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.
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.
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
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.
Kenya is one of the nations in Africa with an ever increasing number of children living in vulnerable conditions. Despite many of these children being homeless and some under no care of adult guardians, a relatively small number of them have been lucky to be accommodated in various child care institutions. However, some of these institutions have been under sharp criticism with regard to the living conditions and the general environmental health issues the children are going through. This book therefore, highlights some of the public health concerns observed in selected child care institutions studied in Uasin Gishu County, 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.
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.
Most donors and their implementing partners have made it a policy that only humanitarian or development needs backed up by evidence through research will be legible for funding. Are Refugee girls' retained in Schools? serves to provide this evidence as it presents the challenges the girls struggle with to get themselves a bright future through education in Dadaab camp. The book presents the findings on influence of cost of secondary education, sanitation facilities, female teachers and distance from home to school on the retention of girls in Dadaab complex. It is an advocacy material for providing girls and women with conducive learning environment in order for them to enjoy and achieve right to education. Educate one woman and you will have saved many future generations. This text will be an invaluable reference material for NGOs in planning to implement or improve girl-child education programmes in both emergency and non-emergency contexts, students and consultants in the field of education in emergencies. Practicing educational managers and administrators working among the refugees and other persons of concern to UNHCR will find this book useful as well.
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.
This study investigates the common conflict resolution strategies of Principals among public secondary schools in the Department of Education (DepED) Region XII, Philippines. Development of schools with respect to curriculum, staff, resources, learning environment, and community-building were also explored so as to precisely define their current conditions (e.g. strengths and weaknesses). As revealed, the most frequently applied strategies in resolving disputes in schools were collaboration, problem solving, smoothing, compromising, mediation, and use of authority. Only few of the school administrators managed conflicts using accommodation, litigation, competition, and avoidance. The teachers bared a relative higher assessment than the Principals on the handling of these management tricks. Moreover, most of the school development measures were related to the usage of these strategies. This goes to show that asserting appropriate strategy in dealing with familiar challenges in school will definitely stimulate positive educational changes. In a nutshell, school development is better achieved in a conflict-free environment inspired by a strategic administrator.
Parents are the main care givers and socializing agents of their children. They provide for their basic needs in terms of nutrition, health, care, love and affection, among others. In the process of development mothers provide warmth and tender touches to children while fathers are symbols of authority, strength and security. Early Childhood Development Centres (E.C.D.C.) are accepted the world over as alternatives to traditional childcare systems. Children start going to preschools at the age of 3 years. The experiences of the child in preschool are a continuation of the home. As such, the preschool teachers hold a double mantle of parent as well as teacher. Quality care for these children should be provided by both female and male teachers. However this concern of gender parity in childcare seemed not to be addressed in the reviewed studies related to pre-schools, hence the need for the proposed study. This study therefore intended to find out the factors influencing gender disparity among teachers of preschool in Thika district, Kenya.
Struggling with feeble enrolment and limited resources, the small school sector is emerging as a major challenge to primary schools in India. Data on schools in the country indicate that around 65 to 70 percent schools in India are relatively small with only around 3 or less number of classrooms and teachers. As per 2009-10 national data, small primary schools with enrolment less than 25 constitute about 12.55 percent of the total primary schools in the country. Most of these schools function with a single or at the most two teachers in multigrade, multi age classroom settings from Grade 1 through V. Attracting and retaining good teachers also poses problems. In fact small schools occupy the lowest position in multilayered Indian school system with fewer chances for improvement. The study has come at the opportune time as it poses issues as a hope to address exclusion of small schools and prospects in the light of the recently introduced Right to Education Act, 2009 that legitimises right of each child to have access to quality schooling.
This book is a product of one year research and writing which was conducted as a follow up to implementation of ICT integration in education project in selected secondary schools in Kenya, the case of Nepad e-schools project. The book therefore presents factual data on both status and issues that were revealed during the study and also highlights some of the major challenges that were encountered during and after the implementation phase of the project. The book, through the research findings has presented details of the extent to which secondary schools in Kenya have incorporated ICT as a teaching/learning tool in everyday usage during content delivery in various subjects. There is no doubt that this book will provide a ready and timely referral to educators both in public and private sector in the task of policy formulation as well as in planning & implementation of ICT in education projects especially in developing countries. The book has also provided some important suggestions for consideration during planning and implementation of ICT in education projects.
Many students at secondary schools in Kenya have not been performing well in Mathematics. This has forced the Government of Kenya to among other things try to increase the salaries of the teachers, organize In-service Education and Training (INSET) for the trained teachers. However, the situation has not improved much. This research looked at an approach to teaching and learning of mathematics where the learners are fully involved in the learning process. Results showed that the approach improved students confident and the experimental group performed well in problems that required High Order Thinking Skills (HOTS). This shows that curriculum developers and teachers should read the text with a view to implementing the findings in the schools.
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.