Browsing by Author "Maiyo, Julius K."

Now showing 1 - 20 of 27

Access to basic education in Kenya: inherent concerns
(Academic Journals, 2007-10-30) Odebero, Stephen O.; Maiyo, Julius K.; Mualuko, Ndiku J.
Basic education being the minimum education that every Kenyan must have for progressive existence in society is a crucial factor. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jomtien, Thailand 1990 and the world education forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional paper No. 1 of 2005 has articulated how to attain goals for education. For instance early childhood education which tries to ensure development of the whole personality of the child’s physical, mental, and socioemotional attributes faces challenges such as lack of access to early childhood education mostly caused by poverty, regional and gender disparities, policy framework, and HIV/AIDS among others. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human resource base higher than the primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, insecurity regional disparity among others. This article articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict prone zones and tighten bursary disbursement procedures.
Assessment of lecturers perceptions on students-lecturers evaluations in universities in Kenya: a case study of Kibabii university
(2018-11) Maiyo, Julius K.
The common approach method of evaluating instruction in higher education classes is to have students provide feedback on "effectiveness" of learning in a given period. Evaluations generally request specific feedback on measures of teaching effectiveness and on particular aspects of a course, as well as global rating questions. Countless myths and misperceptions regarding course evaluations exist and inevitably influence faculty, university administrators and student perceptions. In spite of solid research to counter these assumptions, such beliefs persist and continue to spread. The study was envisaged to focus on assessing lecturers perceptions on students’ lecturer evaluations in universities. Its specific objectives were; to examine lecturers’ perception on students’ competence in evaluating their teaching effectiveness, to determine the influence of gender, experience, professionalism, departmental discussions and designation on lecturer’s perception of student’s competency in evaluating lecturers teaching effectiveness and to examine lecturer’s perceptions on the formative and summative purpose of students in the evaluations. The study was conducted in Kibabii University and targeted all the teaching staff of the University. The study adopted a descriptive research design. The data was collected using a questionnaire that was validated and reliability of 0.917 was attained. Data was analyzed using both descriptive and inferential statistics. The results indicate that there was no significant difference between male and female lecturers about their perception on students’ evaluation. The study revealed that feedback on students’ evaluation helps lecturers to improve their teaching and interaction. The respondents disagreed that reports from the students’ evaluation be used for promotion and increment of their salary. The study concludes that inadequate instructional materials is among the key factors that affect the quality of teaching and learning. The study recommended that the University should provide adequate instructional materials and enhance conducive environment for learning.
Challenges facing provision of integrated education for the disabled child in Webuye division, Bungoma east district Kenya
(2009-01-01) Maiyo, Julius K.; Owiye, Joan A.
The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifi cally to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education offi cers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People’s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs.
Community Contribution and Student Unrest in Public Secondary Schools in Trans-Nzoia West Sub-County
(Global Scientific Journals, 2023-07-10) Telewa, Protus Wanjala; Maiyo, Julius K.; Kati, Robert O.
The frequent occurrence of student unrest has often resulted in frequent destruction of school property and loss of life in some incidences. The objective of the study was to look at the relationship between community contribution and student unrest in public secondary schools in Trans-Nzoia West Sub-County, Kenya. The target population was picked from 42 public secondary schools in Trans-Nzoia West sub- County, chiefs’ and the Sub-County director of education in the Sub- County. The mixed research design was adopted where both qualitative and quantitative approaches were used. Sampling involved the simple random sampling, purposive sampling and proportional sampling. Data collection instruments included the use of questionnaires, interviews and observation. Data was analysed using Descriptive statistics; Mean median and standard deviation while inferential statistics used were multiple regression analysis and correlation. The study was informed by the social system theory and the problem triangle. The outcome displayed that community contribution had a negative influence on student unrest. The analysis established that there was a strong positive and significant relationship between community contribution and student unrest in public secondary schools at r=.571**, r=0.01. The regression analysis revealed that community contribution to student unrest in schools accounts for 32.6 % of the variability to the unrest in public secondary schools. This results concur with other studies carried out. The recommendations made were that the school and community should work together to minimizecases of unrest.
Contribution of continuing professional development for school managers on teacher management competencies of secondary school managers in Kenya
(International Journal of Education and Research, 2016) Bulimo, Winnie A.; Ndiku, Judah M.; Maiyo, Julius K.
Guided by the Learning Organizations’ theory of Peter Senge (1990) this paper sought to determine the difference between the contribution of Continuing Professional Development (CPD) on the teacher management competencies of the Heads of Department and the senior managers of secondary schools in Kenya. The study’s sample comprised of 443 respondents determined using the Cochran’s sample size formula, stratified random sampling and purposive sampling techniques. Data was analyzed using means and t-tests. The study found out that there was a significant difference in contribution of CPD to the HoDs and senior managers’ teacher management competencies. It concluded that there was a significant difference in contribution of CPD on teacher management competencies of the HoDs and the senior managers of secondary schools in Kenya.
Does student loan amount affect choice of program of study? evidence from privately sponsored undergraduate helb loan recipients in public universities in western kenya
(International Journal of Education and Research, 2017) Ogenga, Paul Akumu; Kasandi, Achoka Judith Serah; Maiyo, Julius K.
This study sought to establish the effect of HELB loan amount on the choice of program of study by privately sponsored undergraduate students in public universities in Kenya. The study was conducted with the aid of a representative sample of 517 respondents proportionately drawn from the 2012/2013 cohort of privately sponsored HELB loan recipients in three public universities in Kenya. Using multinomial logistic regression, the study established no significant relationship between HELB loan amount and choice of programme of study by privately sponsored undergraduate students in public universities. This was attributed to the very low amounts of loan awarded to students relative to tuition fees charged. The study therefore recommends that HELB should increase loan amount and review the loan award criteria so as to factor in the cost of tuition for each program of study while awarding loans to individual privately sponsored students in public universities.
Effect of secondary school categorization on examination failure rates among public secondary school students in Kenya
(Journal of Education and Practice, 2019-11-30) Nyangweso, Japhary Omari; Maiyo, Julius K.; Kati, Robert
Secondary schools in Kenya are categorized as national, extra-county, county, sub-county and private secondary schools. Students who excelled in K.C.S.E examination with a minimum grade of C+ are allowed to pursue different courses in public and private universities. Others who scored C and C- grade joined diploma colleges. The paper sought to find out the effect of secondary school categorization on examination failure rates among public secondary schools students in Kenya. The scope of the study was limited to all the students from public secondary schools in the four counties of Kakamega, Bungoma, Busia, and Vihiga in Kenya. It was limited to randomly chosen sample size of 464 students, 58 principals, and 58 directors of studies from the 58 sampled out public secondary schools. Wellberg’s (1981) theory of educational productivity was employed. The paper employed mixed methods and survey research design. Data collection instruments included questionnaires, interview schedules, focused group discussions and analysis of secondary data. Content validity was determined through subject matter expert review while reliability was determined through test-retest measures for consistency. Descriptive and inferential statistics were used to analyze data. Inferential one was the Kruskal Wallis test. The paper concluded that secondary school categorization led to failure of students in public secondary schools at KCSE examinations in Kenya due to academic inadequacies experienced in sub-county and some county public secondary schools. It was therefore recommended that the classification of students into the four distinct groups of national, Extra County, county and sub county students be abolished
Effect of Secondary School Categorization on Value Addition in Public Secondary Schools Students in Kenya
(Journal of Education and Practice, 2019-11-30) Nyangweso, Japhary Omari; Maiyo, Julius K.; Kati, Robert
Secondary schools in Kenya are categorized as national, extra-county, county, sub-county and private secondary schools. Students who excelled in K.C.S.E examination with a minimum grade of C+ are allowed to pursue different courses in public and private universities. Others who scored C and C- grade joined diploma colleges. The paper sought to establish the effect of secondary school categorization on academic value addition in public secondary schools students at fourth form in Kenya. The scope of the study was limited to all the students from public secondary schools in the four counties of Kakamega, Bungoma, Busia, and Vihiga in Kenya. It was limited to randomly chosen sample size of 464 students, 58 principals, and 58 directors of studies from the 58 sampled out public secondary schools. Wellberg’s (1981) theory of educational productivity was employed. The paper employed mixed methods and survey research design. Data collection instruments included questionnaires, interview schedules, focused group discussions and analysis of secondary data. Content validity was determined through subject matter expert review while reliability was determined through test-retest measures for consistency. Descriptive and inferential statistics were used to analyze data. Inferential one was the Kruskal Wallis test. The paper findings showed that value addition in public secondary schools in Kenya was not based on secondary school characteristics. The study concluded that irrespective of the score at KCPE and the category of public secondary school a student is admitted after KCPE, a student can add academic value. It was therefore recommended public secondary school characteristics which allowed student improvement at national and extra county school levels more than at sub-county and county secondary schools levels should be duplicated at county and sub county school levels.
Effects of HIV and AIDS Strategic interventions used at the workplace at TSC Headquarter on productivity of TSC staff.
(International Journal of Management Studies and Social Science Research, 2020-04-16) Vijedi, Janet; Maiyo, Julius K.; Mutsotso, Stanley N.
HIV and AIDS is a major public health, socio-economic and development challenges globally. The Teachers Service Commission (TSC) has a Sub-Sector Policy on HIV and AIDS in the Workplace which is implemented by its Wellness Division at the Headquarter and sub-ACUs at the decentralized levels including all public educational institutions countrywide. The purpose of this study, therefore, was to investigate the effects of HIV and AIDS Strategic Interventions used by managers at the workplace on the productivity of staff at TSC Headquarters in Nairobi County of Kenya. The main objective was to establish whether the HIV and AIDS workplace interventions at the Commission headquarter are in line and guided by the Commission’s HIV and AIDS Policy. The specific objectives included: to determine the current HIV and AIDS’ strategic interventions used at the workplace at TSC Headquarter in Nairobi County, to establish the effects of HIV and AIDS strategic interventions used at the workplace at TSC Headquarter on productivity of staff and to find out the challenges facing the managers when dealing with employees in relation to HIV and AIDS. A survey design was used to guide the study. Purposive and stratified random sampling techniques were used to select the study sample. The study area was TSC Headquarters, which is located in Nairobi County, Kenya. The study population totaled 3000 comprising managers, supervisors, and policymakers drawn from the TSC’s headquarter. A sample size of 351 respondents was thus drawn from this study population. The theory adopted for this study was the Contingency theory. Data were collected using in-depth interviews and questionnaires. Data collected was analyzed using descriptive statistics with the application of Statistical Package for Social Sciences (SPSS) Version 16.0. The level of significance was set at 0.05. Content analysis was also carried out on qualitative data obtained from the in-depth interviews. The study found out that HIV and AIDS affect the productivity of both managers and staff in equal measure mainly through absenteeism which results in loss of working hours, work overload, loss of morale and increased cost of production. Some of the strategic interventions used to reverse the effects of HIV and AIDS on the productivity of staff. The TSC Sub Sector Workplace Policy on HIV exists and has made several achievements though the policy has not been fully implemented due to various hindrances and HIV is yet to be demystified by some of the staff since stigma still exists. The majority of the managers and staff at the TSC headquarter in Nairobi are knowledgeable about the basic facts about HIV and/ or AIDS effects, prevention, effects of the interventions on staff productivity, and hindrances to policy implementation and what can be done to improve the strategic responses in place and thereby confirming related studies in this field. Some managers at the workplace are involved in responding to the pandemic and seem to have a sense of responsibility and consciousness towards dealing with HIV at the workplace. Testing of HIV serostatus is not a prerequisite for recruitment at the Commission. Even though preventative and informative-focused interventions and campaigns seem to reach most of the staff, whether, through mass media or other avenues, it is also argued that continued educational campaigns are required, to also guide managers and supervisors in terms of discussions on HIV and/or AIDS with their staff. The study concluded that managers acknowledged the existence and the effects of HIV and AIDS on them and the staff. HIV and AIDS and its effects were being handled more openly through discussions and counseling. Additionally, most of the strategic interventions used in the workplace by managers motivate staff productivity. From the findings, in order to address the gaps in staff productivity in the commission, it was recommended that there was a need to include information on the disclosure of HIV and/or AIDS status in ways and by people that can potentially reduce the possibility of stigma and discrimination. Furthermore, effective communication should be done for creating awareness and everyone to be well sensitized on issues surrounding HIV. Everyone has a collaborative and inclusive strategy should be well employed.
Evaluation of resource needs and service delivery of performance contracting in public primary teachers training colleges in Kenya
(© 2016 IJSRST, 2016) Kipkenei, Simon K.; Ndiku, Judah; Maiyo, Julius K.; Cherui, Rodgers
Performance contract as a branch of management science refers to a management control systems which is a contractual agreement to execute a service according to an agreed upon terms, within an established time period and with a stipulated use of resources and performance standards. The government of Kenya introduced performance contract signing in 2004. The aim was to improve service delivery and resource utilization in public institutions among other objectives. The introduction of performance contracting in public primary teachers training colleges was an effort to institute a framework of accountability and enhance service delivery in Kenya. This study sought to establish the availability of resources for implementing Performance contracting with an aim of improving service delivery to the public. It employed descriptive survey design. The target population was 2270 employees and 783 members of the students’ councils of Public Primary Teachers Training Colleges. Purposive sampling, simple random sampling and stratified random sampling were used to identify the sample population. A total of 429 respondents formed the sample size representing 30% of the study population. The study revealed several challenges in the implementation process which included lack of funds, lack of training and capacity building of employees regarding performance contracting, ambiguity in the process and resistance by personnel to participate in the process hence these challenges had hindered the successful implementation of Performance contracts in PPTTCs. It is recommended that performance contracting strategy should be strengthened with the availing of more financial resources to ensure that the required learning and teaching resources are all made available
Horrifying disasters in western Kenya impact on education and national development
(Academic Journals, 2008-05-07) Achoka, Judith S. K.; Maiyo, Julius K.
The occurrence of natural disasters has shown a positive trend as annual incidents of disaster events have increased on the continent. Approximately two-thirds of the 3.3 million people in Western Kenya fall below the poverty line, leaving the region stuck in poverty traps that prevent sustainable development. Schools in the region are hampered in their operation when the disaster occurs .In third term 2007, many school were unable to open due to flooding, students were transferred to other schools while others dropout of the system. Access to safe water, sanitation, quality education and HIV/AIDS awareness are desperately needed, along with micro-economic development to bring the population up to a livable standard. This study investigates the horrifying disasters in the region and analyzes their impact on education and national development.
Influence of Teachersâ€™ Pedagogical Skills on Provision of Quality Education in Cheptais Sub-County, Bungoma County, Kenya
(Stratford Peer Reviewed Journals and Book Publishing, 2020-04-14) 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.
An investigation to the efficacy of free primary education in withdrawing and maintaining children from child labour in Kiambu district, Kenya.
(2010-12-20) Ngao, Gladys; Maiyo, Julius K.; David, Mulwa M.
It is estimated that about 250 million children aged between 5-14 years were working world wide by the year 2006, at least 120 million were working full time and close to 80 million in hazardous work. These are children who either have no education at all or have had very little education. The study was geared to investigate the efficacy of free primary education in withdrawing children from child labour and maintaining them in primary schools. The study was conducted Kiambu district. The study used descriptive survey research design, the sample size was 70 respondents comprising of: 32 pupils, four head teachers, 16 teachers, and 16 parents, Kiambu District Quality Assurance and Standards Officer (DQASO)and the Secretary of Kiambu District Child Labour Committee (SDCLC).The study employed purposive and simple random sampling design to pick the respondents. Data was collected by use of questionnaires and focused group discussion. The study employed descriptive survey statistics to analyze data obtained. The major findings were that most schools did not have any orientation programmes for children withdrawn from child labour (CWCLs), and guidance and counseling programmes were not effective mainly because of the understaffing in the schools. The study established that most schools had various limitations in maintaining CWCLs and did not have any mechanism through which they could reach out to the children who dropped out of school. The study recommended among others that the government in conjunction with NGOs working against child labour should establish feeding programmes in the affected schools.
Participatory decision making in secondary schools: case of students’ involvement in mwala division, Kenya.
(2010-09-01) Mulwa, David; Maiyo, Julius K.
The study was an investigation of the participation in decision making by secondary schools students in Mwala division, Mwala district. The purpose was to identify the key decision makers in Secondary schools and the extent to which students were involved in decision making as far as curriculum and instruction, students’ management and welfare, and school-community relations were concerned. The study was based on the Normative Model of Group Decision making. The study hypothesized that schools would largely involve students in decision making in order to avert major crises like school strikes. The study used data collected from three secondary schools randomly selected from 10 public secondary schools in Mwala division. A sample of 80 students was selected randomly to represent the schools. A descriptive survey research design was adopted for the study. Data were sourced from the students by use of a questionnaire. Data was analyzed by use of descriptive analysis techniques which involves frequencies, percentages, means and standard deviations. It was established that students participated least in decision making concerning curriculum and instruction, and students’ management and welfare but largely participated in making decisions concerning school community relations. More than 95% of the students indicated that they would like to participate more in decision making
Peace education for sustainable peace and development: a case of Kenya
(International Research Journals, 2012) Mulwa, David M; Maiyo, Julius K.; Ngao, Gladys; Mugambi, Paul
A culture of peace will be achieved when citizens of the world understand global problems; have the skills to resolve conflicts constructively, know and live by international standards of human rights, gender and racial equality, appreciate cultural diversity and respect the integrity of the Earth. Such learning cannot be achieved without intentional, sustained and systematic education for peace. Education is the single most important means for empowerment and sustained improvement in all well being. Sustainable development is a basic Human Right and unless this target is reached with the potent tool of Education the purpose of Education would remain unfulfilled. Building a culture of peace and learning to live together is the responsibility of everyone, and education is the principal means by which this goal can be achieved. For this to become reality, nations must develop social-emotional and ethical values, attitudes and skills that sustain social coexistence in which everyone participates, shares and develops fully. Africa as continent has featured continuously in the world news due to frequent conflict and violence where several lives and properties have been destroyed, most recent is Sudan, Congo, Zimbabwe Kenya, Ivory Coast and Egypt among others. The present paper articulates peace education as the soul of education that can create the shield for human survival and development, discussed also is the role of teachers in peace education. The study concludes that Peace education is an essential component of quality basic education in Kenya, Economic and social development is linked with peace and cannot be achieved in a country where there is violence and social instability. Peace Education is thus urgently needed as a way of finding new solutions and improving the living conditions of millions of people. The study recommends that government should promote the training of Teachers and Administrators towards peace education and democratic interactions.
The perception board of management (BOM) on the appropriate competencies in strategic plan formulation processes in public secondary schools in Kenya
(IJEART, 2018) Keter, Kibor Joshua; Maiyo, Julius K.; Kiainge, Kisilu
— Strategic plan is an important management tool as it provides a roadmap towards achievement of institutional goals and objective. The main aim of the study was to determine the appropriate BOM competencies in strategic plan formulation in public secondary schools in Elgeyo Marakwet County- Kenya. Mixed research method technique was employed in the study. The participants were 194 secondary school Board of Management (BOM). Questionnaires and interviews were used to collect data and which were then analysed using means, Mann-Whitney-U-test and content analysis techniques. The findings showed that the BOM perceived all the identified competencies as important in strategic plan formulation with interpersonal relationship as the single most important competency. The findings of this study is hoped to help education stakeholders on the need to select or appoint BOM with the appropriate competencies in strategic plan formulation in addition to enhancing their capacities through training.
Poverty alleviation: the educational planning perspective
(Academic Journals, 2009-06-30) Maiyo, Julius K.; Ashioya, Irene A.
A well planned education system is expected to respond to the socio-economic needs as well as the political objectives of any country. Education contributes to poverty reduction by increasing the value of efficiency of the labour force and thus enhances economic growth. This economic growth is expected to translate into higher income lowering poverty levels. This is because the more educated an individual is; the more productive he is expected to be both in the labour market and the household. Therefore, more education provision can raise income levels in general and remove groups from absolute poverty. This paper examines the extent to which education in Kenya has been planned to foster economic growth and alleviate poverty. It also looks at the factors hindering the realization of this objective and finally offers recommendations on how education can be systematically planned to elevate society and social systems towards a better and more humane life.
Ranking of secondary schools and students in national examinations: the perception of teachers and students
(2010-07-01) Amunga, Jane K.; Amadalo, Maurice M.; Maiyo, Julius K.
The aim of the study was to investigate the teachers’ and students’ perception of ranking schools and students in national examinations. A descriptive survey design was used and secondary schools in Kakamega south district formed the study population. The sample frame consisted of 75 secondary schools stratified according to performance into low, average and top ranked categories. The sample size consisted of 36 schools (12 from each performance category) selected by simple random sampling and 252 respondents selected purposively from the 36 schools. Data collection instruments were questionnaires. Reliability was established by use of test retest technique. Most of the students and most head teachers approved of ranking while most of the teachers disapproved of ranking. Despite this stand on ranking, both the teachers and students felt that ranking should be improved and thus called for a system of assessment that encompassed all the aspects instead of focusing on academic performance only. This would ensure that ranking of schools and students did not glorify academic achievement at the expense of talent and other virtues.
The Relationship between Budget Adequacy and Student Enrolment in TVET Institutions in Bungoma County, Kenya
(Journal of Advances in Education and Philosophy, 2020-09-30) 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.
The role of guiding and counselling in secondary schools in Kenya: prospects and challenges
(2009-09-01) Maiyo, Julius K.; Owiye, Joan
Since the 1990s, education system in Kenya has faced dynamic and rapid changes that have had overwhelming effects both on the child, teacher, school and society at large. Education policies have changed over the years including the recently introduced policy on caning which was scraped through children’s Act of 2001 and replaced with guiding and counseling as a measure to prepare a child for the challenges they face both in school and outside school. As corporal punishment remains banned and children becoming more aware of their rights, guiding and counseling remains the most acceptable channel of reaching the children in schools; the children too being teenagers, they experience a time of storm and stress characterized by mixed reactions of being happy at one moment and extremely sad at another moment. The reactions to such situations are likely to be intense and volatile. With parents being too busy to give children quality time and attention, the responsibility has been left to rest squarely on the shoulder of the teachers to help students make decisions on aspects that affect their lives. This therefore necessitates the need to strengthen guiding and counseling in schools. This paper examines the role of guiding and counseling in secondary schools mainly in shaping the career life of the teenager and the challenges faced by schools in using it as a measure to replace caning in instilling discipline in the students. The research was based and build on scientifi c sources, analytical evaluative studies and scientifi c literature; content analysis of documents and refl ection of experience to examine the role of guiding and counseling in secondary schools. From the fi ndings, a conclusion was drawn that to streamline the role of guiding & counseling and overcome the challenges in shaping the students’ integrated development, every party including the MOE, policy makers, schools, teachers and parents have a role to play in shaping the life of the child.