This monograph provides research findings on guidance and counseling services in Kenyan secondary schools. The objective of the study was to examine student’s perception towards guidance and counseling public secondary schools. The monograph draws conclusions from the data analysis which revealed that most students in South Kisii public secondary schools are generally aware of the existence of guidance and counseling services in their respective schools The study further found out that the outcomes of guidance and counseling services in South Kisii public secondary schools has a positive influence in social personal students roles, students career development roles and students academic improvement roles. The study found out that guidance and counseling services in most of the public secondary schools in South Kisii District has been hindered by a number challenges such as lack of cooperation from students, lack of good time management, lack of trained personnel, inadequate resources materials, poor influence from peers and general ignorance of the students on the importance of the services.
Health challenges arising from poor sanitation in developing countries remains a constant call for action. Populations in up to a third of the countries in Africa have no access to potable water or sanitation facilities. Millennium Development Goal number 7, target 3 aims at halving world population without access to safe water drinking water and basic sanitation by 2015. The target year, 2015 is fast approaching and achieving such gains are unlikely in most slum areas in Kenya. Like in most slum areas in developing countries, slum areas in Kisumu, Kenya are faced with numerous challenges like unreliable water supply,poor sewerage systems and infrastructure. Therefore adoption of Eco-sanitation safe and affordable technologies are key to improved health. However, various socioeconomic circumstances make adoption of such technologies difficult for households, despite their obvious gains.
Effective supervision can improve on the quality of teaching and in effect improve the educational standards of schools.With principals being recognized as supervisors,their role is crucial as good supervisory practices of teachers has a positive relationship on the academic performance of schools.This is because the teacher is the main implementer of the curriculum.In this book,the supervisory practices examined are motivation of teachers,communication,staffing and classroom evaluation in an effort to shed light on the extent to which supervision of teachers is being conducted in Kenya and what needs to be improved.This work should help school principals in public secondary schools and other professionals in the education sector improve on their supervisory skills and lay bare training gaps.
The aggressively growing communication technology, the availability of e-book, including correspondence and online learning have made education easily accessible, yet none of them could replace the potential of the teacher. Of all other factors, the emotional aspects of the teacher in terms of, say, initiative, commitment, and moral significantly influence the desired goal. Particularly developing countries that suffer from limited access to libraries, internet, and e-book, among others, undoubtedly need committed teachers. Indeed, they need teachers who are devoted to work in a sector characterized by inadequate school facilities, large class size, irritating students’ discipline, and small salary. Following that, the initial objectives of the study had been to investigate the challenges of teachers’ in schools featured by constraints associated with those mentioned above. However, Teachers’ Speak comes up with new sources of challenges that threaten teachers’ initiative and commitment-sources which are deep rooted in the social, political, and ideological realities of the study site. Listen to what teachers say!
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 focus of this study is on Rationale for Persistent Differences in School Performance in National Examinations in which Operational Mechanisms, Physical Infrastructures, Characteristics of teachers, students and parents in various schools across the performance divide are analysed to identify the unique elements that enable some schools to persistently create a culture of being dubbed as "performers" or "non-performers" in Uganda's national examinations which determine the destiny in sharing the benefits of education such as performance based subsidies and meritocracy in life after school.
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.
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.
Job satisfaction is not a new phenomenon in organizational science and organizational behaviour. It is one of the topics that has drawn interest among many scholars in the world.The purpose of this book is to look at the level of job satisfaction of teachers teaching in public and private secondary schools and compare the levels of job satisfaction with regard to the personal characteristics, and job facets. The study was guided by motivation theories, which formed the theoretical framework.The main objective of this book is to determine factors which influence job satisfaction among teachers teaching in private and public secondary schools in Nairobi County.A sample of 350 secondary school teachers was obtained through a two-stage stratified random sampling method. Probability Proportional to Size PPS was applied to proportionally allocate the sample for both schools and teachers.In order to collect required data for the study, a questionnaire was used as a tool.The SPSS (version 17.0) was used to analyze the obtained data.The findings revealed that teachers are not satisfied with their jobs and the Government and Managers of private school needs to raise their satisfaction levels
This publication describes the meaning of business incubation, various types of business incubation available in various part of the world, how business incubation should be organized. The Policy papers the Government of Kenya relied on in Identifying Business incubation as a strategy for addressing unemployment among the youths. It shows how TVET institutions have not been enthusiastic in adopting Business Incubation. The Government of Kenya later slowed down in its quest to establish Business incubators in TVET institutions and finally the challenges the institutions face while managing Business Incubators.
This book shows the extent of parents’ involvement in secondary school management, identifies effects of increased parents’ involvement on the managerial functioning of Headteachers as well as establishing the perception of parents’ involvement in secondary school management. A hybrid theoretical framework of the behavioural science theory and parents-school-relations concept buttressed the study and revealed that parents’ involvement in the management of schools support Headteachers in their various roles hence, more parents’ involvement was requested for. The Ministry of Education should encourage parents’ involvement in the management of public secondary schools; review the role of parents’ involvement in secondary school management with a view to giving legal status to the Parents’-Teachers’- Associations. The Perception of parents’ involvement in the management of other sectors of education in Kenya should be studied to elaborate of how parents’ involvement is perceived. This book suggests that further studies be done to throw more light on parents’ involvement in secondary school management, its financial, political, tribal and religious implications for Headteachers.
The book Secondary School Performance (SSP) in Bangladesh aims at statistically analyzing SSP in the context of secondary education system of Bangladesh. The analysis of the results of SSC examination in the last seven years (2001-2007) reveals that the over all pass 47.61 percent is undoubtedly lower than of expectation. To measure the SSP, we have introduced a new concept of School Performance Index (SPI) and Teachers Quality Index (TQI). We applied simple regression and multiple regression analysis with dependent variable SPI and the independent variables: TQI, proportion of experienced teachers, proportion of trained teachers, interaction effect of Mathematics and English teachers, student-teacher ratio and the different location and types of schools represented by dummies. On the basis of the findings, some recommendations are put forwarded to improve the SSP: the regions lagging behind be aided in terms of education facilities; all the schools be put under the management of the Government authorities; the secondary schools be provided with more trained, experienced and qualified teachers and qualified teachers in Mathematics and English are appointed in the secondary schools.
Indonesia declared its independence in 1945. After sixty six years of independence,the Indonesian literacy rate is still a big problem. This study seeks to find a literacy framework to be adopted in Indonesia to enhance the literacy rate. The Victorian Early Years Literacy Program was chosen as the focus of this study because of its recognized success in bringing about improvements in early years literacy. This study investigated the implementation of the Early Years Literacy Program in selected primary schools in metropolitan Melbourne. The focus of this study was to understand the implementation of the Early Years Literacy Program; to appreciate any challenges faced by teachers and schools in the implementation the Early Years Literacy Program, and to seek what might be relevant to the Indonesian context. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four primary schools, four early years literacy co-coordinators and four primary school principals were interviewed. The implications of such a program in the Indonesian context will be possible but problematic due to cultural factors, strong pedagogic within schools in Indonesia.
The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government’s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of “hardships” has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge.
The growing trend of knowledge of science and technology is by no means a major contributing factor to the economic transformation of most of the world’s economies. The development of science and technology is also recognised worldwide as vital for a nation’s overall economic development. When used effectively, science and technology is able to improve productivity and meet the needs of society. This in effect makes the role of the science teacher very unique and important in the realization of the goal scientific endeavours of every country. It is in this vein that this book focused on the peculiar challenges the teachers faced in the teaching of Integrated Science and also help create awareness among the people as to what they can do to help improve science education. The book takes therefore an investigative and explorative view into the challenges of teaching Integrated Science in the public Junior High Schools in the Kwahu West Municipality. It also looked at the teacher support services available in the Municipality to help the science teachers deal with challenges that might exist to hinder their performances.