School of Education and Social sciences

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    The Oscillating State’s Role in the Provision of Social Welfare Services in Kenya
    (International Journal of Humanities and Social Science, 2016-05) Mwenzwa, Ezekiel Mbitha; Waweru, Sammy Mwangi
    The provision of social services in the global south has largely remained the role of governments with the private sector playing a peripheral role. At Kenya’s independence in 1963, provision of social services was solely the role of government. This was to remain so until the adoption of Structural Adjustment Programmes (SAPs) as prescribed by World Bank and International Monetary Fund (IMF), which called on government to roll back in provision of social services. Guided by neoliberal theory, provision of social services was later to be characterized by the introduction of user charges, cost sharing initiatives and privatization to augment the role of the private sector in this regard. However, over time Kenya has witnessed the resurgence of the state, especially during the President Mwai Kibaki era (2002-2012), in the provision of these services. Since then the Government of Kenya has continuously strengthened its role in this endeavor as it were conceived at independence. The gist of this paper is to examine the oscillation of the state in provision of social welfare services in independent Kenya. It is observed that politics has weighed heavily on the provision of social welfare services even as external prescriptive pressure has undermined state functioning in this regard. Nevertheless, increased tax collection has given Kenyan state leverage to sustain provision of welfare services. However institutionalization of welfare provision still faces challenges of resources, capacity and accountability. Finally, the paper evaluates merits and demerits of each welfare regime and recommends the way forward to revitalize provision of social welfare services and augment human welfare in the country.
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    Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership
    (Journal of Pedagogical Sociology and Psychology, 2019-04) Kagema, Josphat
    This paper makes a critical examination of the role of school principals and managers in enhancing curriculum supervision and reinforcing prudent teaching practices. This is through a plethora of activities such as analyzing teacher’s performance, providing meaningful feedback, enhancing collegial approaches in the school and developing instructional strategies that will help to achieve the curriculum goals. The administrators and school management also need to provide the instructional resources required to achieve the learning outcomes. It therefore calls for collaborative efforts between the school and the community within. A focus therefore is made on the nature of leadership that can drive to broadly achieve the overall school’s goals. Effective leadership has been examined by scholars and the concurrence is that there are appendages to it ranging from instructional leadership, transformative leadership, moral leadership, participative, contingency and managerial. A school principal need to blend the six approaches so that they are geared to learner’s achievement, work ethics and values, democratic ideals and social justice. Finally, the paper looks at the emerging concepts and trends in school supervision and how they have shaped the delivery of curriculum goals and directions of schools. It proposes on the direction that educational policy makers should adopt in view of making bringing success to school leadership for effective curriculum delivery.
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    Evaluating Principals’ Role in Curriculum Supervision through Effective Transformative Leadership
    (Journal of Pedagogical Sociology and Psychology, 2019-04-23) Kagema, Josphat
    This paper makes a critical examination of the role of school principals and managers in enhancing curriculum supervision and reinforcing prudent teaching practices. This is through a plethora of activities such as analyzing teacher’s performance, providing meaningful feedback, enhancing collegial approaches in the school and developing instructional strategies that will help to achieve the curriculum goals. The administrators and school management also need to provide the instructional resources required to achieve the learning outcomes. It therefore calls for collaborative efforts between the school and the community within. A focus therefore is made on the nature of leadership that can drive to broadly achieve the overall school’s goals. Effective leadership has been examined by scholars and the concurrence is that there are appendages to it ranging from instructional leadership, transformative leadership, moral leadership, participative, contingency and managerial. A school principal need to blend the six approaches so that they are geared to learner’s achievement, work ethics and values, democratic ideals and social justice. Finally, the paper looks at the emerging concepts and trends in school supervision and how they have shaped the delivery of curriculum goals and directions of schools. It proposes on the direction that educational policy makers should adopt in view of making bringing success to school leadership for effective curriculum delivery.
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    Influence of School Policies on Students’ Participation in Curricular Activities: a Case of Public Secondary Schools in Aberdare Central Region, Kenya
    (International Journal of Innovation and Research in Educational Sciences, 2017) Muthike, Winfred Ndunguri; Mwaruvie, John; Mbugua, Zakariah K.
    School policies influence students’ participation in co-curricular activities in secondary schools since, there is a statistically significant relationship between school policies and student participation in co-curricular activities. Data analyzed showed a strong, positive correlation between the two variables which gave a high correlation of 0.803. High levels of support by the school administration were associated with high levels of student participation in curricular activities. It is therefore concluded that there is need to strengthen support of co-curricular activities by the school administration which will result in an increase in students’ participation in co-curricular activities. The descriptive survey research design was used. The target population comprised of 35,426 subjects and a sample size of 365 participants.
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