Enrolment in SNE

Access to Basic Education in Kenya: Inherent Concerns

Mon, 01 Jan 2007 00:00:00 GMT

Access to Basic Education in Kenya: Inherent Concerns Achoka, J. S. K.; Odebero, Stephen O.; Maiyo, Julius K.; Mualuko, Ndiku J. Basic education being the minimum education that every Kenyan must have for progressive existence in society is a crucial factor. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jomtien, Thailand 1990 and the world education forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional paper No. 1 of 2005 has articulated how to attain goals for education. For instance early childhood education which tries to ensure development of the whole personality of the child’s physical, mental, and socioemotional attributes faces challenges such as lack of access to early childhood education mostly caused by poverty, regional and gender disparities, policy framework, and HIV/AIDS among others. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human resource base higher than the primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, insecurity regional disparity among others. This article articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict prone zones and tighten bursary disbursement procedures. A research Article published in Educational Research and Review

Parental Responsibility: Provision of Teaching Learning Resources and Participation of Children Living With Disability in Early Childhood

Wed, 01 Jan 2014 00:00:00 GMT

Parental Responsibility: Provision of Teaching Learning Resources and Participation of Children Living With Disability in Early Childhood Mwita, Mokami M.; Wairimu, Gitahi M.; Thinguri, Ruth W. This article evaluated the responsibility of parents in provision of Teaching Learning Resource (T/LRs) and participation of Children Living with Disability (CLWD) in Early Childhood Education (ECE) in Kajiado North, Kenya. The purpose of the study was to establish how T/LRs provided by parents influenced the participation of CLWD in ECE. A qualitative research was carried out with a case study design. Observations, interviews and focused group discussions were held to attain the objective of the study. A pilot study was carried out. Content validity was adopted to govern whether the test item offered the content that the test was intended to measure. Split-half method was used to determine the reliability. The study argued that CLWD in ECE are not provided with T/LRs that meets the uniqueness of individual child, and consequently jeopardized participation. In cases where T/LRs were compatible to the needs participation was accelerated. The findings revealed that although the government had played a great role in education, more was yet to be accomplished. Environmental factor, culture, poverty and lack of awareness limited parental participation as actors in ECE. It was recommended that there is need for the government to include ECE in free education to achieve Education for All (EFA) goals. An article published in Journal of Education and Practice

Effect of Parental Economic Status on Enrollment of Learners with Physical Challenge in Preschools in Riruta Zone, Dagoretti Sub-County, Nairobi County, Kenya

Mon, 01 Jan 2018 00:00:00 GMT

Effect of Parental Economic Status on Enrollment of Learners with Physical Challenge in Preschools in Riruta Zone, Dagoretti Sub-County, Nairobi County, Kenya Githu, M. W.; Waliaula, S.; Milimu, L. Aim: This study sought to establish the influence of parents’ economic status on the enrollment of learners with physical challenges in preschools Methodology: This study employed descriptive ex-post research design to facilitate determination of the influence of independent variables (parental economic status) on the dependent variable(enrollment of children with motor disability in preschools). The target population of 362 persons comprised of 33 headteachers, 131 teachers and 198 parents. By use of stratified and simple random sampling techniques, 66 parents were selected in addition to 11 headteachers and 33 teachers to constitute the sample size of 110. Data collection instruments used were questionnaires for headteachers and teachers and interview schedule guides for parents. Collected data was arranged and analyzed by use of Statistical Packages for Social Sciences (SPSS). Quantitative data was correlated, expressed in means, percentages, descriptive statistics and chisquare tests to show the association (P < 0.05 at 95% confidence level) and their effect onoutcome variables. Unstructured questions in questionnaires and interview schedules were Results: The economic status of the parents had a positive association with enrollment of learnerswith motor disability in preschools. Learners with motor disability from parents of high economicstatus had a higher enrollment in preschools. There was no significant difference on enrollmentamong sexes, schools and types of schools (P > 0.05). Conclusion: The study concludes that economic status of parents affect enrollment of learners with physical challenges in the preschools. Enhancing the economic status of parents will boost the enrollment of children with motor disability in preschools. An Article Published in South Asian Journal of Social Studies and Economics

Effects of Early Childhood Education on Children with Hearing Impairments in Special Schools in Kiambu, Murang’A and Nyeri Counties, Kenya

Wed, 01 Jan 2014 00:00:00 GMT

Effects of Early Childhood Education on Children with Hearing Impairments in Special Schools in Kiambu, Murang’A and Nyeri Counties, Kenya Chege, Loise W; Wamocho, Franciscah I.; Orodho, John Aluko This study sought to find out the effects of Early Childhood Education on children with hearing impairment (HI). Vigotsky's theory of cognitive development guided the study. Descriptive survey method was used. Target population included children with HI between ages 3-6 years and their parents, teachers, head teachers all from special schools in selected districts. Purposive sampling was used to select schools, classes, children, teachers and head teachers while convenience sampling was used to select parents. Interview schedules were used for head teachers, pre-primary teachers and for parents. The instruments were pre-tested for validity and reliability. Split-half technique was used to assess the instruments’ reliability while validity was determined after it was read through with the representative respondents. Findings revealed that teachers played their role effectively but delays by parents in enrolling their children for ECDE during the required early child years curtailed adequate effect of ECDE on children with HI. An Article Published in JAASEP SPRING-SUMMER