There are close to 40 million people worldwide who are infected with HIV–AIDS virus, half of whom are found in sub-Saharan Africa. AIDS is one of the most serious challenges currently facing the education systems of developing countries. The national HIV prevalence in Kenya stands at 7.4 and Nyanza province has the highest prevalence of 15.3 with Homa Bay District having the highest HIV–AIDS prevalence in Nyanza province of 21.0%. The study employed survey and phenomenological design.Pupils and teachers affected and infected with HIV–AIDS display many problems that affected teaching and learning.Some of these problems are addressed through counseling and provision of material support. Many teachers and pupils did not appreciate counseling and most counseling teachers were not trained. Most head teachers did not have complete knowledge of Ministry of Education (MOE) policy guidelines on response to the effects of HIV–AIDS. It was recommended that more sensitization and awareness on HIV-AIDS should be done. Affected and infected should be provided with basic necessities, teacher counselors should be trained, MOE should avail policy guidelines to headteachers among other things.
Extensive reading as an approach to teaching is highly recommended in teaching and learning of English. It offers language input necessary for the learning of English therefore giving promise of improving the quality of teaching and learning especially at the foundational stage (primary school). This work takes into cognizance the worrying trend in achievement in English in primary schools in Kenya. Thus, this work captures the practical application of Extensive reading in primary schools in Nyakach district, Kenya. This work highlights areas of concern that would be of interest to policy makers, administrators, lecturers, researchers, teachers, students and parents.
The issue of student deviance has been a problem in the Kenyan educational system since the first case of student unrest was reported at the beginning of the 20th century. However, violence where human lives have been lost and a mass of property destroyed have characterized recent cases of student unrest in secondary schools in Kenya. The main concern is why student protests are turning violent day after day. This is worrying the major stakeholders given the mass of resources invested in the educational system. In the last couple of years, the Kenyan Government outlawed corporal punishment in schools and this has been seen as aggravating student violence especially in secondary schools. This book has six chapters. There is the introduction, review of relevant literature, and the discussion of methodology. There is also data presentation, data analysis and interpretation, and finally, the summary and conclusions. The book is intended for all those who hold stake in secondary schools, school administrators, student-teacher trainees and students of Sociology at university level, and anybody with interest in teenage and/or youth issues in general. Enjoy reading this great book.
This monograph provides the findings of a research conducted on the influence of the principals’ managerial styles on parental involvement in students’ discipline in selected public secondary schools in Manga District. The rationale for the study is the fact that parental involvement has been shown to be an important variable that positively influences children’s education. The monograph draws from the data collected from one of the districts in Kenya which is densely populated through a combination of survey and naturalistic designs. From the data analysis it was found out that the levels of parental involvement in public secondary schools in Manga District has a significant relationship with the principal’s managerial styles. The levels of parental involvement in students’ discipline in public secondary schools in Manga District are not determined by sex of the principals. Similarly, the levels of parental involvement in students’ discipline in public secondary schools in Manga District are not determined by the principals’ headship experience.
This book explains the factors that influence the supply and demand of teachers in Kenya. The author engages with the imbalance of demand and supply of teachers. Through qualitative and quantitative data analysis, she found out that the problem of teacher supply in Kenya is caused by uncoordinated policies at formulation, implementation and evaluation levels. Therefore, she recommends that the government should put in place mechanisms such as recruitment and replacement of teachers to ensure that there is enough supply of teachers in primary schools. She argues that such mechanisms should be informed by consistent and reliable data on teacher turnover. The book is resourceful to education policy makers, teacher trainers, researchers in the field of education planning and management, education officers and all educationists in Kenya and beyond.
One goal of Mathematics teaching and learning is that students should develop a positive attitude towards the subject and participate actively in it. Students' perception of Mathematics teacher teaching practices impacts on their attitudes, beliefs,participation and performance. This book is an account of students' perspective on secondary school Mathematics teacher teaching practices in Kenya and how it impacted on their attitudes towards the subject. Curriculum developers,practicing teachers of mathematics,Mathematics Education students at the university as well as lecturers of mathematics education will benefit from the book as it will form a good reference point. Thank you
Teacher education (TE) is a process of preparing individuals for the profession of teaching; therefore it is indispensable to understand the Initial teacher preparation. This is because it has been observed that the deterioration of education quality in schools is partly attributed to the way in which teachers are prepared. Both novice and experienced teachers face challenges in contextual teaching, however challenges become more critical to novice due to lack of experience. The book describes how a teacher is prepared both in pedagogical content knowledge (knowledge related to the act of teaching)and subject content knowledge. Further it highlights some challenges to student teachers ahead post-qualification practice,and shows that disparities in the way teachers are prepared is directly reflected in their post-qualification practice. This book is useful to teacher educators in improving their practices; Curriculum developers and Policy makers in planning and developing teacher education programs.
The subject of appropriateness of the methods of teaching evolutionary concepts in Kenyan high schools and the ability of the current biology teachers to enable their students to achieve high performance in national examinations is increasingly capturing the attention of teachers , school managers ,Researchers and policy makers in Kenya . The growing interest stems and reflects the increased National concern over the low level of students’ performance in biology and more specifically in questions about evolution partially caused by inappropriate or poor teaching methods. The topic which is considered as one of the core foundations of biological studies is a challenge to most teachers because teaching it tends to attract complex socio- political responses from the learners whose religious and cultural backgrounds vary and have different impacts on their perceptions of critical evolutionary concepts like origin of life and theories that seem to lack scientific integrity upon which the teaching and learning of scientific concepts is expected to be based.
The 2000 Dakar framework for education for all emphasized the importance of adult and continuing education. Goals two and three stressed on the importance of learning needs of all young people and adults to met through equitable access to appropriate learning and life-skills programs and continuing education for all adults. UN member states ratified the resolutions. Kenya had to formulate policies to promote adult and continuing education.This led to teachers' engagement in adult and literacy programmes. This study has surveyed factors that influence teachers in engaging in adult and continuing education in Kenya.
Theatre and performance in Kenya are practised by youth in varied forms in trying to combat HIV/AIDS. This book explores the potential and limitations of youth theatre and performance in responding to social issues in Kenya with a focus on HIV/AIDS. It questions the application, form, relevance and influence of a range of performances. Of particular interest are three areas in Kenya, namely; theatre in schools meant for the Kenya Schools and Colleges Drama Festival, theatre in schools prepared for pupils and the local community and theatre within communities sponsored by INGOs and NGOs in different parts of the country. Reference is made to examples of youth theatre work from South Africa and Uganda in order to compare experiences elsewhere in Africa with Kenyan practice and examine the possibility of the countries learning from each other.
Secondary school students in Nandi North District have consistently performed poorly in English and Kiswahili in Kenya Certificate of Secondary Education examinations. This book therefore has investigated and presented the salient findings on the performance of Nandi North Secondary Schools Students in English and Kiswahili, has examined and outlined the students’ attitude towards English and Kiswahili. Perceptions of secondary school students on teachers’ methods of instruction, teachers’ use of learning facilities and students’ exposure and motivation have also been well outlined. The book has also revealed the relationship between performance in English and Kiswahili and other variables including students’ attitude, teachers’ methods of instruction, teachers’ use of learning facilities, students’ exposure and motivation and students’ mother tongue. Finally, the book has articulated how teachers perceive English and Kiswahili in secondary schools in relation to the factors associated students’ performance in the subjects.
This book addresses the attitude of teachers and students towards learning and teaching Clothing and Textiles in Nandi, Uasin Gishu and Keiyo districts in Rift Valley Province of Kenya. Dorcas discusses attitudes of secondary Home Science teachers and students and how the attitude of one group influences the attitude of the other in the process of instruction of Clothing and Textiles. Home Science subject in Kenya includes: Foods and Nutrition, Clothing and Textiles, Home Management, Consumer Education and Child Development. Through qualitative and quantitative data analysis, the author found out that the attitude of teachers and students towards Clothing and Textiles is positive but the problem is inadequate time allocated for its teaching. In this regard, she points out that Clothing and Textiles is practical, time consuming, too wide and complicated due to many processes which the student must master. Therefore, she opines that time for teaching Clothing and Textiles be increased or it be treated as a single examinable subject. The book is recommended to Clothing and Textiles scholars and students in universities, secondary schools, curriculum developers and policy makers.
The purpose of the study was to investigate teachers' perception of the role of parents in education process through communication between the home and the school, decision making in schools, parents role in: students' personnel related issues, motivation, academic achievement, home and school relationships. The design of the study was a simple survey. The population consisted of headteachers and teachers in the twenty public secondary schools selected through the stratified random sampling method. All headteachers and thirteen teachers from the sampled schools were the subjects of the study. Data was collected by use of questionnaires. The data was analyzed manually by counting frequencies and calculating percentages. The study therefore applied descriptive statistics. The major findings of the study were: (1) Despite serious constraints, schools and parents do communicate. (2) Teachers felt that certain decision making areas in schools should be left to them. (3) Parents were expected to play important roles in students' personnel related issues, motivation, academic achievement.
John Kyaboona's Head teacher status: its influence is an in depth study of an intriguing question to many stakeholders in education as to whether the status of head teacher appointment has an effect on the administrative performance a head teacher exhibits in a primary school. The study particularly focused on the influence of substantive and non-substantive on the administrative performance of primary school headteachers. The study found out that the status of head teacher appointment did not influence administrative performance in motivating staff, establishing and maintaining community relations and completion of pupils in primary schools. The results of the study that are well elaborated in this book will act as a good guide to educational administrators, education policy makers, teacher trainers and trainee, human resource managers and researchers in the area of education. The book emphasizes that the motivation of the human resource is central in attaining organizational goals.
The study sought to investigate how successful schools in challenging contexts promote learner achievement despite the varied contextual odds. The book describes the structural settings of schools in challenging contexts. It further outlines the challenges that schools in such contexts encounter that militate against maximized learner achievement. It specifies the contextual challenges successful schools in such contexts face and uses a specially designed conceptual framework to help in exhaustive analysis and discussion of how such schools promote learner achievement. The study uses qualitative approach. It discusses findings in relation to relevant literature for an in-depth understanding of stakeholder involvement in mitigating contextual challenges to learner achievement in such contexts. The author suggests recommendations that would help such schools further promote learner achievement despite the contextual challenges. The findings reveal that in a challenging context, high learner achievement is realized when stakeholders acquire an understanding of their contextual difficulties and collectively craft structures that would best suit their contextual circumstances.