BC-Department of Educational management, Policy and Curriculum Studies

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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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    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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    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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    Girls' and women's education in Kenya: gender perspectives and trends
    (UNESCO, 2006) Chege, Fatuma N.; Sifuna, Daniel
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    Girls' and Women's Education in Kenya: Gender Perspectives and Trends
    (Unesco, 2006) Chege, Fatuma N.; Sifuna, Daniel N.
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    Globalization and Discipline in Kenyan Secondary Schools: Issues and Challenges for School Management in Butere/Mumias District
    (LAP Lambert Academic Publishing, 2011) Waweru, S. N.; Kisiang'Ani, Electine Ayiela
    Globalization-characterized by the overwhelming power of the Western-controlled information super highway called the internet, and consummated by the hegemonizing tendencies of the Euro-American social-political and economic structures-has influenced the school system in Kenya.The study reported in this book investigated how school managers handle the global influence of the internet and the impact of globalization on the management of secondary schools along side disciplinary problems of youthful teachers and students. The study established that global mass culture has profoundly shaped the general behaviour of youthful teachers and students in the schools under review. Attributable to the intimidating consequences of globalization was the growing tendency among students and youthful teachers to defy authority and question the usefulness of the school curriculum, routine and rules. Consequently, due to contemporary globalization, most schools in Butere-Mumias District have serious disciplinary problems. The study recommends that school managers in this region involve all stakeholders in finding a lasting solution to the discipline problems in the schools.
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    Introduction to Project Management: Theory to Practice
    (CUEA Press -The Catholic University of Eastern Africa, 2014) Itegi, Florence M.
    The aim of this book is to provide readers with a clear, concise and comprehensive introduction to the theory and practice of project man- agement. The book particularly addresses the requirements of project management course at bachelor and masters levels, but is also suitable for practitioners in this field. This book opens by discussing the concept of project, project environment, and characteristics of projects and fac- tors that cause projects to fail. Chapter two is devoted to theory and practice of project manage- . ment. It presents the project cycle from identification, preparation and formulation, design, implementation to termination. Chapter three extends the knowledge base of chapter two by recogniz- ing that projects are implemented in a dynamic environment that makes them prone to various risks. The section presents the risk management process and proposes some measures to counter risks. Chapter four provides insights into financial and non financial mod- els organizations can adopt in selecting projects in the face of limited resources to ensure maximum returns. Readers are provided with hypo- thetical data for practice to enhance deeper understanding. Chapter five gives insights into how to establish the project organi- zational structure, allocate material and human resource to have the job done. The roles of proj ect manager are discussed, as well as staffing and various matrices for project management. . Chapter six explores the Work Breakdown Structures (WBS) by establishing logical divisions of the project work to form tasks or work packages. Diagrammatic presentation of tasks is discussed using hypo- thetical examples. Chapter seven provides basic guidelines on project proposal writing by describing key sections and their contents. Chapter eight introduces computer application inproject management, showing how to apply MS project software in establishing project data base during planning. The established data base serves as a reference in tracking performance during implementation as well as communicating to stakeholders. For those who wish to go deeper into a particular topic references are provided. Authors whose ideas have contributed to discussions in this text are acknowledged.
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    Language in Education in Kenyan Schools
    (Springer Netherlands, 1997) Bunyi, G.
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    Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums
    (Kenyatta University, 2019) Limboro, Charity Mukiri
    In order to achieve economic sustainability, every country must invest significantly in quality education for boys and girls from the basic levels. Key inputs of quality education include teachers, physical facilities and resources; and gender-sensitive environments that are healthy, safe, and protective. Quality education is an empowering tool through which individuals gain sufficient academic qualifications that can lead to gainful employment or self- employment at a later stage. Such education augments people’s understanding of themselves and the world improves the quality of their lives and leads to wide-ranging social benefits to individuals and society. While learning can take place anywhere, positive learning outcomes commonly pursued by educational systems happen in quality learning environments. In this paper, learning environments are contextualised in terms of physical and psychosocial essentials. The paper examines how learning environments facilitate or obstruct children’s learning thereby contributing to their empowerment or marginalisation. The paper is based on qualitative case studies of four selected primary schools in Nairobi urban slums. A sample of 220 informants including 189 children and 31 adults were interviewed individually or in groups. The study utilised observations, interviews, Focus Group Discussions (FGDs), and mapping methods to collect data. The findings revealed that only two schools had physical elements conducive for girls and boys to learn. Child abuse was rife in the schools; some of the school premises were not only insecure but a health hazard to the boys and girls. The paper also discusses how the home and community contexts were a threat to girls learning. The study concludes that learning environments, to a large extent, were an obstacle to girls’ access, retention and achievement of good learning outcomes that are critical for improving their life chances. The study recommends inclusion of gender responsive pedagogy in teacher coaching and alternative methods of instilling discipline.
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    A Manual for Writers & Designers of TEE Study Materials
    (Uzima Press, 1997) Gatimu, Kiranga; Gachegoh, Juliet; Oyiengo, Karen; Kithome, Lucy; Suwa, Bernard
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    The Place of Primary and Secondary School English Curriculum in National Cohesion and Integration
    (National Cohesion and Integration Commission, 2014) Magoma, Charles
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    Production of Social Science Research by Universities and its Utilisation by Policy Makers and Practitioners in Kenya
    (Kenyatta University, 2020) Bunyi, Grace; Njihia, Mukirae; Mwangi, Samuel; Kaugi, Ephantus; Njuguna, Felicita; Wangia, Joyce; Ogola, Martin; Kiende, Hellen; Muthima, Purity; Wanjama, Leah; Boit, Lillian
    Knowledge production through research is considered a critical role of universities. Indeed, universities are regarded as the main knowledge-producing institutions in any society. On the other hand, the critical role that research produced knowledge plays in finding solutions to the problems that confront society is generally recognized. Social science research knowledge in particular offers policy-makers a rich body of data, concepts, and theory which can help make policies and practices more relevant and therefore more likely to achieve the results for which they are adopted because they are based on more accurate understanding of present social conditions. Through Vision 2030, the government in Kenya has embraced research-based knowledge as a key driver of rapid economic and social development. This study sought to establish how much and what social science research is produced by universities in Kenya as well as explore the extent to which university produced social science research is utilised in policy formulation and programme implementation. Additionally, the study sought to identify the facilitators of and barriers to university-based social science research in Kenya. Specifically, the study sought to: (i) Establish how much and what research is produced in social science disciplines by universities in Kenya, (ii) Establish the ways social science research produced by universities is utilised by the relevant government ministries and agencies, (iii) Establish what facilitators of production and utilisation of university-based social science research exist in Kenya, and (iv) Identify the barriers to utilisation of university produced social science research. The study employed a mixed methods approach. Quantitative and qualitative data was collected from social science researchers from five universities (3 public and 2 private) on the research produced in the ten-year period (2005-2015). Quantitative and qualitative data was also collected from national and county level policy makers in the Ministries of Education, Health and Agriculture; and in related SemiAutonomous Government Agencies (SAGAs). With regard to social science research production in the universities, the key findings of the study were that: social science research production by lecturers in the schools/faculties of education and humanities/arts/social sciences in the 5 universities over the period 2005-2015 covered by the study was generally low; public universities produced relatively more research than private universities; more research is produced in education than in the other social science disciplines; and consultancy research supersedes academic research. Universities provide different types of research support for their academic staff including availing research facilities and resources such as: ICT resources and internet connectivity; research capacity building; providing incentives, and establishing research support units. On the other hand, the most important barriers to the production of social science research in universities were found to be limited access to funding and heavy teaching and supervision workloads. University-produced social science research utilisation by national level policy makers was found to be very low. The research found that rather than university-produced research, policy makers depend on internally produced research, research produced by consultants; research from related institutes / centres; and information gathered in community meetings especially in the case of county level officers. vii 10 10 Whereas universities have in place some research utilisation facilitators, this is not the case with national and county governments. The facilitators were found to be; providing support for research dissemination activities such as open access facilities; financial support for lecturers to make presentations in local and international conferences; establishment of university/school/departmental research journals; and in a few cases, research directorates/unit with research uptake as one of their key functions. The study concludes that social science research production by universities in Kenya is low. The study also concludes that there exist facilitators for social science research production at the university level but that this is countered by several critical barriers. The study concludes that: there is very low utilisation of university-produced social science research in the policymaking and formulation processes at both the national and county government levels; universities are aware of the need for the research they produce to be utilised and unlike the national and county governments, support lecturers in undertaking research utilisation related activities. However, the channels universities were using to disseminate research were ineffective in reaching the research users – policy makers. The critical barriers to research utilisation include: a disconnect between universities (the research producers) and the national and county government policy makers (research users); lack of structured approach to the management of the research production / utilisation interface. To increase social science research production by universities, the study recommends an increase of funding for university social science research; designation of some of the public universities as research universities; improving remuneration for lecturers to enable them choose to do research rather than engage in extra teaching just so as to make ends meet; government works with universities as institutions in meeting its research needs in order to build universities’ institutional research capacities and cultures, rather than opting to work with consultants; and that private universities put more emphasis on research in their planning. Recommendations on enhancing utilisation of university-produced social science research for policy and practice in Kenya include: addressing the university / policy makers disconnect through establishment of deliberate formal relationships between universities and policy makers; creation of a body to enhance utilisation of research through collection and review of research produced by universities (and others) to identify the cumulative findings on a given policy issue and advise policy makers appropriately as well as monitor and identify what research is required for policy and practice so as to advise research funders and university researchers what research they should focus on; use of non-traditional research dissemination channels including publication of research in non-academic publications such as professional magazines, mainstream newspapers and popular magazines as well as dissemination through popular electronic media such as radio and television; and providing for a budget line on research dissemination in the funding proposals budgets.
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    Religious Pluralism, Conflict and HIV/Aids Education in Refugee-Affected Regions of North-Western Kenya
    (www.iiste.org, 2014) Chege, Fatuma N.; Ochieng, Rubai Mandela
    This paper examines how multi-religious factors influence the teaching and learning of HIV/AIDS education in refugee schools based on a qualitative study conducted in refugee-affected communities in North-Western Kenya. The study involved a total of 3 primary schools from Kakuma Refugee Camp (KRC) and 3 from the host community. A sample of 617 respondents of diverse nationalities, including 356 male and 160 female pupils, was used. The study utilized semi-structured interviews, observation, FGDs, documentary analysis and drawings to generate data. The findings reveal that, first; traditional ethnic cultures interacted with religion to influence the nature and level of interaction between boys and girls during HIV/AIDS education lessons, thereby determining the process of learning. Whereas Somali Muslim pupils sat and worked in same gender clusters, Christian Sudanese and Turkana boys and girls interacted across genders more freely. Consequently, the cultural and religious tendencies denied Muslim Somali boys and girls an opportunity to work together as allies in addressing pertinent and effective strategies in HIV/AIDS education. Further, unlike the Christian Turkana and Ugandan girls who seemed open and outgoing in their participation in HIV/AIDS education activities, Somali and Ethiopian Muslim girls remained quiet, reserved and shy as a way of showing respect to male teachers and pupils. In this regard, Kenyan Christian teachers interpreted the behaviour of Somali and Ethiopian Muslim girls to mean disobedience and hence, tended to exclude the girls during classroom activities. Because religion determined the teacher’s interpretation of the content, pupils received different and sometimes conflicting messages on similar topics depending on the teacher’s religious background. It was therefore concluded that religious beliefs influenced the learning of HIV/AIDS education in refugee schools in a complex manner, which teachers need to understand clearly for them to be able to enhance inclusive and responsive learning
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    Short Essays on Education in Kenya
    (Kenya Literature Bureau, 1980) Sifuna, D.N.
    The essays deal with a wide range of subjects and discuss a number of problems in Kenyan education in depth. Subjects include: problems of policy in African education in the colonial days, highlighting the Christian Missionary views; government policy on African education; the nature of the teaching profession in Kenya, the revival of some aspects of African culture in schools, a focus on the problems of school leaver unemployment, non-formal education, education and development, some critical issues in primary and secondary education, and innovation in primary education: The New Approach.
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    Weaving success : voices of change in African higher education
    (New York : Institute of International Education, 2011) Lindow, Megan