Motivated by the increasing problem of drug abuse among the youth (and in particular high school students) in her country Kenya, Doctor Maithya seeks to bring to light the perceptions of students, student counselors, parents and teachers on the causes and possible effects of the vice to the individual and the society. Furthermore, she proposes possible prevention and intervention strategies based on the findings of the study to various stakeholders who include: the government, the church, school administrators, parents and the society at large. It is her hope that the recommendations of her study will go a long way in addressing the vice and helping various policy makers and also those directly endowed with the responsibility of addressing educational matters to improve the quality of life of the young people, enabling them to lead better lives and craft a bright future.
The study deals with the analysis of the internal efficiency of secondary schools. Over the years , quality of learning have been interfered with by internal inefficiency in education institutions the world over. This book focuses on the indicators affecting internal efficiency of schools such as class size, educational wastage (dropouts and repeaters )and enrollment. It shed some light on the measures to be undertaken in order to result to internal efficiency in education institutions.
The purpose of this book was to determine the effect of syllabus coverage on student performance in mathematics, for secondary schools in Kakamega South District. It further brings out the relationship between the percentage of the syllabus covered and the student performance in the Kenya Certificate of Secondary Education Examinations (KCSE). Schools that covered the mathematics syllabus early, had a better mean score than schools who did not cover the syllabus. Some of the factors that affect syllabus coverage were found to be absenteeism and entry behavior of both students and teachers. Schools that cover the syllabus early have to put in a lot of extra time for tuition. This included lessons created over lunchtime, in the evening during night preps, over the weekends, and during school holidays. It highlights the relationship between syllabus coverage and student performance as well as factors that affect syllabus coverage. This book therefore purposes to help mathematics teachers, heads of secondary schools, curriculum developers at Kenya Institute of Education (KIE), managers of the National Examinations, and other parties concerned with quality mathematics dissemination.
The need for students' involvement in decision-making in schools is becoming increasingly important in many countries as one way of enhancing democratic practice in schools. For democracy to take root in schools, there is need for structures that enhance the process. This book is based on a study that explored student voice in decision-making process in a secondary school in Kenya. It is set against a background of a requirement by the Government that schools involve students in decision–making processes. The study was an ethnographic case study, where data were collected using interviews, focus group discussions and observations. The findings suggest that teachers use prefects and the student council as structures through which students participate in decision-making processes. Nevertheless, teachers retain the prerogative to make the final decisions either as a group or individually after getting views from students. With its detailed coverage of the research process and levels of student participation in decision-making processes, this book is suitable for researchers, postgraduate students and anyone else who intends to interrogate issues of student voice in school leadership.
The purpose of this study was to investigate factors influencing effective teaching of life skills on HIV and AIDS in secondary schools in Gucha South District so as to improve ways of imparting such skills to students in secondary schools in Kenya. To achieve this, the study was guided by the following objectives: To determine whether teachers have been trained to teach effectively life skills on HIV and AIDS in secondary schools, to assess teachers’ and students’ attitudes towards effective teaching of life skills on HIV and AIDS in secondary schools, to find out adequacy of teaching/learning resources for teaching life skills on HIV and AIDS in secondary schools; and to analyze the teaching/learning strategies adopted by teachers in teaching of life skills on HIV and AIDS in secondary schools. A descriptive survey design was used and the study findings are presented and discussed in this publication.
The book discusses challenges facing the implementation community policing initiative in Kenya with a case reference to Kibera community policing pilot site, in Nairobi.Theoretical discussions about the challenges facing the residents and the police in community policing have not been appropriately documented in the existing empirical studies in Kenya.Secondly, observations about the empirically based research in Kibera, in order to be useful in building a body of knowledge, need to be generalizable to other pilot sites.The study therefore sought to generate baseline data that can be used to evaluate the success of community policing and make decisions on whether to expand the programme.The study identified the key constraints to implementation of community policing as follows: poor public image of the police force; poor customer service procedures within the police force which discourage the residents from reporting crime and belief by the residents that crime is a source of livelihood for some people hence it would be difficult to eliminate.The study provides recommendations for the community and the police which if applied will see a vibrant crime prevention strategy in Kenya.
Orphans face social and psychological challenges in adjustment to daily life. These challenges affect learning process and interpersonal relationships. The study examined role of guidance and counselling services in psychosocial adjustment of orphaned pupils in primary schools in Bahati, Nakuru Kenya. The study employed survey research. Accessible population was 514 orphans and sample included 220 orphans from 10 schools. Reliability of study instruments was 0.7 Cronbach’s Alpha. Data was analyzed through descriptive statistics with aid of Statistical Package for Social Sciences (SPSS); version 17.0 for windows. Study indicated that majority of teacher counselors had challenges in helping orphans adjust appropriately. Professional qualifications of teacher counsellors were inadequate for handling complicated pupils’ psychosocial problems and few orphans benefited from counselling services offered at schools. Study recommended professional counsellors involvement with issues affecting pupils in schools. Guidance and counselling services needed strengthening and there required needs assessment in order to design relevant and efficient guidance and counseling services in schools.
The Kenyan education system is experiencing curricular, administrative and cultural change as well. The guidance and counselling programme was recently introduced in the secondary component of the curriculum to respond to changing needs of the Kenyan population. The purpose of this book is to examine the role of guidance and counselling in selected secondary schools. The findings of the study documented in this book offers guidance in strengthening guidance and counselling department in secondary schools. This study reveals that guidance and counselling can play a major role in improving student behavior and enhance learning in secondary schools.It also reveals that most teachers do not have basic knowledge in guidance and counselling. The study recommends that a deliberate move be made by the Ministry of Education to have guidance and counselling teachers trained to strengthen guidance and counselling programmes in schools and also involve students in school management.
One of the key elements that enhance the performance of an organization is the organizational citizenship behavior (OCB) of its workers. The willingness to go an extra mile and owning the organization’s mission usually translate into success. Although OCB is important, little is known about the factors contributing to willingness of teachers going an extra mile in their workplace. There are some potential significant variables in schools that relate with organizational citizenship behavior (OCB). The key question in relation to OCB in schools is "To what extent does the transformational leadership, school climate, and teacher faith maturity in schools relate to the OCB of the teachers? This work seeks to provide a better theoretical understanding of OCB in schools particularly in the church related schools in Kenya.
Bullying is a pervasive problem in many schools and affect an increasing number of students. Its adverse psychological consequences call for implementation of early interventions, especially psychological counselling, so as to provide for appropriate individual behavioural change. This study sought to assess bullying and its psychological effects on students in public secondary schools in Nakuru Municipality. The study adopted a descriptive survey-research design targeting a population of 7904 students from 18 secondary schools. A sample of 367 students and 10 deputy head teachers was drawn from ten schools through administration of two sets of questionnaires (one for students and the other for deputy head teachers). The collected data was analyzed using descriptive and inferential statistics with the aid of The study findings indicate that there were direct and indirect forms of bullying in secondary schools with female students engaging more in indirect bullying while male students in direct bullying. Bullying had short term and long term psychological & physical effects which affected academic performance and made it difficult for students to concentrate on school work.
This book is useful to all the stakeholders in the education sector especially those involved in the day to day management of schools and students in higher learning institutions. It will equip them with knowledge required to realise maximum benefits from the government’s investment in the education sector in an attempt to achieve universal education .In Kenya, free primary education is a true story with remarkable success despite the many challenges faced in the initial stages.The success is attributed to the commitment of all the stakeholders ranging from the government, the donors, the politicians, the teachers and the public. The Kenyan experience is worth being emulated in other developing countries that are struggling with the achievement of the millenium development goals. This book attempts to give an insight on how to improve the program for better results.
In Ethiopia & in many parts of the world, English as a second & a foreign language students become in competent in their communication skills both in spoken & written.These incompetency are believed to become due to teachers choice & practice in language teaching methodology.To over come such challenges & work more on students' language improvement, scholars & researchers in the field of language teaching proposed different language teaching methods. Among those methods, cooperative language teaching strategy is one of the communicative language teaching which allowed students to learn the language in a cooperative & real world setting.When students learn cooperatively, they can develop interdependence, social & communicative skills. Therefore, this book provides the opportunity for students & teachers about the role & the benefit of cooperative learning. Besides,this book creates awareness for educational officers, language curriculum & syllabus designers & textbook writers to revise the curriculum, syllabus and textbook in line with the theories & approaches of communicative language teaching particularly from the point view of cooperative teaching & learning.
In Kenya, the transition of children from early childhood development centres to primary schools is measured by their ability to pass an entrance test. There is a wide gap regarding marks scored in class one selection tests by children in private and community-assisted centres. Children in private pre-schools score higher than those in community-assisted pre-schools. In the author''s view, this difference arises from factors within and outside the centres. Factors from within are learning resources and facilities, teacher''s qualifications and motivation; while factors from outside are parental involvement, poverty and teachers'' pre-service training. The author argues that children in the two types of ECD centres do not compete on a level ground and therefore she recommends that entrance to class one should be based on holistic developmental readiness other than academic assessment. Holistic developmental readiness is a concept that considers cognitive, social, physical, emotional and spiritual needs in the process of educational instruction. This is book is an important resource for the Ministry of Education, Early Childhood Education trainers, trainees and parents.
This monograph provides the findings of a research conducted on the influence of the principals’ managerial styles on parental involvement in students’ discipline in selected public secondary schools in Manga District. The rationale for the study is the fact that parental involvement has been shown to be an important variable that positively influences children’s education. The monograph draws from the data collected from one of the districts in Kenya which is densely populated through a combination of survey and naturalistic designs. From the data analysis it was found out that the levels of parental involvement in public secondary schools in Manga District has a significant relationship with the principal’s managerial styles. The levels of parental involvement in students’ discipline in public secondary schools in Manga District are not determined by sex of the principals. Similarly, the levels of parental involvement in students’ discipline in public secondary schools in Manga District are not determined by the principals’ headship experience.
The purpose of this book was to find out the administrative variables(Principals' Leadership Characteristics:Visionary,Proactive,innovative,risk-taking;computer proficiency,and attitude towards the computer studies)influencing the Principals' performance of their role in the implementation of computer studies.The findings reveal that the Principals rated themselves highly in all leadership characteristics except in computer proficiency and attitude.The principal were averagely evaluated by teachers on the performance of their role to ensure success.Those principals who have not implemented have plans to implement computer studies.