School of Education and Social sciences
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Item Children's participation in Khat production: Educational implications(Lambert Academic Publishing, 2014) Mukami, FaithThis book is about children's participation in khat production. It describes the push and pull factors for children's participation in khat production and their implications for schooling. It also describes the perceptions on their participation in khat production and on schooling. Their Participation in khat production is depicted as child work and not labour. This book also depicts children as having agency and not as passive victims of exploitation. It presents the children as people who are capable of examining issues in life and who make decisions on how to act depending on how they interpret the situation.Item People's Responses to COVID-19 Containment Measures in Selected Areas in Nairobi County, Kenya: Dynamism of Nairobians in Response to COVID-19(IGI, 2022) Wanjau, Kenneth Lawrence https://orcid.org/0000-0002-3146-5324Item Technology-Enabled Learning: Policy, Pedagogy and Practice(Commonwealth of Learning (COL), 2020-08-24) Sanjaya, Mishra; Santosh, PandaTeaching and learning have undergone considerable transformation from the traditional classroom model to the current online and blended models. Developments in information and communications technologies hold the key to such transformation. Seizing the opportunities and affordances of these technologies, COL’s Technology-Enabled Learning (TEL) initiative has focused on several activities to support governments and educational institutions in the Commonwealth since July 2015. // Significant and sustainable interventions include: the Commonwealth Digital Education Leadership Training in Action programme; ICT in education policy development, including open educational resources policy and implementation; massive open online courses on TEL and blended learning practices; systematic TEL implementation in educational institutions; and advanced ICT skills development. // Technology-Enabled Learning: Policy, Pedagogy and Practice, based mostly on various TEL projects in the last five years, presents diverse experiences of TEL from a critical research perspective, offering lessons that can be deployed elsewhere. The book’s 17 chapters provide success stories about the planned and systematic integration of technology in teaching and learning, and present models for online training at scale using massive open online courses and other platforms. Within the framework of the policy–technology–capacity approach to TEL implementation at the micro, meso and macro levels, the chapters also provide guidelines for researching and evaluating similar projects and interventions. // In the post-COVID-19 world of education, the lessons learnt and recommendations in this book will help policy makers and educational leaders rethink existing models of education and training.Item Likes and comments: The untamed Facebook sex education in Uganda and Kenya for emerging adults(IGI global publisher, 2017) Kendagor, Ruth; Mpiima, David Mugambe; Ndung'u, Sara WairimuItem Relationship Between SMASE-Trained Teachers’ Factors and Primary School Pupils’ Mathematics And Science Achievement in Murang’a County, Kenya(Academic Research Journals, 2014) Gachahi, Michael W.; Kimani, Gerald N.; Ngaruiya, BonifaceThis study investigated the relationship between SMASE-trained teachers’ factors and pupils’ achievement in Mathematics and Science in primary schools in Murang’a County. Correlational research design was adopted in this study. Stratified random sampling was used to ensure that rural and urban schools in the County were represented. One hundred and nine teachers participated in the study. Four research instruments that included teachers’ questionnaire, a lesson observation guide and two achievement tests, one in Mathematics and the other in Science, were used in the study. Chi square and Pearson Correlation Coefficient were used to test the null hypotheses (α =.05). The study found that SMASE-trained teachers’ gender, teaching experience and level of application of SMASE skills were not significantly related to students’ academic achievement.Collection Collection Collection Collection