Department of Education Foundation/EPMhttp://erepository.kibu.ac.ke/handle/123456789/1042024-03-29T15:23:15Z2024-03-29T15:23:15ZThe Relationship between Budget Adequacy and Student Enrolment in TVET Institutions in Bungoma County, KenyaWasike, Jayne NasimiyuIngendi, JumaMaiyo, Julius K.http://erepository.kibu.ac.ke/handle/123456789/25412021-07-28T14:27:18Z2020-09-30T00:00:00ZThe Relationship between Budget Adequacy and Student Enrolment in TVET Institutions in Bungoma County, Kenya
Wasike, Jayne Nasimiyu; Ingendi, Juma; Maiyo, Julius K.
The purpose of the study was to investigate the relationship between budget adequacy and student enrolment in TVET
institutions in Bungoma County, in Kenya. Proportionate stratified sampling, Census and simple random sampling were
used to select a sample size of 426 respondents. Data was collected using questionnaires and document analysis. The
items from the main questionnaire were organised according to the specific research objectives. Data was analyzed was
done using descriptive statistics, Pearson correlation and Linear regression. The study established that budget adequacy
has a statistically significant relationship with student enrolment and recommended that government and other relevant
stakeholders make adequate budget allocation to TVET institutions for institutional resource in order to increase student
enrolment .Additionally TVET institutions should be empowered to engage in income generating activities without
losing focus on their core mandate.
2020-09-30T00:00:00ZInfluence of Teachers’ Pedagogical Skills on Provision of Quality Education in Cheptais Sub-County, Bungoma County, KenyaChele, Restich MuseeMaiyo, Julius K.Kikechi, Ronald W.http://erepository.kibu.ac.ke/handle/123456789/25402021-07-28T14:09:19Z2020-04-14T00:00:00ZInfluence of Teachers’ Pedagogical Skills on Provision of Quality Education in Cheptais Sub-County, Bungoma County, Kenya
Chele, Restich Musee; Maiyo, Julius K.; Kikechi, Ronald W.
Every educational process must have qualified teachers as a portion of the ingredients
essential in the provision of quality educational services to pupils. With the emerging,
trends in education in Kenya where the quality of education has become increasingly
important, teachers have to keep abreast with the changes in teaching methodologies
and curriculum through in service training. In-service education and training
programme is geared towards improving teacher pedagogical skills in lesson delivery
and help in addressing perennial poor performance of pupils. The paper established the
influence the influence of teachers’ pedagogical skills and to find out the influence of
teachers guiding and counseling development skills on provision of quality education in
Cheptais Sub-County. This study was guided by the capital theory of school
effectiveness and improvement and Total Quality Management Theory (TQM) and the
theory of Capital theory of school effectiveness and improvement. The study employed
a descriptive survey research design. The target population for the study was 41 public
primary schools in Cheptais Sub County the study respondents shall be all school head
teachers of the sample schools, 481 teachers and 17 sub-county education officers.
Census approach was employed to select head teachers and county education officers,
while simple random sampling was used to select teachers. Descriptive results indicated
that teachers’ professional development skills influenced the provision of quality
education. Regression of coefficients results showed that teachers’ pedagogical and
teachers’ guiding has a positive and significant relationship with provision of quality
education. It was concluded that teachers’ pedagogical skills and teachers’ guiding
influences the provision of quality education. The study recommended periodic in
service training for teachers in order to acquire and sharpen these skills. The study recommends continuous teachers’ professional development skills through in service
training. This would enable a teacher to acquire the necessary pedagogical skills that
are useful and very important in the provision of quality education. The study
recommends carefully designed curriculum to sharpen teachers’ pedagogical skills.
This is the work for the Ministry of Education, Science and Technology and colleges
offering teaching profession. The study also recommends an introduction of short term
programmes in guiding and counseling.
2020-04-14T00:00:00ZUtility of government initiatives in technical, vocational and training institutions on student enrolment in Bungoma County, KenyaMaiyo, Julius K.Wasike, Jayne Nasimiyuhttp://erepository.kibu.ac.ke/handle/123456789/25392021-07-28T13:48:19Z2021-01-14T00:00:00ZUtility of government initiatives in technical, vocational and training institutions on student enrolment in Bungoma County, Kenya
Maiyo, Julius K.; Wasike, Jayne Nasimiyu
The Government of Kenya lays great emphasis on Technical Vocational Education and
Training (TVET) for her social and economic growth in the 21st century. Her estimated
requirements for an effectual technical workforce, is in hundreds of thousands by the
year 2030. The prerequisite for this milestone is pegged on attainment of a gross
enrolment ratio of 20% in TVET institutions annually, whose enrolment however,
continues to be far below targeted numbers. It was against these facts that the current
study sought to investigate the government initiatives in TVET institutions on student
enrolment in Bungoma County, Kenya. The study targeted 82 TVET institutions, 82
principals, 714 lecturers, 9098 students. The study employed proportionate stratified
random sampling, simple random sampling and census to select the TVET institutions
and respondents from the 9 sub-counties in Bungoma County. From the 82 TVET
institutions in Bungoma County, proportionate stratified random sampling was used to
select 65 TVET institutions for the study. Data collection tools comprised questionnaires
for primary data which had closed-ended. The study recommended that all TVET
institutions and be should utilized for learning and administration in the institutions.
2021-01-14T00:00:00ZTeaching practice as internshipWepukhulu, Risper.Simiyu, Irene.http://erepository.kibu.ac.ke/handle/123456789/12402019-06-25T09:00:13Z2016-11-01T00:00:00ZTeaching practice as internship
Wepukhulu, Risper.; Simiyu, Irene.
Learning to teach is a multi-dimensional process that extends beyond the three main components of preservice teacher preparation that include: imparting subject content knowledge, pedagogical knowledge and
the practical aspect that introduces school-based experiences. While these three components are important
aspects of preparation as offered by universities and teacher training colleges, the practical component
herein referred to as the Practicum or teaching practice holds a very special place basically because it
provides an opportunity for theory to be turned into practice. For the student-teacher, practicum is an
opportunity to understand the dynamics of classroom teaching, while for the faculty, it is an opportunity to
observe how their students apply knowledge acquired in the lecture halls. On the other hand, research and
literature in the field of teacher education agree that if practicum is not well designed, it can lead to limited
experiences for the student-teacher that may not prepare them well for the profession while also leading to
high attrition in the profession. This chapter examines the aspect of teaching practice from literature and
studies and then engages in an analysis of models of teaching practice used in Kenyan institutions of higher
learning. The chapter then proposes a re-conceptualization of practicum to internship that will involve an
extended period placed in the final year of the teacher training program; mentoring of student-teachers by
practicing teachers and, the establishment of partnerships among schools and institutions that train teachers
leading to an internship-like program.
2016-11-01T00:00:00Z