Faculty of Education and Social Science(FESS)

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Hadithi fupi_utanzu uliopuuzwa
(1997) Mohochi, Ernest Sangai
Retrieval of aerosol optical depth over ecologically stressed east African land surfaces from top of atmosphere radiance utilizing the aerosol free vegetation index
(Dept. of Geography, Bahir Dar University, 2005) Makokha, John W.; Angeyo, JW.
Traditional satellite based AOD retrieval techniques with a coarse resolution such as collection 5 hardly provides a high spatial detail suitable for accurate AOD retrieval particularly over the ecologically stressed sites of East Africa. Furthermore, AOD retrievals from Moderate Resolution Imaging Spectroradiometer (MODIS-collection 5) require a linear mixing model that utilizes the normalized difference vegetation index (NDVI) to calculate surface reflectance. Since NDVI is affected by the presence of aerosols in the atmosphere, an empirical linear relationship between short wave infrared (SWIR) and visible reflectance were estimated in order to calculate a modified aerosol free vegetation index (AFRI). Based on AFRI and the minimum reflectance technique (MRT), an improved linear mixing model was developed. Calculated Vis/SWIR ratio diverges from the one used in the hypothetical model for AOD retrieval. Likewise, the regression coefficients between retrieved AOD for the developed algorithm and AERONET were higher as compared to that of MODIS collection 5 and AERONET. These emphasize the need of using AFRI plus accurate selection of surface characteristics and aerosol type for accurate AOD retrieval over East Africa that is addressed by the developed algorithm. At low AERONET AOD values, the two algorithms i.e. MODIS and developed agree but as the AERONET AOD value increases, a discrepancy is noted between the two as a result of usingNDVI and AFRIin the MODIS and developed algorithms respectively.
Land use systems and distribution of tichoderma species in Embu region, Kenya
(2007) Okoth, Sheila A.; Roimen, H.; Mutsotso, B.; Muya, Kahindi; Owino, J.O.; Okoth, P.
The distribution of Trichoderma species in soils of Embu region in relation to land use practices was investigated. The study area was chosen because of its significant land use intensification. Soil washing and dilution plate techniques were used to recover Trichoderma spp from soil samples. The fungal isolates were identified and assigned to eight species. Greater populations as well as a wider range of species were obtained in soils collected from the natural forests while coffee farms were the poorest ones. Land use affected the distribution of Trichoderma. Napier farms had the highest abundance of this fungus. The species that showed the highest incidence in all cases was T. harzianum. Plant type was a major determinant of the occurrence of this fungus. Trichoderma favored plants with shallow and widespread rooting systems, to the deeply rooted perennial coffee and tea trees. The age of the plants also was a driving factor. Both inorganic and organic fertilizers are used in the region. There was a negative correlation between amount of chemical fertilizers and abundance of the fungus. Organic fertilizers were used exclusively in napier farms that had the highest fungal abundance. Soil pH and amount of phosphorus were limiting and influenced the occurrence and abundance of this fungus. However carbon and nitrogen were not limiting though they were high in the forests and napier farms where the fungus was also abundant. Trichoderma showed tolerance to soil acidity since it was abundant in the most acidic soils under napier. Land intensification affected Trichoderma distribution negatively.
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.
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.
Students’ reactions to the use of computers in science education in selected Kenyan secondary schools
(2008-12-01) Wekesa, Wasike Duncan; Wekesa, Eric Wangila; Mualuko, Ndiku Judah; Maiyo, Julius K.
Different people react differently to the same experience. A current trend in science instruction is to integrate technology into classroom in a variety of ways. A Computer Based Instruction (CBI) courseware was used to teach cell theory that has posed diffi culties for teachers and students as part of the classroom innovation. Students’ attitude towards the innovation and their attitude towards the biology classroom environment were collected through two 5-point bi-polar Likert-scale items and unstructured written interviews. The innovation resulted to better perception of the biology classroom environment and attitudes towards cell theory. Classifi cation of students’ unstructured responses confi rmed the existence of a series of metaphors for technology use in educational settings
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.
The role of Kiswahili in enhancing the potential of science and technology
(The Journal of Pan African Studies, 2009-03) Ipara, Isaac O.
The 21st Century is widely considered to be the epoch of science and technology. Many institutions of higher learning, including Masinde Muliro University of Science and Technology in Kenya, are developing academic programmes in Science and Technology in order to foster national development and ultimately improve the quality of life in society. For this reason, most institutions embrace a multidisciplinary approach where programmes in science, engineering, humanities and languages are integrated. The integrated approach in higher education has raised a number of pertinent questions: What is the role of higher institutions of science and technology? What is the place of language within the integrated approach? Can Kiswahili make any contribution in enhancing the potential of science and technology in development? This paper seeks to provide answers to the foregoing questions by illustrating the centrality of language as a medium of creating, transmitting and disseminating knowledge in science and technology, with specific reference to English and Kiswahili in Kenya. It is observed that the current age of science and technology is characterized by knowledge and information explosion; whoever accesses and utilizes these two commodities speedily has advantage over others. Efficiency and effectiveness of the medium that the knowledge and information are transmitted in thus becomes a key factor. Thus, the paper suggests concrete steps that can be taken by institutions of higher learning, planners, policy makers and scholars to ensure that the two languages, Kiswahili and English, facilitate the contribution of science and technology to development.
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.
Adult education learners’ recruitment: Challenges and prospects for re-engineered access to adult education in Kenya
(Academic Journals, 2009-07) Mualuko, Ndiku J.; Muthamia, Hellen; Ipara, Isaac O.; Obaki, Samuel
A research survey was designed to investigate the factor affecting participation of illiterate adults in adult education in Kenya and suggests ways to improve on the literacy levels. From the findings it was established that lack of conducive learning environments for adult learners, unavailability of enough instructional materials, negative attitude towards learning and shortage of professionally trained trainers for adult learners were some of the factors hindering many illiterate adults from participating in adult education programmes. It was recommended that the government and other agencies should take more responsibility in supporting adult education to make it more attractive to adult learners to attend the programmes by providing adequate funding and facilitating teacher training. The need for effective involvement of the learners in curriculum developed was emphasized.
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.
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.
Social challenges facing heads of schools in the process of enacting the children's act (2001).
(2010-09-01) Maiyo, Julius K.; Owiye, Joan; Nandi, Caroline R.
Education has been identified as a tool for fostering the development of knowledge, skills, attitudes, values and ideals necessary for individuals to play a productive role in any society. The signing of the various global policy frameworks such as the 1998 United Nations convention on the rights of the child (CRC), the 1990 Jomtien world conference on EFA, the 2000 world education forum (Dakar, Senegal) and the 2000 Millennium Development goals (MDGs) demonstrated the commitment by governments to the well being of children. In regard to this, Kenya fully implemented FPE in 2001 and also partially free secondary education in 2008. However, there are social challenges facing the management of schools in the wake of the craze to achieve high mean scores which go against the rights of children as stipulated in the Children’s Act (2001) and in turn affect retention and participation of the children in education. Overemphasis on the cognitive aspect of education, while overlooking the other potentials that a child has, leads to discriminatory acts that may hinder full participation of a child in education. This study therefore sought to identify the social challenges facing heads of schools in the enactment of the children’s rights and also establish ways of dealing with the challenges identified. A case study methodology was used to achieve in-depth and detailed information. The study was carried out in Bungoma East District of Western Province where 10% of secondary schools were purposively sampled. The research tools employed included; questionnaires, interview schedules and focus group discussions (FGD) to collect information from students, Heads of departments (Guiding and counseling), Heads of schools and District quality assurance and standards officers (DQUASO). Data was analyzed both qualitatively and quantitatively. Descriptive analysis was used to report the results of the data. The study found out that Principals and DQUASO (District Quality Assurance and Standards Officer) were aware of the children’s Act and policy on repeating but societal expectations and school policies made it impossible to implement the same. Of the teachers sampled, 72% were aware of the children’s Act but upward job mobility influenced their position as regards acts of discrimination in education. Only a small percentage (13) of the children sampled were aware of their rights yet they did not understand that acts of humiliation as regards achieving of low grades in examinations were actually acts of discrimination that goes against their rights in education. The study too found out that there is no serious follow up by the government on the implementation of the policy on repeating and the enactment of the children’s rights 2001. Parents seem to stand on the fence helplessly as their children go through acts of humiliation with regard to their grades in examinations. The study recommends the government to endeavor to implement to the fullest both the children’s act, specifically in education and the policy on repeating in schools in order to seal the gaps that allow for discriminatory acts in the school system
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
Gender and regional disparities in enrolment and academic achievement in Kenya: implications for education planning.
(2010-12-01) Amunga, Jane; Musasia, Amadalo Maurice; Maiyo, Julius
According to the requirements of the educational millennium development goals, countries are supposed to ensure that by 2015, children everywhere, boys and girls alike complete a full course of primary education and eliminate gender disparity in primary and secondary education by 2005 and at all levels by 2015. In line with this requirement, the Kenya government introduced free primary education (FPE) in 2003 and free secondary education in 2008 particularly for day schools. Enrolment in both primary school and secondary school has increased tremendously. This paper examines and highlights the patterns of gender and regional disparities in enrolment and academic achievement in the country. It shows that despite the general increase in enrolment at all levels of education in most regions; the enrolment of boys still exceeds that of girls. The situation is worse North Eastern where enrolment has remained very low despite government interventions. While enrolment figures offer a lot of hope, the situation is grim in academic achievement. Near parity in enrolment in many regions has failed to translate into parity in academic achievement. The girls register low achievement in national examinations when compared to boys nationally and in their respective regions in the country. The paper focuses on the 2009 Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) results because it is the most immediate examination year. Where possible, other years have been used for comparison purposes. This paper argues that it is not enough to have girls in school. They have to benefit from the system by achieving quality grades which will in turn guarantee placement in marketable courses especially those required to drive the economy. Educational planners and policy makers should shift the campaign from enrolment and participation to achievement particularly that of girls.
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.
Study methods for improving quality learning and performance in higher education
(Academic Journals, 2010-12-30) Mutsotso, SN.; Abenga, ESB.
Education is an investment to development and poor study methods should not compromise the mandate of higher education institutions to generate, preserve and disseminate knowledge and produce high quality graduates. Universities admit students with varying backgrounds in terms of learning/study styles, levels of preparedness and concepts of university education. Some were “drilled “, spoon fed, taught for exams, or have wrong purposes/values of university learning. These negatively impact on their study skills and achievement. In complementing the role played by academic staff, students need to be conscious of their personality and study ethics as they influence studying. It is futile to teach well while students lack the fundamentals to conceptualize and internalize the new knowledge. This paper proposes a paradigm shift in study methods and suggests strategies for both the lecturers and the students in universities towards improved learning and performance. The paper is based on the “distributed learning approach” to adequately cater for individual differences that exist among the students. The model is significant for university students, most of whom begin serious studying on realization that examinations are around the corner. This causes stress, confusion and tendency to cheat in examinations. Distributed learning model will address the study space needs and the efficiency and effectiveness of study methods
Education and poverty, relationship and concerns. a case for Kenya
(2011-12-01)
Poverty has many dimensions and does not merely entail low levels of income or expenditure. According to Sen (1992), poverty is the lack of capability to function effectively in society. Inadequate education can thus be considered a form of poverty. Education is widely accepted as the main exit route from poverty. It is the backbone of growth and development of individuals and the nation. However, its achievement continues to elude many who are poverty stricken. This paper articulates the issues of education and poverty which is related to that of chicken-egg relationships. The study used secondary data from eight provinces in Kenya. The study correlated the poverty headcount with the educational indicators. It emerged from the data that provinces which had less poverty levels (Central-30.4% and Nairobi 29.5%) experienced high literacy rate, high enrolment and low dropout rate, while regions which had higher levels of poverty headcount (North Eastern-73.9% and Coast-69.7%) experienced low literacy rates, and poor academic performance. The study Concluded that extreme poor are denied access to education, poverty hampers learning in developing countries through poor nutrition, health, home circumstances, quality, costs and inadequate resources for education. The study recommends the government to introduce/re-introduce/ strengthen school feeding programme, subsidize school uniform and address the issues of opportunity cost for the extreme poor among others
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.
Violation of linguistic and patient’s rights in Kenya
(United states international university (USIU), 2012) Wekesa, Ben; Nyongesa
Health communication, particularly patients’ rights, has become an issue of concern in the recent past. This paper exposes the patients’ rights violation on two main planes: the linguistic plane and the right to information plane. The paper also assesses the world trend on the aforementioned violations and finally contextualises the patient-physicians relationship models. The paper makes the following observations: there is need to reinforce the law on package inserts, especially, the inserts for the patients in both content and language. The PPIs should be translated into Kiswahili for ease readability and access to information. There is also need to enlighten the public and patients in particular on the patients’ rights and enact and implement the Freedom of Information for the public to hold the state responsible for accountability and quality service including health services. Lastly, the paper recommends the adoption of interpretive model which harmonises physician’s medical facts and the patient’s personal values in arriving at a balanced decision on health issues.

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