The purpose of this study was to investigate challenges emanating from school based selection and recruitment of secondary school teachers in Mombasa County faced by Board of Governors (BOG). Although the Government of Kenya has strategies to enhance equality and distribution of teachers in Kenya, there have been challenges in decentralization of teachers’ recruitment in Kenya public secondary schools. Objective number one was to determine factors affecting teachers’ recruitment in secondary schools. Objective number two was to establish criteria used by BOG in selection and recruitment of secondary school teachers. Objective number three was to establish personnel and political factors that affect BOG members in their role of selection and recruitment of teacher’s recruitment. Objective number four was to determine other challenges BOG faced in teachers’ recruitment and how they were resolved.
‘Challenges Facing Teen Mothers in Secondary Schools,’ is based on information from teen mothers on the experiences they face in schools upon re-admission. With first hand information from teen mothers and other key respondents, the book exposes the difficulties of simultaneous parenting and schooling despite the teen mothers’ tender age and inexperience. Health and emotional issues related to premature births and parenting and which pose great difficulties in the learning process are also discussed. In addition, it explores the roles of school heads, teacher counsellors and students in alleviating or causing teen mothers’ social trauma which emanates from lack of acceptability and accommodation among peers in school. The book pays special attention to the implementation of the re-entry policy that should see such mothers comfortably re-admitted and perfectly accommodated among their school mates while pertinent issues and assumptions of education administration in Kenya related to education accessibility. This book will appeal to head teachers, parents, teachers, teacher counselors, students and policy makers in the Ministry of Education.
This focus of book is an evaluation of the constraints to School based Teacher Development Program for primary School teachers in Kenya.It offers vital insight on innovative measures towards the implementation of the Education curriculum.The book will be of use for reference by the Ministry of Education, Kenya and other researchers.
This book aimed at establishing the effects the teacher recruitment and utilization policy had on quality of secondary school education. In Kenya the teacher recruitment policy is demand-driven, operating under decentralized system. Teachers are recruited in schools where there exists vacancy through the school Board of Governors. The book sought to establish: the extent to which the policy had been implemented; the strengths and weaknesses of the policy as far as quality education was concerned; the challenges experienced in the implementation of the policy; the attitudes, opinions and perceptions held on the policy in relation to quality education; the effect the policy had on quality education; and ways of enhancing the policy for improved quality of education. This book will be very resourceful to: school administrators, headteachers, teachers, teacher trainees, teacher trainers, education officers, policy makers, education specialists, scholars, students, parents, school sponsors, professional counselors, research students and research trainers. The reader will find it easy to understand because of the straightforward language and systematic approach used in the book.
Provision of quality secondary school education is important in generating opportunities and achieving benefits of socio-economic development. Among the strategies adopted for expanding access to secondary school education in developing countries and particularly in Kenya are to subsidize fees in secondary schools. The purpose of this book was to examine the administrative challenges facing public secondary schools in the introduction of subsidized secondary school education in Nakuru municipality of Kenya. The book recommends that the Government of Kenya (Ministry of Education) should consider mobilizing resources to increase the allocation of funds disbursed to schools, revision of policy on funds disbursement with a view to ensure timely disbursement, allocation of resources to support financial education and management training workshops for school heads, integration of information technology in school management, organization of regular refresher courses to improve skills for the school head teachers and all persons involved in the school management.
The book discusses challenges facing the implementation community policing initiative in Kenya with a case reference to Kibera community policing pilot site, in Nairobi.Theoretical discussions about the challenges facing the residents and the police in community policing have not been appropriately documented in the existing empirical studies in Kenya.Secondly, observations about the empirically based research in Kibera, in order to be useful in building a body of knowledge, need to be generalizable to other pilot sites.The study therefore sought to generate baseline data that can be used to evaluate the success of community policing and make decisions on whether to expand the programme.The study identified the key constraints to implementation of community policing as follows: poor public image of the police force; poor customer service procedures within the police force which discourage the residents from reporting crime and belief by the residents that crime is a source of livelihood for some people hence it would be difficult to eliminate.The study provides recommendations for the community and the police which if applied will see a vibrant crime prevention strategy in Kenya.
This book analyses school-based-teacher-evaluation practice in secondary schools in Western Kenya. Teachers are evaluated by management and peers through class observation during instruction and analysis of their professional tools such as schemes of work, lesson guides, records of work covered, lesson notes, learners’ exercise books and their portfolios. In this context, the author argues that other than analysis of professional tools, the other modes of teacher evaluation are hardly conducted. Therefore, it is difficult to establish if there is proper curriculum implementation. Consequently, she recommends that head-teachers should enforce observation of teachers during instruction and the government should ensure that all schools are adequately staffed with teachers. This book is a must-read for teachers, teacher educators, education policy makers and student teachers in Kenya and beyond.
This book is a summary of a research work done in Kakamega County of Kenya in establishing the challenges experienced by Banks in effecting Credit Bureau Regulations established by the Central Bank of Kenya. Access of credit has been a big challenge especially to the SME segment and hence this piece of work can be employed by the government and banks in the view of addressing these challenges and implementing the recommendations
This book has been analyzed the psychological challenges facing low income earning women living with HIV/AIDS in Nakuru Kenya. It is a useful book to the Ministry of Health in Kenya and other Non-Governmental organizations, in coming up with strategies for protection of the rights of people living with HIV/AIDS (PLWHA), stigma reduction programs and preventive measures of new infections among women.
The museum in Kenya originally was started by the colonial settlers and naturalists who needed a place to keep and preserve their collections of various specimens. This lend to the formation of east Africa and Uganda natural history society (presently the nature Kenya) in 1910. The pioneers of such an initiation being the late Dr Louis Leakey, who at the time (in 1940s and 1950s) saw the challenges then being that of expansion and enlargement of the museum galleries. He and others campaigned for the eradication of such early challenges by making public appeal for funds. Furthermore, museums in the modern age have grown and diversified in synchrony with other aspects of life like religion, social and political aspects as its audience. Consequently, the challenges facing them today also diversified as they strive to keep to their purpose of ; investigating, preserving, and exhibiting the various elements of natural history material culture from scant cultural heritage found in Kenya , enhancing public education on Kenya’s natural and cultural heritage , properly housing , caring and cataloging specimens material culture from Kenya.
One of the greatest challenges that developing countries are facing is the provision of quality and equitable healthcare for citizens. One of the barriers to achieving this goal is how to raise adequate funds to provide the services, and prudent use of the resources. This publication gives and insight on the challenges facing public healthcare financing strategies in Kenya, and by extension, other countries with similar health systems functionality in Africa. Health policy makers, managers and students with interest in health financing and management will find the publication to be of great help.
Research evidence points out that there is a strong relationship between teaching and learning. The KESSP 2005-2010 document and the Sessional Paper No. 1 of 2005 have cited low quality teacher education as a problem in Kenya. They attribute this to the traditional content-based pedagogical primary teacher education model which presents a fragmented view of learning and is not context-based leading to little or no connection between theory and practice. This study sought to establish whether context-based learning through focus discussion groups on teaching and classroom practice improves pre-service teachers’ teaching effectiveness.The study revealed significant differences between the group trained through the traditional content primary teacher education model and those trained through the context-based model. Based on these findings, a context-based pre-service primary teacher education model was formulated for primary teacher education in Kenya and recommendations made to primary teacher education policy makers, curriculum developers, tutors and pre-service teachers to design and implement context-based learning approaches in training primary school teachers in Kenya.
World over, education is regarded as a major engine behind development. In Kenya, rapid expansion of education and the consequent recruitment of teachers by the Board of Governors have played a crucial role in steering the country towards development of crucial manpower required in different sectors of the economy. Like any market economy, recruitment of teachers in Kenyan secondary schools is demand driven and schools’ Board of Governors take a centre stage. The book presents findings on the effectiveness of Board of Governors in the recruitment of teachers in public secondary schools in Gucha District, Kenya. This book will be invaluable material to education planners, donors and teacher employers. Students and consultants in the field of education will find this book useful as well.
This book is about the development of teacher education in Kenya from the precolonial time to the present. The status of teacher education and training is highlighted in the light of current practices through a critical examination of quality parameters such as Curriculum Design and Planning; Curriculum Transaction and Evaluation; Research & innovations, Development and Extension; Infrastructure and Learning Resources; Student Support and Progression and Organization and Management. Challenges facing training of teachers and their professional status have also been dealt with in greater detail. The book has recommended major reforms needed for qualitative improvement of teacher education programs and the professional status of teachers as the key determinants of quality in education based on the premise: "quality begets quality". The book will be of great import to teacher training institutions, teachers, policy planners, and researchers in the field of education.
Management of pre-primary education is a critical issue as it involves golden age of intellectual curiosity and development. However primary school heads in Tanzania face challenges in managing pre – primary education units subsumed in primary schools. Therefore, this book calls the attention of education stakeholders in Tanzania on the difficulties being faced by primary school head teachers as they managed two education levels of primary education and pre-primary education. The book reflects the findings of a study conducted in Chamwino District in Dodoma Region, Tanzania. This book creates awareness of challenges facing primary school heads in managing pre-primary education. Such awareness has to help education stakeholders, especially the government officials, to develop appropriate and effective strategies and policies to address the challenges facing primary school heads. As the result the book provides the basis of improving pre-primary education management and practices.