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.
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.
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.
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.
Performance of public secondary schools in coastal region by students has been persistently poor in national examinations . The book addresses the factors contributing to the poor performance and to establish the strategies that can be adopted to improve performance in secondary schools.The book addresses school based factors that affect students’ performance in secondary schools, teacher based factors that affect them, community based factors and their personal factors that affect performance in Kenya Certificate Secondary Education, and establish the strategies that can be adopted to improve performance in the national examination. The educationist are advised to be keen in addressing the challenges to find a rebirth of performance in academics. Improving on these factors and sensitization of the local community to discard practices which prohibit student’s effective learning attitude could improve performance in academics.It is anticipated that the strategies will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education on policy formulation.
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.
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 paper explores the background to the marginalization of children with disabilities in Kenya. It explains the background to the philosophical development of the Small Homes Approach by the Catholic Diocese of Machakos Development Office to accessing inclusive education to children with physical disabilities in mainstream schools. It provides the context for the transformation process from segregated provision of education in Special schools to Small Homes. It argues for the adoption of the “Small Homes” approach as a progressive Programme to address learning difficulties that prevent effective learning by children with physical disabilities in segregated Special schools. The paper contextualizes the benefits of the Small homes approach to the pupils with disabilities. In recognizing these benefits, the paper explores, through presentation of research findings, the merits in using the Small Homes approach in the provision of inclusive education to children with physical disabilities.
This book a product of a research on teachers and students’ perceptions about the transformational leadership roles of principals in Catholic sponsored schools in Mackakos Catholic Diocese. The research concentrated roles derived from Leithwoods' transformational leadership model. Some of the key findings of the study show that the principals were viewed as not good in communication though they presented their school goals and vision to the school community. They were also viewed as role models and symbolic leaders in their schools. In this respect they availed themselves in all activities and had established school cultures of competition, understanding and high discipline. However, it is evident that although these roles have been well executed by the principals, the performance in some of the Catholic Sponsored Schools was far below average.
This book illustrates how social education and ethics can be used in the management of student violence in Kenyan secondary schools. It focuses on the following key areas;causes of students riots against school administration, causes of inter- student violence in secondary schools and how social education and ethics instruction could be used to manage student violence in secondary schools.It further guides the education administrators to acquire better understanding of student violence problems.
This study explores the current status in Kenyan primary shools where managerial roles have increased due to the implementation of the Free Primary Education program. In particular, the study sought to examine the extra roles and duties that the head teachers are performing that have been created during the implementation of the FPE program; the ways in which the increased roles have affected the role of head teachers as instructional supervisors; the ways in which the increased roles have affected the academic performance of pupils in primary schools and the ways in which the head teachers can be helped to cope with the increased duties created in the implementation of FPE.The study suggests the need for the Ministry of Education to re-structure the head teachers'' managerial role in order to reinforce their instructional supervisory role. This could (to some extent) improve the quality of education in public primary schools.
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.
Reservations have been raised about the integrated approach to the teaching of English in secondary schools in Kenya since its introduction in 1985. This book provides an insight into stakeholders'' conception of the integrated English language curriculum for secondary schools, preparation of teachers of English to implement the integrated English language curriculum, use of integrated approach in English language lessons and in other subjects, extent to which external evaluation of English language is based on the integrated approach, extent to which English language textbooks are based on the integrated approach, extent of integration in the English language syllabus in terms of objectives, content, learning activities, teaching methods, suggested resources and evaluation procedures and challenges and opportunities available in improving the use of the integrated approach in English language teaching and learning. The book reveals areas of deficiency in the English language curriculum and teacher education. It provides opportunities for review of both the curriculum and pedagogy in secondary schools.
This study evaluates the technical efficiency and the changes in total factor productivity of public primary schools Kenya grouped into 72 districts. The approaches used are the data envelopment analysis (DEA) and DEA-based Malmquist productivity index. In addition, a second-stage tobit regression is estimated to determine the possible causes of inefficiency. Mean scores in the Kenya Certificate of Primary Education (KCPE) examination are used as output while gross enrolments, pupil-classes ratio and pupil-teacher ratio are used as inputs. In the second stage, a dummy variable to capture the location of the district is included in the model.The analysis of Tobit regression shows a negative significant relationship between Pupil Teacher Ratio is and efficiency thus high pupil teacher ratio is associated with inefficiency. Districts located in urban areas are found to perform better than their rural counterparts.
Despite the existence of Guidance and Counseling programme in schools for decades, schools in Kenya still experience students unrest, cases of drugs and substance abuse,irresponsible sexual behavior,poor social relationship among students and towards their teachers,these have been rampant in Siaya County,Kenya thus creating the gap between guidance and counseling and social adjustment of students. This is a study on the role of guidance and counseling on social adjustment of students in public secondary schools in Kenya, the findings are of great importance in improving the implementation and sustenance of guidance and counseling programme in schools with the aim of improving social adjustment of students.