School of Education and Social sciences

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    Challenges Facing Corruption Prevention Activities in Public Secondary Schools in Nakuru and Nyandarua Counties Kenya
    (International Journal of Recent Research in Social Sciences and Humanities, 2019-09) Ngatia, Richard; Njoka, Johannes Njagi; Ndegwa, Lucy
    This study sought to examine the challenges facing corruption prevention activities in public secondary schools in Nakuru and Nyandarua counties Kenya.The study was informed by the Lucifer Effect Theory. The study used the correlational research design. The target population comprised of 420 principals, 840 heads of departments, 420 bursars in public secondary schools, two county directors of education and six school auditors making a total of 1688 school respondents. The study employed the formula of Cochran to get a sample of 313 respondents while the two county directors of education and six school auditors were purposively sampled, to give a sample size of 322 respondents. Data wascollected using the questionnaire constructed on a five point Likert scale. The research instruments were Pilot tested.Data was analysed using both the descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences.The study established that there was no significance difference between the challenges facing principals’ in the prevention of corruption in Nyandarua and Nakuru Counties.
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    Challenges Faced by Student Leaders in Managing Student Affairs in Public Universities in Kenya
    (International Journal of Education & Literacy Studies, 2019-01) Murage, Lucy Muthoni; Njoka, Johannes; Gachahi, Michael
    Effective management of student affairs in public universities continue to pose a major challenge to university administrators and student leaders in many parts of the world including Kenya. Public universities are perpetually ravaged by rampant incidences of student unrests and strikes yet innovative approaches meant to curb such incidences have been adopted that involved student leaders in governance of institutions of higher learning. The effectiveness of these innovative approaches in university governance is not clearly documented. The rationale of the study was to analyse the challenges faced by student leaders in managing student affairs in public universities in Kenya. The study employed descriptive survey research design. Stratified random sampling was used to select student leaders from public universities in Kenya. The sample size comprised of 19 members of student governing councils, 50 class representatives and 73 clubs and society leaders, making a total of 142 respondents. Data was collected using questionnaires. Analysed data revealed that 50.4% of the student leaders experienced challenges while executing their functions. The major challenges included conflict between academic pursuits and leadership roles, lack of teamwork among student leaders and students’ ignorance of university policies and statutes. The study further established a strong and statistically significant relationship between the challenges faced by student leaders and effective student affairs services in public universities at 0.05 levels of significant with a Pearson correlation coefficient of 0.789. The study concluded that challenges experienced by student leaders may impede effective discharge of their duties and may result in poor service delivery leading to incidences of riots. The study recommends that student leaders should be assisted to solve internal problems that may affect the effective discharge of their duties as a way of addressing unrests in public universities.
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    Challenges Facing Technical Training Institutes in Kenya: A Case of Nyeri, County
    (African Journal of Education, Science and Technology, 2019-09) Kagema, Josephat; Wanjohi, E. Waihura; Kimiti, Richard; Kimosop, Maurice
    Technical and Vocational Education and Training (TVET) was deemed as a key ingredient for Kenyans Economic development by offering mid-level technical managers for industrial transformation. The purpose of this study was to assess the challenges facing Technical Training Institutions in Nyeri County, Kenya. The Context, Input, Process and Product (CIPP) Theory formed the major theoretical framer for this study. The study adopted a descriptive survey research design. The study targeted 330 respondents among them Heads of Applied Sciences Department, Field Intern Supervisors and 275 interns from TVET institutions in the County. The study employed a questionnaire and interview guide as data collection instruments. The questionnaire and the interview guide were piloted to test for reliability and validity. Data analysis employed both quantitative and qualitative procedures using Statistical Package for Social Sciences (SPSS) Version 19 computer programme. Qualitative data was categorised into themes, coded and entered into the computer for analysis. Quantitative data was analysed using descriptive statistics (Chi-Test). The study showed that majority of the Head of Departments (HoDs) and TVET interns noted that TVET training was regarded as low-class education by the public. The study found that the respondents agreed that the technical institutions have well organized programmes for learners. The study also concluded that the technical institutes were poorly equipped for the market demand and often resulted in training with obsolete equipment. The Ministry of Industrialization together with the Ministry of Education should allocate more funding to technical institutions since they prepare middle level employees who are the key pillars of Kenyan’s achievement of the Vision 2030.
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