CW-Department of Educational Foundations

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Communities defining their identities of poverty – “we are poor but we are notsopoor…”
(CICE SEMINAR SERIES – TOKYO, JAPAN, 2015) Chege, Fatuma N.; Ndiritu, John
This paper presents findings from the Kenya RECOUP project on Community Scoping and Household Census. It provides basic characteristics of wealth indicators of the research communities, households and constituent families thus yielding a reasonably accurate profiles and understandings of the research communities within the four RECOUP research sites located in Nyeri, Nairobi and Kiambu counties. Both conceptually and methodologically, household censuses and community scopings were used to generate not only the patterns of material conditions and livelihood indicators but also the self-definitions of the communities‟ individual and communal identities based on gender, educational levels and certification, age, family size, habitation, occupation, and family wealth, among others (see household census tool, Appendix 1). Notably, while the concept of poverty has often been associated with absence from benefits accruing from economic and material goods, it was noteworthy how the research communities re-defined poverty in ways that reflected broader, more socio-culturally reflective conceptions that transcend material well-being. Again, while there tendency to link types and levels of school education with financial/economic benefits for individuals and communities exists; the community study revealed that this may not be so in their contexts and lived realities. There was a notable contrast in the way the research communities conceptualised extreme poverty in the context of what emerged as their conceptions of human well-being. However, because education has come to be associated with the eradication of poverty and the enhancement of human well-being – the co-existence of well-being and material poverty becomes difficult to distinguish for many people. This paper pursues constructions of communities‟ self-identities based on articulations that bear cultural insights. The often uni-dimensional concept of poverty as deprivation of material well-being emerges in this study as limiting in both scope and meaning as it tends to lose sight of social and cultural values of good life that are not definable in economic or material terms
Engendering Empowerment: Education and Equality (E4) Conference Dakar, Senegal (17-20 May 2010)
(Jenny Parkes (Institute of Education, University of London, UK), 2010) Chege, Fatuma
In the fifteen years since Beijing, there has been enormous progress in awareness of multiple forms of violence against girls, with research, policy and practice increasingly focusing on and attempting to address violence in and out of school settings. This paper traces these important areas of progress as well as the gaps and challenges. The key question in our analysis is why it is that despite growing awareness and action at international, national and local level, we still have insufficient knowledge about how to combat violence, with girls lacking adequate support and capacity to protect themselves. To address this question, we discuss four broad areas. Following a discussion of theoretical issues and concepts, we examine research evidence on violence against girls. We then consider how violence has been addressed in policy and practice in recent years. Finally, we make some tentative suggestions for the way forward.
Examination of quality education in private primary schools in Kenya: the case of Westlands Sub County in Nairobi County
(Kenyatta University, 2015-10) Kombo, Kisilu; Ondicho, Naom K.
There is concern over the quality of education offered in Kenya's private primary schools, especially in the face of challenges graduates of these schools face when they transit to secondary schools. This paper is based on the findings of a study done in 5 purposively selected private primary schools in Westlands Sub-County, Nairobi County.The objectives of the study were to: Establish the type of curriculum children are exposed to in private primary schools, explore teaching strategies adopted by teachers in private primary schools, identify the available learner support facilities in private primary schools and explore strategies adopted by the private primary school stakeholders to post good results in national exams. The study adopted a descriptive survey research design. From the target population a sample of 160 respondents [5 head teachers, 30 teachers, 100 pupils and 25 parents) participated in the study. Data was collected using questionnaires, observation guides and interview schedules. Quantitative data was analyzed using quantitative approaches whereas qualitative data was analyzed thematically. Findings revealed that the curriculum in the selected schools matched with the recommended curriculum in public schools albeit with a few additional subjects and that teacher pedagogies were guided by the mean score. This determined the teacher-pupil activities in and out of class. Findings also showed that pupils had minimal time for socialization and eo-curricular activities for fear that this would rob them of valuable study time. It was further revealed that rote learning was encouraged and that pupils did not internalize content taught. The pupils felt overwhelmed with school work both at home and at school. Based on these findings, the study concluded that the education offered in someprivate pnmary schools was deceptive and lopsided as it impacted negatively on the pupils' social life and the aspect of quality of education as envisaged. The study recommended that MOEST ensures holistic approach is adopted if quality education has to retain its meaning and that teaching should also be focused on acquisition of problem solving skills. Key Words: Quality education, Private Schools, pedagogy, teaching and teaching resources
Feminist research and boys’ schooling: gender equality and construction of African masculinities: an example of study of Africa-Asia Univeristy dialogue network.
(2011-10) Chege, Fatuma N.; Sakurai, R.
Issues of gender equality and gender equity in education have been controversial for decades, and various studies have explored the problem from comparative as well as focused approaches. The Africa-Asia University Dialogue for Education Development (AA Dialogue) Network, an inter-university network of 28 universities (16 African and 12 Asian universities), is an officially accredited UNESCO-UNITWIN program, committed to conducting such studies following a common theme and framework. Participating universities are grouped into three themes that are key for EFA goals; A) Gender and Equity; B) Quality of Education and Educational Policy; and C) Teacher Professional Development. Many of our Gender and Equity group research explore access and retention among girls and women at the various educational levels (primary to tertiary) but few studies address gender in the context of disability, traditional cultures, or boys’ education. All AA Dialogue studies are guided by a human rights approach to equality and equity as well as the Education for All goal number 2: access and completion of primary education with a good quality, and the Millennium Development Goal 3 gender equity at all levels of education. In this symposium, we are presenting one example study from Kenya that explores potential/actual effects feminist research on boys’ education especially under girl-oriented programmes and policies. In Kenya, a few studies in the last decade are suggesting that, in specific educational subjects, the schooling of Kenyan boys is gradually deteriorating with a comparatively greater margin vis-à-vis that of the girls (Uwezo, Kenya 2010). Further, observations in some primary schools reveal that girls are becoming explicitly more confident than boys in engaging with schooling by quantitatively and qualitatively occupying comparatively greater learning spaces (UNICEF, 2008). It is under this context that this paper explores the basis of these emerging trends considering an argument that suggests that ‘as schools become increasingly feminised spaces, boys tend to develop their identities within restrictive concepts of masculinity rather than with schooling’ (Sewell, 2003; Bailey, 2003; Figuroa, 2000). Thus, this paper re-contextualises feminist research –theorising and methodology - by locating boys and men at the centre of feminist research alongside girls and women while concurrently underscoring the often elusive fact that it is by addressing the interests of both women and men as well as girls and boys that gender research becomes relevant in the acceleration of the attainment of the targets outlined in the EFA goals and the MDGs.
Gender security, gendered violence and social justice: the rights of protection through the education of urban youth in African Cities
(2015) Arnot, Madeleine; Oduro, Georgina; Swartz, Sharlene; Chege, Fatuma N.; Wainaina, Paul K.; Hayford, Leslie C.
ICT and education beyond borders
(Kenyatta University, 2015-10) Maina, Emily Wanjiku
This paper sets out to explore what ICT and Education Beyond Borders is and some of the areas where it has been actualized. The purpose of this exploration is to show what has been achieved in provision for Education for All in the areas of conflict in selected areas and the lessons learnt for future improvement in endeavour to achieve Education For All goal. The study is a desk review on related literature on what Education Beyond Borders is, The Vision and Mission of Education Beyond Borders, Open education and best practices. Education Beyond Borders [EBB] as a non-profit Non Governmental Organization [NGO] is devoted to closing the global education divide through teacher professional development and community education. The major focus mainly being advancing and supporting movement of education especially for students in disadvantaged regions in different parts of the world. There are 59 million teachers worldwide and 30 million more are required to achieve the goal of United Nations "Education for All" [EFA] initiative by 2015. It is on record that 104 million children in the world do not go to school at all and 50 per cent live in countries facing conflict. It has been observed that in many countries teachers seem lethargic about ICT integration especially in curriculum delivery and prefer the outdated mode of notes. As a panacea to this scenario the ever changing technology space and the philosophy behind ICT in education programme in training has been activated [Otedo,2010]. Findings from a study on analysis of assessment opportunities of learning spaces, online versus face to face methodologies, indicate that continuous assessment methodology based on ICT have a positive impact on the learning process as well as the obtained grades in the final exams. Review from a study investigating the role of open and distance learning in improving access to higher education in Kenya indicate technology related devices are more widely preferred to print by students and that e learning has a positive effect to higher education. Review has shown that traditional educational approaches to teaching are outdated and irrelevant and online education gives students a broad and diverse access to many educational opportunities. Though the concept of Education Beyond Borders is very noble, a lot still needs to be done to motivate the teachers to be more receptive to ICT and achieve the post 2015 education agenda. Keywords: e learning, Computer Based Instruction, Virtual Learning environment
The irony of physics teachers' competence in ICT integration in classroom instruction in Nairobi County Kenya
(Kenyatta University, 2015-10) Mwanaszumbah, Alma R.; Mwanaongoro, Redempta Munyendo
Knowledge in Physics is vital in achieving Vision 2030 objectives, yet the subject has often registered low enrolment and performance at the Kenya Certificate of Secondary Education [KCSE). Research shows that integration of ICT in Physics instruction has the capability of simplifying the abstract content as well as creating interest in learners. However, this is only possible when teachers can use ICT in classroom instruction. This study sought to find out Physics teachers' competence in leT use for classroom instruction. The objectives of the study were to find out Physics teachers' level of training in the use of ICT in classroom instruction, assess the adequacy of the Physics teachers' training in the use of ICT in classroom instruction and to find out the Physics teachers' frequency of use ICT in classroom instruction. This study was conducted in Nairobi County and targeted 40 schools, 40 principals and 121 Physics teachers. It was guided by the Unified Theory of Acceptance and Use of Technology [UTAUT) model. Descriptive survey research design was used. Random sampling technique was used to get a sample of 18 schools and 52 Physics teachers whereas purposive sampling was used to get 18 principals. Questionnaires, interview schedules and an observation schedule vvere used to collect data. The study found that integration of ICT in Physics instruction in secondary schools in Nairobi County is still very low. The study recommends more requisite integration skills to be given to Physics teachers in the county. KeyWords: Classroom, Competence, Confidence, ICT, Instruction, Integration, Physics, Teachers
Preventing violence against women students everywhere
(2012-09) Chege, Fatuma N.
This paper addresses issues of violence against women and girls with spec ial reference to tertiary institutions and drawing examples particularly from university colleges and campuses. In the discussions, various forms of VAWG are flagged out to demonstrate the nature and contexts within which they occur. The paper acknowledges that while male in the same institutions may experience comparable gender - based violence from women or other men, research has shown that p roportionately more women than men suffer this kind of violence and that its consequences results in relatively greater devastating effects for women. Within tertiary institutions, it is arguable that the relatively free atmosphere that has minimal restric tion on dating, partying and mating presents unprecedented risks which most women students tend to take for granted and which their male peers also take advantage of to practice masculinities characterised by pervasive sexual violence such as rape, harassm ent, stalking and verbalised sexual abuse. Social constructionist theory guides the discussion s leading to recommendations for preventive measures which locate education , awareness creation and skills - building as the fundamental drivers of policy - directed strategies aimed at preventing violence before it occurs to demand second order responses.
Quality Education for Societal Transformation
(Kenyatta University and Syracuse University, 2011) Adelheid, Bwire; Masingila, Joanna
Quality education under threat in teacher training colleges: a case study of Nairobi County, Kenya
(2015-07) Kombo, Kisilu; Jepketer, Annah
Quality of education, which manifests itself in many forms, has remained elusive. School administrators, teachers, students, parents and education stakeholders have complained of falling standards. Hence the need for investigation of the state of affairs and the mitigating factors. One of these forms of concern under threat includes teachers’ preparation in training colleges. The questions emerging here were: Why tutors are not able to train competent teacher trainees? Could there be a problem with their teaching methodologies and competencies in their areas of specialization? The purpose of the study was to investigate the strategies for enhancing teacher educator competencies so as to improve the quality of education in teacher training colleges in Nairobi County. Resistance and Change Theory guided the study. The study used case study design. The researcher used 10% as population sample size for education policy makers, teacher educators and teacher- trainees. The target sample was 10 education policy makers, 1 teacher training college, 1 teacher training college principal, 10 teachers and 50 teacher trainees. A simple random sampling technique was employed in the study. Questionnaires were administered to education policy makers, teacher educators, teacher trainees while the college principal was interviewed. Document analyses on key education policies were undertaken. The study findings were: despite of the availability of the qualified teacher educators, teacher competencies remained elusive; traditional teaching methods were in use; monitoring of quality of teaching by quality assurance was low and far between; teacher educators were hardly exposed to professional development and research opportunities for improving their teaching methodologies; insecurity impacted negatively on the teachers level of preparedness; in addition, insecurity affected them psychologically, economically and socially; The conclusion drawn from this result was that education quality in teacher training colleges in Nairobi County was under threat due to waning competencies. Therefore, urgent measures should be put in place in order to reverse the trend. Some of the recommendations were that stakeholders to be pro- active in coming up with workable solutions; stakeholders to be proactive in addressing issues touching on competencies and of quality education in teacher training colleges; in servicing teachers on teaching methodologies; teachers to embrace e-learning; the teachers to be part of the changes; Quality and standards assessment of quality to education should be strengthened and corrective strategies for enhancing teacher competencies in teaching to be enhanced; adequate proactive strategies ought to be developed to effectively address security challenges in teacher training colleges. Key words: Teacher Education, Education Quality, Competences, Threat
Socio-cultural factors impeding children's access to early childhood education. a case of Turbi Division, Marsabit North Sub-County, Kenya
(Kenyatta University, 2015-10) Buna, Yattani D.; Begi, Nyakwara
Early childhood is a critical period in which the foundation of children's education and development is laid. It is a right of every child to be enrolled, retained and complete school. Despite the many global initiatives aimed at improving children's access to education, there are still many children out of school globally. The purpose of this study was to explore the socio-economic factors impeding children's access to early childhood education in Turbi Division, Marsabit North Sub-County. Results had shown that majority of children in the division do not have access to early childhood education. Results also revealed that several socio-cultural factors such as: Participation in traditional ceremonies; involvement in livestock rearing; early betrothal of girls; Female Genital Mutilation practices; and parents fear of early pregnancy were hindering children's access to early childhood education in the division. Some of the important strategies that could be used to improve children's access to early childhood education include: Establishment of mobile schools; organizing education awareness forums; Soliciting support from many stakehelders: and reviving village mobile schools where children can learn within their villages. Key Words: Early Childhood Education; Access; Socio-cultural factors;Children.
Trends in promotions among Secondary school teachers in central, west and north sub counties of Nyandarua County, Kenya
(Kenyatta University, 2015-10) Mugweru, Wokabi
This research investigated the determinants and distribution of promotions for secondary school teachers in North, West and Central sub-counties of Nyandarua County. The problems of stagnation that relate to burnout and discriminative performance based promotion policy that negatively influence curriculum delivery method and outcome led to this study. Objectively, school type that created diversity in work environments and gender due to historical gender imbalances in promotions were considered. The study was guided by the expectancy theory. Qualitative and quantitative methods of data collection using questionnaires for teachers and interview schedules for the rest of the respondents were used. 58 teachers in extra-county schools, 51 in county and 79 in district day schools were involved. 13 school principals, 3 sub-county education human resource officers and 2 officers in the national Teachers' Service Commission were involved. The study found promotion through interview to be majorly once in teachers' career. Out of the promoted teachers, 30.1 per cent were female while 69.9 per cent were male. 74.1 per cent of extra-county school teachers, 48.1 per cent of county and 29.1 per cent of district day schools teachers had been promoted making school type a promotion determinant. The study recommends; reducing overemphasis on examination scores during promotions, creating an integrated promotion system with many lateral openings, automatic promotion for teachers with long experience and satisfactory performance and entrenching constitutional provisions for gender equity. Further research on effect of using student examination results as a factor of teachers' promotion on teaching methods and learning outcomes is necessary.

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