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.
Schools in Ghana have persistently been facing shortage of teachers over the years. The study investigated the possible causes of the shortage of qualified teachers in Ghanaian primary schools with specific focus on how policies and practices on teacher education, deployment and challenges of retention contribute to the shortage situation. The main data collected for the study comprised pupils’ enrollment trends and statistics on teacher training, deployment and attrition. It was confirmed that Ghanaian primary schools faced both real and disguised forms of teacher shortages in significant proportions. Whereas there were many classrooms with no teachers, many unqualified teachers were also used which tended to cover up the real magnitude of the shortage of qualified teachers in the schools. Quota ceilings set by government in respect of colleges of education admissions as well as the granting of study leave to teachers have been contributing significantly to teacher shortages at the primary schools. Consequently, granting of study leave and the payment of stipend which influences decisions on quota ceilings for admissions into teacher colleges need to be given a critical look.
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.
Drug abuse among students in secondary schools is increasing at an alarming rate.The study investigated the techniques used in managing drug abuse in secondary schools in order to prevent drug abuse.The study adopted descriptive survey research design. The respondents comprised of secondary schools principals, teachers and students, 30% of population was used.The study objectives included investigating the types of drugs abused by students,finding out causes of drug abuse,prevalence of drug abuse and their effects on students in secondary schools.The study was guided by the theory of modified social stress model(MSSM).The data was collected using questionnaires and interview schedules.Data was analyzed using descriptive methods and data presented in form of frequency distribution tables and graphs that facilitated description and explanation of the findings.The findings indicated that drug abuse is prevalent in secondary schools,students abuse varrious types of drugs and it has severe effects.The study recommended intervention measures.The study is significant in sensitizing all stakeholders ways of managing drug abuse.
Language is the most distinctive trait that separates man from other living things. It calls for concern when a child cannot use language as s/he should. This study provides a situational report on the management of children with communication disorders in Port Harcourt, Nigeria. The essence is to see the possible ways for improvement on the setting portrayed. This study aims to proffer solutions to the challenges encountered in the management of children with communication disorders. It was revealed from our analysis that the challenges in the management of these children include ignorance, dearth of professionals to attend to the children, lack of teaching aids, poor attitude of language teachers to the acquisition of the knowledge of communication disorders and lack of provisions in schools and hospitals for children with communication disorders. Parents of children with communication disorders, teachers in mainstream and special schools and researchers in Clinical Linguistics or Special Education will find this book very resourceful.
The purpose of this study is to examine the current status of instructional leadership practice and to investigate the challenges of school principals as instructional leaders in government secondary schools in Ethiopia Dire Dawa town, and to come up with remedial solutions in order to improve principals instructional leadership capacity. The findings of the study revealed the practice of instructional support of principals had been insufficient. School principals working relation with the school community, teachers, students, PTA and other key stakeholders were relatively less and inadequate. The practices of school principals in coordinating the whole tasks of schools were unsatisfactory. Based on the findings, some of the recommendations were suggested. Principals should not only devote their time on administrative activity but also devote their time and energy on instructional support activity by creating conducive environment. Principals should also maintain close working relations with stakeholders to ensure effective and efficient schools. Moreover, they have to develop a team work spirit and motivate their staff. The book contains the details of the study.
This book is a study that sought to investigate the effects of teachers’ appraisal on academic performance in public secondary schools in Starehe Constituency in Nairobi, Kenya. The study sought to find out the nature of teachers’ appraisal in the eleven surveyed schools. The study further sought to find out the effects of teachers’ appraisal on three aspects of academic performance (grades, tasks performance and class attendance and participation). Primary data was used in the study. The data was gathered using questionnaires administered to teachers and head teachers. The data gathered was analyzed using descriptive statistics (frequencies, percentages and mean scores) and thematic technique where data was grouped according to emerging themes. This was enhanced by a narrative explanation. As the most significant resource in schools, teachers are critical to raise education standards. Improving the efficiency and equity of schooling depends, on a large measure, on ensuring that teachers are highly skilled, well resourced, and motivated to perform at their best. Raising teaching performance is perhaps the policy direction most likely to lead to substantial gains in learning.
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!
This book studies the attitudes of teachers and head teachers attitudes towards including pupils with special needs in mainstream schools. This book explores the difference attitudes of both type of school teachers types (mainstream and special schools) in both genders (males and females), and teachers status ( teachers and head teachers). This study mainly focuses on the educators' attitudes in the Middle East, GCC, particularly in The State of Kuwait. I hope this book will add value to the body of knowledge of the educators' attitudes toward including pupils with special needs in the mainstream schools.
The book investigates teamwork practices at three selected private Islamic secondary schools in Kuala Lumpur. Teamwork practices were postulated as an effective solution to managerial issues faced by principals and teachers alike with special reference to private Islamic secondary schools. The idea of coming up the book was intrigued by the undeniable challenges that principals and teachers often undergo in managing these schools.
From the time field project was introduced in the geography syllabus in Zambian High schools,it has continued to face challenges. A study conducted by Mundende (2007) pointed out that most teachers who were conducting field project were not trained and in some cases field project was undertaken without proper guidelines. The government introduced field project in high schools before students who were being trained in this component from UNZA could graduate. Therefore,most of the already practising teachers had not been trained in this component. Although Mundende's (2007) study pointed out on this challenge, the study did not indicate the performance of those trained geography teachers. Therefore, in order to be conclusive on the matter, this book provides information from a study that was conducted to evaluate the effectiveness of UNZA trained geography teachers in executing the field project. Respondents were selected from Zambian High schools of Lusaka and Kafue districts. The book, in certain instances provides information on a comparision that was done between the trained geography teachers and the untrained geography teachers in their execution of this geography component.
This book is about school improvement with an attempt to critically analyze the contribution geared to school improvement efforts conceptualized and implemented by a team of Field Education Office (an educational unit) of Aga Khan Education Service, Pakistan in the Northern part of Pakistan. Those who are seriously interested in changing schools to improve and the learning outcomes of students, will benefit from this effort. It may also assist headteachers, teachers and school development teams to comprehend various school improvement models, factors and activities that contribute to school improvement and sustain change. In this research paper, a brief history of the organization (context of the study) which encompasses change, continuity and evolution of school improvement initiatives, the concept of school improvement, the dynamics and modus operandi of the Field Education Unit in carrying out the academic and administrative activities in schools, have been highlighted. The study has also depicted changes and achievements in school improvement, challenges encountered and possible recommendations for further improvement.
This book is a summary of a research work done in Kakamega County of Kenya in establishing the challenges experienced by Banks in effecting Credit Bureau Regulations established by the Central Bank of Kenya. Access of credit has been a big challenge especially to the SME segment and hence this piece of work can be employed by the government and banks in the view of addressing these challenges and implementing the recommendations
School guidance and counselling remain a critical component of providing quality education in the context of the myriad of challenges facing young people; be they emotional, psychological or just to do with physical development. Concepts of guidance and counselling, and role perceptions have been reviewed in detail. The manuscript details conceptions of head teachers and teacher counsellors in Kenyan public primary schools, of their roles in guiding and counselling pupils, eliciting many challenges they face in articulating these roles. These challenges are worth looking at. Included in this work is the traditional African Concept of Guidance and counselling making it an remarkable piece to look at. For wider perspective, the concepts of guidance and counselling in USA and UK have been highlighted; in each case comparing it with the Kenyan concept. Phenomenographic research approach for determining conceptions in addition to empirical design is covered in detail making this piece of work relevant for researchers and scholars who want to understand the concept of phenomenography.
Have you wondered why there is conflict in the Northern part of Kenya?This book will tell you why and how it has affected education. Influence of cattle rustling has concise and detailed analysis on the causes, effects and challenges and the measures taken to stop cattle rustling. Access to good quality education in the conflict affected area has seriously been imperiled because schools, teachers and students have been a target of violent attack.Schools therefore have closed down and others have registered a low enrollment not to mention the drop out rates which are very high. All this has happened due to insecurity in the affected areas. Study objectives have been formulated which are used to come up with questions for questionnaires. This has established the various causes of cattle rustling. The book has also established that cattle rustling has an effect on pupils access to Primary Education. In the end, recommendations have been highlighted so that pupils can continue with their education without fear.