https://kerd.ku.ac.ke/handle/123456789/164 2026-08-02T05:16:03Z 2026-08-02T05:16:03Z Ruth C., Daniel C. Simam, Rotich Kemoni, Henry https://kerd.ku.ac.ke/handle/123456789/1448 2020-07-01T07:18:44Z 2012-01-01T00:00:00Z

Educational Publishing and Provision of Quality Primary School Textbooks in Kenya Ruth C., Daniel C.; Simam, Rotich; Kemoni, Henry The aim of the study was to establish the views of teachers and pupils on the quality of primary school textbooks within the Kesses Division, Uasin Gishu County in Kenya, and to make recommendations on issues that need to be addressed by stakeholders in the textbook publication industry. Forty four (44) public primary schools within the Kesses Division were sampled for the study. Questionnaires were used to collect data from subject teachers and a cross section of pupils. Also, interview schedules were used to collect data from Ministry of Education officers. The findings revealed that there was disjointed communication between the Kenyan Ministry of Education and textbook publishers and users. The study also established that the evaluation and vetting process of primary school textbooks was not transparent respect of the appointment of panel members. Important recommendations include: the establishment of feedback mechanisms by the Ministry of Education to enable response to complaints presented by textbook users, establishing open and transparent guidelines on the appointment of members to the evaluation panel and that vetting committee members and educational publishers be given adequate time to develop textbooks for primary schools. A research article in Inkanyiso:Journal of Humanities and Social Sciences

2012-01-01T00:00:00Z Simiyu, John Sambu, Lenah https://kerd.ku.ac.ke/handle/123456789/892 2020-07-09T06:39:12Z 2014-01-01T00:00:00Z

The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya Simiyu, John; Sambu, Lenah The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (STD VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools A research article in International Journal of Humanities and Social Science

2014-01-01T00:00:00Z