John Aluko Orodho

Policies On Free Primary And Secondary Education In East Africa : Are Kenya And Tanzania On Course To Attain Education For All (EFA) Goals By 2015?

This paper provides a comparative perspective of two of the three East African Countries policies for expanding access to education, particularly with regard to equity and quality of basic education in Kenya and Tanzania. Against the background of the fast approaching deadline of 2015 for attaining Education for All (EFA), the paper provides a brief review of the policies in light of countries own stated goals alongside the broader international agendas set by the World Forum on EFA. It is concerned with two questions: What were the politics and underpinning philosophy surrounding the formulation of the policies in Kenya and Tanzania and have the policies changed over time, and if so why? What are the critical emerging challenges inhibiting the attainment of equity and quality of education in the two countries? The source of data for the paper was a combination of secondary data through desk literature review and primary data from studies conducted in some regions in the two countries, particularly in North Eastern Province of Kenya and Shinyanga Region in Tanzania. The major finding is that tremendous quantitative growth has occurred in access to primary and secondary education in the two countries. Nonetheless, education in these countries have been fraught with nearly similar unique multifarious and intertwined challenges of providing education, resulting in marked and severe regional and gender disparities in access to, and low quality of education. The two countries have put in place a series of educational interventions and drives including free primary education and subsidized secondary education, as well as bursaries for the poor needy learners that are yielding slow but positive progress towards the attainment of EFA goals. It is recommended that in order to attain EFA goals by 2015, these efforts should be accelerated and intensified with a view to reversing regional and gender disparities keeping in mind the fact that the deadline for the attainment of EFA goals is fast approaching and therefore making it urgent to translate the education policies into practice rather that the current rhetoric chimera.

Determinants of Job Satisfaction and Retention of Special Education Teachers in Primary Schools in Nairobi County, Kenya

The thrust of this paper was to examine determinants of job satisfaction and retention of special education teachers in Nairobi County, Kenya. The study was prompted by the fact that literature on job satisfaction shows that teachers are increasingly dissatisfied with their work. The study was premised on researches done on labour turn-over theory by Meyer et.al.(2003) and later by Barrington and Franco (2010)which isolates some critical factors that influence job satisfaction. A descriptive survey research design was applied. The sample consisted of 5 principals and 70 special education teachers yielding a total sample size of 75 to participate in the study. Mixed methods involving qualitative and quantitative approaches were used to generate data. The study revealed that majority of special education teachers in primary schools in the study locale were not satisfied with the terms and conditions for their job and reported that they were likely to leave in the next five years unless the situation improves. The major factors causing dissatisfaction among the teachers were of both intrinsic and extrinsic nature which included : lack of appropriate training and experience in special education setting, heavy workload due to rapidly growing student population, lack of administrative support and appraisal, and low remuneration as well as poor terms of service, amongst others. The study recommends that remuneration and terms of service for the teachers should be improved, refresher course and workshops be intensified , administrators to maintain 3-5 number of learners per special education teacher and planners and ministry of education should create more awareness on special needs education to the society.( 262 words).

Secondary School Student’s Perception towards Agriculture Subject in Public Secondary Schools in Nairobi County, Kenya

The study sought to examine the secondary school student’s perception towards agriculture subject in public secondary schools in Nairobi County. The objectives of the study were: i)to examine the enrollment profile of students in Agriculture between 2009 and 2013,ii) find out students’ perceptions regarding the availability of teaching resources and iii) determine students’ perception regarding level of difficulty of Agriculture subject. The study was premised on the production Function Theory in education postulated by Psacharopoulos and Woodhall which refers to the process by which inputs are converted to outputs. The study adopted a descriptive survey research design using questionnaires as the main data collection instrument. Data was provided by 304 randomly students taking Agriculture subject in secondary schools in Nairobi County. The quantitative data was analyzed using descriptive statistics aided by the Statistical Package for Social Sciences (SPSS) computer programme version 20.The major findings were that although there was a declining enrollment trend , the enrolled students had positive attitude towards Agriculture subject. However, the teaching and learning of the subject was constrained by inadequate instructional resources, especially the tools, demonstration land and agricultural equipments. It was therefore recommended that the subject should remain an elective subject due to shortage of land and equipment, and the few students taking the subject should be motivated by receiving some of the farm produce and specialized training beyond the Kenya Institute of Curriculum Development syllabus to make the learners acquire modern agricultural techniques through internet and e-learning mode. [245 words].

Is the choice of a degree program a factor of personality types and degree of congruence

The purpose of this study was to examine the relationship between Holland’s personality types, congruence and the choice of degree program as postulated in Holland theory of vocational choice. The theoretical framework was based on the Holland theory, which postulates that people will spend a considerable amount of time seeking academic environments that match their personality types. The independent variables were the personality types and the choice of the degree programs while the dependent variable was the degree of congruence. The Self Directed Search 4 th Edition questionnaire by [1] was used for data collection. This study used measures of relationship and association techniques, Pearson’s coefficient correlation and Chisquare to analyze data. The results showed a significant relationship between personality types and the choice of degree program and the degree of fit, congruence with choice of degree program was an important factor. The following conclusions were drawn; Holland typology can be used to classify students’ personality types and degree programs, and that congruence is a predictor of choice of the degree program.

Contribution of Leadership as a Determinant of Holistic Education of Students in Secondary Schools in Kiambu and Samburu Counties, Kenya

DOI: 10.15580/GJER.2018.5.072118102 This study sought to determine the contribution of peace education as a determinant of holistic education of students in secondary schools in Kiambu and Samburu Counties, Kenya. An explanatory mixed methods research design that involves both quantitative and qualitative strands was adopted for the study. The actual sample reached for both phases was 707 participants. The research instruments used during the first quantitative strand of the study were questionnaires for principals, students and senior teachers. The qualitative data in the second phase was collected using observation checklists and interview guidelines for principals, senior teachers, members of BoM as well as Quality Assurance and Standards Officers from the Ministry of Education. Quantitative data from questionnaires was analyzed using the Statistical Package for Social Sciences (SPSS). The major finding was that majority of respondents in Kiambu County compared to their counterparts in Samburu County considered peace education as one of the determinants of holistic education. The results especially based on regression analysis and corroborated by qualitative data from interviews and observations led to the conclusion that the use of a combination of peace education was one of the determinants of holistic education. It was thus recommended that Peace Education should be integrated into the syllabuses at all levels of learning from pre-unit to university to facilitate development of holistic education. Submitted: 21/07/2018 Accepted: 30/07/2018 Published: 31/07/2018

Wastage in Public Secondary Schools: Strategies to Reduce Effects of Home -Based Variables in Kericho County, Kenya

DOI: 10.15580/GJER.2018.4.060718078 The gist of this study was to determine strategies for reducing home-based variables causing educational wastage in public secondary schools in Kericho County, Kenya. The specific objectives of the study were: first to profile the nature of educational wastage, second, to determine the home-based variables causing the educational wastage and, third, to devise strategies for reducing these variables. A descriptive survey research design was employed. Purposive sampling technique was used to select 10 principals and simple random sampling to select 25 teachers and 275 students, yielding a sample size of 320 participants. Questionnaires were used to collect data from students and teachers while interview schedules were used to collect information from teachers and principals. The instruments were pretested before fieldwork to determine their validity and reliability. It was established that the nature of educational wastage was rather complex and rampant in all classes in the study locale. It was revealed that the proportion of total wastage due to student dropout (PTWSD) ranged between 49.3% to 83.7compared to the proportion of total wastage due to student repetition (PTWSR) at between 6.8% and 50.7%. The main factors responsible for repetition were ranked in decreasing order of magnitude as: child labour, absenteeism, negative peer influence, and lack of parental support of school development projects The recommended strategies ^^^alleviate the negative trend were: key stakeholders, especially the parents and community members should be sensitized to support school development projects ; and Board of Management in schools should put in place early identification procedures to retain students who are likely to drop out of school because of school fees and other home-based bottlenecks. Submitted: 07/06/2018 Accepted: 26/06/2018 Published: 28/06/2018

Co-Curricular Activities: Are they Determinants of Holistic Education of Students in Secondary Schools in Kiambu and Samburu Counties, Kenya?

DOI: 10.15580/GJER.2018.3.041918059 This study examined the contribution of co-curricular activities a as determinants of holistic education of students in secondary schools in Kiambu and Samburu Counties, Kenya. An explanatory mixed methods research approach that involves both quantitative and qualitative was adopted for the study. The study utilized a sample of 624 participants. The research instruments employed during the first quantitative strand of the study were questionnaires for principals, students and senior teachers. The qualitative data in the second phase were collected using observation checklist and an interview guide for principals, senior teachers, members of Board of Management (BoM) as well as Quality Assurance and Standards Officers. Quantitative data from questionnaires were analyzed using the Statistical Package for Social Sciences (SPSS) while the qualitative data were analysed with the assistance of Atlas.ti Software. The major finding was that majority of respondents in Samburu County compared to their counterparts in Kiambu County considered co-curricular activities as one of the determinants of holistic education. The results, based on regression analysis and corroborated by qualitative data from interviews and observations, led to the conclusion that, the use of a combination of diverse co-curricular engagements was one of the determinants of holistic education. It was, thus, recommended that School Management Boards should incorporate a well-balanced combination of diverse co-curriculum activities in the formal curriculum in order to achieve holistic education. Submitted: 19/04/2018 Accepted: 28/04/2018 Published: 30/04/2018

Relationship between Early Childhood Play Activities and Holistic Development of the Learner in Pre-schools in Kiambu County, Kenya

DOI: 10.15580/GJER.2018.3.041318058 The study investigated relationship between early childhood play activities and holistic child development in Kiambu County, Kenya. It was conducted on a sample of 300 participants’ comprising 150 teachers and 150 managers of pre-school institutions. Questionnaire and interview guides for managers and teachers were the main instruments used to collect data. Pretesting of the questionnaires yielded a reliability coefficient of 0.752 and 0.692 for teachers and managers respectively. Quantitative data collected were analysed using Statistical Package for Social Sciences and also by using narrative technique. Majority (88%) of the pre-school teachers were female, and youth within the age group of 2125 years age. The pre-school teachers and managers considered lecture method and childplay activities important in contributing to the holistic development of the child at pre-school level. There was a significant relationship between perceptions of pre-school teachers and managers on influence of early childhood play activities on holistic development in terms of emotional, motor-physical and social skills in children. Submitted: 13/04/2018 Accepted: 28/04/2018 Published: 30/04/2018

Technical and Vocational Education and Training: Why Attainment of Kenya’s Vision 2030 is an Illusive Goal for TVET Graduates

DOI: 10.15580/GJER.2018.2.030818035 The study examined the role Graduates from Technical and Vocational Education and Training (TVET) towards contributing to the attainment of Vision 2030 in Kenya. The study had two objectives, to determine the perceived importance of TVET and find out the major challenges inhibiting the contribution of graduates from TVET institutions from effectively contributing towards attainment of Kenya’s Vision 2030 which is geared towards making Kenya a newly industrialized and middle income country that can provide high quality life for all citizens by the year 2030. The study used 214 participants comprising 38 managers, 72 trainers, and 104 trainees from TVET institutions in Kenya. The Study utilized structured questionnaires, interview guide and observation schedules to collect data. Data was analyzed using descriptive statistics especially the mean and standard deviation and qualitative narrative approaches. The study established that the majority of participants were of the opinion that, graduates from TVET were not well prepared for the Kenyan world of work and had negative attitudes towards informal sector employment opportunities. This negative attitude had hindered trainees from choosing TVET and as such were largely unemployed. The TVET training sector has also suffered from fragmentation and lack of coordination having moved from one ministry to the other over the years. It was evident that, students preferred pursuing technical training at university level, causing a serious imbalance between the Technicians and Engineers. This trend has negatively impacted on the efforts made by the Government of Kenya towards being a newly industrialized country as enshrined in Vision 2030. The study recommends that, there should be a new paradigm shift in Kenya by reversing this negative attitude among the youth and making overt efforts through appropriate incentives to ensure success of TVET training in the country. Submitted: 08/03/2018 Accepted: 24/03/2018 Published: 30/03/2018

The Impact of Education Policies: How are enhanced Standards of Living influencing access and Participation in Education of Children among Communities in Mandera County, Kenya?

The thrust of this paper was to examine the impact of education policies and improvements of the standard of living on the education of children among communities in Mandera County, Kenya. This study adopted a cross sectional survey research design. Convenient sampling technique was used to select sample of 150 including chiefs, counselors and local people respondents from a total population of 720. The main research instruments used were questionnaires and interview guidelines to be used for face to face interviews and focus group discussions. The Statistical package for Social Sciences (SPSS) Computer package Version 20.0 was used to analyze quantitative data by generating both descriptive and correlation statistics. The findings revealed a positive relationship between government policy and attainment of universal education by trying to bridge the gender gap in education in the region. The findings revealed that although majority of the respondents strongly agreed that government policy of compulsory education in primary and secondary has enabled all children access free education in most divisions in the county, the gender differential gap still posed as a challenge to be surmounted. It was concluded that the government policy on vulnerable groups and of promotion women through provision of capital to enhance their social economic development was slowly making a positive impact on education and livelihoods of poor households. It was recommended that the government should intensify development projects to help the women and their children, especially parents of disadvantaged children to be more economically empowered with a view to making them self reliant and more effective parents. The adoption of gender equity policy on resource allocation and distribution should be the overriding strategy to realize the overall impact of education on socio-economic development of the study locale of Mandera County Kenya.(289 words).