Department of Social Sciences

Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda

Wed, 01 Jan 2025 00:00:00 GMT

Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda Robert, Bagumisiriza; Simiyu, John; Wanyeki, Paul Effective collaborations between TVET institutions and industry play a significant role in the acquisition of technical and soft skills by the learners and in sharing knowledge. This study focused on proposing a framework towards effective collaboration between TVET institutions and the industry to enhance the employability skills of the graduates. The study utilised qualitative responses from 217 trainers, including heads of academic departments, 11 principals of TVET institutions, and 18 industry experts, including operational managers, human resources, and staff. The qualitative data was analysed using thematic analysis supported by Dedoose software. The framework was developed using the Context Input Process Product (CIPP) model. The participants identified key collaborating areas, including: curriculum development, industrial training, training of staff, and sharing training resources. More so, the participants identified facilitating activities that supplement the core mechanisms identified, including seminars, workshops, and cocurricular activities. Nonetheless, the results established that this partnership experiences barriers such as poor communication, varying policies, values, cultures, resource gaps, financial constraints, and limited skills of some trainers. The framework emphasises clear stakeholder involvement, clear collaboration mechanisms and strategies, collaborative resource mobilisation, streamlined communication, reporting and feedback channels, and monitoring and evaluation of collaboration for effectiveness. This framework is a useful resource towards building strong and meaningful partnerships between the TVET institutions and the industry, which facilitates practical training to improve the skills of the trainees, thus meeting the skills requirements of the job market.

Challenges Faced by School Caregivers in Providing Care and Support to Learners Living with HIV/AIDS in Boarding Secondary Schools in Nandi County, Kenya

Fri, 01 May 2026 00:00:00 GMT

Challenges Faced by School Caregivers in Providing Care and Support to Learners Living with HIV/AIDS in Boarding Secondary Schools in Nandi County, Kenya Jepchirchir1, Emily; Kipkoech, Lydia; Limo, Alice This study explored the challenges faced by school caregivers in providing care and support to ALHIV in boarding secondary schools in Nandi County, Kenya. A qualitative descriptive research design was adopted. The target population comprised of principals (84) of boarding secondary schools in Nandi County. The study employed purposive sampling to select principals (25) from boarding secondary schools. Data were collected through semi-structured interviews and analyzed thematically. Findings revealed that caregivers face multiple challenges, including inadequate specialized training, persistent stigma and discrimination, limited psychological and health support services, financial constraints, and minimal parental involvement. These challenges interconnect, undermining the effectiveness of school-based support systems and affecting learners’ well-being and educational participation. The study concludes that addressing these challenges requires a holistic, multi-sectoral approach, including continuous caregiver training, strengthened institutional support, increased funding, enhanced parental engagement, and effective implementation of existing HIV/AIDS policies. The findings provide valuable insights for policymakers, educators, and healthcare providers in designing interventions that enhance the capacity of caregivers and promote inclusive, supportive school environments for learners living with HIV/AIDS.

Effects of Athletic Sports Competitive Events on the Performance of Para Athletes in Kenya

Mon, 01 Sep 2025 00:00:00 GMT

Effects of Athletic Sports Competitive Events on the Performance of Para Athletes in Kenya Kiptembur, John K.; Ng’ang’a, Wambui; Otuya, Robert Competitive events are pivotal to the development and performance of para-athletes, spanning talent identification to elite performance. This study examined the effects of competitive event structures on the performance of Kenyan para-athletes, aiming to understand how competitive event approaches influence para-athlete outcomes. An exploratory case study was conducted involving twenty para-athletes selected from a larger population of sixty-six. In-depth interviews and observational data were collected, with validity and reliability ensured through a pilot study involving five para-athletes. Data analysis followed a Straussian grounded theory approach, involving open, axial, and selective coding to identify core categories and develop a theoretical framework. The study revealed a critical gap in competitive opportunities for Kenyan para-athletes, with participants reporting minimal exposure to such events. The research further demonstrated that the existing parasport governance framework significantly affects the nature and availability of competitive events. To enhance para-athlete performance, a strategic overhaul of the parasport structure and leadership is imperative. This includes fostering an environment conducive to increased competitive opportunities, aligning with the performance characteristics derived from the athlete brand image model: athletic expertise, competitive style, sportsmanship, and rivalry. The findings underscore the need for targeted interventions to bridge the gap in competitive opportunities and support the development of para-athletes. Future research should focus on developing a robust parasport system to optimize competitive event accessibility and para-athlete performance, ensuring that para-athletes can achieve their full potential. Additionally, the study highlights the importance of tailored training programs and support systems to address the unique challenges faced by para-athletes. By implementing these recommendations, stakeholders can create a more inclusive and competitive environment for para-athletes in Kenya and beyond.

DETERMINANTS OF THE USE OF DRAMA METHOD IN CHRSTIAN RELIGIOUS EDUCATION INSTRUCTION IN PUBLIC SECONDARY SCHOOLS IN NANDI EAST SUB COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

DETERMINANTS OF THE USE OF DRAMA METHOD IN CHRSTIAN RELIGIOUS EDUCATION INSTRUCTION IN PUBLIC SECONDARY SCHOOLS IN NANDI EAST SUB COUNTY, KENYA MUTAI, JEPKOECH FAITH Christian Religious Education (CRE) instruction in public secondary schools plays a vital role in addressing moral, ethical, and social issues that are relevant to students' everyday lives. However, the effectiveness of CRE instruction faces a challenge of the teacher’s inclination towards the use of traditional teaching methods at the expense of integrating collaborative or interactive teaching methods like drama in public secondary schools. Thus, the purpose of this study was to investigate the determinants in implementation of drama method in Christian Religious Education (CRE) instruction in public secondary school in Nandi - East Sub County Nandi County. This study was guided by the following specific objectives: to determine the influence of teacher preparedness on use of drama method in CRE instruction; to assess the influence of student’s participation on use of drama method in CRE instruction; the extent to which availability of learning resources influence the use of drama method in CRE instruction. The study was based on constructionism theory introduced by Seymour Papert in the 1980s. The study adopted descriptive survey research design with a mixed method approach utilizing census where all the CRE teachers and principals of secondary schools in Nandi - East Sub County were participants in the study. The study targeted 60 teachers of Christian Religious Education and 30 principals from 30 secondary schools in in Nandi - East Sub County. The schools included extra county, county and sub-county schools. The instruments utilized in data collection included structure questionnaires administered to teachers and interview schedules administered to principals of the secondary schools. Data analysis was done using both descriptive and inferential techniques using SPSS version 26. The qualitative data were analysed using themes and subthemes. From the findings all the determinants under study namely teacher preparedness, student participation, availability and use of resources, where r=.373** , r=.523** and r=.591** respectively were significantly related to the use of drama method in Christian Religious Education Instruction where P<0.01. Besides model explained 69.7% of the change in Christian Religious Education Instruction with the remainder of 30.3% being explained by other factors other than (Teacher Preparedness, Students Participation, Availability of Learning Resources). This implies that a focus on the determinants of the use of drama method are critical in enhancing a positive change in the use of drama method in Christian Religious Education Instruction. In conclusion teacher preparedness, students participation and availability of learning resources significantly influence the use of drama method in Christian Religious Education Instruction. The study therefore recommends that there should be increased institutional support for the determinants of drama method of teaching as an endorsement of innovative teaching methods in Christian Religious Education for the realization of the goals of education. These findings remain significant to the stake holders as effective Christian Religious Education is important for student performance in the subject besides restoring moral and social order in society

Exploring the Use of Information and Communication Technologies (ICTS) for Peacebuilding in Mount Elgon Region

Mon, 21 Nov 2016 00:00:00 GMT

Exploring the Use of Information and Communication Technologies (ICTS) for Peacebuilding in Mount Elgon Region Mung’ou, Cherotich Conflicts have brought great distress and loss of lives across the globe. Unfortunately, the African continent has witnessed the greatest impact of these conflicts. However, from 2011, other the predominantly Muslim countries especially in the Middle East, Arabia and Africa also witnessed similar conflicts that led to loss of lives and overthrow of dictatorial regimes. The intra-ethnic conflict witnessed in Mount Elgon region between the Soy and Ndorobo clans of the Sabaot in 2006-2008 had great socio economic implications in the region. While most literature has focused on the causes of intra-ethnic conflicts in Africa and Kenya in particular, there has been less focus on peacebuilding. More so on the role of ICTs to the peacebuilding process for societies emerging from conflicts. This study was designed to assess the ICTs used in the peacebuilding process in Mount Elgon region. The study was based on the conflict transformation theory which argues that conflict transformation is a long process requiring different interventions by different actors employing various approaches towards attainment of peace. The theory also posits that ICTs have the potential of transforming conflicts into peaceful co-existence characterized by new structures and new relationships. The study used questionnaires, in-depth interviews, and focus group discussions to collect data. The target sample was the residents and the state and not-state actors involved in the peace building process in Mt Elgon region. The study showed that ICTs such as mobile telephones, the Internet and radio, social media platforms and ICTs greatly contributed to the peacebuilding process in the region. The paper contributes to the on-going dialogue on peace building efforts in Mt. Elgon and other regions experiencing similar conflicts and recommends. The study recommends more investment in ICTs by both state and non-state actors involved in the peace building process in the region.

SOCIO-ECONOMIC ENVIRONMENTSTHAT IMPACT ON THE TEACHING OF CHRISTIAN RELIGIOUS EDUCATION (CRE) IN SECONDARY SCHOOLS IN HAMISI SUB COUNTY, VIHIGA COUNTY, KENYA

Mon, 01 Jan 2024 00:00:00 GMT

SOCIO-ECONOMIC ENVIRONMENTSTHAT IMPACT ON THE TEACHING OF CHRISTIAN RELIGIOUS EDUCATION (CRE) IN SECONDARY SCHOOLS IN HAMISI SUB COUNTY, VIHIGA COUNTY, KENYA KADENYI, ABINAO JOSPHINE This study investigates the socio-economic environments influencing the teaching of Christian Religious Education (CRE) in secondary schools in Hamisi Sub County, Vihiga County, Kenya. The research aims to analyze the socio-economic factors that impact the teaching of CRE in public secondary schools, examine how cultural contexts affect student engagement in CRE classes, identify the economic barriers that limit access to quality education in CRE, and propose strategies that can enhance the teaching and learning of CRE in local schools. The research design employed a descriptive survey method, guided by Ludwig Von Bertalanffy's(1968) General System Theory. The study targeted 33 public secondary schools within the region, focusing on the perspectives of 57 teachers and 334 students from Forms 3 and 4 who are enrolled in CRE classes. A purposeful selection process identified 17 CRE teachers to provide insights into pedagogical practices within the context of local socio-economic conditions. Furthermore, 100 Form 3 and 4 students were randomly sampled from the larger population of 334 students to ensure diverse representation. Data collection involved the use of questionnaires, interview schedules, and document analyses. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis to uncover deeper insights. The findings revealed significant socio-economic and socio-cultural factors that affect the teaching of CRE in public secondary schools, detailing both challenges and opportunities within the educational environment. Recommendations derived from the study include increasing access to educational resources, implementing community programs that support lowincome families, fostering enhanced parental involvement in students' educational experiences, and offering professional development training for teachers to improve their teaching methodologies. The study concludes that addressing these socio-economic and socio-cultural challenges is essential for enhancing the overall quality of CRE education, fostering better student engagement, and ensuring equitable opportunities for all learners in Hamisi Sub County. The insights gained from this study are valuable for principals, school boards, and parents, enabling them to collaboratively improve the teaching and learning environment for CRE in Hamisi Sub County

The Effects of Sheng’ Vocabulary Usage in the Learning of Kiswahili Grammar in Public Secondary Schools in Kenya

Thu, 01 Aug 2024 00:00:00 GMT

The Effects of Sheng’ Vocabulary Usage in the Learning of Kiswahili Grammar in Public Secondary Schools in Kenya Mugun, Dorcas; Simiyu, John; Koros, Rachel Purpose: Sheng’ is a linguistic code based primarily on the Kiswahili structure and grammar with the lexicon drawn from Kiswahili, English and the various ethnic languages of Kenya; that are mostly spoken in towns and other urban areas. The purpose of this paper was to examine the effects of Sheng’ vocabulary on the learning of Kiswahili grammar in public secondary schools in Kenya. Methodology: Krejcie & Morgan sampling table was used to sample the schools. Stratified random sampling, simple random sampling and purposive strategy were used to sample the public secondary schools to participate. Krejcie and Morgan sampling table was used to sample 55 teachers of Kiswahili and 360 students to take part in the study. Data was collected using observation schedules, focused group discussion guides and a writing task for students. Questionnaires and interview guides were used for teachers of Kiswahili. Qualitative data collected was analyzed thematically to generate information that was summarized in graphics and discussed in narrative form. Quantitative data was analyzed with the help of Statistical package for social Studies. Findings: The findings of the study further revealed that Sheng’ vocabulary influenced written Kiswahili grammar as learners wrote Sheng’ words whereas they were expected to write standard Kiswahili. Unique Contribution to Theory, Policy, and Practice: School administrators should come up with a school-based language policy so as to control learners’ language environment. The ministry of education should encourage the culture of drama, music and debate competition among schools. The Kenya Institute of Curriculum Development should also ensure language use is stipulated in Kiswahili curriculum and Sheng’ be considered as an independent language code in the country.

FACTORS AFFECTING STUDENTS ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS IN BARINGO CENTRAL CONSTITUENCY, BARINGO COUNTY

Fri, 01 Sep 2023 00:00:00 GMT

FACTORS AFFECTING STUDENTS ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS IN BARINGO CENTRAL CONSTITUENCY, BARINGO COUNTY LUKE, KIRUI According to Kenya's 2030 Vision plan, the nation would have a middle-income status supported by five important economic sectors: agriculture, information and communications technology (ICT), manufacturing and industry, education, and finance (Nelly, 2007). This would enhance the education offered to students at technical institutes, helping Kenya reach its 2030 goal of being an industrialized country. This study's goal is to learn more about the variables that affect students' academic performance in technical education programs in the Baringo Central Constituency in Baringo County. The objectives of the of the study are to find out the effect of poor academic performance in tertiary institution in Baringo central constituency in Baringo county, to establish the effect of availability of teaching personnel, on students’ academic performance in tertiary institution in Baringo central constituency, to determine the influence of learning facilities and resources, on students’ academic performance in tertiary institution in Baringo central constituency, to assess the influence of teaching Pedagogy on students’ academic performance in tertiary institution in Baringo central constituency, to identify how availability of finances influence students’ academic performance in tertiary institution in Baringo central constituency and to suggest possible solutions to these problems. The study used quantitative method and the target population of the study was students in tertiary institutions, the teachers in tertiary institutions and the principals in tertiary institutions and a sample of 5 institutions was picked. This sample was picked using random sampling. Questionnaires were used to collect data and 42 respondents were able to fill in their responses in the questionnaires. Data analysis was done using prepared data coding schemes and data matrix, descriptive statistics computed the information obtained from the study and data presented using tables. The findings of the study indicated that the learning resources are inadequate in the institutions, the learning facilities needs to be improved and good maintenance, the institutions majorly relies on the school fees paid in by students as a major source of finance and that there are delays in fees payments. The students also have limited access to financial support through bursary provided. The teachers are inadequate in the tertiary institutions, the syllabus coverage is not done completely thus being a disadvantage to students, the absenteeism of the students from learning affects their performance and that in general the students need motivation so as to develop a positive attitude to their studies. Future researchers will benefit from the study's results because they will broaden the body of knowledge, improve the way technical institutions offer education, and aid in the achievement of the 2030 Vision. To increase students' academic achievement, technical schools should have skilled and experienced instructors, adequate and sufficient classroom space, and a variety of Instructional strategies

Education for Kenyan Girls in the Post Covid-19 ERA: Mitigating Strategies for Future Pandemics

Fri, 01 Dec 2023 00:00:00 GMT

Education for Kenyan Girls in the Post Covid-19 ERA: Mitigating Strategies for Future Pandemics Jerono, Marakis Kiprop The study examined the effects of school closure during the COVID-19 pandemic on the education of secondary school girls in Moiben Sub-County, Uasin Gishu County, Kenya. It used a mixed-method research design that targeted classroom teachers and Form III and IV students from mixed-day public secondary schools. A sample size representing 251 students was selected, while 66 teachers were purposively selected as respondents for the study. The data for the paper was collected using questionnaires. Data analysis was done using descriptive statistics and presented in tables and figures. The study found that 10 – 14% of students dropped out of school due to the Covid-19 pandemic. Of those who dropped out, the girls accounted for more than 60.0% of the ones who did not resume their education after the opening of schools in January 2021. The study found that teenage pregnancies, child labour, early marriages, and low household income contributed to girls’ not returning back to school. The paper recommends that the government set up appropriate interventions to ensure that future pandemics do not result in the discontinuity of education for students by investing in proper physical and human infrastructure. Other recommendations have been highlighted in the paper.

Effects of Availability and Access to Safe Drinking Water on Students’ Academic Performance in Secondary Schools in Muhoroni Sub-County, Kenya

Thu, 01 Jun 2023 00:00:00 GMT

Effects of Availability and Access to Safe Drinking Water on Students’ Academic Performance in Secondary Schools in Muhoroni Sub-County, Kenya Sang, Ednah Jepkoech; Aming’a, Robert; Omuse, Emoit Access to improved sanitation is an important component of human health and wellbeing. Minimum requirements for safe WASH in schools are not provided in most rural schools in Kenya. The current paper investigated the effects of availability and access to safe drinking water on students’ academic performance in secondary school in Muhoroni Sub-County, Kenya. Descriptive research design and mixed methodology was used. The target population was 2354 form three students and 23 teachers. Krejcie and Morgan sample size determination formula was used to obtain a sample size of 331 respondents. Questionnaires and interviews were used to collect data. Validity was determined by consulting research supervisors while reliability was determined through the use of Cronbach Alpha. Quantitative data were analysed by SPSS (version 25) and the findings presented using frequencies and percentages while qualitative data were thematically classified and arranged before they were reported in narrations and quotations. The study found that 65.4% of the learners reported that they were using safe drinking water in their schools. In addition, 63.3% of the study participants reported that their schools had reliable, sufficient and clean water supply. The study concluded that availability of safe drinking water at schools reduces the likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In addition, availability to sanitation facilities influence students’ academic performance among secondary school students. This study will give the current WASH scenario of schools in the study area that can help concerned authorities abide by WASH guidelines to improve the school’s WASH situation.