Hiring of teachers by BOGs for Kenya secondary schools had opened a heated debate which necesitated a research to be conducted to seek for the experts'' views on the same.This book presents the headteachers'' and teachers'' views on hiring of teachers by School Boards. The results revealed that most (70%) of the headteachers had not been trained on Human Resource Development(HRD) which covers the concepts of recruitment and selection of teachers and that recruitment and selection processes in schools were not satisfactory. Consideration of candidates'' age, interest in co- curricular activities and teaching experience were reported as unnecessary and that induction of BoGs'' teachers'' selection panel members was not adequate. The researcher recommended that eadteachers/teachers and BoG members be trained in HRD, schools to provide registers where the applicants who submited their applications would sign to avoid cases where the applicants with better/ higher qualifications than the favoured applicants were discarded and that other than advertisement through the local newspapers only, other modes of advertisement should be sought.
Primary Education in Pakistan has been a major challenge especially in rural areas that are culturally rich and rigid and where it has always been ignored as compared to urban areas. Exploring the parents, teachers' perceptions about education, performance of public and private education sector, children daily life and integration of informal and formal education, this study disclosed the challenges other than quantitative challenges in rights-based education provision. This study pursues a qualitative approach for data collection, and partially quantitative analysis to support qualitative study of the topic. Observation, interviews with parents, teachers and school-owners and children questionnaires was the major source of data collection. On a small-scale essay/paragraph writing as children friendly method was also used. With a total of 128 individuals involved in the research, of whom 86 percent were children and 60 percent were female, the study explores important challenges associated with education in rural areas of the Punjab.
Teaching and assessment of listening as an integral part of ELT has been ignored for long in Kenya. Listening has been assumed to be innate. It was not until 2006 that Kenya made efforts to integrate its teaching. This book is the product of a study to measure learners'' listening comprehension competence. The study tested learners'' listening proficiency, listening materials and teaching strategies used. Data was drawn from students and teachers through audio test, questionnaire,and content analysis. Statistics used were, means, ANOVA,correlations and the t- test. Course books were found to be deficient in listening materials,teachers were not deliberately trained on teaching listening skills and students performed poorly in listening. They scored better on explicit items than on inferential items. Urban school students had an edge over the rural students and those in boarding schools performed better on the Listening Comprehension Test (LCT) than those in day schools. There was no consistent relationship between girls'' and boys'' performance. It was concluded that gender did not make a difference in performance in LCT.
Youth education and training affects implementation of youth policy.Lack of collateral is a challenge faced by the youth in accessing credit.Youth are not aware of all credit facilities available to them in the fight of poverty and they lack skills in managing and planning of personal budget.The book reveals that ICT can assist the youth create jobs,search for jobs and assist in income generation.There is a gap between the youth and policy implementers which hinders the youth from participating fully in policy implementation.It is recommended that education and training should match the market demand.Microfinance institutions should make funding more accessible,accomodative and affordable to the youth.The Government should make ICT skills and services more available and affordable in the rural areas.More youth should be involved in all stages of decision making.
Online publications has enabled several publishers to be able to publish their works. This has also created a huge platform for World Wide viewers to be able to access such works. The publication of this book will go a long way in trying to educate policy makers, university lecturers, students, and other societies that peace to be achieved in a society, its education should be instilled in all curriculum. Zimbabwe being one of the most controversial country in the world is exemplified as one such country needing to incorporate peace education in its educational curriculum. This to some extent may have positive result in the social policy formulation of the nation. However, world wide requirement of incorporation of peace education in schools curriculum is a necessity. This will create a better world for us and our children.
Teaching autism is a big challenge because of Challenging behavior, poor attention, eye contact, sensory integrative problems, communication, low resources and education training, and lack of multi specialist in working environment. It is necessary for the parents in every situation to keep a good consistency in child's life. Autistic children are categorized as a ‘vulnerable group' by the Ministry of Social Welfare, along with orphans and others who are disadvantaged. Although various non government organizations are supplementing government's services for disabled people in Bangladesh but it is very rare for autistic children. ALOKITO SHISHU a nongovernmental organization in Bangladesh is playing a big role for them by Occupational, physical therapy, speech and language therapy, advocacy, adaptive devices, training, research, schooling and rehabilitation also. But there are not enough funds to implement all plan in every where specially for the poor. This book would be helpful for the parents, teachers, health professionals, students and all persons who are closely related with autism and special child. Please visit http://company.bgdportal.com/alokito
Career development is one of the major and vital requirements of employees in the twenty first century. Primary school teachers in Eldoret west district in Kenya are not an exceptional cohort. For this group of teachers to attain job satisfaction and give the best performance and productivity then they must develop their careers. Government policies need to be effective enough to facilitate automatic progression of the said group of teachers and other employees in their service.
Zambian Boarding High Schools are unique in many ways. Learners are removed from their parents for a long period of time making them depend on their peers and teachers for personal/social and academic guidance. Sometimes they encounter challenges beyond which their peers and teachers can help. The provision of guidance services to aid such pupils therefore is critical. The book provides an evaluation of school guidance services in boarding high schools bringing out problems learners face, guidance services available in boarding high schools and an evaluation of these services based on the learners’ views. While learners face many problems, and guidance services available are not offered to a satisfactory degree due to several challenges, learners expressed satisfaction with the guidance services provided. The author recommends the training, deployment and effective utilization of School Counsellors in all schools. Further, the training of learner peer – counsellors and establishment of guidance clubs in schools is necessary. The book is useful to education policy makers, school administrators, students of Psychology and Guidance and Counselling and all teacher educators.
The pursuit of a university education in Kenya is every student and family's dream. Yet, this dream does not always come true for all who cherish it due to insurmountable challenges that most students face including; competitive national examinations used for university entry, inadequate educational facilities, geographical location, socio-cultural and economic factors, and lack of exposure to opportunities mainly a result of the quality and availability of career guidance in secondary schools. Students who have succeeded to realize their dream enjoyed the support of committed teachers and engaged parents, willing and able to spend more on their child's education. In addition, access to university education in a competitive system like Kenya requires a high level of personal discipline, focus and organization on the part of the student in preparation for national examinations. This book is a great resource for students, teachers and parents as they navigate the university going process. Policy makers and planners will find the book useful in finding innovative ways to widen access and opportunities for all students who desire a university education.
This study investigated the constraints on enrollment to Early Childhood Education and Development in Thogoto and Karai Zones in Kikuyu District. The study is based on both qualitative and quantitative methods of data collection. The data for the study was obtained from the school records, well administered questionnaires, interviews and observations .Questionnaires were administered to 36 respondents comprising of head teachers, Directors and Parents of 12 schools which were purposely selected, 6 in Thogoto Zone and 6 in Karai zone. The data was analyzed using simple percentages and frequency distribution tables to answer the questions that were posed by the researcher. The study established that there is low enrollment rate of children in Early childhood Education Institutions in Thogoto and Karai Zones of Kikuyu District due to some highlighted factors such as poor infrastructure, parents’ ignorance on the importance of Early childhood Education, Parents’ level of education, parents’ economic status as a result of poor climatic conditions among other constraints. The study concluded that, there are number of factors affecting children’s enrollment in preschool.
This book provides a comprehensive analysis of teachers'' use of motherese or care taker speech to foster acquisition of English language by lower primary pupils in Kenya. Specifically the author set out to investigate whether primary teachers of English use extra linguistic features to aid comprehension and facilitate meaningful communication among pupils; whether primary school teachers of English use, simplified vocabulary and short simple sentences to facilitate comprehension and to elicit spontaneous speaking by pupils, and find out whether the language teaching activities used by teachers foster spontaneous use of English. It is highly recommended for policy makers, curriculum developers, teachers of English, Students of English and language teacher educators.
The primary concern of this study was to investigate the popularity of drama therapy, as a guidance and counseling technique in selected secondary schools in Nyandarua North District. It focused on the following objectives: To establish the effectiveness of guidance and counseling programs in schools; to establish the popularity of drama therapy as a therapeutic technique; and to provide recommendations that could make drama therapy an even more popular technique in the provision of guidance and counseling services in secondary schools. The subjects of the study consisted of 300 form two and three students. Thirty teacher counselors as well as 10 head teachers were also used in the study. Purposive sampling was used to select 10 schools for the study, out of the overall 63 schools in the district. An explorative survey design was used in the study. Questionnaires were used to elicit data from students, teacher counselors, and head teachers. The data collected was analyzed using descriptive statistics and the study findings are presented here in.
Any profession, and by extension the teaching profession is dynamic. It is usually influenced by changes in society which tend to create new demands. This book sets out to shed light on the challenges, implications and the way forward for the teaching profession in Kenya. This is a case study of teacher education and the teaching profession and how people perceive it in Kenya. The brightest students shun teaching in Kenya. According to degree choices among high school leavers, the best students do not even consider teaching as a career. Yet, most parents want their children to have the best education, but they do not want them to be teachers. In the Kenyan situation, many students who take teaching do so as last resort, having failed to make it to other perceived lucrative careers. This book aims at illuminating how high school students make career choices and how this influences their future professions in Kenya. By exploring different socio-cultural, and economic factors that influence different stages of students‘ career choice process, this book hopes to contribute to identifying the most appropriate policies and practices in teacher education in Kenya.
Despite the emergence of ICT resources - such as computers, multimedia and the Internet, the proportion of public primary schools in Kenya making use of ICT is still very low. This research revealed that lack of technical support and access to educational software and e-content, and limited understanding on how to integrate ICTs into teaching were perceived as the key barriers to the further uptake of ICT in primary schools. Consequently, schools are unable to embrace an effective learning and quality pedagogy as they relate to ICT integration. This dissertation developed a framework that would support, describe and promote good practice in the use of ICT in learning and teaching in public primary schools. To help schools introduce sustainable ICT into learning environments, this framework has seven basic execution steps. In each step, a school has to undertake several activities as the inputs in the execution of the framework. There is a resultant outcome after execution of each activity, which is measurable. The framework could help primary schools to introduce sustainable ICT into learning by identifying and assessing technology options their benefits and feasibility.
Teachers’ mathematical beliefs refer to those conceptions held by teachers on the teaching and learning of mathematics. Educationists have attempted to systematize a framework for teachers’ mathematical belief system into smaller sub-systems. Most authors agree with a system mainly consisting of beliefs about what mathematics is, how mathematics teaching and learning actually occurs, and how mathematics teaching and learning should occur ideally. Certainly, the range of teachers’ mathematical beliefs is vast since such a list will include all teachers’ thoughts on personal efficacy, computers, calculators, assessment, group work, perception of school culture, particular instructional strategies, text books, students’ characteristics and attribution theory, among others.