http://41.89.164.27:8080/xmlui/handle/123456789/405 2026-04-09T11:47:50Z 2026-04-09T11:47:50Z KEIRO, ANN MUTHONI http://41.89.164.27:8080/xmlui/handle/123456789/2252 2025-04-03T08:42:54Z 2024-01-01T00:00:00Z

CONTRIBUTION OF CHURCH MISSIONARY SOCIETY IN THE DEVELOPMENT OF TEACHER EDUCATION AT KAHUHIA NORMAL SCHOOL IN MURANG’A COUNTY, KENYA (1922-1961) KEIRO, ANN MUTHONI This research focused on the contribution of the Church Missionary Society (CMS) towards the development of teacher education in Kenya, with a special focus on Kahuhia Normal School (KNS).The study objectives included: To trace the historical growth of Kahuhia Normal School from 1922-1961;To examine the role of the Church Missionary Society in the development of teacher education at Kahuhia Normal School from 1922-1961;To explore the part played by key individuals around Kahuhia Normal School to the development of teacher education in Murang’a from 1922 -1961. Historical research design was comprehensively employed. The main sources of data were primary and secondary, where; primary sources included oral interviews, data from Kenya National Archives, documents from the school library, and secondary sources which included books, journals and other written records. Purposive sampling and snowballing sampling techniques were utilized to select 16 participants from various categories. The study targeted former school administrators, village elders, former students and teachers. The collected data was subjected to historical techniques of internal and external criticism to determine the authenticity and reliability of data collected. Guided by the objectives, content analysis was done to categorize the data into historical periods and themes. Oral data was recorded, transcribed, coded and discussed under themes. This enabled drawing inferences about teacher education by Church missionaries in Kahuhia, and it is from these that findings, conclusions and recommendations were drawn. The study findings indicated that the establishment of the CMS and their introduction of early teacher education in pre-colonial Kenya acted an agent in provision for teachers and formed an important basis to the history of education and further research. The study findings indicated missionaries as key stakeholders in teacher education development and therefore should not be underscored. Further research can be done to explore the coming up of girls education in the same institution

2024-01-01T00:00:00Z GEOFFREY, KHISA WAFUKHO, http://41.89.164.27:8080/xmlui/handle/123456789/1766 2023-04-11T12:48:29Z 2021-03-01T00:00:00Z

TRADITIONAL YOUTH EDUCATION OF THE BUKUSU COMMUNITY OF WESTERN KENYA: A STUDY OF ITS CONTENT, TEACHERS AND PHILOSOPHICAL FOUNDATIONS (1844 – 2019) GEOFFREY, KHISA WAFUKHO, This study investigating content, teachers and philosophical bases of youth education of the traditional Bukusu community of Western Kenya (1844-2019) was conducted in Bungoma County, using a phenomenological research design. The purpose of this study was to describe and investigate the status of content, teachers and philosophical foundations of youth education in the traditional Bukusu community of Western Kenya. The main objective was: to describe and investigate content knowledge of youth education in the traditional Bukusu community of Western Kenya. The main question was: what is the content knowledge of youth education in the traditional Bukusu community of Western Kenya? The assumption was that the respondents: the Bukusu council of elders, the Bukusu traditional educators (baseni be kimise), leaders of the culture council of traditional Bukusu community (musambwa), and the Bukusu traditional circumcisers (bakhebi) gave accurate information about youth education of the traditional Bukusu community of Western Kenya. The study used the phenomenological theory. Respondents were selected by purposive sampling and snowballing sampling procedures from the Bukusu council of elders, the Bukusu community traditional educators, leaders of culture council of the traditional Bukusu community and the Bukusu community traditional circumcisers. The research tools were oral interviews and participant observation. The target population was 98 respondents consisting of 24 Bukusu council of elders, 05 Bukusu community traditional educators, 24 leaders of culture council of Bukusu elders and 45 Bukusu community traditional circumcisers. The sample size was 72 respondents consisting of 20 Bukusu council of elders, 21 leaders of culture council of Bukusu elders, 02 Bukusu community traditional educators and 29 Bukusu community traditional circumcisers. Credibility of instruments was done by triangulation. Dependability of data collection tools was done. Data was analysed by inductive analysis. Results of data analysis were presented in a descriptive form and in the form of tables, frequency counts and percentages.The study recommends for a compulsory teaching of multiple courses to students to help reduce high levels of unemployment in Kenya. It is hoped that the findings of this research would trigger more studies in African traditional education. The study has preserved a section of the Bukusu community traditional customs.

2021-03-01T00:00:00Z SIDWAKA, BILLIANS NDENGA http://41.89.164.27:8080/xmlui/handle/123456789/1764 2023-04-11T09:53:29Z 2022-09-01T00:00:00Z

CONTRIBUTIONS OF MILL HILL MISSIONARIES TO THE DEVELOPMENT OF SECONDARY EDUCATION IN KISUMU COUNTY: A CASE OF NYABONDO BOYS SECONDARY SCHOOL 1935-1985 SIDWAKA, BILLIANS NDENGA This study set out to examine the contribution of Mill Hill Missionaries (MHM) to the development of secondary education in Kisumu County. The institution of interest was Nyabondo Boys Secondary School. The study confined itself to a period between 1935 to 1985; 1935 being the time that a Mission Station was established at Nyabondo while 1985 being the period under which the management of the school was handed over to the Kenyan government. What warranted the documentation of this study was from the available literature, there was scanty information on the contribution of Mill Hill Missionaries to the development of secondary education in Kisumu County. The study was guided by the following objectives: To trace the historical development of Nyabondo Boys Secondary School; to examine the contribution of the Mill Hill Missionaries to the development of secondary education in Kisumu County, with special reference to Nyabondo Boys Secondary School; to establish the role that Africans played in supporting the Mill Hill Missionaries establish Nyabondo Boys Secondary School in Kisumu County of Kenya and to investigate the impact of Mill Hill Missionaries established schools to the local community of Kisumu County of Kenya. The purpose of this study was to examine the role that Mill Hill Missionaries played to the development of secondary education in Kisumu County. The site of the study was Nyabondo, in Nyakach constituency of Kisumu County. This being a historical study, a historical research method was employed to suit the study, with qualitative techniques used to facilitate the process of data collection and analysis. This study relied on primary sources of data and used secondary sources as supplement to the primary sources. Primary sources involved the use of interviews and archival data from the Kenya National Archives such as diaries, letters and speeches. The study also employed purposive sampling technique, where participants that suited the study were purposively selected and identified using snowballing method. Archival data was subjected to the historical techniques of internal and external criticism in order to ascertain its authenticity while audio recordings from interviews were transcribed to remove any grammatical errors. The verified data was then analyzed and presented qualitatively under historical periods and themes with regard to the study objectives. The findings of the study concluded that MHM played a vital role to the development of secondary education in Kisumu County through the establishment of Nyabondo Boys Secondary School. Throughout the historical development of the school, Africans also supported the school in various ways. The establishment of the school positively transformed the community both politically and socio-economically. From the findings, the study recommends policy makers and educational stakeholders to engage faith-based organizations when making decisions regarding educational development and societal transformation.

2022-09-01T00:00:00Z TITUS, RUTH W. http://41.89.164.27:8080/xmlui/handle/123456789/1187 2021-07-23T09:23:22Z 2018-01-01T00:00:00Z

PARENTAL INVOLVEMENT AND THEIR INFLUENCE ON ACADEMIC ACHIEVEMENT IN KENYA CERTIFICATE OF PRIMARY EDUCATION: A CASE OF PUBLIC PRIMARY SCHOOLS IN SOY-TURBO SUB-COUNTIES, UASIN GISHU COUNTY TITUS, RUTH W. Parental involvement in the education of their children is not a new concept to public schools. In fact, research has shown that parents play a key role in the academic achievement of their children. The changing occupational orientation of parents coupled with teachers misplaced roles has made parent involvement in the education of their children a complex issue. The purpose of this study was to determine the extent of parental involvement in shaping the academic work of their children. The objectives of the study were to; determine the extent of parental involvement in supervising their children’s work, determine the effect of Parents Association (PA) cooperation on pupils academic achievement, establish the factors that parents consider when selecting school for their children and establish the challenges that parents face when involving themselves in their children’s academic life. The study was guided by two theoretical frameworks, namely Joyce Epstein’s (1995) theory of overlapping sphere of influence and Social and Cultural Capital as postulated by Bourdieu (1977). The study employed survey research design. The research was carried out in Eldoret West Sub-County, Uasin Gishu County. The study targeted class eight learners, class teachers and PA representatives in 153 public primary schools. Schools were stratified into urban, peri-urban and rural and 30% from each strata random sampled to obtain the actual schools that formed part of the study. The sample of the study comprised 46 schools, 46 members of PA, 46 class teachers and 249 class eight learners. Piloting was conducted to enable ascertain validity and reliability of the instrument. The Content and face validity of the instruments were considered by engaging the expertise of the lecturers at the department. Reliability of the instruments was established by capturing data on SPSS data sheet and conducting reliability analysis. A Cronbach’s coefficient for the teachers’ and learners questionnaire attained were 0.68 and 0.71 respectively. The study used questionnaire and interview schedule to collect primary data, while secondary data was collected from pupils’ KCPE performance records. There was a limitation on the tool because some learners had given wrong information about there parents because of perceived repercussions. Data analysis was done using descriptive such as means, frequencies and percentages, and inferential statistics such as simple linear regresssion. Data was presented in form of frequency tables and charts. The study findings indicated that a relatively high proportion (40%) of parents are not involved in the education of their children. The cooperation of parents significantly affected the overall performance of the school, and 14.1% of the cooperation contributed to performance. In addition, influence from other parents (77.9%) was also a much reckoned factor by parents when selecting school for their children. The study recommended that MOE formulates a policy to ensure full participation of parents in decision making in schools and strengthening of PA as an important organ charged with many roles in the schools. The study results will open new insights that will help stakeholders.

2018-01-01T00:00:00Z RODGERS, CHERUI GOWON http://41.89.164.27:8080/xmlui/handle/123456789/490 2020-09-28T11:00:18Z 2018-01-01T00:00:00Z

IMPLEMENTATION OF RE-ENTRY POLICY OF TEENAGE MOTHERS TO SCHOOLS: A CASE OF BUNGOMA COUNTY, KENYA RODGERS, CHERUI GOWON Girls education has been facing a myriad of problems and a number of global organization has been fighting to achieve gender equity in education. Reentry policy of teenage mothers to school mooted in Beijing conference of 1995 is one intervening policy to address such. The Kenyan government adopted the policy in 2001. Despite the policy being in place, very few teenage mothers have been returning to school. The objectives of this study were to: establish the stakeholders level of awareness of the re-entry policy of teenage mothers to school, determine the perception of various stakeholders on the re-entry policy, to find out the various aspects of culture that affect the re-entry policy and to establish the implementation strategy of the re-entry policy of teenage mothers to school in Bungoma County. The critical theory as modified by Habernes was used as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule was administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability of the research instruments was tested using Spearman Rank Order correlation coefficient. A value of 0.79 was obtained and was considered high enough for the instruments to be judged to be reliable. Validity was determined by expert judgment in the School of Education in the University of Eldoret. Quantitative data were coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data were organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it shed light on the level of awareness among various stakeholders of the reentry policy of teenage mothers to school, the perception of the various stakeholders on the reentry policy, identified aspects of culture that affected the implementation of the re-entry policy and the implementation strategies that are in place to implement the policy. The study revealed that most stakeholders had heard about the policy but were not familiar with the contents of the policy. The various stakeholders have a negative perception towards the teenage mother, a number of cultural aspects that affects reentry policy were identified these are attitudes, prejudices, gender discrimination and traditional customs. Various implementation strategies are in place and these are articulation of the policies, support that teenage mothers should receive and the enforcement of the policy. Its recommended that there should be a national debate on teenage motherhood to increase awareness of the policy and teenage mothers should be treated as learners with special need. Concerted efforts should address the various aspects of culture that affects reentry policy of teenage mothers and there should be a clear implementation guidelines of the policy.

2018-01-01T00:00:00Z