PE-Education Management, Policy, Planning and Financing

Participation of Kenyan Nomadic Pastoralists in Non-Formal Education

2020-07-06T08:25:03Z

Participation of Kenyan Nomadic Pastoralists in Non-Formal Education Ngugi, Margaret The desire for any government that values the economic growth of its country is to provide education to its citizens. Kenya has made innumerable efforts towards this end since independence. However, several decades down the line, this is yet to be realised. The nomadic pastoralist community is one such a group that has remained out of school due to its palpetic lifestyle. Generally, formal education is appropriate for people leading a sedentary lifestyle, thereby making nomadic pastoralist community be persistently excluded from accessing formal education. Nevertheless, in efforts to promote access to education among communities that are mainly nomadic pastoralists, the Government of Kenya has established mobile schools in Turkana County. Several studies have been conducted on factors contributing to low participation of nomadic pastoralists in education, but very little research has been done on mobile schools. Using a mixed methods research design, various County Government documents and official documents found in schools were reviewed to obtain information concerning Mobile schools in the area of study. Purposive sampling was adopted for this study to identify schools and the population for study. Focused Group Discussions were also held for parents and the learners of the final grade in mobile schools. The quantitative data was analyzed using descriptive statistics whereas thematic analysis approach was used for qualitative data. The findings were presented in verbatim and tables. This study found out that although mobile schools have promoted access to education among Turkana nomadic pastoralists, their level of participation in education is still significantly low. The study established that some of the conditions that enhance participation in education through mobile schools include: awareness and sensitization, community involvement and multi grade and multi shift approaches in education provision. Also importantly is adopting a multifaceted approach whereby there is both provision of education, food and security. This study recommends further research to establish ways of sustaining mobile schools in provision in provision of education among the nomadic pastoralists. An Article Published in European Journal of Education Studies

Parents as Participants in Their Children’s Learning: A Tall Order for Parents in Rural Kenya

2020-07-06T07:16:08Z

Parents as Participants in Their Children’s Learning: A Tall Order for Parents in Rural Kenya Njeru, Margaret The key to a successful educational experience begins with engaging parents, at home or at school, in their children’s education. Hernandez (2001, p. 76) noted that “generally speaking, parent involvement refers to activities by parents, both in the home and school, that are intended to support and promote students’ school performance and well- being.” Finn (1998) posited that parents could assist their children by helping them manage their time as well as with their school assignments. In this paper, I will focus on the case of Kenya and my explorations of the need for educational and literacy researchers to become more involved in helping parents get more involved in their children ’ s education. While a conceptual essay, I hope that the ideas I share here will help propel more field research on this topic, not only in Kenya but in Africa at large. An Article Published in Journal of Adolescent & Adult Literacy

Headteachers’ Supervisory Role Influence on Pupils Academic Achievements in Kenya Certificate of Primary Education: Murang’a County

2020-07-09T06:35:29Z

Headteachers’ Supervisory Role Influence on Pupils Academic Achievements in Kenya Certificate of Primary Education: Murang’a County Stanley, Ruth Ngina Murang’a County of Kenya has been performing poorly in National Examinations for four years running as indicated in the background of the study. The purpose of this study therefore was to establish whether head teachers’ supervisory role has influence on pupils’ academic achievement in Kenya Certificate of Primary Education in Murang’a County. The study was guided by the following objectives; to investigate the extent to which the head teacher’s supervisory role of building the capacity of teachers influence academic achievements in Murang’a County, to establish the extent to which the head teachers’ supervisory role of resource provision influence academic achievements in Murang’a County, to find out how the head teachers’ supervisory role of visible presence influence academic achievement in Murang’a County, to establish the extent to which the head teachers’ supervisory role of monitoring classroom progress influence academic achievement in Murang’a County and finally to establish the extent to which head teachers’ supervisory role of setting a clear vision mission and motto influence academic achievements in Murang’a County. The study adopted descriptive research design, data was generated using questionnaires, document analysis and In-depth interview. The target population for the study was 506 head teachers, 5,913 teachers and 31 Curriculum Support Officers in Murang’a County. The public primary schools were selected for the study using stratified random sampling technique. The target population was above 1000 cases hence a third of the cases were selected randomly (Borg and Gall, 2004). A sample of 152 head teachers, 1,774 teachers and nine Curriculum Support Officers participated in the study. Validity of research instruments was ascertained, with the help of the researcher’s supervisors who are specialists in this area. Reliability was ascertained using test-retest method and it was found to be 0.85. Quantitative data was analyzed using Pearson’s Correlation Coefficient, while qualitative data from interviews was transcribed and grouped into themes and sub-themes. The findings revealed that head teachers do not help teachers to set realistic goals with regard to students’ abilities as indicated by the mean of 1.53. On resource provision the study established that there is an acute shortage of text books in Murang’a County whereby four pupils share one book as indicated by the mean of 2.31. However on the head teachers’ role of building the capacity of teachers’ the study established that some head teachers facilitate teachers in ‘Tusome programme’ the mean was 4.1. Hypothesis was tested as per the study objectives as follows; on resource provision the r = 0.189, p< 0.05 show a positive relationship between resource provision and academic achievement. On classroom observation the calculated P value of 0.00 was less than the critical value of 0.05 the null hypothesis was rejected in favour of the alternative. On monitoring classroom progress r =0.306, p< 0.05 the null hypothesis was rejected in favour of the alternative. There was a positive relationship between clear vision and goal setting at r = 0.391, p<0.05. On capacity building r = 0.137, p> 0.05 the null hypothesis was retained. In conclusion failure by head teacher’s to perform their supervisory roles has negative implications on pupils ‘academic achievements in Murang’a County. These finding therefore, can be a reference point for head teachers and curriculum support officers in Murang’a County for improved academic achievements. Major recommendations are; the Ministry of Education should come up with a policy on purchase and replacement of instructional materials. Monitoring of classroom progress should start from early years to avoid unnecessary pressure to the teachers and learners in standard eight, since if it is started early better results would be realized A PhD Thesis submitted to Maasai Mara University

Educating Orphaned and Vulnerable Children in Elgeyo-Marakwet County, Kenya

2020-07-03T09:25:28Z

Educating Orphaned and Vulnerable Children in Elgeyo-Marakwet County, Kenya Jepkemboi, Grace; Jolly, Pauline; KaNesha, Gillyard; Lissanu, Lydia According to UNICEF, 13.3 million children (0–17 years) worldwide have lost one or both parents to AIDS. Nearly 12 million of these children live in sub-Saharan Africa. Together, with other children who have been severely impacted a by the AIDS pandemic, these orphaned and vulnerable children (OVC) are at higher risk of missing out on schooling, living in households with less food security, and suffering from anxiety and depression. Although the needs of OVC are complex and influenced by numerous variables, the provision of education has the potential to address many aspects of a child’s well-being, including food and nutrition, health care, social welfare, and protection. Drawing on data collected using the Orphans and Vulnerable Children (OVC) Well-being Tool in one area of Kenya, the authors of this study describe their findings on the educational well-being of the surveyed children and present recommendations for teachers on how to better support the diverse needs of OVCs. An Article Published in Childhood Education