https://kerd.ku.ac.ke/handle/123456789/57 Sat, 01 Aug 2026 21:22:03 GMT 2026-08-01T21:22:03Z https://kerd.ku.ac.ke/handle/123456789/1470 The Educational Pursuits and Obstacles for Urban Refugee Students in Kenya. Karanja, Lucy The Sudanese refugee children in Nairobi, Kenya, face xenophobia and discriminative urban refugee policies, which preclude their admission into public elementary schools in the city. In turn, these children’s enrolment in private schools in Nairobi is hindered by their parents’ or guardians’ precarious socio-economic status. To enhance educational access for their children, a Sudanese refugee community in Nairobi established a school for their children, despite their economic deprivation. Thus, the current study investigated the educational experiences of the Sudanese refugee children at the Sudanese community school, by probing the multifaceted factors that produce and shape those experiences. The study’s findings show that the community school provides many Sudanese children in Nairobi with an opportunity to access education, and a welcoming and secure learning environment. However, poor school conditions and inadequate resources preclude the provision of high quality education. Additionally, the students’ deprived livelihoods in the city hamper their achievement to their fullest potential. Collaboration between the UNHCR, Kenyan government, and the urban Sudanese refugee community has the potential to improve these students’ learning conditions, and their future lives. An article in the International Journal for Cross-Disciplinary Subjects in Education (IJCDSE) Wed, 01 Sep 2010 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1470 2010-09-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1450 Effects of Teaching and Learning Resources on Pre School Learners Transition to Class One: A Case Study of Rachuonyo South Sub County Onyango, Were Philip It is the wish of every parent that transition from preschool to primary tp be as smooth as possible so that the child can attain the maximum growth and develomental milestones. However, there are several challenges that learners as well as parents and educaters do face with regards to smooth transition, Sanders et al (2008). This smooth transition process is determined by several notably availability of teaching and learning resources. It on this premese that the study explored the relationship between teaching and learning resourcers on pre school learners in transition to class in Rachuonyo South Sub Conty using case study research design. The study was anchored on the Pieget’s theory of cognitive development that appreciates the critical role played by education resource provisions in the develiopment of a Child’s schemas. Questionnaires were used to collect data from the targeted 118 preschools with a sample size 259 participants using Yamane (1967) sample selection Formula. Data collected was presented in pie charts and analysed by use of descriptive statistics.The research found out that teaching and learning materials when appropriately acquired, used and stored increases the transition rate of the pre school learners.The research therefore concluded that teaching and learning materials should be used in teaching the pre school children. The research recommended that teaching and learning materials be provided by the parties responsible for the same to enhance holistic development of the child. Teachers should take the leading role in the acquisition, appropriate use and storage of the teaching and learning materials to help improve the academic part of the child. An article in the Journal of Education and Practice Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1450 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1387 Use of Instructional Media in Elementary Schools in Kenya: Understanding Teacher Attitude and Perceived Pedagogical Value of Picture Books Chacha, Florence; Mwanda, Samwel; Midigo, Ronnie Picture books are instructional materials normally designed as learning aids. They combine visual and verbal narratives in a book format. The images in picture books use a range of media such as oil paints, acrylics, watercolour, and pencil, among others [1]. Teachers resort to use of picture books for instruction as a method through which the standard classroom environment could be minimized. The purpose of this study was to assess teachers of English’s attitudes and beliefs about the pedagogical value of using picture books for teaching English oral skills to pre-school pupils. The study was guided by the Two Factor Theory developed by Herzberg (1968) which suggests that people are influenced by two factors which motivate their performance namely motivators and hygiene factors. Thus the interplay of factors which influenced pre-primary school teachers of English to use picture books as instructional materials in this study included, attitude, perceptions of effectiveness, availability and perceived pedagogical value of the materials. The study used descriptive survey design to get information from all the elementary school teachers in the study area. The data was analysed using descriptive statistics which involved tabulation of data into frequencies, percentages, mean and standard deviations. Analysis of the results revealed that teachers were aware and appreciated the pedagogical value of picture books for training but however had mixed attitude towards its use. The study revealed a need to develop policy frameworks by Ministry of Education (MoE) and the Kenya Institute of Curriculum Development (KICD) to ensure accurate planning for better remuneration, integration of instructional materials in the curriculum and availability of infrastructure conducive for better elementary education and other similar studies in different areas utilizing qualitative or mixed methods to delve into other underlying issues for poor utilization of picture books as instructional materials. An article in the International Journal of Elementary Education Thu, 18 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1387 2018-01-18T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1255 Scoping Study of Early Learning in Kenya Guantai, Lilian N. The importance of having a firm foundation in early learning cannot be over emphasized. It is at the early learning stage that the foundation is laid for future learning and development and early learning programs normally have a significant impact on future education outcomes. If children lack a firm foundation, it is likely that learning in later years will not be effective. Further, economics returns to education will be as high as they are at the Early Childhood Development (ECD) level of education. Yet, in spite of the social returns that would be realized from investing in ECD, countries have not either been able or willing to invest enough in this level of learning. International philanthropic organizations and donors have come in to help improve early learning because data shows that the more countries invest in early learning, the more economic returns they will get. There are many organizations that are or have been working in early learning. These include Van Leer Foundation, Aga Khan Foundation and World Vision. A technical report published by Trust Africa Wed, 01 Aug 2012 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1255 2012-08-01T00:00:00Z