Department of Education Foundation/EPM

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    Access to basic education in Kenya: Inherent concerns
    (Academic Journals, 2007-10-30) Maiyo, JK.; Odebero, S.O.; Mualuko, N.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 socio-emotional 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.
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    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.
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    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.
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    An assessment of quality assurance on academic performance in public primary schools in Kenya
    (201-12) Maiyo, J.; Ngina, J.; Wetiba, J.
    The core function of the directorate of Quality Assurance and Standards is ensuring Quality education. Despite the government’s effort in strengthening the department, it is still wanting. The main objective of the study was to carry out an assessment of quality assurance on academic performance in public primary schools in Lugari Sub-county. The study was based on the Structural Functionalist Theory. The research adopted a descriptive research design whereby mixed research methodology was utilized in collecting both qualitative and quantitative data. The study targeted 5 education officials, 45 head teachers, 45 deputy head teachers and 350 teachers all making a target population of 445 people. Stratified sampling technique was used to sample 14 head teachers,14 deputy head teachers , 105 teachers and purposive sampling technique was used to select education officials all making a sample size of 135 people. Interview schedules were used to collect data from education officials. Questionnaires were used to collect data. Data collected was analyzed using both inferential and descriptive statistics. The study found that QASOs were not visiting schools physically and regularly. It was also found that the QASOs did not have enough time with the teachers to discuss the strengths and weaknesses observed during their visits to schools. The study found that QASOs did not organize seminars and workshops for teachers on curriculum implementation and at the same time they concentrated on administrative issues whenever they visited schools. The study recommended that QASOs should organize regular seminars and workshops to update teachers on the current teaching methods. There was need to improve the pupils’ learning environment by providing enough sanitation facilities, relevant textbooks, enough and secure classrooms.
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    Challenges faced by small and medium enterprises in accessing public contracts in Bondo, Kenya
    (International Journals of Multidisciplinary Research Academy, 2014-05-01) Olang'o, Abuya Joshua; Gerald, Ondiek
    Kenya Government has been in the forefront in advocating for the youth access to Government Contracts. This has been evidenced by the Presidential Directive on Youth Access to Govermnent contracts by allocating 10% of all public contracts to Small and Medium Enterprises (SMEs). Despite this preferential treatment of SMEs, comparative tallies of public contracts secured by SMEs in Bondo against those secured by large enterprises are still very small. The study objectives are to determine the main challenges faced by SMEs in accessing public sector contracts in Bondo District and determining the types of public contracts often secured by SMEs in Bondo District. The research design adopted was stratified random sampling of SMEs in which self-administered questionnaires were used to collect data. A sample size of 136 SMEs out of a population of 210 SMEs were selected. The collected data was analysed using descriptive statistics. From the study perceived corruption, large documentation level, inavailability of public contracts, lack of information access, lack of feedback, large lot sizes, existing framework arrangements, lack of capital, long procurement time-scales, bureaucratic procurement procedures, stringent selection criteria, inaccurate contract information, cost of tendering, poor business infrastructure unfavorable taxation regime and pre-qualification were the major challenges SMEs face in accessing public sector contracts in Bondo. Again the study found that SMEs in Bondo which to some extent secured public sector contracts were found to have mostly drawn their public contracts from the Office of the President, Local Authority, Roads & Public Works and Agriculture & Regional Development. In conclusion, there are still a number of challenges that SMEs in Bondo are facing in accessing public sector contracts. These challenges need to be addressed by both the government and SMEs management. To accomplish this, the study recommends that further research be carried on how these challenges could be reduced both by government contracting authorities and/or SMEs themselves. Further research could also be carried on the initiatives the government has put to facilitate SMEs access to public contracts. Research could also be done on contribution of the level of education of procurement officers in achieving value for money during public procurement.
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    Challenges of open and distance learning in Kenya: the Case of public universities
    (2017) Opondo, Paul A.; Boit, John K.
    Kenyan education policy is based on a number of legislations including the constitution of Kenya (1961), Education Act (1968), Children Act (2001) and sessional paper no. 11 of 2005 on policy framework for education and training, among others, all of which commit the government to the provisions of at least 12 years of compulsory, free and continuous schooling to the Kenyan children (Government of Kenya, 2008). So far, however, no specific act or directive deals with Distance learning per se. Our policy on DE are far behind South Africa and even post-conflict Rwanda who have prepared very proactive policy documents to increase access via open and distance learning. This is due to various structural challenges that this paper attempts to discuss
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    Challenges teachers face when handling children with aggressive tendencies: a study in Mwingi central sub county, Kitui county, Kenya
    (KIBU, 2018-09-03) Murugi, Joanna Oyamo; Wafula, Robert; Walumoli, L. Alex
    Children with aggressive behaviours belong to the behaviourally disordered category of children with special needs. These children display negative behaviour tendencies that hurt others either verbally or physically. They manifest such characteristics as quarrelsomeness, vengefulness and destructiveness. It also includes spreading rumours, telling lies, giving dirty looks, insulting others and humiliating others. According to Botha (2014), such behaviour tendencies impedes negatively on learners’ social and academic development of these children. They are also font of interrupting learning activities and lack focus on tasks in class leading to failure to follow instructions from the teacher. Handing these children can be challenging unless teachers are empowered. This article examines challenges teachers face when dealing with children with aggressive tendencies. The objectives of the study were: to find out the challenges teachers face when dealing with aggressive children; to find out the appropriate strategies for helping these children. The research design used in the study was a descriptive survey. Ten schools were sample in Mwingi central sub county, Kitui County, using stratified sampling. A sample size of 20 children with aggressive behaviour tendencies were purposively sampled. Class teachers from pri-primary one to class three (4 teachers in each school) were included in the study, a total of forty teachers. Data was collected through analysis of children’s academic records by summarising them on tables. Questionnaires were used to gather data from teachers. Responses from teachers were analysed through themes with excerpts. Children with aggressive tendencies were found to show poor school attendance but rarely drop out of school. Poor school attendance is a predictor of poor academic performance and negative teacher-pupil attitude. It further established lack of sufficient training for teachers handling aggressive children. This leads to lack of necessary skills of handling these children. Most teachers expressed frustration and lack of adequate support from parents, community, education officers and school administration. It is important that all teachers for young children attends seminars and workshops on ways of handling aggressive children. There is also need to develop guidance and counselling programme in early childhood education. Parents and community should give adequate support teachers when dealing with children who show aggressive tendencies.
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    Citizens’ Participation in development: A Case of constituency development fund (Cdf) In Kanduyi constituency of Bungoma County, Kenya
    (2016-11) Wanyonyi, Nobert Wanjala .; Mwangi, Wokabi Samson .
    This paper focuses on citizens’ participation in Constituency Development Fund (CDF) projects in Kenya and is based on a study that was carried out in Kanduyi constituency of Bungoma County. CDF was established in Kenya by an act of parliament in 2003 and it is a strategy that channels resources to community projects proposed by community members. The strategy is supposed to increase citizens’ involvement in the provision of developmental services and in so doing, empowering them to manage their livelihoods. The paper examines citizens’ participation in the identification, selection and prioritization, planning and implementation of CDF projects. A descriptive survey design was used with 245 respondents taking part in the study. The findings indicated that citizens’ involvement in CDF projects was low and the major cause of this low participation was lack of knowledge and information on how CDF projects are identified, selected and prioritized before funding. The paper further discusses the benefits and limitations of citizens’ participation in the development agenda. The recommendations were that for CDF to be all inclusive, more funds need to be allocated towards awareness and information dissemination to create stronger structures that will increase citizens’ awareness about the procedures in the fund. Secondly, there is need to expand both the Location Development Committees (LDC) and Project Committee (PC) membership so as to cater for more inclusive.
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    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.
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    Contribution of microfinance in enhancing food access and coping strategy in aids-affected households in Kakamega county, Kenya
    (African Scholarly Science Communications Trust (ASSCAT), 2017) Ngala, CO.; Nguka, G.; Ong’anyi, PO.
    Acquired immune deficiency syndrome (AIDS) pandemic increases a family’s food insecurity by reducing the family’s ability to produce food, which compromises their output and income. This reduces their food availability, accessibility and acquisition, and interferes with regular nutritional intake. In response, households develop various coping strategies, especially in the context of food shortages. Arguably, microfinance (MF) has been advocated by many as an antidote to disasters affecting the households in different disaster contexts, such as famine, poverty, and tsunami occurrences. This study, therefore, sought to find out the contribution of MF to AIDS-affected households in terms of food access and coping strategies in Kakamega County, Kenya. Specifically, the study determined the effect of MF on the proportion of income spent on food, and number of meals consumed in a day. It also sought to illuminate the coping strategies adopted by AIDS-affected households with and without MF in the context of food shortages. This study adopted both qualitative and quantitative approaches with an experimental framework. A sample of 404 AIDS-affected household heads was included in the study. Findings from descriptive and inferential analyses revealed that over 50% of AIDS-affected households before MF were spending their income on food irrespective of loan status, and there was a highly statistically significant difference in the proportion of income spent on food by affected households with and without MF. Those households with MF spent almost twice of their income on food compared to those without MF. There was also a highly statistically significant difference in the number of meals consumed between those households with and without MF, in favour of those with MF. Households with MF took relatively more meals. Lastly, households without MF adopted more severe coping strategies when faced with food shortages. The study concluded that affected households with MF had easy access to food, ate the required number of meals and adopted less severe coping strategies. This was because MF services came as a package of money, training and advisory on business and health-related issues, which did not only improve household income but also enhanced food access and enabled adoption of less severe coping strategies in AIDS-affected households in Kakamega County.
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    Developing a christian apologetics based on the African christological themes
    (2016-11) Wanyonyi, Edward Wekesa.
    In the Researcher’s view, Africa is no longer a dark continent characterized by people who are physically and spiritually obscure and that therefore nothing good could come out of her. As it were, the imagination of the westerners conspired with ignorance and prejudice to an understanding that gives Africa a false image on the religious global platform. On the contrary, Africa should and is capable of developing her own Christology and soteriology that appeal and endorses the religious curiosity of her people. African Christianity has the right to answer the question posed by Jesus in the scripture based on her own understanding of who Christ really is in the African world view. Therefore in this paper, the researcher is poised to provide an apologia to the text in (Mark 8:27-29) based on the African Christological themes. “Jesus and his disciples went on to the villages around Caesarea Philippi. On the way he asked them, "Who do people say I am?" They replied, "Some say John the Baptist; others say Elijah; and still others, one of the prophets" "But what about you?" he asked. "Who do you say I am?" Peter answered, "You are the Christ." (Mark 8:27-31 NIV). To the African Christians, Jesus is the Savior, but yet pictured in several ways as provided for in different communities. In essence Jesus Christ is to be defined and propagated based on his role in meeting diverse needs in the African society. In addition, this paper is an attempt to pursue the continuous African response to the quest for a renewed understanding that seeks to revive the old age African interaction of the gospel as perpetuated by the first and second century apostolic fathers. It seeks to continue the rich African Christian heritage and legacy as founded by key Apologists of African origin such as Clement of Alexandria, Tertullian and Origen. In addition as indicated by O’Donovan, “the historical fact is that Christianity came to Africa before it came to Europe and North America. This can be seen in the story of the Ethiopian official in Acts 8:27-39.” (2009, 5).The paper subsequently examines the different themes ascribed to Christ and how these themes can provide A Christological Apologia in the African context. The paper discusses how Jesus fits into the African perception of Christ as the Great Ancestor, priest or Prophet and Mediator cum intermediary. He is also perceived as Chief/ King, Redeemer or deliverer and Liberator.
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    Devolved governance and quality of pre Primary education in Busia County, Kenya
    (2017-12) Manasi, Echaune.; Maiyo, Julius K.; Poipoi, Moses.; Atyang, Naom.
    The study examined the quality of pre-primary education in the era of devolved governance in Busia County, Kenya. The specific objectives of the study were to: investigate the suitability of teaching and learning environment in public pre-primary education in Busia County, establish adequacy of teaching and learning resources in public pre-primary education in Busia County, and, ascertain the competency of preprimary education teachers in Busia County. The study targeted all public pre-primary education teachers and all head teachers of public primary schools that hosted pre-primary education. Thirty six public primary schools were sampled randomly. Thirty six head teachers and one hundred and forty four pre-primary education teachers participated in the study. Head teachers were purposively sampled while pre-primary education teachers were randomly sampled. The study employed a descriptive survey design. Data was collected using questionnaire, observation schedule and document analysis guide. Data was analyzed using means, percentages and frequencies. Chi-square was used to test hypotheses at p≤ 0.05. The findings of the study revealed that teaching and learning environment in public pre-primary education was generally unconducive. The study findings revealed that teaching and learning resources were inadequate and that preprimary education teachers were fairly competent. The findings of the study revealed that majority of preprimary education teachers unsatisfactorily used professional documents and that there was a significant relationship between pre-primary education teachers’ training and teacher competence as measured by overall Education Quality Index whose evaluation indicators included use of professional documents, use of teaching and learning resources, teacher professional conduct, quality of teaching and learning, teacher mastery of content, teacher personality and demonstration of skills in feedback. The study specifically revealed that there was no statistically significant relationship between teacher training and use of professional documents. Based on the findings of the study, it was recommended urgent measures ought to be taken to improve pre-primary education teaching and learning environment. Stakeholders should mobilize resources to provide adequate teaching and learning resources and sanitation facilities in order to enhance the quality of pre-primary education.
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    Devolved governance in Kenya; is it a false start in democratic decentralization for development?
    (2015-01) Khaunya, Mukabi Frederick; Wawire, Barasa Peter; Chepng’eno, Viola
    Many democracies world over, including Kenya have in recent years adopted devolution as a system of decentralization for development. In Kenya, this was after years of the post independence approach of Local Governments which still embraced a strong centralized governance structure and which had been meant to resolve the regional development challenges but apparently failed. This is evidenced by the challenges in Kenya have mainly associated with bureaucratic inefficiencies, lack of accountability and transparency, unequal distribution of national resources and minimal community participation in local development, amongst others. The Constitution of Kenya 2010 upon promulgation and enactment changed the Governance structure from a centralized unit to devolved sub-units known as the County Governments. It was expected that the onset of these devolved governments after the 2013 Elections and enactment of subsidiary laws would address these development challenges of the centralized governance that Kenya has faced since independence. Indeed currently, there is a deliberate effort by the National Government to equitably distribute resources through County Government quota disbursements, there is evidence of increased accountability arising from efforts of relevant ‘watchdog’ institutions and also community participation in development matters through appropriate institutional frameworks can be noted. However, despite these apparent positive realizations through County Governments’ establishments in Kenya, they to a larger extent seem to have been overshadowed and threatened by a number of challenges, four years after the enactment of the Constitution and a year into their decentralized functionality. Currently, most media houses in Kenya have so much of the negative reports about the County Governments that the impression given is that this form of decentralization in Kenya could be a false start if not a total failure. For example, it is currently being reported that a Governor in Embu County, Eastern Kenya has been impeached due to impropriety, the Auditor General’s report screams of massive impropriety in many Counties, a section of Governors have been summoned by the Senate to account for some specified allegations, striking citizens in some Counties over one issue or another, boycotts due to ‘irregular’ appointments by respective County Public Service Boards, the list is endless! It is in light of the aforementioned reports and the initial apparent development challenges of centralized governance that the paper seeks to measure the extent to which these challenges have been addressed after the decentralized devolved system of governance was introduced. The paper adopts a diagnostic approach based on desk research to investigate these Kenyan challenges, draws from expert opinion and does comparative analysis based on lessons from other devolved political systems in Africa and the world. The paper explores and discusses these challenges with a view of informing other world democracies that have or are on the verge of adopting this strategy of decentralization for development to be conscious of these pitfalls and design appropriate structures and a roll out framework for circumventing them. It also informs Constitutional development of devolved government structures. The paper establishes that the County Governments in Kenya have indeed made significant progress in involvement of stakeholders on development at County level, a realization of devolvement of funds, creation of employment opportunities, a more accountable political system and devolvement of certain key functions to the local level.This is commendable. However, the study establishes that the Counties have been faced with a myriad of challenges that indeed stand in the way of the realized achievements, namely lack of political goodwill, inadequate funding, ‘devolved’ corruption, nepotism, inability to absorb some devolved functions, mistrust among stakeholders, different implementers of devolution with varied cultures and approaches, devolved bureaucracy, a bloated workforce with duplication of duties and internal political supremacy wars. These County Governments are also threatened by an over bearing National Assembly and Executive, an overzealous County Assembly, deteriorating public goodwill and a weak legislature and institutional framework. It therefore concludes that the malaise of a centralized system of governance still lingers within this devolved system and until these challenges are addressed, no real benefits of devolution will be realized or even if so, sustained. The author recommends legislation to allow for a phased approach to devolution preferably on pilot basis starting with the fairly large County Governments and those with varied economic, social and demographic characteristics, more stringent anti corruption laws and an effective mechanism for community participation. The retention of the public service functions with the National Government to maintain a smooth transition in public service delivery and a stringent and coherent legislative framework to guide all aspects of the devolution process are other recommendations suggested by the author.
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    Devolved governance in Kenya; is it a false start in democratic decentralization for development?
    (2015) Khaunya, Mukabi Frederick; Wawire, Barasa Peter
    Many democracies world over, including Kenya have in recent years adopted devolution as a system of decentralization for development. In Kenya, this was after years of the post independence approach of Local Governments which still embraced a strong centralized governance structure and which had been meant to resolve the regional development challenges but apparently failed. This is evidenced by the challenges in Kenya have mainly associated with bureaucratic inefficiencies, lack of accountability and transparency, unequal distribution of national resources and minimal community participation in local development, amongst others. The Constitution of Kenya 2010 upon promulgation and enactment changed the Governance structure from a centralized unit to devolved sub-units known as the County Governments. It was expected that the onset of these devolved governments after the 2013 Elections and enactment of subsidiary laws would address these development challenges of the centralized governance that Kenya has faced since independence. Indeed currently, there is a deliberate effort by the National Government to equitably distribute resources through County Government quota disbursements, there is evidence of increased accountability arising from efforts of relevant ‘watchdog’ institutions and also community participation in development matters through appropriate institutional frameworks can be noted. However, despite these apparent positive realizations through County Governments’ establishments in Kenya, they to a larger extent seem to have been overshadowed and threatened by a number of challenges, four years after the enactment of the Constitution and a year into their decentralized functionality. Currently, most media houses in Kenya have so much of the negative reports about the County Governments that the impression given is that this form of decentralization in Kenya could be a false start if not a total failure. For example, it is currently being reported that a Governor in Embu County, Eastern Kenya has been impeached due to impropriety, the Auditor General’s report screams of massive impropriety in many Counties, a section of Governors have been summoned by the Senate to account for some specified allegations, striking citizens in some Counties over one issue or another, boycotts due to ‘irregular’ appointments by respective County Public Service Boards, the list is endless! It is in light of the aforementioned reports and the initial apparent development challenges of centralized governance that the paper seeks to measure the extent to which these challenges have been addressed after the decentralized devolved system of governance was introduced. The paper adopts a diagnostic approach based on desk research to investigate these Kenyan challenges, draws from expert opinion and does comparative analysis based on lessons from other devolved political systems in Africa and the world. The paper explores and discusses these challenges with a view of informing other world democracies that have or are on the verge of adopting this strategy of decentralization for development to be conscious of these pitfalls and design appropriate structures and a roll out framework for circumventing them. It also informs Constitutional development of devolved government structures. The paper establishes that the County Governments in Kenya have indeed made significant progress in involvement of stakeholders on development at County level, a realization of devolvement of funds, creation of employment opportunities, a more accountable political system and devolvement of certain key functions to the local level.This is commendable. However, the study establishes that the Counties have been faced with a myriad of challenges that indeed stand in the way of the realized achievements, namely lack of political goodwill, inadequate funding, ‘devolved’ corruption, nepotism, inability to absorb some devolved functions, mistrust among stakeholders, different implementers of devolution with varied cultures and approaches, devolved bureaucracy, a bloated workforce with duplication of duties and internal political supremacy wars. These County Governments are also threatened by an over bearing National Assembly and Executive, an overzealous County Assembly, deteriorating public goodwill and a weak legislature and institutional framework. It therefore concludes that the malaise of a centralized system of governance still lingers within this devolved system and until these challenges are addressed, no real benefits of devolution will be realized or even if so, sustained. The author recommends legislation to allow for a phased approach to devolution preferably on pilot basis starting with the fairly large County Governments and those with varied economic, social and demographic characteristics, more stringent anti corruption laws and an effective mechanism for community participation. The retention of the public service functions with the National Government to maintain a smooth transition in public service delivery and a stringent and coherent legislative framework to guide all aspects of the devolution process are other recommendations suggested by the author.
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    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.
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    Education and Poverty Correlates: A Case of Trans-Nzoia County, Kenya.
    (Academic Journals, 2015-09) Maiyo, Julius K.
    Education is widely accepted as the main backbone of growth and development of individuals and the nation. However, its achievement continues to elude many who are poverty stricken. Government of Kenya introduced free primary education in 2003 and tuition free secondary education in 2008. It is estimated that about 3 millions children are not enrolled in primary schools. For the children who enrolled in grade one, only between 46-48% can manage to complete the final grade and transition rate remained below 50%. The study was envisaged to look at interdependence between education and households’ poverty levels and its influence in internal efficiency of primary schools in Kenya. Descriptive research method which primary concerns with the present, past events and influences as they relate to the current conditions was employed. The study used survey research design. The sample size of the study was 468 respondents, comprising 360 household heads, 12 head teachers and 96 class teachers. Simple random and purposive sampling design was used. Four instruments were developed and used to collect data: Questionnaires for the households’ heads and class teachers, school data form and interviews. Data were analyzed with the help of SPSS computer programme (11.5). Household poverty levels were determined by use of poverty indexes developed by Greer and Thorbecke (1986). National poverty line of Kenya shillings (Ksh) 1562 developed by the government of Kenya in 2005/06 was adopted. Schools internal efficiency was determine with the help of educational statistical indicators developed by United Nations
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    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
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    Education and poverty,relationship and concerns. A case for Kenya.
    (2011-12-01) Maiyo, J.K.; Bawane, Jyoti
    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
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    Efficacy of kinesthetic instructional resources utilization on students’ performance in biology in secondary schools in Kenya
    (201-12) Munene, Titus S.; Mutsotso, Stanley N.; Masibo, Edwin NM.; Wanjala, Robert N.
    Educators propose a wider range of stimulating and exciting materials to be used in teaching the concepts outlined in the curriculum to ensure that learners are actively involved in the learning process. The purpose of this paper was to investigate the efficacy of kinesthetic instructional resources utilization on students’ performance in biology in secondary schools in Bungoma Central Sub- County in Kenya. The objective of this paper was to assess the availability of the wide range of kinesthetic instructional resources used in biology in secondary schools. The study was conducted in Bungoma Central Sub-County. Descriptive survey design was utilized in this study. The target population was the teachers of Biology; Laboratory Technicians and form three students in the secondary schools in Bungoma Central Sub- County. Stratified random sampling was used to select the schools from which respondents were picked. Purposive sampling was used to pick Biology teachers and laboratory technicians while simple random sampling was used to select students in the sampled schools. Data was collected using questionnaires, document analysis and observation schedule. Data was then analyzed using descriptive statistics. The study findings show that the predominant kinesthetic instructional resources available in most schools were black and white photographs and in some schools, these could only be accessed from the prescribed course books. The study also found that, most teachers, students and laboratory technicians perceived that the use of kinesthetic resources mainly coloured photographs simplified learning of biology and that they provide a better alternative to real specimen as they present the virtual reality of the latter. The conclusion made from this paper was that students need constant interaction with the subject teacher to develop the skills, attitude and knowledge about the photographs presented to them
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    Ethical leadership: A theoretical analysis of kenyan ethical climate
    (2017-12) Wepukhulu, Rispah N.; Namasaka, Purity N.
    Kenya has in the recent past found itself up the ranks of corruption. This is based on the 2016 Global Economic Crime survey by Price Waterhouse Coopers, comparing economic crimes in a sample of 115 countries in which Kenya achieved a rank of three as the most corrupt country in world after France and South Africa. Is this a course of celebration that we soon have to fight just a bit more to attain the ‘medal’ of corruption? It’s a likely scenario given the web of corruption that has entangled all facets of the Kenyan society from crucial arms of government to local administrative units in villages to private sectors leaders and is slowly being manifested in the new generations. It has become our way of doing things, it’s our Kenyan culture. Even with the endless efforts from anti-corruption agencies and regulatory laws to stifle corruption, it’s a culture we just can’t get over. Why? The prevailing Kenyan ethical environment provides the basis of a theoretical analysis of ethical leadership bringing forth the aspect of complexity in the nature of ethical leadership. The paper further highlights that it’s beyond the bad apple analogy and corruption is more of a systemic problem applicable to the bad barrel analogy. Nonetheless, the paper acknowledges that in a society where trust and integrity remains a mirage, ethical leadership is at the core of cultural transformation. The possible recommendation to the Kenyan society as a whole and specifically to the Kenyan anti-corruption agencies are provided as possible solutions to tackling the vicious web of corruption in Kenya.