International Journal of Education Research and Reviews

International Journal of Educational Research and Reviews ISSN: 2329-9843 Vol. 1 (3), pp. 047-052, August, 2013. © International Scholars Journals

Full Length Research Paper

Effect of conversion of co-educational schools to single sex schools on girl student discipline in Trans-Nzoia District, Kenya

Judith S.K¹ Achoka and Jane Barasa²

Associate Professor of Education, Masinde Muliro University of Science and Technology, Kenya.

Doctoral Student of Masinde Muliro University of Science and Technology, Kenya.

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

Accepted 17 June, 2013

Abstract                                                              

Provision of equal educational opportunities to girls and boys is a key objective of the government of Kenya. This study was conducted in girls’ schools that were converted from co-educational schools in Trans-Nzoia District, Kenya. It sought to determine the effects of the conversion on girls’ discipline. This is in light of the goal that education must prepare and equip the learner with skills, expertise and attitudes that enable him/her to play an active role in National Development. For meaningful realization of this goal, students’ discipline needs to be enhanced in all learning institutions. Secondary schools in Kenya are broadly categorized into three: Boys only, Girls only and co-educational. Apparently, majority of indiscipline issues have been manifested in co-educational schools which consequentially have led to low realization of learning objectives. Studies have cited that girls in co-educational schools face many challenges that deny them the opportunity to benefit from the school system. In reaction, some co-educational schools have opted to be converted into single sex schools by gender. The target population of this study was 11 girls’ secondary schools. Purposive sample technique of 6 schools (54%) out of 11 schools was used. Respondents comprised of 100%: Principals, Deputy Principals, Education secretaries, Heads of guidance and counseling departments, directors of studies and boarding mistresses, totaling 52. Two research instruments: Questionnaires and Interviews schedules were used to collect data. All principals, deputy principals and education secretaries were interviewed while teachers responded to questionnaires. Findings of this study revealed that the conversion from co-educational to single sex schools yielded positive effects on girls’ discipline. Based on the findings it is recommended that other co-educational schools be converted to single sex schools as the conversion seems to enhance good girls’ discipline that is helpful in the achievement of educational objectives.

Key words: Co-education, opportunity, discipline, conversion, single sex, gender.

 International Journal of Educational Research and Reviews ISSN: 2329-9843 Vol. 1 (2), pp.044-046, July, 2013. © International Scholars Journals

Review

Quality improvement in Higher Education in India: A Review

R. Ravi Kumar

Department of Sociology, Nizam College, Osmania University, Hyderabad, Andhra Pradesh, India.  E-mail:[email protected]/[email protected] . Tel: 09347306889/09393068844

Accepted 25 February, 2013

Abstract

The University Education Report had set goals for development of higher education in the country. While articulating these goals Ramakrishnan Commission on University Education, 1948-49 put it in the following words: “The most important and urgent reform needed in education is to transform it, to endeavor to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals. In the present context, education policies and strategies have to reckon with emerging challenges and opportunities that come from increasing globalization. The task of nation building has to take into account increasing demand for certain professional skills and knowledge that is linked to the labour market. The definition of quality teaching depends on the meaning of “quality”, a multi-layered and complex word.  Quality can be defined as an outcome, a property, or a process. Therefore it is hardly surprising that the phrase “quality teaching” has been given several definitions because definitions of quality are “stakeholder relative”. The National Policy on higher education   of 1986 translate this vision of Radhakrishnan and Kothari Commission in five principles goals  for higher education which include Greater Access, Equal access (or equity), Quality and excellence, Relevance and Promotion of social Values . The policy directions and actions covered in the 1992 “Program of Action “have been developed in a manner such that it translates these goals in to practice, giving the importance of the first three goals, namely Access, Equal Access and quality.

Key words: Professional skills, demand for knowledge, university education, quality teaching, stakeholder relative, greater access, quality and excellence, labour market, promotion of social values, equal access, nation building.

Full Length Research Paper

Challenges in leadership and management of church sponsored secondary schools in Kenya: Examining the relationship between principals and sponsors

Henry Onderi and Andrew Makori

¹Jaramogi Oginga Odinga University of Science and Technology (JOOUST), Kenya.

²Reading Gap International CIC,UK.

*Corresponding author E-mail: [email protected]

Accepted 03 June 2013

Abstract

The Kenya’s Education Act 1968 and revised 1980 makes provision for the appointment of sponsors in school management and empowers them to participate in the management of schools or colleges that they sponsor. This article reports on the findings of a study conducted in Kenya. The study utilised a survey design which comprised 81 principals drawn from 81 secondary schools. The schools were purposively sampled. Data was collected through the use of questionnaires, both open and closed-ended and was analysed using Statistical package for social sciences resulting in descriptive statistics and were expressed as percentages. The study mainly focused on role of secondary school sponsors and their relationship with the principal. The study findings report that some school principals had excellent relationship with their sponsors, while some blamed sponsors on a number of areas: undue interference with the running of the schools, harassment and intimidation of the principals and also promoting unnecessary transfer of school principals. Other felt that some people nominated by sponsors to serve in the board of governor lacked necessary exposure, skills and knowledge. The sponsors also offered limited or no financial support to the schools they sponsored. It also emerged in the study that Seventh-day Adventist and Catholic Church were the main sponsors in the study.

Key words: Secondary school, Kenya, sponsors, principals, Education Act 1968 and 1980.

International Journal of Educational Research and Reviews Vol. 1 (1), pp. 023-032, March, 2013 © International Scholars Journals                                                                                  

Full Length Research Paper

Influence of class size on techniques of teaching science in primary schools of Vihiga County, Kenya

Nebert Kevogo¹, William W. Toili ², and Stanley N. Mutsotso³

¹Department of Curriculum and Instruction, Masinde Muliro University of Science and Technology,    P.O Box 190-50100, Kakamega, Kenya.

²Department of Science and Mathematics Education, Masinde Muliro University of Science and Technology, P.O Box 190-50100, Kakamega,  Kenya.

³Department of Curriculum and Instruction, Kibabii University College, P. O. Box 1699-50200, Bungoma, Kenya

*Correspondingauthor.Email:[email protected]

Accepted 01 February, 2013

Abstract

Kenya re-implemented Free Primary Education (FPE) in January, 2003 leading to an increase in student enrolment in some classes more than in others. This could have had far reaching implications on the quality of education of children. Consequently, this study aimed at establishing the influence of increased student enrolment on the techniques used to teach science in upper primary schools. The study employed descriptive survey research design. The sample size was 108 questionnaire respondents and 36 interview respondents, respectively. However, the study only managed to achieve 116 (90 questionnaire and 26 interview) respondents. Sampling involved multi-stage sampling, purposive sampling, proportionate purposive sampling and simple random sampling. Data collection was done using Questionnaire for Science Teachers (QST) and Science Teachers’ Interview Schedule (STIS). The data collected were analyzed using Statistical Package for Social Sciences (SPSS). The significance level of the differences between mean frequencies of use of the teaching techniques was done at the a value of 0.05. The study found that increase in student enrolment influenced use of  lecture  technique positively while the use of  practical, project and assignment  techniques were influenced negatively. Such enrolment did not influence demonstration, discussion, field course excursions and question and answer techniques. Consequently, increase in student enrolment impacted negatively on the acquisition of science process skills and attitudes.

Key words: Enrolment, class size, methods of teaching, techniques of teaching.

International Journal of Educational Research and Review Vol. 1 (1), pp. 002-009, March, 2013 © International Scholars Journals

Review

Kenya’s nightmares in educational race towards vision 2030

Maiyo Julius*, Achoka Judy and Ogenga Paul

Department of Educational Planning and Management, Masinde Muliro University of Science and Technology, P. O. Box 190 Kakamega, Kenya.

Accepted 21 February, 2013

Abstract

Education plays a pivotal role in contributing to the human resource development and to nations general economic development in today’s globalizing context. Education is viewed as ‘adding value’ to investment on human capital; this has seen changing labor market requirements shift to the phenomena of ‘lifelong learning’. Like many other countries in Africa, Kenya has since independence in 1963, invested heavily in education as a means to social and economic development for her citizenry. The present study was envisaged to establish Kenya’s education growth since independence and assess her current challenges. Data were collected from Kenya National Bureau of Statistics, Ministry of National Planning and Development and Ministry of Education. The data were analyzed by use of descriptive statistics. Findings were presented by use of tables, charts and histogram. It was established that over the past five decades the number of students enrolled at various levels of education has substantially increased. At primary level enrollment grew from 891,533 in 1963 to 7.8 million in 2010. At secondary level enrollment grew from 30,000 in 1963 to 1.4 million in 2010 with corresponding increase of school to   5186 from 151 at independence. Enrollment in the universities has been increasing since the establishment of university of Nairobi in 1970. Currently there are 7 public universities, 16 university colleges and 13 private universities. However, despite the rapid quantitative growth in the education sector, many nightmares still haunt Kenya’s efforts. The nightmares range from quality, equity, low transition rates to inefficiency; making attainment of the millennium development goals by the year 2015 as well as Vision 2030 seem a dreams! It is recommended that, an integrated approach that involves all the educational stakeholders in monitoring all education inputs and operations be embraced.

Key words:  Growth, education, nightmare, millennium, haunt, independence.

International Journal of Educational Research and Reviews Vol. 1 (1), pp. 012-018, March, 2013. © International Scholars Journals

Full Length Research Paper

Economic immigrants and dislike of foreigners: Enroute to Tanzania

Massawe Martin P and Agola Laurent

Faculty of Law, Mzumbe University, P.O.Box 9 Morogoro-Tanzania

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

Accepted 10 March, 2013

Abstract

The term economic migrant refers to someone who has emigrated from one country to another country for the purposes of seeking improved financial position. Dislike of foreigners can simply be termed as fear or hatred of foreigners. The foreigners in the host country should not engage into unskilled jobs or petty trade and business meant for indigenous population. Unless, this is well managed and checked; it might gradually turn into a source of dislike of foreigners. The focus of this paper is to discuss the concept ‘economic immigrants and dislike of foreigners’ in Tanzania.  The paper begins with an introduction and analysis of legal framework in this area. Then, it discusses the linkage between immigration and dislike of foreigners in Tanzania and other jurisdictions and suggests possible fruitful solutions. It concludes by calling upon the government to revisit the enforcement of existing immigration laws as well as putting in place a suitable policy that will enable smooth integration of foreigners into Tanzania market with little adverse effect on homeland population. In writing up this paper, the author applied purely library research and internet materials.

Key words: immigration, migration, dislike of foreigners.