Education In Kenya Research Articles

Influence of Teaching and Learning Resources Provided by BOM on Students’ Academic Performance in Public Secondary Schools of Kisii Central Sub County, Kenya

Despite interventions by policymakers and implementers in instituting BOM so as to ensure the delivery of quality education in Kenya, performance in some schools has remained poor. According to the Sub County director of education, Kisii has witnessed very poor performance in the Kenya Certificate of Secondary Education (KCSE) examination over the years. To address the situation, the Kisii Central County Education office conducted workshops to capacity-build the BOM members from the entire County in relation to their roles in schools. It was for this reason that the study was to establish the influence of board of management practices on students’ academic performance in public secondary schools of Kisii Sub County. The study adopted a descriptive survey design. The target population consisted of 53 public secondary schools in Kisii Central Sub County with 53 principals, 391 teachers, 689 members of the Board of Management, and 14,776 students. The sample size comprised 44 secondary school principals, 44 assistant teachers, 42 students and 248 members of the Board of Management. This constituted a total sample size of 378 respondents. Data was collected through self-administered questionnaires as well as through interview schedules for the BOM members. A pre-test of the instruments was conducted in three schools using 38 respondents constituting 10% of the study sample. Quantitative data was analyzed using descriptive statistics (frequency counts, the mean, and standard deviation) and inferential statistics (correlation) by employing SPSS version 21.0 and excel computer packages. Qualitative data was organized into themes, and categories as they emerged from the field and presented in narrative form. The analysis of results revealed that teaching and learning resources, staff recruitment and incentives positively and significantly influence the academic performance of students in secondary school. The study recommended that in order to improve the academic performance of students in secondary schools, the BOM should ensure that they provide enough teaching and learning materials to schools to guarantee the performance of students in their academics, recruit competent teachers to improve the teacher-student ratio which is a necessary measure in improving the performance of students in academics, establish the most appropriate method of appreciating teachers and students so as to motivate them to work positively toward improving the academic performance of students

Transformational Leadership and Organizational Performance in Faith-Based Higher Education in Kenya

This study examines the impact of transformational leadership on the organizational performance of private faith - based higher learning institutions in Kenya. Utilizing a quantitative research approach, data were collected through surveys administered to leaders and staff. Regression analysis was employed to explore the relationship between transformational leadership and organizational performance. Findings suggest that transformational leadership significantly enhances organizational performance, providing valuable insights for leadership practices in these institutions.

The Mediating Role of Institutional Culture in Transformational Leadership and Organizational Performance in Faith-Based Higher Education in Kenya

This study investigates the mediating role of institutional culture in the relationship between transformational leadership and organizational performance in private, faith - based higher learning institutions in Kenya. A quantitative research design utilizing self - administered questionnaires was employed, targeting leaders and staff across selected institutions. Data analysis involved regression and mediation testing. The findings provide insights into the dynamics of leadership, culture, and performance within faith - based higher education contexts in Kenya.

Effect of Physical Work Conditions on the Work Performance of Academic Staff in Private Universities in Kenya

The working conditions (physical and psychological) in an organization have key linkage with and work performance including academic institutions. The aim of this paper was to examine the effect of physical working conditions and performance of academic staff in private universities in Kenya. The study is informed by Fredrick Herzberg’s two factor theory on motivation of employees and work performance. The study research design is descriptive that incorporates quantitative and qualitative methods. The target population for this study involved academic staff of selected private universities in Kenya. Considering the target population was high, a sample size was chosen who were selected using stratified and purposive sampling technique. The data has been collected using questionnaire. Data analysis has been undertaken using descriptive statistics and thematic content analysis. The study has found out that physical working conditions are a key determinant of employee performance in private universities in the country. Those universities with poor physical working conditions reported poor work performance amongst their academic staff compared to those that had conducive physical working conditions. The paper recommends that for private universities to remain competitive in the tertiary education sector, they have to ensure that the physical working conditions of school facilities are conducive for use by their members of staff. There is also need for the Commission for University Education in Kenya to regularly inspect universities physical infrastructure to ensure they are fit for use by both academic staff, non-academic staff and students. When all these recommendations are addressed, the academic staff productivity would significantly improve

Effectiveness of Mother Tongue Instruction on Literacy Rates in Primary Education in Kenya, Examining the Transition from Indigenous Languages to English in Urban and Rural Settings

Purpose: The aim of the study was to analyze the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies on the effectiveness of mother tongue instruction in Kenya's primary education reveal that using indigenous languages in early education significantly improves literacy rates, particularly in rural areas. In these settings, children who learn in their native languages during the early grades develop stronger foundational literacy skills compared to those taught in English from the start. Unique Contribution to Theory, Practice and Policy: Sociocultural theory, cummins’ linguistic interdependence theory & transitional bilingual education theory may be used to anchor future studies on the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings. Schools, particularly in rural areas, need more resources like textbooks and teaching aids in indigenous languages to support early literacy development. Policymakers should implement flexible language policies that consider the different linguistic needs of urban and rural populations.

Exploring the Boundaries of Digital Popular Music Education in Kenya

With technology enhancement and digitalisation of teaching and learning, creative arts and performance are evolving daily. Additionally, the empirical review indicates that Kenya has already embraced these developments even though much must be done. Music education, which relies on creative arts and performance is among the benefactors of digitalisation of learning and teaching. Therefore, the digitalisation of popular music enhances the genres as instructional tools; facilitating access would help improve pedagogical contexts, easing learning and teaching. This study investigates the implementation and impact of Popular Music Education (PME) in Kenya, addressing the challenges and opportunities inherent in integrating digital technologies into the PME curriculum. Using a qualitative research approach, with phenomenological design through the pragmatic paradigm, the research assesses the effectiveness of digital tools in enhancing musical skills and knowledge among students while considering infrastructural and socio-economic barriers. Findings reveal that the digitalisation of PME holds significant potential for improving access, delivery, and quality of learning and teaching but is constrained by resource limitations, connectivity issues, teacher development, and digital teaching and instructional tools. This study contributes to understanding how digital advancements can be tailored to fit the unique context of poorly developed counties in Kenya to offer 21st-century PME. The study is limited to the availability of contextualised data in Kenya that can depict the exactness of digital capabilities in the teaching and learning of popular music in Kenya.

Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper is extensive review of secondary data and personal observations. The paper concludes that the introduction of cost sharing and the increasing need for the universities to fundraise to effectively meet the budgetary deficits has negatively affected the quality of public university education in Kenya

Revising academic cultures to improve integrity in Kenyan universities

ABSTRACT This paper reviews issues of academic integrity, focusing on unethical practices in Kenyan universities. The rapid expansion of university education in Kenya, followed by a significant decline in the number of qualified students seeking to join private universities since 2017 have created financial pressures on universities. Some universities have resorted to unethical practices to enrol students and offer programmes that have not been accredited by the Commission for University Education (CUE). At the same time, there is a growing concern among governments, educators, students, and other stakeholders that unethical practices in higher education are spreading, compromising the integrity of academic programmes. This review suggests strategies that can be put in place to improve academic integrity. The analysis considers what motivates individuals to act unethically, even though doing so contributes to damaging the credibility of the sector. The idea of the prisoner’s dilemma is introduced to explain why it remains in individuals’ interest to act in this way. Based on this, we suggest that changes could be made that shift the balance of risk and reward. These changes can include efforts to detect unethical behaviour; discourage it through more consistent penalties; and to encourage and reward positive alternatives. We propose that everyone in higher education could contribute to these changes, suggesting interventions that could be made by teachers in classrooms; by trainers within universities; and by policy makers nationally.

Content and effectiveness of TVET teacher CPD in Kenya

AbstractContinuing Professional Development (CPD) for teachers can improve teaching and wider school practices. However, within developing country contexts, research on the CPD practices of vocational teachers remains limited. This study therefore investigated the CPD practices of Technical and Vocational Education and Training (TVET) teachers in Kenya, focusing on the content, outcomes and effectiveness of their CPD practices. Adopting a questionnaire survey approach, data was collected from 170 TVET teachers drawn from six TVET institutes in Kenya's Nairobi Metropolitan Area.TVET teachers in Kenya were found to more frequently focus their CPD on subject content knowledge and less frequently on pedagogical knowledge. Their CPD activities are not always effective as the CPD activities often do not involve active learning and collaboration, and are not always of sufficient duration. Cluster analysis showed that for some teachers, CPD activities are rarely effective and result in limited impact on practice. However, Initial Teacher Education was found to encourage teachers to focus on broader content and to adopt more effective CPD practices.To improve the effectiveness of TVET teacher CPD practices in Kenya, it is recommended that TVET teachers in Kenya are supported to adopt active and collaborative learning activities that are spread over extended time durations.

“The school bus was everything.” Seeking distinction in Kenya's education system

AbstractKenya's secondary schools are active sites of intensifying inequalities among young people, producing different kinds of subjectivities. Drawing from interview data with school graduates, I consider how young people discern the value of their education according to material resources, like new school buses and buildings. These concerns indicate students' distrust of education as intrinsically beneficial and the embeddedness of students' interests in a broader prestige economy that equates social status with wealth.

University Education in Kenya: Stakeholder Perspectives on Assessment Quality

Industry demand for skills whose application is dependent on changing technological innovations has been on the rise in Kenya. This has put a spotlight on professionals engaged in higher education and training roles. Society expects higher education institutions to not only provide opportunities for learning, but to deliver education in forms that are relevant to socio-economic productive processes. Decisions on teaching and examinations which were previously accepted on the basis of competence and professional discretion are now being challenged, based on the dynamic demands of the labour market. Universities are required to legitimize and communicate results of their activities to the public, which effectively means transferring control of education to a larger stakeholder constituency. Of interest to this research therefore, was the role of facilities and the effectiveness of internal institutional mechanisms for assuring assessment quality to stakeholders. This study sought to explore the extent to which universities in Kenya have embraced reforms to meet demand for increased quality and accountability in education assessment. A sample of 524 respondents from both public and private universities was selected for use in the study. Both qualitative and quantitative data was collected using questionnaires and interview guides. Qualitative data was transcribed, and presented in themes. Quantitative data was analysed using descriptive and inferential statistics (percentages, means, Chi square (X2)) to determine the effectiveness of quality assessment processes. All statistical inferences were done at α = 0.05, This study stands to benefit university managers by providing evidence on the state of assessment quality at institutional level. This can help empower students, and other stakeholders involved in supporting university education, to consider quality among criteria for support, and to help foster competition among institutions

Marginalization of Trainers in Technical and Vocational Education and Training in Kenya

Marginalization of Trainers in Technical and Vocational Education and Training in Kenya

Influence of Principals’ Participative Leadership Style on Tutors’ Support for Implementation of Performance Appraisal in Public Primary Teachers Training Colleges in Kenya

The study aimed at investigating the influence of principals’ participative leadership style on tutors’ implementation of the performance appraisal in teachers training colleges in Kenya. The study sought to test the following null hypothesis H01: There is no significant relationship between Principals’ participative leadership style and tutors’ support for the implementation of the performance appraisal in public primary teachers training colleges in Kenya. The study was guided by the Path-Goal Theory. The study employed a descriptive research design. The study's target population comprised 840 tutors and 21 principals in the 21 public teacher training colleges in Kenya in 2021. The sample size was determined using Yamane's formula. Therefore, the sample size for tutors was 271. Stratified random sampling was used to select tutors in teachers’ training colleges in Kenya. A census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using a questionnaire for tutors and an interview guide for the 21 Principals. It was established that principals’ participative leadership style had a positive significant (β=.431, p=0.00<0.05) relationship with the implementation of performance appraisal of tutors. The study concluded that principals’ participative leadership style had a significant influence on tutors’ implementation of performance appraisal. Based on the study's findings, it is recommended that the Ministry of Education, Board of Management, Kenya Education Management Institute, teacher training colleges, universities, parents, and Quality Assurance and Standards officers collaborate in designing and implementing performance appraisal systems. This inclusive approach ensures diverse perspectives are considered, leading to a comprehensive and effective appraisal system aligned with the sector's needs

Approaching transcendence: a conceptual discussion on procurement fraud, education, professionalism maturity, ethics and implications

PurposeThis study aims to explore and present discussions regarding the interconnectedness of procurement fraud, supply chain education, professional maturity and ethics, and their relevance to adopting a transcendence concept as well as proposing research directions thereof.Design/methodology/approachThis study adopts a conceptual, intending to synthesize insights and propose a new conceptual framework that incorporates the transcendence framework and the process matrix. This generic framework provides a holistic view of the procurement and supply chain landscape at multiple levels – individual, team, organizational and industry.FindingsThis paper delves into the complex landscape of corruption within procurement, involving a diverse array of participants, including procurement professionals. The effectiveness of current corruption theories may be limited in this context. Despite the introduction of ethical training and anti-corruption initiatives, corruption remains widespread. The delivery of content and the design of the curriculum in supply chain education necessitate a reorientation to include not only moral education but also practical or hands-on delivery methods. In Kenya, sectors such as health and education exhibit a lack of recognition and professional maturity. When all the research constructs are examined separately, they do not provide a holistic understanding, thus underscoring the need for a comprehensive approach across the supply chain spectrum. This topic is ripe for further academic investigation with empirical evidence.Research limitations/implicationsThis paper provides key insights for researchers and practitioners in the field of procurement and supply chain education, particularly in Kenya. However, it acknowledges the lack of empirical studies and the limitations of current research, including procurement fraud, the context-specific nature of the findings and the dynamic nature of corruption and procurement practices concerning the constructs. This paper calls for further research to address these gaps, validate its propositions and contribute to a more comprehensive understanding of public procurement and corruption in Kenya. It also emphasizes the need for continuous research due to the evolving nature of corruption and procurement practices.Practical implicationsThis study has practical relevance for researchers, professionals and the procurement and supply chain ecosystem. It offers insights that can inform future research, professional advocacy and policy development regarding the shape of supply chain academia in Kenya. In addition, it contributes to the advancement of procurement and supply chain professionalism in the country.Social implicationsThis study underscores the necessity for breaking the cycle of procurement fraud, enhancing procurement and supply chain education in Kenya, and fostering active engagement of professional associations in promoting maturity and specialization within the field.Originality/valueThis study holds distinctive value by uncovering previously unexplored dynamics among supply chain constructs within the context of a lower-middle-income economy, i.e. Kenya. Deconstructing and synergizing these concepts calls for a more robust theoretical and empirical comprehension of these constructs within Kenya's unique background.

Community Health Volunteers' experiences of implementing COVID-19 vaccine education and promotion in Kenya: a qualitative descriptive study.

Vaccination was a key measure in the COVID-19 pandemic response, though much work was needed to promote vaccine uptake and acceptance. In Kenya, Community Health Volunteers (CHVs) played a key role in vaccine education and promotion. We conducted this study to explore CHVs' experiences of implementing COVID-19 vaccine education and promotion during the pandemic to increase COVID-19 vaccine uptake in two areas of Kenya. In a qualitative descriptive study, we conducted 30 structured in-depth interviews with 20 CHVs and 10 Community Health Assistants from rural Kilifi County and Kangemi, an urban informal settlement of Nairobi County in Kenya between April 2022 and July 2022. Thematic analysis generated five key themes in relation to CHVs' experiences of implementing COVID-19 vaccine education and promotion: Five key themes emerged regarding CHVs' experiences of implementing COVID-19 vaccine education and promotion: (1) vaccine preferences influenced acceptance, (2) the fear of side effects was a barrier, (3) misinformation was widespread (4) lack of trust in government and politicization of vaccines was a barrier, and (5) CHVs' efforts were a facilitator to increased uptake. Extensive community outreach from CHVs contributed to the high uptake of primary vaccines and boosters during the COVID-19 pandemic. CHVs acting as role models by receiving vaccinations first was particularly important in influencing communities to accept vaccinations. Findings provide evidence for prioritizing CHVs in the planning and implementation of future vaccination initiatives in Kenya and other countries.

Exploring Interactive Learning Approaches and Technology Integration in the Kenyan Education System

Abstract This paper examines the dynamic intersection of interactive learning approaches and technology integration within contemporary education. As technology rapidly evolves, it fundamentally reshapes pedagogical practices by introducing innovative tools and strategies that redefine the teaching and learning landscape. We investigated the pivotal roles of Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), in crafting immersive educational experiences. Additionally, interactive learning methodologies, such as game-based learning and the Learning by Asking (LBA) system, are scrutinized for their potential to engage learners and foster their skill acquisition. Furthermore, the emergence of competency-based education (CBE) models is analyzed in response to evolving educational objectives, emphasizing the cultivation of practical skills, problem-solving abilities, and commitment to lifelong learning. Nevertheless, the successful integration of these advancements encounters formidable challenges, including institutional barriers and the imperative need for comprehensive teacher training. This review illuminates the transformative potential of technology in education and underscores educators’ pivotal role in equipping learners for an increasingly dynamic and uncertain future.

Montessori Education and Its Application in Kenya: Evaluating Effectiveness and Cultural Adaptation

This paper examines the adaptation of Montessori education principles to the Kenyan cultural context, focusing on how local traditions and practices can be integrated into Montessori classrooms. Montessori education, known for its child-centered approach and emphasis on independence, offers a flexible framework that can be tailored to align with diverse cultural environments. In Kenya, incorporating local values, materials, and indigenous knowledge into the Montessori curriculum enhances its relevance and effectiveness. The study explores the historical context of Montessori education in Kenya, the current landscape of Montessori schools, and the specific methods used to adapt the Montessori approach to local cultural norms. Challenges and recommendations for future development are discussed, including the need for community engagement and resource allocation. This adaptation not only enriches the educational experience but also fosters a deeper connection between students and their cultural heritage.

Analysis of Kenya's education system to boost Egyptian soft power

Analysis of Kenya's education system to boost Egyptian soft power

Reforming Education in Kenya for Global Competitiveness: A Case of Competency Based Curriculum

Education reform demands increased as Kenya entered the twenty-first century. Developing critical thinking, creativity, and practical skills is the main goal of the government's learner-centred Competency Based Curriculum (CBC), which was unveiled in 2017. The goal of the CBC is to develop well-rounded people who can thrive in a world that is changing quickly by placing an emphasis on competency above content. In Kenya, the 8-4-4 system of education has been replaced with the Competency Based Curriculum under the 2-6-3-3 system of education. This signifies the end of a period in which the sector has been dominated by competitiveness and ranking. The primary distinction is that CBC concentrates on the observable abilities and competences that learners demonstrate, whereas 8-4-4 emphasizes content more heavily, which promotes memorization. A requirements evaluation of the curriculum measured against the aspirations of the country, according to the Kenya Institute of Curriculum Development, made a curriculum modification necessary. Furthermore, there have been gaps in the educational offerings since 1964 due to the partial implementation of the suggestions made by earlier commissions on education. Curriculum Based Assessment (CBA), the assessment tool provided by the CBC, evaluates students' competency in relation to predetermined performance requirements. A series of systematic procedures that gather data to support the analysis of learners' progress and accomplishments are used in CBA, in contrast to formal assessments. As a result, assessment entails the learners doing specific tasks to evaluate their level of proficiency in completing them in an actual setting.

Reforms in Technical and Vocational Education and Training (TVET) in Kenya: Focus on Variables That Influence Sustainable Development

Reforms in Technical and Vocational Education and Training (TVET) in Kenya: Focus on Variables That Influence Sustainable Development