School of Education and Social sciences

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Post-2015 Development Planning: Adaption of a Holistic Approach to Planning and Research - a Commentary from a Practitioner’s Perspective
(International Journal of Innovation and Economic Development, 2004) Kiambati, Kellen; Itunga, Julius
In this article, we analyse the argument that lack of holistic approach in planning and research have contributed to the lack of sustainable development in Africa. We base our discussion on the speech by the special advisor on the national consultation on the post-2015 development as it relates to Uganda and other African Context (held on 8th August 2015). The advisor was convinced that there is a need to adopt a more integrated and comprehensive planning approach to reinventing traditional development tools, and meeting persistent and emerging challenges. Efforts must be made to start putting in place the practical measures, markers, mechanisms and partnerships that make sustainable advancements possible. Scholars and managers are called upon to take the challenge of demonstrating how the adoption of a holistic approach in planning, and research can contribute to sustainable development.
Putting on a Brave Face: The Experiences of Women living with HIV and AIDS in Informal Settlements of Nairobi Kenya
(Taylor & Francis, 2007-03-07) Amuyunzu-Nyamongo, M.; Okeng'o, L.; Wagura, A.; Mwenzwa, E.
This paper examines two key dimensions of HIV and AIDS in sub-Saharan Africa, namely poverty and gender, within the particular context of informal settlements. The study, conducted in five informal settlements of Nairobi, Kenya explored the challenges facing women living with HIV and AIDS (WLWA) in informal settlements in Nairobi in terms of the specific risk environments of informal settlements, the support they receive and their perceptions of their future. The data were gathered through an interviewer-based questionnaire administered to 390 WLWA and 20 key informant interviews with Kenya Network of Women with AIDS (KENWA) project personnel. The results show that for WLWA in informal settlements, poverty and poor living conditions combine to increase the risk environment for HIV infection and other opportunistic infections and that the WLWA then face HIV- and AIDS-related problems that are exacerbated by poverty and by the poor living environments. In response, the WLWA had devised coping strategies that were largely centred on survival, including commercial sex work and the sale of illicit liquor, thus increasing their susceptibility to re-infections. Insecurity in informal settlements curtailed their participation in income generating activities (IGAs) and increased their risk of rape and HIV re-infection. Recognising the disadvantaged position of communities in informal settlements, the non-governmental organizations (NGOs), community-based organizations (CBOs) and faith-based organizations (FBOs) provide a range of services including HIV and AIDS information and therapy. Paradoxically, living in urban informal settlements was found to increase WLWA's access to HIV and AIDS prevention and treatment services through NGOs and social networks that are not found in more established residential areas. The sustainability of these services is, however, questioned, given the lack of local resources, weak state support and high donor dependency. We suggest that the economic and tenure insecurity found among WLWA demands in response consistent support through comprehensive, sustainable HIV and AIDS services complemented by social networks and community sensitisation against stigma and discrimination. Fundamentally, the upgrading of informal settlements would address the wider risk environments that exacerbate the poor health of the WLWA who line in them.
Peace building and Transformation from below: Indigenous Approaches to Conflict Resolution and Reconciliation among the Pastoral Societies in the Borderlands of Eastern Africa.
(2008-06-25) Osamba, Josiah
Violence among the pastoral communities in the borderlands of Eastern Africa has escalated to such an extent that governments seem to be unable to contain the conflict. More is needed than efforts by states to restore law and order. If these conflicts are to be dealt with effectively, more will also be needed than western methods of conflict resolution. Traditional customs and values have to be utilised. Marginalised indigenous ways of approaching and resolving conflict have to be explored and utilised. Taking theoretical considerations and the historical background into account, this article focuses our attention on indigenous approaches that may promote a more peaceful coexistence. It shows how the application of such methods may result in a wider involvement of the communities concerned, which may contribute substantially to the actual resolution of conflicts and to real reconciliation.
Isochronal Map of Fresh Fruits and Vegetable Transportation from the Mt. Kenya Region to Nairobi
(Journal of Maps, 2011-01) Dannenberg, Peter; Nduru, Gilbert; Kunze, Manuela
Developing countries like Kenya face problems of poor transportation networks, which make the time distance relationship in the transportation of fresh fruit and vegetables (FFV) products to be of great importance in determining whether the products reach the market fresh and in marketable quality. This map demonstrates that relationship using the case of the Mt. Kenya region. It highlights the quality and extent of the road infrastructure in the region and the relative time and distance that FFV producers and transporters take to transport their products to the main export point at the Jomo Kenyatta International Airport (JKIA) in Nairobi.
The genesis and evolution of Sungusungu vigilante group among the Abagusii Ethnic group of Kenya
(Elixir, 2012-01) Mwenzwa, Ezekiel
This paper discusses the emergence of Sungusungu vigilante group among Abagusii of western Kenya. In doing so the paper appreciates the ineffectiveness of state security agencies in crime prevention and control to its emergence. However, the paper goes further to demonstrate that the social, economic and political changes which the community has experienced since colonial period is equally important in understanding the emergence of this vigilante group
Nepad from below: Towards Intra-country Peer Review Mechanism (iprm) in Kenya
(Elixir, 2012-01) Mwenzwa, Ezekiel
Kenya is administratively divided into forty-seven (47) counties each of which shall be under the stewardship of a County Governor once the new constitution is finally implemented. These officers shall be tasked with the coordination of governance and development in the respective administrative areas. Like specific country Heads of State in the case of New Partnership for Africa’s Development (NEPAD), County Governors shall be regarded as peers and hence accountable to both the government and the local community for any development activities. In the NEPAD development thinking, specific countries are required to undertake in-house reviews of their development policies and performance in governance, human rights and social service provision among others. The resultant data are presented to other African Heads of State and Government for peer review and the particular Head of State/Government made to answer for any development shortcomings. Similarly, to improve governance and accountability of leaders in areas under their purview, County Governors in Kenya could be subjected to the same peer review, hence NEPAD from below. This paper examines the APRM philosophy as a development archetype and argues for its intra-country domestication in Kenya focusing on the County
A study of the role of the head teacher in instructional supervision in Kabarnet and Salawa divisions of Baringo district
(2012-01-26) Dr. Kimosop, Maurice Kibet
The primary purpose of this study was to find out how headteachers carried out their roles as instructional supervisors in selected schools in Kabarnet and Salawa divisions of Baringo district. The sample was composed of 6 schools, three from each division. The data collecting instruments were administered to headteachers to find out how often and how effectively they supervised instruction in their institutions. Information was sought from heads of departments on how they supervised the teaching of subjects in their respective departments. Questionnaires were also administered to teachers to find out how they carried out instruction in order to verify how effectively they were supervised. Although the overall responsibility of instructional supervision rests on the head teacher, he must delegate some of the supervisory duties to heads of departments and the way teachers perform instructional duties indicates how effectively supervision has taken place. It was therefore important to seek information from these three parties. This study focused at finding out if the headteachers had the expertise to supervise instruction, the frequency in which they carried out supervisory tasks, the kind of supervisory techniques they used and the nature of staff development in their schools. It also sought to find out how headteachers fostered the selection, development, use and evaluation of instructional materials. In a nutshell, the study sought to verify the effectiveness of instructional supervision in schools in light of findings of various researches done in the field of instructional supervision and whether supervisory practices were in line with the statutory requirements put in place by the Ministry of Education. The research instruments used included questionnaires, interview schedule and observation guide. The data collected was analysed using descriptive statistics. Percentages were used to determine how often instructional supervision was done and the adequacy of suitable instructional resources in the schools. The research findings showed that half of headteachers were aged between 31 - 35 years, while none was above 45 years. There were also more male teachers than female teachers. Among the headteachers a majority were BEd graduates and only one had a Masters degree; more than half of the headteachers had a teaching experience of over 10 years but a majority of them had a short experience of less than 5 years as headteachers. The Kenya Educational Staff Institute and Kenya Secondary Schools Heads Association were the only bodies that seemed to organise some form of in-service courses for headteachers. The frequency of performance of instructional supervisory practices by headteachers were found to be low especially in the areas of classroom observations, checking students' notes and teaching lessons. Activities that were found to be frequently performed by heads of departments included signing schemes of work, co-ordinating teaching, inducting new teachers and motivating students to learn. The least performed duties included checking students' notes, inspection of teaching, stimulating teachers to teach and punishing inefficient teachers. Data on learning resources indicated that although schools had resources, most of them were inadequate and of poor quality. Resources that were adversely inadequate included teachers, textbooks, workshops, teaching aids and libraries. It was recommended that headteachers and heads of departments should undergo in-service training in the techniques of carrying out supervisory practices. It was further recommended that headteachers should be more involved in observation of teachers' classroom performance than they are. It was recommended also that the local community and parents should participate more in the provision of quality learning resources. It was suggested that further more elaborate research be conducted to find out the nature of courses headteachers should undergo in order to enhance their supervisory performance; the role to be played by the bodies affiliated to the Ministry of Education in the in-servicing of headteachers and the role of the local community and the parents in the provision of the learning resources.
The Extend to Which Mathematics Lessons are Attended to by Teachers as A Means of Covering The Subject Syllabus in Secondary Schools in Kenya
(2012-06) Prof. Mbugua, Zakaria Kariuki; Wamutitu, Joseph Mworia
Mathematics is a compulsory subject in primary and secondary school education in Keya. Achievement in the subject has been poor. The subject is a located more hours in the school timetable where mathematics teachers are expected to attend to all lessons and remain in class throughout the lesson. Research on the extend to which teachers attend to mathematics lessons is minimal and has not addressed how students get affected since the expectation of the society is the school to produce members who fit into the society, further more the examination council sets exams with the assumption that the syllabus was well covered thus disadvantages those students whose mathematics time was not well covered. Therefore, the purpose of this study is thus to investigate the extent to which mathematics lessons are attended in secondary schools. The findings of the study will provide a basis for emphasizing the need to have all mathematics lessons taught and improve on learning of the subject, which is of value, since mathematics provides skills in logical thinking, which helps in solving daily problems in society. Purposeful selections of schools along the highway from Busia district to Nairobi province were used in the study. Six hundred and sixty one students and seventy one mathematics teachers participate in study. Data was collected using one questionnaire for secondary school teachers and one questionnaire for students. Frequencies and percentages were used to organize and interpret the results. The findings indicate that mathematics lessons are poorly attended and there is need to improve on this.
Augmenting proletariat governance: lenses on chapter eleven of the constitution of Kenya, 2010
(Elixir, 2012-06) Mwenzwa, Ezekiel
Since independence, the governance of development in Kenya has for the most part been centralised under the armpit of government officials. As such devolution is vaguely understood especially by grassroots leaders and communities. Consequently, central government officials have continued to determine the path of development at the grassroots especially so since they also control financial resources through the district treasury. However, the government has recognized this top-down development archetype as a major bottleneck to welfare and has been implementing policies to bring on board the beneficiaries. One major attempt was the District Focus for Rural Development Strategy of the early 1980s, which made the district the local level planning and development coordination and implementation unit. This policy faced several challenges which necessitated more focused strategies to move decision-making powers from the center to margin. The early years of the 21st century marked increased resource devolution and decentralized decision-making to the grassroots including Constituencies Development Fund, recruitment of some cadre of staff, management of health facilities and water resources among others. The Constitution of Kenya endorsed by about 70% of votes cast during the August 4th 2010 Referendum and subsequently promulgated by the president on August 27th 2010 is yet another devolution stab to enhance development and governance at the grassroots. This paper highlights the devolution proposals and the envisaged benefits to grassroots communities in Chapter Eleven of the Constitution of Kenya.
Challenges faced by grandparents in managing emotional and behavior problems of orphans in the era of hiv/aids
(IJSSE, 2013) Kinyua, Joyce Njeri
The Role of the Community in the Management of Forests in Kenya: A Case of Elgeyo/Marakwet County
(hrmars, 2013) Cheruto, Kipkoech Lydia; Kipkoech, Limo Robert
The sustainability of life on earth is closely linked to better legal mechanism that spells out ways and means to manage forests in a sustainable way. Good management of forests in Kenya, ensures that the present and future generations’ livelihood is secured. This study investigated the role of the community in the management of forests. The study was guided by the theory of “network governance” advanced by Miles and Snow (1986). The study adopted a descriptive research design. The target population was Forest officers, members of youth groups, the provincial administration the local community and other stakeholders. The data was collected using both questionnaire and interview schedules. Simple random sampling technique was used to select the target population from the youth groups and the local community while convenience sampling technique and purposive sampling was used to select the members of provincial administration, forest officers and other civil servants. Data was analysed using descriptive statistics. The study established that local participation is imperative hence, there is need for more institutional capacity building, transparent, effectiveness and efficiency management of forests. Keywords: Community, Environment, Forest, Involvement, Management
Reactions of Schools’ Headteacher Toward Computer Use in Teaching and Learning in Secondary Schools in Tharaka-Nithi County in Kenya
(International Journal of Information Science and Education, 2013) Mbugua, Zachariah Kariuki; Muthomi, Mercy Wanja; Githua, Bernard Nyingi
Technology innovation has become a common-place phenomenon with widespread use of computers in society. The use of computer in Kenyan classrooms is still in its infancy and the perceptions and experience of head teachers do play an important role in promoting computer use in schools. However reactions of schools head teachers toward computer use in secondary schools has not been established. The purpose of the study was to investigate the reactions of schools head teachers toward computer use in teaching and learning in secondary schools in Tharaka-Nithi County. The study sought to find out the reactions of head teachers toward computer use in teaching and learning. The study employed descriptive survey research design. The research was carried out in 31 secondary schools in Tharaka-Nithi County. The subjects were head teachers in secondary schools that were randomly sampled. The sample size was 31 head teachers. The research instrument used was a questionnaire. The reliability coefficient of at least 0.7 was used in the study to test the degree of internal consistency of research instrument. The data obtained was scored, coded and analysed using descriptive statistics that included frequencies, percentages and graphics. From the study it was found out that the head teachers exhibit positive reactions toward computer use in teaching and learning. The findings of this study may help to reveal the significant role of the head teachers as technology leaders in meaningful integration of computers in teaching and learning.
SPECIAL NEEDS EDUCATION: A REVIEW OF LEGAL AND POLICY BASIS AND THEIR IMPLICATIONS IN KENYA
(Kenya Journal Of Educational Planning, Economics & Management, 2013) Dr. Njoka, Johannes Njagi; Syallo, Cajertane
Disability is a natural occurrence in life. Persons with disabilities constitute 10% of world population that translates to approximately 400 million people (World Bank, 2002).In Kenya, the disabled persons are 3.3 million people of whom 60% are children under 18 years (Ndurumo, 2004). These statistics demonstrate that the population of persons with disabilities constitutes a significant proportion in any country and therefore cannot be ignored. In this study the disabled persons will be referred to as learners with special needs since the disability does not render them incapable whatsoever but implies the need to modify and adjust the education system in order to enable the challenged to profit from learning. In Kenya since independence there have been legal and policy attempts to address the plight of children with special needs in education as a response and commitment to its people as well as to the various international conventions, protocols and action plans that the country is a signatory. This paper explores the legal and policy provisions pertaining to the practice of special needs education in Kenya and attempts to identify the gaps that continue to yawn for attention in the quest of satisfying the needs of learners with special needs with respect to the attainment of the Education For All goals by 2015, Millennium Development Goals and Kenya’s vision 2030 objectives.
Practices in International Value Chains: The Case of the Kenyan Fruit and Vegetable Chain beyond the Exclusion Debate
(TIJDSCHRIFT VOOR ECONOMISCHE ENSOCIALE GEOGRAFIE, 2013-02) Dannenberg, Peter; Nduru, Gilbert
The emerging role of private standards as new forms of regulation and co-ordination in international trade and production is discussed in various fields including economic geography. A prominent example is the impact of the European standard GlobalGAP (former EurepGap) in Kenyan export horticulture. While today this standard is a quasi mandatory precondition for entering the EU market, several studies came to conclude that its high requirements led to market exclusion of most Kenyan farmers. This paper analyses how far farmers have in fact been excluded or have found alternative ways to enter the chain. Based on our own surveys, we identify and analyse different informal possibilities that are frequently used to produce for EU markets without a GlobalGAP certificate. Here we argue that informal production flows can take place even in highly standardised sophisticated consumer markets and should therefore be integrated into analyses on global value chains.
Task Based Learning as an Alternative Approach to the Teaching of Languages in Kenyan Schools: Towards Best Practices
(2014) Gathigia, Moses Gatambuki; Njoroge, Martin C.
Although language syllabuses in Kenyan primary and secondary schools encourage teachers to involve learners in their own learning, actual classroom practices reveal that this is not fully implemented for various reasons. Nevertheless, one of the approaches to the teaching of languages advocated for by language specialists is Task Based Learning (TBL), in which the central focus is completion of tasks that involve learners in language use in real life situations. In so doing, learners develop excellent communication and social interaction skills. The idea is for learners to learn the target language by being exposed to meaningful task-based activities. They perform tasks in pairs or in small groups after which they compile a report and present their findings to the class in written or spoken form. The research on which this paper is based investigated the use of TBL as an alternative to the teaching of English in Kenyan primary schools. A school in Nyeri County, Kenya, was purposively sampled. Learners in the experimental class were taught using TBL while those in the control class were taught using the Presentation, Practice and Performance (PPP) approach. A pre-test and a post test were administered before and after the teaching. Afterwards, the scores were tabulated and analyzed quantitatively and the emerging patterns discussed. The findings revealed that many benefits are derived from the adoption of TBL in the language classroom. Thus, we recommend that TBL be adopted in the teaching of languages in Kenyan schools and that language teachers be trained on this approach.
Dhima ya Ushairi wa Kiswahili Katika Kuelimishia Jamii Kuhusu Demokrasia
(African Journals Online, 2014) Maitaria, Joseph Nyehita
Makala haya yanafafanua dhima ya Ushairi wa Kiswahili katika kubainisha na kuielimishia jamii kuhusu masuala ya demokrasia. Ushairi kama kitengo muhimu cha fasihi, umekuwa ukitumiwa kuchochea usaili na tafakari kuhusu uhusika wa watu katika uongozi wa jamii. Aidha, umaarufu wake hautokani tu na maneno ya lugha iliyozoewa katika jamii bali kupitia kwa tamathali za usemi ambazo huhusishwa kwa makusudi katika ubebaji wa ujumbe unaowasilishwa.Hivyo, utanzu huu unakuwa ni nyenzo ya kuwaelekeza, kuwaelimisha na kuwazindua watu kuhusu uwajibikaji wa kushiriki na kuchangia kwa dhati katika masuala ya siasa na uongozi wa jamii. Katika miaka ya mwanzo mwanzo mwa 1960 hadi miaka ya 1990, serikali za mataifa ya Afrika Mashariki zimekuwa zikijitahidi kwa kiwango fulani lakini hazijaudhibiti mwafaka wa kuhusisha umma katika masuala muhimu ya kitaifa. Kutokana na mabadiliko asasi za jamii ya sasa, kumekuwa na mitazamo tofauti tofauti kuhusu falsafa na matarajio ya watu kuhusu uelekezaji wa maisha yao. Baadhi ya wanajamii wamekuwa wakisaili na kukemea baadhi ya vitendo hasi vinavyoshuhudiwa katika mfumo wa utawala uliopo katika jamii. Kadhalika, ushairi wa Kiswahili umekuwa ukiyabainisha na kuyafakari baadhi ya masuala hayo kwa jicho pekuzi. Kwa maana hii, suala la demokrasia linashughulikiwa katika makala haya kwa kurejelea baadhi ya mashairi ya Abdilatif Abdalla, Sauti ya Dhiki (1973), Alamin Mazrui, Chembe cha Moyo (1988) na Said Ahmed Mohammed, Jicho la Ndani (2002)
Kenya’s Social Development Proposals and Challenges: Review of Kenya Vision 2030 First Medium-Term Plan, 2008-2012
(2014-01) Mwenzwa, Ezekiel
Kenya faces several development challenges including poverty, disease, unemployment, negative civic engagement among others. The development bottlenecks worsened following the introduction of the IMF/World Bank-propelled Structural Adjustment Programmes (SAPs) of the late 1970s and early 1980s. While the SAPs had envisaged benefits, they largely became part of the problem rather than the solution to development in Kenya. Accompanying these were negative civic engagements, particularly, ethnic conflict and political maladministration especially after the re-introduction of multiparty politics in the early 1990s. These drawbacks notwithstanding, development planning went on culminating in the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC) 2003-2007 in 2002 and its successor, the Kenya Vision 2030 in 2007. While the former was implemented, the latter is on course with the First Five Year Medium-Term Plan running from 2008 to 2012 recently concluded. The blueprint is driven by three pillars, namely; The economic, social and political pillars aimed at transforming the country into a middle income nation status by 2030. In the social pillar of the Vision are envisaged development projects for social transformation of the country. This paper reviews the proposed projects in the social pillar that were to be implemented by the year 2012 and points out the possible challenges that stood on the way of the envisaged transformation and suggests the way forward
Kenya’s Social Development Proposals and Challenges: Review of Kenya Vision 2030 First Medium-Term Plan, 2008-2012
(American International Journal of Contemporary Research, 2014-01) Mwenzwa, Ezekiel Mbitha; Misati, Joseph Akuma
Kenya faces several development challenges including poverty, disease, unemployment, negative civic engagement among others. The development bottlenecks worsened following the introduction of the IMF/World Bank-propelled Structural Adjustment Programmes (SAPs) of the late 1970s and early 1980s. While the SAPs had envisaged benefits, they largely became part of the problem rather than the solution to development in Kenya. Accompanying these were negative civic engagements, particularly, ethnic conflict and political maladministration especially after the re-introduction of multiparty politics in the early 1990s. These drawbacks notwithstanding, development planning went on culminating in the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC) 2003-2007 in 2002 and its successor, the Kenya Vision 2030 in 2007. While the former was implemented, the latter is on course with the First Five Year Medium-Term Plan running from 2008 to 2012 recently concluded. The blueprint is driven by three pillars, namely; The economic, social and political pillars aimed at transforming the country into a middle income nation status by 2030. In the social pillar of the Vision are envisaged development projects for social transformation of the country. This paper reviews the proposed projects in the social pillar that were to be implemented by the year 2012 and points out the possible challenges that stood on the way of the envisaged transformation and suggests the way forward.
The Role of the Prophetic Church in the context of Poverty
(2014-07) Murage, Josiah
Effects of alcohol abuse on parental guidance of children
(IOSR Journal Of Humanities And Social Science, 2014-08) Mwenje, Margaret; Sirera, Merecia A. M.
Alcohol abuse and dependence can be disabling to the family functioning and especially nurturing of the children. However, information on the effect of alcohol abuse and dependence on the role of parents as nurturers in the rural settings of Kenya is limited. The purpose of this study was to establish effects of Alcohol abuse and dependence on parents in the rural settings and how this impacted on their parental roles as nurtures and especially in guiding children. The parents who use alcohol frequently experienced alcohol related disorders that could be disabling them from their parental duties. The effects of alcohol abuse and dependence on parental guidance in Marachi central location in Butula Division in Busia County and Mathira division in Nyeri County were derived from a questionnaire and focus group discussions with parents who frequently use alcohol. A total of 83 parents, 41 from Butula Division Busia County and 42 from Mathira Division in Nyeri County participated in the study. The findings from this study indicate that alcohol abuse and dependence not only drained family resources but more importantly led to negative self assessment that worked against the role of parents as models and nurturers hence their inability in guiding children to grow into desirable persons for individual development and functioning of the society.