International Journal of Education Research and Reviews

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (7), pp. 404-411, September, 2015. © International Scholars Journals

Full Length Research Paper 

A study of the role of Non-Governmental Organizations on poverty alleviation in Kabale District: A Case study of Buhara Sub-County

Mategeko Kaguta, James Ssekandi and Festo Kyomya

¹Department of Development Studies, Kabale Universty Uganda.

²Department of Social and Social Administration, Kabale University Uganda.

*Corresponding author Email:[email protected]

Accepted 3 August, 2015

Abstract

This study is set out to investigate the contribution of nongovernmental organizations on poverty reduction in Kabale District: A case study of Buhara Sub-county. The sample population is both males and females of Buhara Sub-county in all the parishes. The researcher employed survey methods based on questionnaire method of data collection. The questionnaire was administered to beneficiaries and non -beneficiaries both males and females of Buhara Sub-county in all the parishes. Focus group discussions also employed, the researcher interview key informants like LCs youth representatives, women representatives, church leaders and extension workers in Buhara Sub-county. The research questions focused on what is the contribution of NGOs on poverty reduction in Buhara Sub-county; what are the major causes of poverty in Buhara Sub-county; what are the indicators of poverty in Buhara Sub County; what are the possible solutions to the identified causes of poverty?. The findings of the study are on the contribution of non governmental organizations on poverty reduction. The study established that the interventionists NGO’s are to perceive the communities in self- help development project to reduce the poverty. It is when this notion is firmly rooted in them that they can use their interventions in form of technical, financial and material aids to stimulate the benefiting communities to participate actively in promotion of poverty reduction in the district. This study is try to assess the contribution of nongovernmental organization in poverty reduction in Buhara of Kabale.

Keywords: Contribution, Investigation, Non-governmental, Organization, Poverty.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (6), pp. 321-326, August, 2015. © International Scholars Journals

Full Length Research Paper

Sex differentials in self-concept and academic success among visually impaired pupils in Kenya

*Musalia Musyoka, Moody N. W. and William Kiljana

Department of Educational Communication, Technology and Curriculum Studies, University of Kabianga, Kericho, Kenya.

*Corresponding author E-mail: [email protected]

Accepted 17 June, 2015

Abstract

Variation in self concept and academic achievement particularly among the visually impaired pupils has not been conclusively studied. The purpose of this study was therefore to determine if there were gender differences in self-concept and academic achievement among visually impaired pupils in Kenya. The population of the study was 291 visually impaired pupils. A sample of 262 respondents was drawn from the population by stratified random sampling technique based on their sex (152 males and 110 females). Two instruments were used in this study: Pupils’ self-concept and academic achievement test. Data analysis was done at p≤0.05 level of significance. The t test was used to test the relationship between self-concept and achievement. The data was analyzed using Analysis of Variance (ANOVA) structure. The study established that there were indeed gender differences in self-concept among visually impaired pupils in Kenya. The study therefore recommend that the lower self-concept observed among boys should be enhanced by giving counseling and early intervention to this group of pupils with a view to helping them accept their disability.

Key words: Self concept, visually impaired pupils, gender differences, academic achievement.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (7), pp. 481-487, September, 2015. © International Scholars Journals

Full Length Research Paper

Influence of teachers on linguistic course choice, development and utilization in early childhood education programme

*Kipruto Lukwiya, Francis Wambui Garda and Sang Muhoho

Dienya Secondary School, P.O Box 211, Ng’iya, Kenya.

*Corresponding author E-mail: kipruto [email protected]

Accepted 20 June, 2015

Abstract

The teacher is an important factor in teaching and learning of language in Early Childhood Development and Education (ECDE) programme. A well prepared teacher could be very effective in the selection, development and use of materials. However, in Gem District in the Republic of Kenya, concerns have been raised regarding the preparedness of the ECDE teachers in language material selection, development and use. The purpose of this study was to determine the extent of influence of teacher factors in selection, development and use of language materials. The study involved 68 teachers (representing 33% of the population) selected by simple random sampling from 115 ECDE centers in Gem District, Kenya. The study was based on descriptive survey design. Data was collected by the use of a questionnaire. The study found that teachers were academically and professionally ill equipped to effectively select, develop and use materials in the language classroom. The study recommends that the Government should harmonize ECDE teacher training program and widen the scope of the curriculum to include practical aspects to enhance sufficient and effective selection, development and use of language materials in the Early Childhood Development and Education Programme.

Key words: Teacher factors, language curriculum materials, selection, development, use.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (9), pp. 530-534, November, 2015. © International Scholars Journals

Review

Curriculum reform for elementary education in Nigeria

*Femi G. Bola, Elechi O. Ladipo and Wande F. H

Department of Curriculum Section, Faculty of Education, Ekiti State University, Ado Ekiti, Nigeria.

*Corresponding author E-mail: [email protected]

Accepted 31 June, 2015

Abstract

Nigeria educational system has gone through various developments recently. The selection and organization of curriculum contents distribution and use of teaching materials and its relevance to the curriculum, the need and aspirations of the society are problems associated with Nigeria educational system. Therefore changes have become imperative in the current curriculum for all the educational levels in Nigeria. This is the crux of this paper. Children and youths of today do not live in a “kid-friendly” world. They face serious problems as never before: problems such as substance abuse, teenage pregnancy and youth violence, among others. These events therefore accentuate the fact that we live in a terrible world. Now more than ever, it dawn on us as educators to be diligent in our efforts to educate the child wholly. Many claim it is no longer enough to simply teach Math or Reading Social Studies or Music, effort should be made in teaching “right from wrong”, hence the need for character training curriculum. The benefits of character training education as highlighted in this paper are immense. It includes among others an admiration for quality of character that assures the young that there is the need to be responsible and to act right. The paper concludes with the fact that the school can give a virtuous foundation through the teaching of character training education as an independent subject in primary, post primary and tertiary levels.

Key word: Character, training, reform, curriculum, basic education.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (9), pp. 523-528, November, 2015. © International Scholars Journals 

Full Length Research paper       

Teachers’ participation, dedication and vision in curriculum development and planning

*Timicruo B. Silver, Ojobor Smith and Ogunbor O. Taremi

Department of Curriculum Studies, Faculty of Education, Federal University Otuoke, Beyelsa, Nigeria.

*Corresponding Author E-mail: [email protected]

Accepted 28 June, 2015

Abstract

The study was designed to investigate Nigerian science teachers’ involvement, commitment and innovativeness in curriculum development, implementation and change. The sample consisted of 630 secondary school teachers drawn from the six southwestern states of Nigeria. Questionnaire tagged Teachers’ Involvement, Commitment and Innovativeness (TICIQ) was used for data collection. The data collected was analyzed using frequency counts and percentage. The findings are: Teachers are often drafted to classroom implementation of curriculum reforms but are seldom involved in the development and how best to implement such reforms; The teachers are yet to embrace modern methods, approaches and techniques which include the use of computer and internet resources in classroom science teaching; While majority of them are proud to be teachers and may not opt out if given a second chance yet they frown at any attempt to lay them off on account of not being computer literate and internet compliant. The authors concluded that teachers often show resistance and lack of commitment to implementation of curriculum reforms because they are seldom involved in the development and even how best to implement them. They recommended the adoption of grass root approach to curriculum development involving all stakeholders including teachers who would implement the curriculum in the long run.

Keyword: Curriculum development and implementation, change, teachers’ involvement and commitment, innovativeness.