Browsing by Author "Marakia, Wambeye Kimweli"

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    Effect of Socioeconomic and Technology Response on Education in Kenya During the Covid-19 Pandemic
    (Research Journal of Educational Studies and Review, 2021-12-03) Wekesa, Duncan Wasike; Marakia, Wambeye Kimweli
    The social and economic effects of COVID-19 will be severe. Schools have a particularly important role to play. Coronavirus-related disruption can give educators time to rethink the sector. Technology has stepped into the breach and will continue to play a key role in educating future generations. With students being able to gain access to knowledge and even learn a technical skill, through a few clicks on their phones, tablets and computers. This may mean that the role of educators will need to move towards facilitating young people’s development as contributing members of society. The move toward universal internet would help prepare educators to provide education under future health emergencies-not to mention the many broader benefits, such as equalizing economic opportunity in the information age. Digital technologies are playing a critical role in the global fight against the COVID-19 pandemic. Media, and especially social media, can also be used to educate students about the virus itself and to teach basic hygiene and debunk myths and misinformation. Considering the impacts of the national lockdown on behavioural change, the significant socio-economic inequity and a lack of cash, food and access to chronic medication among the poor posed great threats in education. This research will enable government policy groups to develop a more targeted and effective approach in addressing the effects of the pandemic on education.
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    Level of Water Governance in Schools and its Effect on Student Participation in Education
    (International Journal of Research and Innovation in Social Science, 2021-12-30) Marakia, Wambeye Kimweli; Wekesa, Duncan Wasike
    Adequate access to water, hygiene and sanitation is every human’s and child’s right. These do not reflect national policies aspirations and are not adequate to student’s needs, affecting their health, well-being, performance and participation at school in Kenya. A cross-sectional survey design was adopted to sample from boarding schools that were sampled to take part in a study conducted in Bungoma County in the Western region of Kenya.Stratified sampling was employed in choosing the Schools while questionnaires, interview schedules, document analysis and focus groups were used to gather data. The model was not able to significantly predict the level of water governance in schools and its effect on student participation in education and hence concluded that every boarding secondary school should develop a drinking water access plan. This study provides an empirical pattern of participation in education influenced by WASH in schools.