International Journal of Education Research and Reviews

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (1), pp. 030-034, March, 2015. © Advanced Scholars Journals

Case Study

Impact of distance education on marital stability as perceived by female students at selected Nairobi Public Universities

Otieno Caroline Marygorety Akinyi

Egerton University, Institute of Gender, Women and Development Studies, Kenya.

Email: [email protected]

Accepted 29 January, 2015

Abstract

Long-distance relationships are becoming increasingly common. Studies show that about one third of all dating relationships among university students are long distance. The study attempts to investigate how socialization and gender outcomes in public universities, interact with distance learning status to predict marital stability from the perspective of female students. The objective of this paper is to investigate how gender and long distance studies affect marital stability. It integrates analysis of gender and relationship security in predicting stability of long-distance relationship. The study thus connects the distance relationships to the distance learning associated gender needs among female students and the resultant stability in their marital lives. The study design used mainly qualitative paradigm using case study approach and 10 Focus Group Discussion between 8-10 female students together using structured questionnaires to collect data from married students. 120 female students were purposively sampled to determine their consequent marital situations. The findings reveal that physical separation of partners is associated with increased distress and depression and reductions in relationship satisfaction. The continuous separation over a prolonged period of time due to educational needs has a direct impact on marital stability.

Key Words: distance-learning, marital stability, empowerment, gender roles, challenges, marriage stability. 

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol.3 (1), pp.023-029, March, 2015. © International Scholars Journals

Full Length Research Paper

Concerning systemic educational alignment: Moving beyond neoliberal discourse

Dr.  Nicholas Zarb

Systems of Knowledge Department, Junior College, University of Malta Msida Malta.

E-mail: [email protected]

Accepted 16 February, 2015

Abstract 

Further education is perceived to be education’s Cinderella. To combat such a perception, a new metaphor of organizational alignment is delineated, drawing upon the importance of collaboration among different FE organizations. Current alignment theory is based on the premise of competition among such organizations, whereas its application in education is based on neoliberal theory. Such theories are generally eclectic in nature focusing on a number of attributes, such as strategy, mission, employees, clients, and social capital. While these attributes are important, organizational alignment may be better perceived as an organizational capability. A pragmatic approach is utilized to demonstrate the problems inherent in the neoliberal formulation of alignment. Problems include the role of actors within the educational system and the way alignment is perceived by such actors. Furthermore, collaboration, based on organizational networking, may helpfully lessen these problems and create a healthy and vibrant FE sector.

Key words: Further education; organizational alignment; neoliberalism; pragmatism; organizational networking.

International Journal of Educational Research and Review ISSN: 2329-9843 Vol. 2 (5), pp. 017-022, May, 2013. © International Scholars Journals

Full Length Research Paper 

A review of ergonomically designed work seats; the situation of small-scale garment producers in Ghana

Efua Vandyck¹, Seth Oppong², William Senayah³ and Elizabeth Ba-ama⁴

¹Department of Family and Consumers Sciences, College of Agriculture and Consumer Sciences, University of Ghana. Legon, Ghana.

²Discipline of HRM, Sam Jonah School of Business, African University College of Communication, Accra.

^3,4Department of Family and Consumers Sciences, University of Ghana. Legon Ghana.

Accepted 04 October, 2013

Abstract

The knowledge of the role of seats and posture in everyday occupations has generated attention lately. Research has consistently found that the physical characteristics of the job of the machinist in garment production are an important risk factor for muscle pain and injury. The risks have often been linked to conditions such as chairs and awkward postures. Working chairs that are too high or too low result in awkward bodily positions that may cause pain and injuries that may reduce production rates and quality. This paper contrasts evidence on biomechanics of sitting posture and anthropometric measurements for seated workers from western sources with recent empirical evidence in Ghana so as to highlight any differences in ergonomic practices with respect to work seats. Findings from recent empirical study in Ghana revealed that the height and depth of seats of dressmakers and tailors did not meet standards as recommended in the literature. Seats were non-adjustable, had no backrest and seat pads. Our review thereby sheds new light on the effects of difficult practices on dressmakers/ tailors vocation. It is therefore suggested that trade organizations assist garment producers to improve work seats.

Key words: Seats attributes, garment manufacturing, ergonomics, Ghana, small scale.

International Journal of Educational Research and Reviews ISSN: 2329-9843 Vol. 2 (1), pp. 009-016, January, 2014. © International Scholars Journals

Full Length Research Paper

Determinants of implementation of public procurement regulations in Kenya’s secondary schools

Mulwa Janet Kavula¹, Jeremiah M. Kalai² and Joash Migosi³

¹Doctorate student, University of Nairobi, Kenya.

²University of Nairobi, School of Education, Kenya.

³School of Education South Eastern Kenya University, Kenya.

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

Accepted 18 November, 2013

Abstract

The enactment of Public Procurement and Disposal Act and the public procurement and Disposal Regulations in both developed and developing countries are among the 20^th century institutional reforms that have been castigated by the demand for transparency and accountability in the management of public institutions. Such legislative requirements ought to be implemented in public secondary schools due to the fact they are public entities. This study sought to establish the determinants of implementation of public procurement regulations by headteachers in public secondary schools in Migwani District, Kenya. The study was conducted in 27 secondary schools. The study employed descriptive survey design and used questionnaires for 27 headteachers, 27 deputy headteachers, 27 accounts clerks, members of procurement committees and District Schools Auditors. Simple random sampling procedure was used to select the procurement committee members. Data was presented by use of frequency tables and percentages. The study established that there are key determinants that meed to be put in place for effective implementation of the procurement rules and regulations. These includes; the establishment of public procurement structures, exposure of the headteacher to management training, induction of members charged with procurement roles on procurement regulations, financial standing of the school and possible intervention in the implementation of public procurement regulations.  The findings also indicated low level of compliance in the implementation of public procurement regulations.

Key words: Determinants, public procurement, regulations, head teachers, school.

International Journal of Educational Research and Reviews ISSN: 2329-9843 Vol. 2 (1), pp. 001-008, January, 2014. © International Scholars Journals
 

Full Length Research Paper

The degree of secondary stage Teachers` recognition of democratic principles and the extent of practicing them in learning processes in Jordan

Jamal Abdil Fattah Al-Assaf and Muhammad Ibrahim Al-Kaddah

Educational Science Department, Balqa Applied University, Jordan.

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

Accepted 9 September, 2013

Abstract

The study aimed at identifying the degree of secondary stage teachers` recognition of democratic principles and the extent of practicing them in learning processes. In order to realize the goal of the study, a random sample of (117) male and female teachers were selected by the researchers who also prepared the required tools of the study. The results indicated that the degree of secondary stage teachers` recognition and practicing of democratic principles in Jordan was of a high level. In addition there were no statistically significant differences between the recognition of democratic principles and practicing them in Jordan. In the light of those results, the researchers introduced some relevant recommendations, the most prominent of which are adopting democratic principles as a method to be performed at secondary schools thought sharing elected representatives of students, for example, and being open to the civil society organizations to extend the democratic participation of all social categories.

Key words: Democracy, recognition, learning processes, learning, secondary stage, Teachers.

Full Length Research Paper

Effects of head teachers’ leadership styles on the performance of examinations in public primary schools in Kikuyu District, Kenya

Caroline Wanjiku Karori¹, Agnes K. Mulewa², Charles Ombuki² & Joash A. Migosi²

¹Doctoral candidate, Maasai Mara University

²South Eastern Kenya University

*Corresponding author. E-mail: [email protected], [email protected]

Accepted 12 June, 2013

Abstract

Literature shows headteachers’ leadership styles impact on students’ performance in Kenya Certificate of Primary Education (K.C.P.E). Majority of the pupils who sat for K.C.P.E. over the last five years in Kikuyu district had average marks. This is despite the schools having qualified teachers, adequate resources and facilities to enhance effective learning and good performance. This study purposed to investigate the effects of headteachers’ leadership styles on students’ performance in K.C.P.E in public primary schools in Kikuyu district. The study adopted ex-post facto survey research design. All teachers and headteachers in all the public primary schools in Kikuyu district were targeted. Twenty seven headteachers and 154 teachers were randomly sampled from 27 primary schools. Responses were obtained using questionnaires. Descriptive and inferential statistical techniques were utilized in data analysis. Findings revealed there was a significant relationship between headteachers’ leadership styles and students’ academic performance. There was no relationship between headteachers’ gender, age, teaching experience and marital status and their leadership styles. Teachers perceived their headteachers as autocratic. Recommendations were that headteachers should enhance their leadership skills and use the most appropriate leadership style for a conducive teaching and learning environment.

Key words: Effects, headteachers, academic performance, leadership style, public schools.