CW-Department of Educational Management Policy & Curriculum Studies

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Reconceptualising Quality of Education: Exploring the Challenges Faced in Rural-Arid Communities in Isiolo County -Kenya
(Kenyatta University, 2015) Ombongi, Gideon
The introduction of free primary education in Kenya provided tremendous opportunities for schooling though certain pockets of rural Kenya are yet to enjoy the benefits anticipated. The study reported on in this paper investigated cultural and socio-economic determinants of participation and performance among learners in public primary schools. The objective of the study was: To find out the attitudes of teachers, parents and pupils towards participation and performance. Data was collected from 6 pupils and 3 teachers selected from 13 public schools making a sample of 117 respondents. Questionnaires were administered to teachers and pupils while interview schedules were used to collect data from parents. Simple descriptive statistics were used to show relationships between variables and presented as percentages, frequency distribution tables and means. The study found that religious and cultural beliefs influence attitudes towards schooling the study recommended that there should be collaborative efforts between the people and the government on education related issues to attract many more children to schools and capacity building for teachers and school managers to create friendly learning environments in the schools
Disparities in Access to Literacy Predictors among Primary School Children in Kenya
(Kenyatta University, 2003) Bunyi, G.; Mumo, Kamau D.
An Evaluation of Life Skills Education Curriculum Implementation in Kenyan Public Secondary Schools: The Case Study of Nyamira District
(Kenyatta University, 2015-05) Marwanga, F. K. O.; Matheka, V. M.
Life skills are a set of skills acquired through teaching or direct experiences. They are problem solving behaviors and abilities that enable individuals to deal effectively with demands and challenges of personal and academic life. Life skills help in character development and in molding the youth into responsible citizens. The teaching of life skills was made compulsory in Kenyan public secondary schools in 2008. However, implementation has faced a number of challenges. The purpose of this study was to evaluate the implementation of life skills curriculum in public secondary schools in Nyamira District. The objectives of the study were to find out: the level of implementation of the life skills curriculum, the extent of teacher training and teacher preparedness, assess teachers’ attitudes, assess the availability of instructional materials and, find out what educational support services is given to teachers. The study adopted a descriptive survey design. Questionnaires were used to collect data from a sample of 89 respondents. Data was analyzed using Statistical Package for Social sciences (SPSS). Key findings indicate that life skills curriculum has been poorly implemented - teachers were not prepared for its implementation and that they had a negative attitude towards it. The researcher recommends sensitization of all involved on the importance of life skills education for better implementation of the curriculum.
An Evaluation of Middle Basic Education Curriculum for English Studies in Nigeria under the Nine-Year Universal Basic Education Curriculum
(Kenyatta University, 2015-05) Usman, A.
Great importance has been attached to curriculum design and pedagogy in syllabi in Nigeria, particularly in language teaching and learning. The paper makes an evaluation of English studies curriculum designed for primary four in Nigeria under the Nine-Year Universal Basic Education Curriculum (middle basic). The 69-page curriculum was designed organized by the four language skills – listening, speaking, reading and writing. Three principles for language teaching-learning have been identified in the curriculum. They are: Linguistic Principles, Socio-affective Principles and Cognitive Principles. The study found that the curriculum recommends the use of two teaching methodologies: Grammar Translation Method (GTM) and Audio-Lingual Method (ALM). However, the curriculum is dominated by the use of GTM which means that written language has an upper hand over spoken language. The paper recommends a paradigm shift from GMT and ALM which are traditional approaches to language teaching to Communicative Language Teaching (CLT) which promotes communicative competence for enhancing the quality of education.
Challenges Encountered by Field Supervisors of Kenyan University Students’ Undertaking Practicum Attachment
(Kenyatta University, 2015-05) Ogola, L. K.; VanLeeuwen, C.; Muriithi, J.; Weeks, L. E.
There is little published research that explores or documents the practicum supervision experience of field supervisors of university students in Kenya. Practicum provides students with an opportunity for experiential learning and hands-on work experience during their university education. The aim of this study was to identify the challenges encountered by field supervisors of students during practicum in organizations dealing with community issues. Fifteen organizations that had hosted third year students from the Department of Community Resource Management and Extension at Kenyatta University during their practicum attachment were sampled using purposive sampling. Data was collected using fifteen key informant interviews with field supervisors. Data was analyzed using NVivo software for qualitative analysis. Thematic analysis resulted in the identification of key themes related to clarity of learning objectives of the practicum and the supervision challenges encountered by field supervisors during practicum. Key findings indicate that the supervisors largely lacked a clear understanding of practicum expectations and the academic preparation of students in the Community Resource Management & Extension program. The main supervision challenge fundamentally revolved around orientation of students to community-based field work as they endeavored to link theory to practice. It is anticipated that a greater understanding of the challenges that field supervisors face could be utilized to enhance the practicum experience of university students through additional support provided to the host organizations. Consequently, the students will be more likely to optimize the intended benefits of the attachment as a result of the host organizations enhancing the quality of field-based learning.
Revolutionizing Education through Information Communication Technology: Progress and Challenges in Rwanda
(Kenyatta University, 2015-05) Bizimana, B.
Information Communication Technology (ICT) is largely seen as an engine of positive change in education. This study examined the extent of educational transformation in post-war and post- genocide Rwanda, Based on activity theory, the study used qualitative research methods specifically document analysis to investigate progress made and challenges faced. Recorded materials including official records and reports, public, private and personal documents, published and unpublished, were analyzed to trace information on the phenomenon of ICT in education in Rwanda. The findings show that programmes, projects, plans and policies to promote ICT in education were put in place. However, despite the achievements registered in infrastructure development, awareness creation and skills development, integration of ICT in education is still far from being at its fullest. Discrepancies in access to ICT and in ICT skills were registered between rural and urban areas, The study therefore recommended that enough funds be allocated to ICT infrastructure and ICT literacy development to allow equal access to ICTs by rural and urban populations. Furthermore, the provision of ICT tools should be accompanied by adequate funds for maintenance and replacement and Government paid technicians should be availed to educational institutions. The government should also learn from the experiences of countries where ICT in education has succeeded remarkably well.
Increasing Unemployment and Under-employment of Graduates in East Africa: Responsibilities for Educational Policy Makers and Higher Learning Institutions.
(Kenyatta University, 2015-05) Ndayambaje, I.
In the recent times, there has been an exponential enrolment in Eastern African higher education institutions. This trend is pointed out to have contributed to the increase in rates of unemployment as well as underemployment. Hence, this paper seeks to demonstrate the effects of such a growing threat to individuals, institutions, governments and the society at large. This paper has referred mainly to the context of Kenya and Rwanda. The data on higher education graduates and graduates’ employability were solely secondary. They were collected from different official websites and physical documents. The discussion of the findings has led to the conclusion that higher learning institutions seem to be much concerned with the quantity over the quality of the required graduates. Indeed, due to lack of poor policy enforcement, higher learning institutions do seemingly operate in competition coupled with a tendency in money hunting from aspirants for higher education which undermine the consideration of current and future employment possibilities and requirements. Therefore, the findings of this paper inform and point out the responsibilities of educational policy makers and institutions of higher learning vis-à-vis unemployment and underemployment. The paper recommends that Kenyan and Rwandan governments take up their role to monitor their educational systems and channel them adequately towards the fulfillment of the countries’ needs and visions. Also, the empowerment of governmental policy making bodies and frank collaboration of all education stakeholders are of high necessity.
Life Approach: How Do Primary School Teachers in Kenya Perceive and Apply It in Pastoral instruction lessons?
(Kenyatta University, 2015-05) Nderitu, M. W.
Kenya Vision 2030 points at quality education and training as fundamental to its success. It outlines one of the challenges facing the education sector as creating a cohesive society imbued with a culture of practicing desirable values. Religious education has been identified as an important curriculum area in the transmission of desirable values. Pastoral instruction (PPI) programs have been part of the Kenya primary school curriculum since introduction of formal education. The Kenya National Education Commission of 1964 recommended an academic approach to PPI. Consequently, life approach was adopted basically to equip learners with desirable values and attitudes. A literature review revealed limited research about pedagogical approaches to PPI. This paper reports on a study on application of the life approach pedagogical approach to the teaching of Catholic PPI. The findings showed that teachers were not adequately prepared to apply the life approach methodology. Furthermore, teachers who attempted to apply the methodology encountered problems such as shortage of time and inadequate moral and material support. The researcher recommended that curriculum developers provide in-service training for teachers on the use of the life approach methodology and avail approved course books for the subject.
Rethinking Benchmarking and Collaboration in Secondary Schools to Enhance the Quality of Education in Embu County, Kenya
(2015-05) Nzoka, T. J.
This study sought to analyze the strategies school managers apply to improve academic performance of students in schools under free day secondary school education in Embu County, Kenya. The study adopted a descriptive survey research design and used a combination of purposive and stratified random sampling techniques to sample 54 members of the Board of Management (BoM), 45 heads of departments and 36 members of Parents Teachers Association (PTAs) yielding a sample size of 135 subjects to participate in the study. The study used questionnaires to collect quantitative data from teachers and interview guides were used to collect qualitative data from heads of departments and members of the PTA. The study found that school managers used various strategies to improve students’ academic performance. The strategies included: inconsistent monitoring of instructional processes and student assessment; subsidizing Government funding through free day secondary education using income generating activities; and uncoordinated guidance and counseling programmes. Despite these efforts, the expected improved students’ academic performance was not realized due largely to the fact that most school managers had not undergone management skill training. It was recommended that school managers should undergo intensive leadership training on all aspects of school management for enhanced students’ academic performance to be realized.
Financial Constraints Influencing Academic Performance by the Visually Impaired Learners in Kiambu County
(Kenyatta University, 2015-05) Kiagiri, S. N.
Special needs education refers to the type of education designed for persons with disabilities and those with special gifts and talents who are also considered to have special learning needs. Some of these exceptional persons who have difficulties learning in regular classrooms require this special type of education. The research on which this paper is based focused education of the visually impaired learners. The purpose of the study was to investigate the financial constraints influencing academic performance of the visually impaired learners of a secondary school in Thika in Kiambu County. The main objective of the study was to identify financial constraints impeding academic performance by the visually impaired learners. The descriptive research design was used the cluster sampling method was used due to the small target population. The research instrument for this study was a self administered questionnaire. Descriptive statistics were used to analyze the data. The findings of this study were that: school principals experienced a lot of administrative problems related to lack of finances which made them unable to purchase teaching-learning resources and equipment or even expand school facilities all of which affected learning of the visually impaired learners. In addition, the broad special education curriculum required huge amounts of finances which were not available able thus impeding the implementation of this kind of education. The recommendations of the study were that to increase the academic performance by the visually impaired students the government should invest more resources for the development of special education as well as make special education free.
Student Engagement and Achievement in Kenyan High Schools
(Kenyatta University, 2015-05) Boit, L. C.
Students should be seen to be fully involved in all aspects of schooling. The Kenyan high school student is between 14-17 years old and ordinarily, as is the case with the human race, at this adolescence stage youngsters are rambunctious and full of energy. Student engagement connotes student participation and involvement. A fully engaged student means that they are engrossed in school related matters. However schools are for teaching and learning and therefore an engaged student should be fully involved in school related learning activities. The Kenya Certificate of Secondary Education (KCSE) examination is a high stakes examination that requires a lot out of the student. A high score at KCSE ensures a student further education or training, and hence, a direct relationship between student engagement and student outcome. Research activities have hypothesized student engagement as a multidimensional construct with four components: academic, behavioral, emotional and cognitive. Appleton (2008) conceives academic and behavioral components as the kinds of engagement that one can observe among students, while emotional and cognitive are internal types of engagement among students. This desk literature review study investigate the nature of student engagement and its impact on achievement. It will further relate the findings to the current pedagogic practices in the Kenyan high schools.
Ignore it at Your Own Peril! Using Music to Enhance the Quality of Education
(Kenyatta University, 2015) Muya, Francis Kihoro
Music is an integral part of culture and is crucial in the development of an all round individual. Its influence begins before birth and continues after death. Education on the other hand ought to develop the whole person from birth and throughout life. Therefore music and education are like Siamese twins, play a complementary role and cannot be divorced - there is education in music and music in education. Without music, education becomes diluted and degraded. On the other hand, it is generally agreed that education should be holistic. Holistic education involves the cognitive, physical, spiritual and socio-emotional development. The purpose of this paper is to highlight research on music and holistic education of the learner based on a literature review. The literature was reviewed under the following subthemes: Music for intellectual/cognitive development, physical development, spiritual/moral development and social/emotional development. The review revealed that music is indispensable in ensuring that education is of good quality and contributes to sustainable development. The paper concludes by recommending that music be included at all levels of education to improve the quality of education provided.
Is The Integration of ICT in Teaching Secondary School Physics in Kenya The Magic Card
(Kenyatta University, 2015) Mwanaszumbah, Alma R.; Magoma, Charles M.
Physics has suffered low enrolment and performance at the Kenya Certificate of Secondary Education (KCSE). This has been attributed to students’ perception that Physics is difficult and uninteresting due to its abstract nature. Research shows that where there is adequate ICT resources, integration of ICT in Physics instruction has the capability of simplifying the abstract content as well as creating interest in learners and consequently improving the quality of education. This study sought to find out the status of ICT resources in secondary schools in Kenya. The objectives of the study were to find out how available ICT resources are in schools in Kenya and, the extent to which ICT is used in classroom instruction. The study was conducted in Nairobi County and targeted 40 schools, 40 principals and 121 Physics teachers. 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 were used to collect data. The data was analyzed using SPSS. The study found that integration of ICT in Physics instruction in secondary schools in Nairobi County was still very low. The study recommends provision of more ICT resources and training of Physics teachers in requisite ICT integration skills.
Effectiveness of the Constituency Bursary Committees in promoting access and participation in secondary education in Kenya
(Kenyatta University, 2015-05) Mukirae, N.
The Kenyan government established the secondary education bursary scheme in the 1993/1994 financial year as a safety net to cushion the poor and vulnerable groups against the adverse effects of cost sharing in education. For the first 10 years, the bursary fund was managed at the school level by the head teachers and School Boards of Governors. However, the management of the bursary scheme was transferred from the schools to the newly created Constituency Bursary Committees (CBCs) in the 2003/2004 financial year in line with the government’s desire to decentralize services. This move has over the years drawn heavy criticism from various education stakeholders. This study, therefore, sought to determine the effectiveness of the CBCs in bursary disbursement. The study adopted an exploratory approach using a descriptive survey design. The study locations were Nairobi and Machakos counties. The study established that: the decentralized bursary scheme was inefficient with regard to timeliness in making bursary awards and reach of applications with 21.9% of the applicants receiving bursaries over a three-year period. In addition, some very needy students were locked out of the bursary forcing some of them to drop out of school. The study concluded that the bursary lacked efficacy as it did not save needy students from dropping out of school. The study recommends that the Ministry of Education releases bursary funds early enough as well as increases the bursary allocation and that the Constituency Bursary Committees start receiving and processing bursary application forms early enough.
Mentoring of Newly Employed Lecturers: Towards best practices
(Kenyatta University, 2015) Wanderi, Anne Njoki; Gathigia, Moses Gatambuki
This study set forth to explore the mentoring of newly employed university lecturers and the best practices that would enhance mentoring in Kenyan universities. To achieve this objective, 12 newly employed lecturers both men and women working in two Kenyan universities were interviewed. Two lecturers from each of the two universities who had served for more than five years and a human resource manager were also interviewed. The principles of the Mentoring Theory (MT) were adopted for this study. The data collected were qualitatively analyzed. The general finding of the study was that Kenyan universities lack explicit policies on the mentoring of newly employed lecturers. The study recommended that in order to enhance quality in education, a mentor and a mentee should work together to develop mutually agreed upon goals for the success of both the individuals and the university. The study also recommended that universities should seek for and implement best practices in mentoring.
21st Century Students’ Knowledge, Skills and Attitudes: Implication for Teacher Education Reform
(Kenyatta University, 2015) Mwebi, Bosire Monari
The world in which today’s students will graduate is fundamentally different from the world in which we grew up. Unlike before, education must prepare students for the world where opportunities for success require the ability to compete and possess 21st century skills. Global education reform movements identify the 21st century students graduating skills to include global awareness, civic, business, financial, entrepreneurial, health, and environment literacy. They also require students to develop skills of creativity and innovation, critical thinking and problem solving, communication and collaboration, information, media, and technology skills. This paper explores ways Canadian education systems have responded to the needs of 21st century. Education reform in Canada in many aspects reflects reform processes occurring globally. Canada provinces have continued to target their energy and resources to significantly increase student learning and achievement levels. Education reforms have identified competencies or statements describing the knowledge, skills, and attitudes expected of all students who graduate from their public school system. Achievement of these competencies will prepare students to continue to learn throughout their lives. These 21st century competencies identified in Canadian education include critical thinking and problem solving, creativity and innovation, social and cultural responsibility, global and environmental awareness, communication, digital literacy, lifelong learning, self-direction, collaboration, leadership, and aesthetic expression. The implications of these 21st students’ competencies on education reforms are discussed.
The Use and Usefulness of Free Primary Education Grant: Lessons from Kenya
(Kenyatta University, 2015-05) Mukirae, N.; Ndiritu, J.
In a growing number of countries, a significant reform in education management is underway: schools which in earlier years had very little or no say in their financial management now receive grants directly from central authorities. In many developing countries, this new trend breaks a tradition of centralized decision-making and control over financial resources. In Kenya, public primary schools started receiving grants following the introduction of Free Primary Education in 2003. School grants are expected to make a positive contribution to access, quality and equity. However, there can be a great distance between a policy and its implementation and the simple existence of school grant in no way guarantees that these improvements will be realized. This paper is based on a study that sought to (i) establish how the school grants policy is implemented in and by different schools, (ii) learn what its contribution is to the grand policy objective. The study adopted a sequential mixed methods research design. Phase One of the study entailed collecting qualitative data from a wide range of actors at school and district levels while Phase Two entailed collection of quantitative data. The study revealed that the FPE grant had led to increased access to education, greater availability of instructional materials and had promoted participatory decision-making in schools. Among the recommendations were that the government should consider increasing school grants relative to market prices, include a budget line on building and construction and ensure timely and regular disbursement of school grants.
Efficiency in the Use of Instructional Resources in Public Primary Schools in Kenya: A Case Study of Wareng Sub-County
(Kenyatta University, 2015) Jeptanui, Naumy
Instructional resources are of vital importance in the teaching-learning process. They help reduce abstraction and make discovered facts glued firmly to the memory of students. The purpose of the study on which the current study is based was to examine the efficiency in the use of instructional resources in public primary schools in Wareng Sub-County. A descriptive survey design was used in conducting the study. The target population comprised of teachers, pupils and headteachers in 18 public primary schools. Both quantitative and qualitative data were collected using questionnaires for teachers and pupils and an interview schedule for the headteachers. Quantitative data were coded and analyzed using Scientific Package for Social Science (SPSS) to derive frequencies and percentages. Data were presented in tables and graphics. Qualitative data were analyzed by arranging responses into meaningful categories according to research objectives and questions. The study found that not all the required instructional resources were available for use by both teachers and pupils in the schools studied. Further, the study found that instructional resources were not efficiently used in public primary schools. Among the recommendations of the study was that headteachers and teachers should be in-serviced on the variety of instructional resources available and how to use them effectively.
Relationship of Strategic planning and improvement of quality of Education in public secondary schools in Kenya
(Kenyatta University, 2015-05) Itegi, Florence M.
The aim of this paper is to explore the influence of strategic planning in improving the quality of education. The quality of education is directly linked to the effort expended in making arrangements or preparations of educational objectives and determining the requisite resources to facilitate the training, instruction or study that leads to the acquisition of skills or knowledge. Education at secondary level is of particular importance because it seeks to augment the general intellectual skills acquired at primary level, which are also relevant to any productive occupation including subsequent education. In Kenya, the Decentralized Education Management Activity initiative by the Ministry of Education in 2012 in partnership with USAID embarked on capacity development among education managers at the district and school level to enable them prepare and implement strategic plans. This notwithstanding, education at secondary level continues to experience unique challenges which are more often attributed to deficiencies in planning. This literature review paper focuses on educational administrators’ perceptions of strategic plans, their formulation, implementation and their effects on the quality of education. From literature reviewed, it is clear that the role of strategic planning in enhancing quality is vital. Strategic planning is viewed as a tool that enables stakeholders to increasingly contribute to the school’s strategic objectives which result in long-term sustainability and improvement in quality of education.
Parents’ and School Management Committee (now BOM) support in the Implementation of Free Primary Education in Kakamega and Kajiado Counties.
(Kenyatta University, 2015-05) Ogola, M.
With the introduction of Free Primary Education (FPE) in Kenya, the government abolished fees and tuition levies in primary education. Examination fees have also now been abolished and uniforms are not compulsory. However, the government emphasizes that to ensure effectiveness of FPE, community support for infrastructure development is necessary. Indeed, the Ministry of Education stresses that community contributions, either in form of financial resources or in kind, are required to support the government’s contributions. This paper presents the findings of a study conducted in Kakamega and Kajiado districts to assess the participation of parents and School Management Committees (SMCs), now referred to as Boards of Management (BoM) in the implementation of FPE. Data were collected from 59 headteachers, 14 Area Education Officers, 118 parents, 118 SMC members, 2 District Education Officers and 7 senior officers from the Ministry of Education headquarters through questionnaires, interviews and focus group discussions (FGDs). Most head teachers and teachers reported that after introduction of FPE, many parents were not actively involved in school management affairs, did not voluntarily contribute materially or financially to support school activities, were not involved in management of discipline within schools, and did not cooperate with teachers on academic progress of their children. From these reports, it was evident that most parents had misinterpreted the FPE policy. School Management Committees were generally regarded by headteachers as being much more supportive than Parent Teacher Associations (PTAs) and played an active role in budgeting, planning, and in supervising development projects and expenditure. However, SMCs were found to be less active in handling disciplinary cases in the school, maintaining academic standards, and sensitizing and mobilizing parents on school programmes. The study therefore recommended that the government should promote greater awareness among parents and communities in general on their role in FPE through a sensitization campaign. To ensure that SMC members understand their roles and discharge them with commitment, the study recommended that SMC members undergo management and leadership training.

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