County Education Research Articles

Assessment of the Impact of Religious Organizations on the Implementation of Curriculum in Public Secondary Schools in former Western Province of Kenya

The impact of religious organizations on curriculum implementation in Kenya is perceived differently by stakeholders. The first secondary schools in colonial Kenya were established by Christian missionaries. Their participation has been viewed by stakeholders as either positive or negative. The objective of the study was to assess the impact of religious organizations on implementation of curriculum in public secondary schools in former Western province of Kenya. The study was conducted in Bungoma, Busia, Kakamega and Vihiga counties of former Western province of Kenya. The study is based on Ludwig Von Bertalanffy Theory of General Systems from which the Systems Approach in the learning process is derived. The study adopted a descriptive survey design. The target population included: four County Directors of Education, twenty two Sub-County Education Officers, principals and teachers in secondary schools, religious leaders and students. Of the twenty two (22) sub-counties, the researcher used purposive sampling to carry out the study in ten sub-counties. This gave a total of 621 students, 120 teachers, 60 principals of secondary schools, 5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4 Sub- county Education Officers and 1 curriculum developer. This gave a sample size of 823 respondents. The instruments for data collection were questionnaires for principals, teachers, students and interview schedule for religious leaders as well as Education Officers. Focus Group Discussion and Observation Schedule were also used. To establish validity and reliability, the instruments for data collection were assessed by subject experts from the Department of Curriculum and Instruction. The questionnaires were also piloted and the anomalies were corrected before the researcher went to the field. Presentation and analysis of data was based on the objective of the study and was put in form of tables, bar-graphs, pie-charts and descriptions. The findings were that religious organizations have an impact on curriculum implementation in secondary schools. Sadly some of the religious organizations cause divisions in the schools they sponsor by recommending the transfer of teachers as well as antagonizing the principals who do not profess the same faith as the sponsor. From the above findings the conclusions made were that religious organizations have an impact on curriculum implementation in schools as they complement efforts of the Government of Kenya in provision of education. The policy framework given to religious organizations is not strong enough to take care of curriculum needs in the present day school environment. It was therefore recommended that religious organizations revisit their initial role in matters curriculum. There should be clear policy guidelines on the impact of religious organizations on curriculum implementation in secondary schools which should go beyond spiritual nourishment, guidance and counseling and teaching of Religious Education in schools in public secondary schools in Kenya.

Effects of Reading Literacy Resources on Acquisition of English Language Skills among Grade One to Three Learners with Hearing Impairment in Western Kenya

Since the year 2016, the results of Kenya Certificate of Primary Education have shown that learners with hearing impairment in Western Kenya perform poorly in English Language. The results for 2016 showed that these learners scored a mean of 26.78 in 2016 and a mean of 25.98 in 2017. Scholars correlate under performance in languages with unavailability of early reading literacy resources. Children with hearing impairment need linguistically rich environments in order to acquire sign language. Acquisition of their first and second language affects their literacy development. This study was guided by the Krashen’s theory of second language acquisition developed. He postulates that the acquisition of a given language has to occur within some environment setting and in consonant with the social aspects of the human existence. The study sought to determine the effect of available professionally trained personnel on acquisition of English language skills among learners with hearing impairment in Western Kenya. The researcher used a mixed methods approach and Stratification to randomly sample 63 teachers of English language, 100 learners with HI, 9 head teachers, 4 county education officials and 24 non-teaching staff. Split-half split testing was used to test reliability while face and content validity of the research instruments was ensured by the supervisors. Data was collected using questionnaires, observation and interview schedules. It was analyzed both descriptively and inferentially and reports presented in narrative form. Results showed that over 53.3% (32 out of 60)respondents contended that teachers have not been effectively helping grade one to three learners with hearing impairment to develop English language skills reading using available literacy resources in western Kenya. The teaching staff had significant positive linear relationship of 18.9% (r = 0.189**, P<0.01) with acquisition of English language skills therefore significant low influence led to a conclusion that most teachers were not fully utilizing their acquired skills in instructing learners in schools for hearing impaired in special schools in Western Kenya. The researcher recommended that teachers in special schools in western Kenya should be encouraged to fully utilize their acquired skills to improve the learners’ literacy skills.

The Relationship between Socio-Cultural Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

This study attempted to establish the relationship between socio-cultural factors and gender disparity in enrolment of students in mixed public day secondary schools in Kericho County, Kenya. The study was guided by Social Demand Theory. The study adopted a descriptive survey research design. The study targeted 124 mixed day secondary schools. The target population consisted of 124 principals and 9,418 students. Sampling techniques applied included purposive and systematic random sampling techniques. A sample size of the principals was determined using Kerlinger’s 30 per cent rule, whereas for the students Cochran formula was used. The sample size consisted of 38 principals and 384 students. Data for the study was collected by the use of questionnaires. There exists a statistically significant relationship between Socio-Cultural factors and Gender Disparity (r=0.536; p<0.05). The study found out that, early pregnancies among girls had the highest mean score of 3.28, and this was followed by students' negative attitude towards education with a mean of 3.02. This was followed by peer influence with a standard of 2.98. Parent's preference to educate a boy at the expense of a girl with a mean of 2.92. The study recommended that stakeholders and especially the county education ministry should develop and fund peer education programs through which they can outreach students from all over the county and encourage them to complete their secondary education cycle. Education providers and stakeholders should address early marriages, early pregnancies and domestic chores among girls to address gender disparity in enrolment.

Online Teaching During the “School is Out, but Class is On” Period: Based on 33,240 Online Questionnaire Surveys Across China

During the COVID-19 pandemic, the Ministry of Education of China issued a call for “School is Out, but Class is On”. Various regions responded to and issued relevant policies to use Internet educational resources to carry out teaching activities. In this context, we conducted a network questionnaire survey on district and county education administrators, school administrators, teachers, students, and parents nationwide. It aimed to understand the online teaching situation and the attitudes of different subjects towards online teaching during the “School is Out, but Class is On” period. Based on this, we summarized the problems existing in online teaching during the “School is Out, but Class is On” period and put forward countermeasures to better serve online teaching, to ensure the healthy development of online teaching after the pandemic, and to provide a reference for coordinating national forces to carry out online teaching in response to unforeseen public crises in the future.

The correlations between socioeconomic status and intrahepatic cholangiocarcinoma in the United States: a population-based study.

BackgroundThe incidence and mortality rates of intrahepatic cholangiocarcinoma (ICC) continue to increase in the United States (US). To our knowledge, the associations between socioeconomic factors (SES) and ICC-associated incidence and survival are still unclear.MethodsWe identified patients with ICC in the US Surveillance, Epidemiology, and End Results (SEER) database between 2011 and 2015. ICC incidence rates were calculated by directly age-adjusted to the 2000 US population. Univariate and multivariate Cox regression analyses were performed to find the influence of SES on ICC cause-specific survival (CSS) and overall survival (OS). Using disadvantageous SES, we generated a prognostic score model for risk stratification, then Kaplan-Meier analysis was performed to find the influence of SES on for ICC CSS/OS.ResultsA total of 3,456 ICC patients were included. Rates ratios (RR) for ICC incidence rates increased monotonically with ages and decreased with increasing county education levels. From three disadvantageous socioeconomic factors (i.e., unmarried status, uninsured status, median household income <US$5,289), the prognostic score model generated four risk subgroups with scores of 0, 1, 2 or 3, which had significantly separated CSS/OS curves (all P<0.001). The stratified analysis revealed that low-risk patients (score 0–1) could obtain a better CSS/OS than high-risk patients (score 2–3) at both gender and age subgroups.ConclusionsLow county education levels may be associated with increased ICC risk. Median household income, insurance status, and marital status were significant predictors of survival outcomes. Low-risk socioeconomic status (SES) confers protective effects in ICC.

GENDER DIFFERENCE IN ACADEMIC ACHIEVEMENT OF STUDENTS IN KINANGOP SUB COUNTY, NYANDARUA COUNTY, KENYA

Despite vigorous efforts from the government and non-government sectors to ensure gender equality in education, there is still a serious gap between boys and girls in academic performance and achievement. There are very limited studies focused on the issues of gender difference in academic performance of students in Nyandarua County. This study sought to examine gender differences in the academic performance of students in Kinangop Sub County, Nyandarua County. The study adopted Social Cognitive Theory. The study adopted Ex post facto research design. Thirty-seven schools from Kinangop Sub county in Nyandarua County were selected using multi – stage stratified random sampling method to reflect the various categories of schools in the County. The Sub County has extra county, county and sub county schools. The schools were stratified based on their average Kenya Certificate of Secondary Education (KCSE) performance in years; 2015, 2016 and 2017. Two thousand four hundred and seventy students participated in the study. Secondary data were obtained from the Sub County Education offices. The data collected were analyzed using descriptive statistics of mean and Independent samples t-test. From the findings there was significant difference in academic achievement among the gender of students, with the male students (Mean = 67.89, SD=4.92) having better academic achievement scores than their female counterparts (Mean = 64.11, SD=3.3). The male students were found outperforming their male counterparts. There was statistically significant difference [t (45) = 3.161, p=.003] in academic achievement between gender. The study concluded that there was a significant gender differences in the academic performance of students in Kinangop Sub County. the study recommends that learners should be thoroughly motivated to engender higher level of achievement in Secondary School and indeed in all subjects at that level of education irrespective of gender. The school management should abolish the creation of gender stereotype in classes so as to enable both male and female students thrive in their academics. The findings of this study will be beneficial in addressing the issue of male–female achievement differences at secondary school level in Kenya. Article visualizations:

Addressing inclusive education for learners with disabilities in the integrated education system: the dilemma of public primary schools in Kenya

ABSTRACT This paper explores the challenges and prospects of inclusive education for learners with disabilities in the integrated education system in Kenyan primary schools. Data were collected in five and nine public schools in Nairobi and Marsabit respectively, by means of questionnaires administered to 126 teachers, semi-structured interviews with 14 head teachers or their deputies, and one focus group discussion. County education officials were also interviewed. The findings reveal that although the integrated education system is dominant in Kenya, local schools that accommodate learners with disabilities put much effort into creating an inclusive setting. This paper appreciates the challenges and potential associated with inclusive education and thus recommends deeper reflection on the operationalisation of inclusive policies in the context of Kenya.

Free Instructional Resources Provision on Equity in Access to Education in Primary Schools in Marakwet Sub County, Kenya

Free primary education (FPE) in Kenya came into being in the year 2003. The introduction of the policy was aimed at realizing the Millennium Development Goals (MDGs) and Education for All (EFA) objectives before the year 2015. FPE was mooted with the idea of promoting equity and access to education by all children despite their economic background, gender, geographical location among other factors but its effect in promoting equity has been the subject for inquiry by many scholars although no study has been undertaken to look at the contribution of FPE on promotion of equity in primary in Marakwet Sub County, Elgeyo–Marakwet County, Kenya. The purpose of the study was to evaluate the effect of free instructional resources provision on Equity in access to education in primary schools in Marakwet Sub County, Elgeyo-Marakwet County, Kenya. The study was guided by Rawls Theory of Justice. The study was conducted in primary schools in Marakwet Sub County involving 99 schools. The study used cross-sectional survey research design technique. The target population comprised of head teachers, Sub County Education Officer (DEO), Parents Teachers Representatives (PTA) and teachers of selected schools within the Sub County. The sample size comprised of 30 head teachers, 30 PTA officials, 1 DEO and 197 teachers. Purposive and systematic sampling techniques were used in selecting respondents. Questionnaires, interview schedules and document checklists were instruments for data collection. Instruments were tested for validity and reliability before field data collection. Data collected was analyzed using descriptive (frequencies, percentages, means and standard deviation) and inferential statistics (Multiple linear Regression) with the aid of SPSS (Version 20.0) computer programme. The findings were presented using tables, pie charts and graphs. MLR result showed that 12.3% of the Equity in access to education in primary schools was accounted by availing of instructional resources. The study recommends that there be an increase in vote heads for tuition support, infrastructure and teacher recruitment to ensure equity in education access in primary schools in the study area. The findings of the study will help the Ministry of Education on proper management and implementation of FPE Policy towards promoting equity in primary schools. The children rights to participation in free primary education will also be supported through the study findings.

The Role of Mass Media as a Socialisation Agent in Shaping Behaviour of Primary School Pupils in Thika Sub-County, Kenya

Children learn better when they socialise with items, tools and people in their environment. Provision of creative fun-filled environment boosts children’s learning. Lack of a good socialising environment may affect a child’s growth and development. The main goal of this study was to assess the role of mass media as a socialisation agent in shaping pupils’ behaviour in primary schools in Thika Sub-County, Kenya. The study was guided by Albert Bandura’s Imitative Observation Theory. This theory indicates that behaviour depicted by others is easily imitated by young children. The study adopted the descriptive survey research design. The target population comprised of 69 head teachers, 570 teachers, 3256 pupils and one Sub County Education officer. The study applied Gay Principle to determine the sample size of 7 head teachers, 57 teachers and 35 primary school pupils. Simple random sampling was applied to select the respondents who participated in the study. The main research instrument was the questionnaire. Data was analysed descriptively using Statistical Package for Social Sciences (SPSS) version 20. The study found that majority (88.0%) of the teachers agreed that their pupils had access to mass media in form of television and Internet based media. The study noted only a very small proportion of children did not have access to mass media at home. The study concluded that at home, most children spend most of their time listening to radio, watching television programmes, or playing video games. The study recommends that parents must exercise control on the choice and exposure of their children to mass media.

INFLUENCE OF WORKING CONDITIONS ON TEACHER ATTRITION IN PUBLIC SECONDARY SCHOOLS IN UASIN GISHU COUNTY, KENYA

This paper investigates how working conditions in the schools influences teacher attrition. The working condition in schools refers to the school environment / climate that would in one way or other make teachers to have turnover intentions. This study was conducted in Uasin Gishu County that has faced increased rates of teacher attrition in addition to teacher shortages. To answer the research objective, a convergent parallel mixed method approach design was utilised. Data was collected from public secondary schools involving Form 3 and Form 4 students, teachers, principals, county education officials and teachers who had left the profession. The study collected data through use of questionnaire and interview schedule were used to collect data. Data was analysed using descriptive statistics. Research result showed that the following working conditions; indiscipline situation in schools among students, inadequate infrastructure and instructional resources, political interference, ethnicity, poor leadership, heavy workload among others influenced teacher attrition in schools. The study also found out that movement of teachers from schools located in the interior also fuelled attrition rate. The study recommends that Ministry of Education and the Teachers’ Service Commission should review the policy on the election of school prefects and hire professional counsellors for public secondary schools to deal with discipline related issues. Article visualizations:

Children’s Activities on Peace-building Processes in Post Conflict Kenya

This study sought to establish the role of children in peacebuilding in Post-conflict Kenya. The research explored children intercommunal peacebuilding activities in Kenya with special emphasis on the Abagusii and Maasai communities of southern Kenya. The research was informed by the New Sociology of Childhood by James and Prout’s (1997). The study adopted a mixed research approach with a multiple case study design. The research was carried out along the border of Transmara and Gucha/Kenyenya sub-counties of Narok and Gusii counties respectively. The Transmara and Gucha/ Kenyenya border was purposively selected based on the frequent intercommunal conflict between the Maasai and Abagusii communities in the area. Six public primary schools, three from Narok and three from Kisii counties, respectively, were purposively selected for the study because they were adversely affected by the conflict between the two communities. 435 Class Seven and Class Eight pupils from the six sampled schools were purposively sampled to take part in the study. Twenty three teachers, six head teachers and six key informants, four county education officers and two chiefs were also purposively selected to participate in the study. The tools of data collection included interviews, focus group discussions and observation for qualitative data while quantitative data were collected through semi-structured questionnaires. Secondary data were gathered through document analysis of Nation Newspaper articles and National Music and Drama Festival videos. The research findings demonstrated that Kenyan children engage in a range of peacebuilding activities within their local contexts and at the national level. The activities include, inter-communal games and sports, music and dance, poems and drama, debates,visiting each other’s homes, sharing schools, taking part in inter-communal educational and environmental activities and inter-communal exchange programmes enhance inter-communal peace in Kenya. The study concluded that children have the potential to participate in peacebuilding processes in Kenya. The study recommends that government and other peace stakeholders, including local and international peace NGOs ought to come up with and fund more initiatives to enhance children participation in the country’s peacebuilding processes at local and national levels. Such initiatives should aim to scale up children voices and space from the confines of music and drama festivals to more strategic fora, such as children’s assembly, so as to inform policy. Keywords: Children, Peace building Activities,Conflict and Peace Building DOI : 10.7176/DCS/9-8-06 Publication date : August 31st 2019

County Education Bursary Fund Influence On Access To Secondary Education In Siaya County, Kenya

Globally, there exist bursary schemes that are in place to enhance access and equity in the provision of education to the disadvantaged. In Kenya, there have been bursary schemes that enhances access and equity in the provision of secondary school education.With Siaya County’s 16% of the population having secondary school education, below the neighbouring Kisumu county’s 25%, Vihiga county’s 20% and Kakamega county’s 19%, coupled with inequity in bursary distribution, the County Government of Siaya came up with Siaya County Educational Bursary Fund (SCEBF) to help improve access and equity in the acquisition of secondary school education. The purpose of the study was to examine the extent to which the bursary scheme was equitably distributed in Siaya county. Objectives of the study was establish extent to which county education bursary fund allocation to the recipient influences access to secondary education in Siaya County. Descriptive survey and correlational research designs were used in the study. A third of the principals’ population which is 68 secondary school principals and 425 students sampled using Yamane’s formular formed the study sample. The study results indicates that SCEBF allocation had a unique significant contribution to access to secondary education (s=.564, p=.000). the findings further show that enrollment changed at about 31.8% due to funding allocation in the county. The study recommended that there is need to increase allocation of bursary fund to enhance access to secondary education in the county.

Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya

Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.

The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. Using data primarily from the Integrated Postsecondary Education Data System (IPEDS) and a differences-in-differences approach, I estimate the effect of a new for-profit college opening on community college enrollments and degree completions, as well as county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

AN INVESTIGATION OF THE INFLUENCE OF INSECURITY ON THE MANAGEMENT OF SYLLABUS COVERAGE IN PUBLIC PRIMARY SCHOOLS IN WEST POKOT COUNTY, KENYA

There is a current concern on the escalating cases of insecurity among the pastoralists’ communities in the Republic of Kenya which calls for an urgent need to investigate its influence of insecurity on the management of syllabus coverage in public primary schools in West Pokot County. The study looked into the objective on the influence of insecurity syllabus coverage. This study was guided by Securitization and School Management theories. The study embraced mixed methodology and the concurrent triangulation design. The target population was 1,161 consisting of 80 head teachers and 611 teachers, 4 Quality Assurance Officers, 465 BoM members and 1 county director of education. Stratified sampling was used to choose schools from the 4 sub counties each giving 6 schools, from where 9 teachers per school were sampled randomly and selected to come up with a total of 216 teachers. The 24 head teachers were selected purposively. The total sample was 245 participants consisting of 216 primary school teachers, 24 head teachers, 2 QASOs, 2 BoM members and 1 County Director of Education which was 21.10 % of the target population. Teachers were randomly sampled while QASO officers and BoM members were purposively sampled. Questionnaires with Likert scales were used for teachers and students. There were interview schedules for the County Education Officer, QASO officers, BoM members and a documents’ analysis was developed. The research instruments were piloted in public primary schools in the county which were excluded from the final research sample. The researcher asked experts and the supervisors to scrutinize instruments for validity. For reliability, test retest method was used. A Pearson Correlation Coefficient of 0.800 was achieved in the piloting. Concurrent triangulation was used to ensure credibility. An in-depth interview was used to test dependability of qualitative instruments. Quantitative data was analyzed in descriptive statistics and presented in tables, frequencies and percentages. Inferential statistics was used in quantitative data whereby Chi-square was conducted to establish the extent to which the study variables associated with each other. Qualitative data was presented through thematic analysis. Then there was mixing and interpretation of data. The investigation established that insecurity in the study county hampered syllabus coverage. It was recommended that the government put in place security measures to curb insecurity in the county and the local communities use peace talks. Further research was recommended on influence of insecurity in secondary schools and other institutions of higher learning. Article visualizations:

Strategies Used to Enhance Parent Involvement on Performance of Early Childhood Education in Kisii, Nyamira and Homabay Counties, Kenya

The study sought to establish investigate the strategies that enhance parent involvement on performance of Early Childhood Education in Kisii, Nyamira and Homabay counties. The study was based on Epstein’s theory of overlapping spheres of influence. This study employed a convergent parallel design. Data was collected from 223 respondents who included parents, head teachers, ECD teachers and programme officers from the three counties. The respondents were sampled using probability and non- probability sampling procedures. Questionnaires, interview guide and observation schedules were used to collect primary data. A pilot test was conducted in five schools in Kisii South Sub-County to assess validity of the research instruments whereas split half method used to ascertain the reliability of questionnaire, dependability and credibility determined the reliability of interview guide. Quantitative data was analyzed using both descriptive and inferential statistics while qualitative data was analyzed thematically. From the findings, collaboration with community strategy contributed the highest percentage to the performance of Early Childhood Education followed by communication from school and to school, decision-making and volunteering. The study recommended that is necessary that parents track their children’s academic progress by consulting with the teachers and checking the report books.

A Formative Evaluation with Extension Educators: Exploring Implementation Approaches Using Web-based Methods

The article describes the formative evaluation of a bullying prevention program called Be SAFE from the perspective of Extension educators. Twelve regional and county educators from Family and Child Development and 4-H Youth Development participated in our study. We used a web-based, mixed methods approach, utilizing both Qualtrics, an online survey software platform, and Scopia, a video conferencing application, to collect survey data and do a focus group. The results of the survey show that three activities, Clear Mind, Mud Mind, Take a Stand, and The Relationship Continuum, were perceived as garnering the most participation from students. However, focus group data indicated that while there was often a high level of participation, the subject matter of the curriculum was too advanced for students in the fifth grade and that classroom size affected how well educators could teach lessons. Furthermore, school access was not an implementation challenge, but the amount of days available to implement the full curriculum was sometimes limited. The data collected through this formative evaluation were used to improve implementation efforts. The process outlined in this article can be used as a model to help program leaders who are interested in using web-based tools to evaluate implementation processes.

Planning and Reporting Policy, System and Environmental Changes for Alabama SNAP-Ed: An Assessment and Evaluation Tool

The Supplemental Nutrition Assistance Program – Education (SNAP-Ed) in Alabama recently added policy, system and environmental (PSE) strategies to facilitate positive changes to state and local food and physical activity environments. A tool, PSE Action Plan and Report, was developed to support 33 SNAP-Ed educators serving 57 counties in facilitating PSE changes, aggregate statewide data and track SNAP-Ed Evaluation Framework indicators. The Alabama SNAP-Ed Community Health Coordinator (CHC) works alongside a county educator to develop and update the tool. Alabama SNAP-Ed identified four strategy areas ensuring broad, yet coordinated, PSE efforts. The strategy(ies) for the PSE effort is indicated on the tool. A measurable, expected outcome also is devised. Other information collected with the tool includes setting, organizational lead, number of individuals reached and complimentary direct education. The tool also includes a table to plan activities within seven steps educators follow to ensure sustainable change: engage, assess, plan, implement, evaluate, celebrate and sustain. The CHC and county educator discuss and include activities necessary to accomplish within each step. Additionally, start and completion dates are included for each activity. Lastly, the CHC provides information on progress and challenges associated with each recorded activity based on information gleaned from a monthly reporting call with a county educator. Each up-to-date tool is electronically shared with county educators using a secure site. Initial evidence demonstrates efficacy of this PSE Action Plan and Report in coordinating and reporting PSE efforts. Plans are underway to complete a process evaluation of this tool.

To Find Out the Influence of Curriculum Materials on the Pupils’ Transition from Mobile Schools to the Established Primary Schools in Turkana Central Division, Turkana Central Sub – County, Turkana County, Kenya

The study investigated factors influencing the pace of transition of pupils from mobile primary schools to be retained in non-mobile or conventional primary schools in Turkana central sub-county. The specific objectives of this study were; to find out the influence of curricular materials on the pupils’ transition from mobile to established, to identify geographical factors affecting transition of pupils from mobile to established schools, and then to determine cultural factors affecting transition of pupils from mobile to established primary schools in Turkana Central sub county. The study used mixed research design composed of case study and ethnographic study to collect data from a target population of 500 respondents that was composed of teachers, education officers, parents, pupils and county education minister. This target population was reduced to a sample by systematic sampling technique, to construct a sample with a size of 50% of the target population. The study used questionnaires, observations and interview schedules for data collection from the sampled respondents. Collected data was analyzed both qualitatively and quantitatively using the computer software known as statistical package for social sciences (SPSS) version 20. The study established that curricular materials had influence on the pupil’s transition from mobile primary schools to established schools; however, physical geography had no effect on transition. Furthermore, majority of the respondents did not believe that the physical geography of Turkana County did support the idea of transition from mobile primary schools to the established schools and, in case of any transition, then the retention is not expected to be good. Lastly, there was absence of consensus among the respondents on the value of culture in education adjustments. The findings of this study are valuable in understanding and improving the education system in Turkana County and ASAL regions of Kenya as well.

Organizational Diversity Audit of Teachers and Staff in South Florida’s Broward County School Board

Today’s teachers and students are growing to become more diverse than ever before. As such, organizations and managers must be prepared to make changes to accompany diversity within the workplace and understand the needs, wants, and changing values of teachers and students throughout. This paper discusses the diversity within Broward County education board and administers a climate survey as an audit of the cultural, ethnic, and other demographic background differences of teachers in the area. Methodology and findings are recorded and the diversity auditing literature is discussed. Finally, relevant implementation and recommendations are provided for the creation and maintenance of a diverse education board.