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.
The author explains five constutuents elements of transformational leadership. These elements are critical in assisting school managers in meeting the challenges schools face. These challenges identified have the potential in making sure that the school as an organisation does not function accordingly. These five constituents elements are interrelated and and should be deployed in an intergrated approach.
Investment in Education accelerates economic growth and development of a nation.Increased cost of education against other competing sectoral demands caused most developing countries to adopt cost sharing method in financing of secondary education.Government of Kenya has ensured accessibility and supply of education as a social good to beneficiaries by issuance of fee guidelines on the user price.As providers relied on fees paid to meet their budgetary needs,there emerged divergence views among Education Managers on the actual cost of education as schools continued to operate.This book looks at the role of MOE Fees Guidelines in Annual Budgets Management with emphasis on fees requirements by school categories, adequacy of fees set by MOE, levels of compliance by schools to MOE set fees and challenges schools faced in implementation of MOE fee guidelines in Kenya.Derived formulas on Unit cost and Cost equations are applied in determining the actual fees schools require annually since the MOE fee guidelines were untenable as the levels of compliance to set fees was low.It implied that the role of MOE fee guidelines was minimal since the set fee was inadequate to meet school budgets.
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.
Laboratory resources play a vital role in the teaching-learning process of science subjects. In Tanzanian public secondary schools, there is inequality in the provision of these resources such that the community secondary schools have very few laboratory resources, however, these schools are required to sit for the same national examination as more privileged schools, with better resources. This study focused on exploring teachers’ experiences of teaching science subjects with limited laboratory resources in community secondary schools in Lindi region in Tanzania. The shortage of Laboratory resources limits teachers to teach according to their belief, that for effective teaching and learning science, students should be involved in hands-on activities. The shortage of these resources forces teachers to conduct science experiments in order of priority; they organized experiments for those classes that were preparing for national examinations. It was recommended that in teaching and learning science with limited resources, teachers should be innovative and committed so as to realize meaningful learning. Furthermore, teachers’ professional learning is essential for them to gain skills
Environmental Education (EE)is regarded by the Ministry of Education as a cross cutting issue. However, implementation of EE in high schools has been faced with many challenges. This book explains in detail the barriers to successful implementation of EE in Zambian High Schools and Central Province of Zambia in particular. The Ministy of Education,and any individuals with a passion in implementing EE in Zambian High Schools must read this book.
The purpose of this study is to examine teachers’ conception about constructivism teaching and to assess the existing practices of teachers in the classroom. In doing so, this study will explore conception of teachers’ about constructivist theories of learning and their practices in the classroom and tries to analyze which activities of teachers’ go in line with the constructivism assumption. The data were collected from the participant teachers using detailed interviews, classroom observations, and documents analyses. Teachers were demonstrated elements of constructivism learning principles in the classroom.
Secondary education in Kenya, unlike primary education, is yet to be free and universal. Financing secondary education is mainly the responsibility of parents while the government partly participates in paying salaries and allowances to school administrators and teachers as well as providing bursaries for some of the needy students. To supplement what is available through traditional sources of funds, schools can engage in income generating activities. This book notes that schools have a number of income generating activities, but which do not contribute much to the school budget. Major problems that school managers faced in implementation and management of income generating activities are identified in this book. The book also notes that there are resources that can be utilized to generate more income for secondary schools. This book concludes that schools have not fully utilized the opportunities available for income generation, despite the fact that they still experience shortage of funds. As such, it is recommended that school administrators take income-generating activities more seriously and that schools employ qualified personnel to manage income-generating initiatives.
It is now globally accepted that children with disabilities should be educated in inclusive settings alongside their peers. Kenya is still lagging behind in keeping abreast with the global trends and developments in inclusive education. In this respect, this book focuses on some factors impeding the progress in implementation of inclusive education in Kenya. One of the highlighted factors in this book is teachers’ attitudes and values. Research has shown that teachers’ positive attitudes toward inclusion depend strongly on their experiences with learners who are perceived as “challenging”. Teacher education/training, the availability of support within the classroom, class size and overall workload are also other factors which influence teachers’ attitudes. Further, the development of enabling mechanisms such as national policies on inclusion, local support systems and appropriate forms of curriculum and assessment are important in creating the right context for the development of inclusion. Inclusion has important benefits for all children as it produces schools with more enriching learning environments where diversity is viewed as a positive force which must be celebrated.
This book presents the results of a research done on the implementation of the Ministry of Education guidelines for financial management in public secondary schools in Kenya. The study was conducted to determine how the relevant stakeholders comply with guidelines to facilitate efficient and effective planning, organizing and utilizing of the financial resources meant for achieving the educational objectives of secondary schools.The free secondary education that the government of Kenya started implementing in 2008 requires proper planning and controlling if the policy is to have impart on the beneficiaries. This is why this book gives highlights of what is on the ground to inform future guidelines or policy formulation. The book is the success story of the author's PhD dissertation which is based on the data collected from schools in Kisumu East District.
Purpose of This study was to investigate the factors contributing to the low rate of transition from primary school to secondary school in Juja division of Thika District. The objectives of the study was to establish the number of pupils registered for KCPE Examination in Juja division primary schools, the investors factors, socio-economic, socio-cultural, school based factors contributing to only small percentage of the pupils joining secondary school and to establish measures that could be taken to improve access of standard eight leavers to post primary education public secondary schools in Juja Division of Thika District. A descriptive survey design was used to collect data from, 5 head teachers, 20 teachers 300 pupils, 40 parents, and 12 investors. The study used questionnaires for investors, head teacher and teachers; interviews were administered to parents.
The purpose of this study was to assess the availability & utilization of audio-visual media resources in teaching Oral Literature (OL) among in Butere secondary schools, Kenya. Bruner’s theory of discovery learning guided the study.The target population comprised of principals & OL teachers. The instruments were observation checklist, interview guides administered questionnaire. The study established that most audio-visual instructional resources were unavailable in many schools. The common audio-visual instructional resources identified were; textbooks, storybooks, short forms, poems, journals, narrative collections, drums, horns, cassettes and resources persons. Those devices that were unavailable in most schools were; accruements, still pictures, pianos, slides and videos.Teachers were found to have requisite skills in utilizing the audio-visual resources but this was not the actual case in teaching and learning. The study suggests that schools should invest more in acquisition of modern audio-visual instructional media, government need to support schools in acquisition of audio-visual instructional media and teachers need to change their attitude educational media use.
This study sought to evaluate the effectiveness of the girlchild affirmative action policy in secondary schools in Zimbabwe. The study established that male students are more than female students in all advanced level disciplines studied at the schools; both male and female students do not support affirmative action in their schools; authorities are not doing enough to conscientise teachers and students on the need for affirmative action in schools; the policy is not being implemented in secondary schools in Zimbabwe and thus it is not yet effective in meeting the desired goals. The main challenge faced by schools in the implementation of the policy was found to be mainly negative attitudes towards affirmative action. Entering school at lower points than boys reinforces the idea that women are academically weaker than men. The study recommends intensive awareness campaigns and advocacy to remove negative attitudes towards affirmative action; formal training sessions on affirmative action in the schools to help students contextualise the concept of affirmative action; government monitoring and follow-ups to ensure that the policy is implemented; among other recommendations.
Orphanhood in this book is a state of losing a parent (s) by a child. There are many orphans in the world today who are affected academically, socially and discipline wise. Many of these orphans are taken care of by their relatives and especially elderly grandparents. In primary schools the number of orphans has risen especially in Meru, Kenya. The gender disparity has been noted since boys in primary schools are more affected when their parents die than girls. In Academic performance, orphans perform poorer than non-orphaned pupils generally. However, those with caring relatives may outshine their colleagues in class. Since girls take up the role of parenting, their interpersonal relationships are highly affected unlike boys. This book therefore provides a new way of looking at orphans in schools and especially in primary schools. Teachers should be more vigilant in identifying these orphans and provide them with special care and counseling. All educational managers should strengthen counseling programmes in schools. The caregivers of orphaned children should be concerned with wholistic growth of orphans. It is my prayer that this book will be useful to you as a reader.
School Leadership practice in Malaysia is keeping apace with contemporary recommendations that school principals adopt a more democratic and transformational leadership as a way to promote higher levels of school performance and greater teachers'' job satisfaction. These principals generally upheld participatory and collaborative management, relations-oriented and established trusting relationship with teachers. They too possessed the attributes of transformational leadership, such as individualized consideration, idealized influence and intellectual stimulation. Through their communicative virtue and ability to shed their status and back away from power hierarchies, these transformational democratic leaders were able to empower their teachers and forge a more dispersed and democratic form of leadership in schools. As teachers became more highly educated, they expected greater autonomy;though some teachers not in the administrative team were generally concern about their instructional autonomy and had no interest over the school overall policy.