmative approach to enable local community actively participate since they can’tfavorably compete with established entrepreneurs in open tendering processes.( 283 words)
An Assessment of the Impact of the Stem-Kenya Mentorship Program on Career Choice and Employment of Young Women in Kenya
(UNESCO, 2023) Muthima, Purity; Mwangi, Mary; Karanja, Faith; Mutuku, Winifred; Muna, Wilson; Muniu, Joseph; Wanjau, Ruth; Ndungo, Catherine; Ngina, Ruth; Wamalwa, Ebby Glorian N.
In Kenya, various intervention programs have been implemented to support the youth in making informed career choices and prepare them for employment by imparting practical skills and foster the right work attitude. These initiatives include apprenticeship, internship and mentorship programs. However, there are notable gender disparities not just in the uptake of these programs, but also in school to work transition whereby female participation in the job market is 29.5 per cent compared to males at 36 per cent. This is more apparent in Science, Technology, Engineering and Mathematics (STEM) related fields. As a mitigation, UNESCO launched the UNESCO-STEM government of Kenya mentorship program in 2014 to inspire girls to embrace STEM by organising scientific camps of excellence in specific schools in different counties. This paper presents the findings of an ongoing impact evaluation study to assess the UNESCOSTEM Government of Kenya mentorship program on career choices, income levels and employment status. . A sample of 177 young women (those that went through the STEM mentorship programme and those who did not go through the programme) was used. This sample was selected form a target population of 2,000 by employing Yamane’s (1967) formula for determining sample size. The study adopted the cohort studies approach, which is a non-experimental longitudinal design that takes a sample of a people who share an essential characteristic. Questionnaires and interview schedule tools were utilized to collect data. Quantitative data was analysed using STATA while qualitative using NVIVO software. From the study findings, it can be concluded that participating in the STEM mentorship program broadened the participants’ scope of employment opportunities. However, there are marginal benefits in placing young women in STEM related courses. The ongoing study recommends redesigning and implementation of the program at a larger scale to enhance women economic empowerment and certification of the participants.
An Assessment of the Influence of School Contextual Dynamics on Implementation of English Curriculum in Public Secondary Schools in Nakuru East Sub-county, Nakuru County, Kenya
(World Journal of Innovative Research (WJIR), 2018-07) Wambugu, Cyrus Githinji; Magoma, Charles
Schools play a critical role in the implementation of the English curriculum. They ensure that syllabus is adequately covered and that students register impressive academic grades in internal and national examinations. Thus, the purpose of the study was to investigate the influence of school contextual dynamics on the implementation of the English curriculum in public secondary schools in Nakuru East Sub-county, Nakuru County, Kenya. The objectives were: to investigate the influence of teacher factors on implementation of English curriculum in public secondary schools, examine the influence of instructional resources on implementation of English curriculum in public secondary schools, establish the influence of students’ characteristics on implementation of English curriculum in public secondary schools and find out the influence of the school community support on implementation of English curriculum in public secondary schools in Nakuru East Sub-county. The study was guided by the Ecological Systems, the Modern Cognitive and the Curriculum Implementation Theories. The study applied mixed methods approach and explanatory sequential design which involved collecting, analyzing, and mixing both quantitative and qualitative methods. Questionnaires were used to collect data from students whereas interview schedules were used to collect data from teachers and principals. Data analysis began by identifying common themes from the respondents’ description of their experiences. Qualitative data was analyzed thematically along the objectives and presented in narrative forms whereas quantitative data was analyzed descriptively using frequencies, percentages, mean and standard deviation and inferentially using ANOVA Test Analysis and presented using tables. The study established that teacher factors, instructional resources, school characteristics and school community influence implementation of English curriculum in public secondary schools. Thus, the study recommends that English teachers should undertake refresher courses to acquire emerging strategies on how to implement English curriculum. Schools should ensure availability of suitable, relevant and appropriate teaching and learning resources. Schools should provide opportunities which allow students to interact with colleagues to acquire new approaches of studying English. The Ministry of Education should provide adequate funding coupled with timely disbursement to enable school administrators procure resources for implementation of English curriculum.
Attainment of basic education for all by 2015: from rhetoric chimera to practice in Kenya
(2014) Orodho, John Aluko
Despite the commitment of world countries to achieving Education for Al (EFA) by 2015, many of them, particularly in Sub-Saharan Africa, are not likely to met this target by the agred date. Wil Kenya be among the nations likely to achieve this target? Spured by the curent post-2015 debate and signals by the report of the High –Level Panel of Eminent Persons on the Post-2015 Agenda of the United Nations (2013) that hat here is an education, learning and skils crisis globaly, this paper analyzes the curent policies, interventions and incentives put in place by the Government of Kenya and profiles the progres made so far towards achievement of the EFA goals. The paper uses a combination of secondary sources from Government documents and other international sources in combination with primary research to examine reality of whether or not the country is on track to achieving EFA by 2015. The analyses use Gros and Net Enrolment ratios (GERs and NERs) by region and gender. The results show that Kenya has made god progres judging by the impresive GERs and NERs at the national level. The NERs are fairly stable and higher than 10%, indicating that EFA has ben achieved at this level and hence the country is progresing wel. However, when these statistics are unpacked at regional level and examined with a gender lens, then conspicuously wide and severe regional and gender disparites emerge. They show both regional and gender diferences as the NERs for females are lower than those for males in some geographic areas, indicating that more males are atending schol. The disadvantaged regions are located in the ASAL counties especialy among nomadic communites and urban slums. It is recommended that Kenya neds to acelerate the implementation of the adroitly formulated policies and initatives geared towards eliminating bariers to equity and quality of education, and instiute concerted and colaborative aproaches directed towards the translation of policies from mere rhetoric chimera to practice in order to achieve the EFA goals by the set deadline of 2015.
Awareness Levels on Existing Sources of Funding for Vocational Training in Elgeyo-Marakwet County, Kenya
(International Organization Of Scientific Research (IOSR), 2020) Kiplangat, Terwes M.; Muthima, Purity W.
There has been record of vocational training centres being under capacity in Elgeyo-Marakwet County for the past several years. The purpose of this paper is to investigate whether the level of awareness on existing sources of financing contribute to enrolment in public vocational training centres. The target population comprised of 11 principals, 60 tutors, 1437 VTCs students and 20 primary school leavers. The sample size had 394 respondents; 11 principals, 52 tutors and 312 VTCs students. Snowballing method was used to locate 20 primary school leavers. The study used questionnaires and interview schedules as instruments for data collection. The study found out that the level of awareness of existing sources of funding by students and school leavers contributed to low enrolment rate in public VTCs. This is because some potential students and their parents were found not to be aware of various agencies providing financing for learning in public VTCs. The study recommends that the county government should create awareness on existence of VTCs and requirements for one to join them.
Barriers to Participation in Adult Literacy Programs in Kenya.
(2005) Mukuria, J.; Muiru, J.
To compete internationally, adapt to new technologies, and attain higher levels of efficiency and productivity, a country needs a highly literate populace. However, in Kenya, literacy stands at less than 65% of the population. With such a low rate of literacy, most development is hampered. In order for Kenya to make progress in political, social, and economic development, the level of literacy has to be raised. This paper makes an important contribution in the promotion of adult literacy in Kenya and other parts of the world by identifying and discussing the pertinent barriers to participation in adult literacy programs. Barriers such as the lack of adequate resources, poverty, the HIV/AIDS pandemic, gender disparities, traditionalism, and the absence of a literacy environment are discussed. The paper also makes suggestions on how the effects of these barriers can be mitigated.
Basic Education in Kenya: Focus on Strategies Applied to Cope with School - based Challenges Inhibiting Effective Implementation of Curriculum
(2013-11) Orodho, John Aluko; Waweru, Peter Ndirangu; Ndichu, M.; Nthinguri, R.
This study explored strategies applied to cope with challenges inhibiting effective implementation of basic education curriculum in Kenya. The study was framed by the constructivist theory. Convenience sampling was used to select a sample of 205 primary and secondary school teachers and employed mixed methods to collect and analyze data. It was found that despite the gains made in accelerated enrollment in , and quality of education since the launch of free primary education (FPE) and Free Day Secondary Education(FDSE) in Kenya at the national level, there still remain pockets within Kenyan geographical regions which have remained behind in attaining effective implementation of curriculum, resulting into low academic achievement. Among the key challenges affecting effective implementation of basic education include: insufficient physical facilities and instructional resources to cope with the exponential growth of student population resulting from the abolition of school fees and introduction of FPE and FDSE; inadequate teachers resulting in high teaching load prompting the use of ineffective teaching methods; Lack of motivation of the teaching force resulting into insufficient focus on the learner and thus creating little room for use of modern teaching techniques that require individualized teaching, amongst others. As a result, the copping strategies employed both at the Ministry of Education level; school level and teacher level have not been effective in ensuring the provision of equitable and quality education. Given the fast approaching deadline of 2015 for meeting the internationally agreed goals and commitments, the international development partners and other key education stakeholders should come forward and generously support educational development, especially the aspects that enhance effective implementation of basic education in Kenya, strictly in line with national priorities. In doing so, Kenya will not only be on track towards the attainment of the internationally agreed goals that appertain to education, but the attainment of quality EFA will be within reach.

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