Department of Education Foundation/EPM

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    Psychosocial Interventions and Girl child’s Access to Emergency Education within Kakuma Refugee Camp, Kenya.
    (Quest Journals Journal of Research in Humanities and Social Science, 2022-09-29) Nabiswa, Janet; Chelia, Rose Deng
    Scanty studies have been done on the impact of psychosocial interventions and empowerment of the girl child’s access to education during emergencies especially those situated within refugee camp settings. Education is not just a fundamental right and public good, it also provides an empowering right through which economically and socially marginalized adults and children can liberate themselves out of poverty and fully participate in their societies. This study sought to address this empirical lacuna with reference to girls in Kakuma refugee camp in Kenya. The urgency was reinforced through an assertion by other studies that education needs to be a priority for refugees because children under 18 comprise about half of the global refugee population and that girls are most disadvantaged globally in all refugee contexts. This study evaluated influence of psychosocial interventions on the girl child’s access to emergency education within Kakuma Refugee Camp, Kenya. The study was guided by Maslow’s Hierarchy Theory of Needs as advanced by Abraham Maslow and the psychosocial interventions framework as modified from Ministry of health. The study area was Kakuma Refugee camp within Turkana West Sub-County in Kenya. The study employed a sample survey design. The sample frame was 27 primary schools with a pupil population of 57,000. The girls who formed the targeted population were 14,496 across the 27 primary schools and those sampled for the study were 6000 from 8 schools which had documented psycho-social cases. Guidance and Counselling teachers and Head Teachers were also sampled for this study in addition to two education officers based on their roles and expertise. The study found that only three of the nine psychosocial interventions were fairly rated between 50% and 65% on their application. These were psychotherapy at 64%, guidance and counselling at 60% and remedial classes during holidays at 51%. The study concluded that roll out of psychosocial interventions in the Kakuma refugee camp schools is still low and could have a negative bearing on girl’s access to education in this emergency setting just as could be the case in other emergency settings as averred by previous studies outside the study area. It’s recommended that capacity of teachers and increased funding should be boosted so that psychosocial interventions can be fully applied and spread across to cover a wider number of girls in the emergency settings like Kakuma refugee camp, Kenya.
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    Emergency Strategies in the Management of Human Wildlife Conflict for Sustenance of Livelihoods and Education in Baringo North Sub-County, Kenya.
    (Quest Journals: Journal of Research in Humanities and Social Science, 2023-01-11) Nabiswa, Janet; Cheptarus, Gideon
    Human-wildlife conflict (HWC) has reached disaster proportions based on number of deaths of human and wildlife whether as absolute figures or even in the context of destroyed fauna and flora globally. The convergence areas of conflict are around protected areas, where wildlife population is higher and wild animals often stray into adjacent cultivated fields or grazing areas. This study focused on Kamnarok National Reserve in Baringo North Sub-County, Kenya which has received scanty empirical focus on this aspect of HWC. The main objective of the study was to examine emergency response strategies in the management of HWC for sustenance of livelihoods and education in Baringo North Sub-County, Kenya. The study was guided by Kenneth’s and Kilmann’s Conflict Styles theory together with Dollard’s Frustration Aggression Displacement theory. A descriptive survey research design was used. The study population was 286 with principal respondents being drawn from adjacent community households that were victims of HWC. Data was collected using questionnaires, interview schedules, and Focus Group Discussions. On emergency response strategies being applied in the study area, coping strategies were rated as follows: seeking medical treatment after attack was rated at 75%; psychotherapy after the attack was rated at 21% while compensation following the attack was rated at 14%. Since psychotherapy support is very critical in emotional healing and reduced trauma while compensation cushions households especially where a breadwinner has been killed or disabled by the wildlife attack, such low uptake is a precursor to continued hostilities and prevalence of HWC. As for mitigating strategies, the need to initiate dialogue with communities living adjacent to the national reserve was supported at 92% just as was the case with erecting electric fencing around the national reserve to keep off stray wild animals. Other strategies like up-scaling of community awareness on likely economic value to the area in the event that wildlife is supported were rated at 88%. Strengthening of community-based conservation as a prevention strategy for boosted socio-economic gains for the local people received an approval rating of 92%. The study concluded that the strategies employed in the management of HWC are not effective in dealing with the problem since they are short lived and are often reactive in nature. Key coping strategies to allow healing emotionally and economically like psychotherapy and compensation were poorly rated. Psychotherapy which is a critical psychosocial component together with compensation should be boosted. Compensation efforts should consider relocation of adjacent communities as effects of climate change take effect and more people initially not covered under compensation policy are affected.
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    Music Pedagogy and Learner Acquisition of Communication and Collaboration Skills in Public Primary Schools of Bungoma County, Kenya
    (Journal of Global Research in Education and Social Science, 2025-05-31) Okadie, Zilpah A.; Nandelenga, Henry S.; Nabiswa, Janet
    Music is one of the subjects or learning areas reintroduced in Kenyan primary schools under the Competency-Based Curriculum. Though there are many studies on music pedagogy, there is no specific study that concentrated on Grade Four learners in public primary schools of Bungoma County, Kenya. This study aimed at filling this gap. Based on the Competency Based Curriculum, Communication and Collaboration are among the 21st Century skills that need to be inculcated into learners. The objective of this study was to determine the effect of music pedagogy on learner acquisition of communication and collaboration skills. This study was based on Bruner’s Cognitive Development Theory (1976) and Vygotsky’s Socio-cultural theory of Cognitive development (1978). According to Bruner, learning is an active process in which learners construct new ideas or concepts based on their current or past knowledge. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. This study was carried out in public primary schools of Bungoma County, Kenya. The respondents were 300 Grade Four learners, 20 music teachers of Grade Four, 20 head teachers, 2 Curriculum Support Officers and 1 KICD official. The study was based on Descriptive Survey Design. The instruments of data collection employed were questionnaires, interview schedules and observation guides. Music teachers of Grade Four filled questionnaires. Head teachers, Curriculum Support officers and Kenya Institute of Curriculum Development official were interviewed by the researcher. The researcher observed learners performing selected activities. Research findings indicate that singing, dancing and use of percussions are the main activities that learners do to promote communication and collaboration. This study is expected to help teachers to gauge their levels of preparedness in handling music. Music is a practical-oriented subject and learners ought to be practically involved in every lesson. The Ministry of Education may use findings of this study in capacity building for Music teachers. The findings may also guide the Kenya Institute of Curriculum Development to produce relevant materials and course books for music and an appropriate curriculum design that reflects the reality in the schools.
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    Capitation grant and textbook student ratio in public secondary schools in Bungoma south subcounty Bungoma county Kenya
    (KIBU, 2019-11) Amadi, Omega Kennedy
    The Kenyan government spends part of Capitation Grant (CG): 54% of the tuition amount for purchase of textbooks in Public Secondary Schools in order to attain ratio of one textbook per student. From 2009 up to 2017 Public Secondary Schools had faced challenges in implementing the above policy. The study sought to establish the relationship between CG and Textbook Student Ratio in Public Secondary Schools in Bungoma South Sub-County, to identify the relationship between CG received towards textbook purchase and actual tuition Amount spent on purchase of textbooks in Public Secondary School, to determine the relationship between government policy on CG towards provision of textbooks and Curriculum diversity in Public Secondary Schools and to find out the effect of textbook ‘Harvesting’ and Donation on use ofCG towards purchase of textbooks in Public Secondary Schools. The study was guided by Human Capital Theory (HCT). The study used descriptive survey design to carry out the study with both qualitative and quantitative approaches. The target population was 53 Public Secondary Schools comprising of 637 respondents. The sample size was 379 respondents comprising of one Sub County Director of Education (SCDE), 27 Principals, 159 HODs, 27 accounts Clerks’ 27 Librarians, and 138 Students (Class secretaries). Yamane (1967) formula was used to get the sample size for the 159 HODs and 138 students/class representatives. Random sampling was used to recruit 159 HODs and 138 students (class representatives) while purposive sampling was used to recruit one SCDE, 27 principals, 27 accounts clerks and 27 librarians. The study used questionnaires and document analysis. Split-half reliability and coefficient alpha were used to ascertain reliability of the instrument. Validity of the instruments was conducted in 4 public secondary schools through piloting and any wanting instrument component was adjusted accordingly. The quantitative data collected was processed and analyzed using both descriptive; mean standard deviations and inferential statistics; ANOVA, tukey test and Pearson’s correlation coefficient. The study established that CGs were not adequately utilized to attain the desired 1: 1 textbook student ratio due to divers’ challenges. This may in the long run escalate through the 100 transition rate policy, Findings of this study indicate that insignificant amount of capitation grant funding was used towards textbooks over the years. The study recommends that, the MOE and school managers should come up with a robust CG policy for proper utilization of funds meant to purchase textbooks through enhancing monitoring systems for prudent management of the funds to avoid future high textbook student ratio and maintain the recommended ratio of 1:1.