https://kerd.ku.ac.ke/handle/123456789/86 Mon, 10 Aug 2026 05:18:37 GMT 2026-08-10T05:18:37Z https://kerd.ku.ac.ke/handle/123456789/1591 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 Sun, 01 Jan 2017 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1591 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1579 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 Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1579 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1541 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 Fri, 01 Jan 2016 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1541 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1501 Role of Community in the Management of Free Primary Education in Kenya Serem, David K.; Kipkoech, Lydia Cheruto E. Free Primary Education (FPE) was introduced in all public schools in the Kenya in 2003 as a fulfillment of the campaign pledge by the NARC political party that won the 2002 General Elections. The study established that FPE was hastily implemented hence there was no time to prepare the school management as well as sensitize stakeholders on the requirements and expectations of FPE. Most of the head teachers have difficulties in planning and managing the schools funds among other managerial challenges. This study examined role of parents in the management of free primary schools in Keiyo District, Kenya. This was a descriptive survey study where questionnaires, interview schedule and an observation were used to collect data from the head teachers, teachers and Education Officers. Purposive sampling technique was used to select the education officers and the head teachers while random sampling technique was used to select the zones, teachers and the primary schools that participated in the study. A total of 260 respondents participated in the study. Data collected were analyzed using descriptive statistics; percentages and frequencies. The findings showed that the parents did not assist the school management in the implementation of and the public should be sensitized further to support the government efforts in the provision of FPE if this noble initiative is to succeed. An article published in Journal of Emerging Trends in Educational Research and Policy Studies Sun, 01 Jan 2012 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1501 2012-01-01T00:00:00Z