Schools In Kenya Research Articles

Social-technical interventions to reduce antimicrobial resistance in agriculture: evidence from poultry Farmer Field Schools in Ghana and Kenya.

ObjectivesTo assess the feasibility of the Farmer Field School approach to address the complex problem of antimicrobial resistance in agriculture, specifically within small-to-medium-scale layer poultry systems in Ghana and Kenya. Impact was assessed across three domains relevant to the emergence and selection of antimicrobial resistance, including infection, prevention, and control practices, engagement with animal health professionals, and knowledge, attitudes, and practices on antimicrobial use and antimicrobial resistance.MethodsFarmer Field Schools were held in Ghana (N = 2) and Kenya (N = 3) across an eight-month period with an average of 18 participants in each school. After completion, a quantitative evaluation survey was administered to participants and a sample of non-participants (Ghana; N = 97) (Kenya; N = 103). Logistic and ordinary least squares regression were used to assess differences between participants and non-participants on the three domains.ResultsParticipation in a layer poultry Farmer Field School in Ghana and Kenya is associated with self-reported reductions in antibiotic use, particularly for prevention, an increased investment in farm infection, prevention, and control practices, including the use of footbaths and personal protective equipment, and enhanced engagement with animal health professionals.ConclusionsAntimicrobial resistance is a complex problem driven by a wide range of practices and multiple stakeholders. To holistically address these factors requires the use of complex intervention approaches. The Farmer Field School approach offers a complex intervention methodology that can reduce the emergence and spread of antimicrobial resistance in agricultural systems through targeting the variety of on-farm and off-farm factors that drive resistance.

Evaluating Disaster Risk Reduction Preparedness Strategies in Primary Schools in Kenya: Gaps, Challenges and Implications

Globally disasters have increased unprecedentedly creating havoc on households and communities despite well-documented awareness levels. Governments and people levels of disaster preparedness have remained unabated in many countries in Africa. However, disasters’ impact can be reduced if people are sensitized about fundamental steps and strategies to reduce risks. Documented literature shows that if taken seriously, disaster risk reduction (DRR) measures are likely to cost less compared to the cost of loss of livelihoods, possessions and the cost of managing its consequences including loss of life. Preparing teachers and the schools for disasters is very important in creating sustainable strategies that can be integrated in day-to-day school activities. Using both quantitative and qualitative methods of data collection, this paper presents the evidence on the potential of preparedness and readiness of public primary schools to cope during and after a pandemic. With a sample of 240 teachers and 24 headteachers from 80 schools in 8 Sub-Counties distributed across Kenya, the findings show that the effectiveness of a school DRR mitigation measures can be a great indicator of how a school and its inhabitants: teachers and children can be prepared or not in times of a disaster. Disaster risk reduction strategies must be both supply-driven and demand-driven for buying in and to motivate teachers and learners to avoid disasters. This study brings out what the gaps and challenges are in primary schools in Kenya and suggests what can be done at both national and regional levels to help the schools cope with disasters.

Moderating Influence of Principal Financial Management Skills on the Relationship Between Selected School Characteristics and Cost Efficiency Among Public Secondary Schools in Bomet County, Kenya

Public secondary schools in Kenya are expected to operate at affordable and sustainable costs. Despite this expectation, the cost of education in relative terms in most public secondary schools in Bomet County is still high. This may be an indicator that public schools are cost inefficient in their operations. The purpose of this study was to investigate the moderating influence of financial management skills on the influence of selected school characteristics on cost efficiency of public secondary schools in Bomet County, Kenya. The target population was two hundred and seventy principals of public secondary schools and all the five Sub-County Directors of Education in Bomet County. A sample of one hundred and seventy-five principals was selected using stratified and simple random sampling techniques. A semi-structured questionnaire was used to gather data from the principals and an interview schedule was used to solicit data from the Sub-county Directors of Education. The Content Validity Index was used to check for validity, and it found that all variables had an S-CVI of greater than 0.9, indicating that they were all valid and could be used in the study. All variables had Cronbach alpha coefficients of greater than 0.7, indicating that the variables were internally reliable enough to be used in the study. The data was analysed and summarized using descriptive statistics, such as frequencies, means, and standard deviations. To test the hypotheses, the researchers employed a moderated multiple linear regression analysis in inferential statistics to see how well financial management skills had a moderating effect on the influence of selected school characteristics on cost efficiency of public secondary schools in Bomet County, Kenya. Statistical operations on data analysis were performed using the Statistical Packages for Social Sciences (SPSS) statistics software. The study concluded that financial management skills did not have moderating influence on the relationship between selected school characteristics and cost efficiency of public secondary schools in Bomet County. This was linked to low financial management abilities of the stakeholders, which were characterized by poor financial mobilization skills of school alumni and school administrators. According to the study, the ministry of education should invest in capacity building for school administrators on financial management in order to improve cost efficiency in public secondary schools in Bomet County. School administrators, in particular, require capacity building in order to enhance skills on school resource mobilization. This could create appropriate resources to keep the schools running optimally in terms of cost. Keywords: Cost Efficiency, Public Secondary Schools, principal financial management skills DOI: 10.7176/JEP/13-4-02 Publication date: February 28 th 2022

Exploring the Role and Status of Catholic Private Secondary Schools in Kenya

Globally, the Catholic Church is recognized as one of the major champions of formal education. In Kenya, over 31% of all primary to postsecondary learning institutions are either public sponsored and, or, privately-managed by the Catholic Church. Besides the high demand for education in these schools, they also pride in their chronological niche of excellence which is anchored on the philosophy of holistic education and faith formation. This paper presents findings of a study conducted to determine views about the role and status of the Catholic private schools in Kenya. The study was centered on prevailing sustainability threats of these secondary schools in relation to the diminishing catholic identity, enrolment rates and level of students’ academic achievement. The convergent parallel approach of the mixed methods research design was employed. The study was conducted in 16 Catholic secondary schools located in two catholic dioceses of Kenya. A sample of 112 respondents was selected using the purposive sampling and census techniques. Data was collected using standardized questionnaire, interview schedule and document analysis guides. While the study revealed an increase in student enrolment in the past five year, it emerged the tenets of catholic school identity has diminished significantly over time. Moreover, the sustainability of these schools was threatened by low students’ performance, low retention rates, high rate of teacher turnover, financial constraints and low standards of school infrastructure and learning facilities. The study recommended the need to reclaim catholic identity in the schools, and particularly by returning the presence of religious men and women in teaching and school administration. It also recommended the establishment of a national and diocesan quality standards boards to collective oversee school administration, teacher management and financial management. School managers also need to professionally manager school revenue while identifying alternative sources of funding to improve the learning environment. This includes employing appropriate competitive strategies to attract and retain students, teachers and staff in the school.

The Relationship between School Location and Student Participation in Decision Making in Kenya.

The study investigated the relationship between school location and student participation in decision making in boarding secondary schools in Nakuru County, Kenya. This study was therefore deemed necessary based on this gap in research. The study targeted the students and teachers in boarding secondary schools in Nakuru County, Kenya. The random sampling method arrived at 220 students and 30 teachers in 15 boarding secondary schools in the county stratified further to 6 rural and 5 urban schools were selected to respond to the student participation in the decision-making questionnaire. A null hypothesis was formulated. The t-test statistic was used to test the difference in mean. The p-value at .0366 led to the rejection of the null hypothesis .05 level of significance. The study found a relationship between school location and student participation in decision making in boarding secondary schools in Kenya. Rural schools are disadvantaged in terms of access to governance than their urban counterparts. Since the means for urban schools (2.22) was higher than that of rural schools (2.18), it was established that students in urban schools and greater access to decision making avenues than students in rural schools.

Examining the Intricacy of Character Formation among Kenyan Children: The Diminishing Role of Schools


 
 
 
 Kenya, like the rest of the world, is grappling with the problem of undesirable character among its citizens. Whereas the country’s system of education identifies character formation as one of the aims of its education, the same is not reflected in the products of the system. This paper sought to reflect over the whole affair of character formation, with special focus on why schools have not been able to successfully achieve this important learning outcome. The paper, drawn from an earlier analytical study on pedagogies of character formation among Kenyan schools, exposed the underbelly of society in general, where the latter passed as a major impediment towards character formation efforts. Some influencers, among them showbiz celebrities and political icons, proved quite impressionistic to youngsters, hence drawing them into the vices they portrayed. Families, on the other hand, had not fully lived up to their primary duty of moulding children into righteous beings, and various reasons were advanced. However, schools, despite their infirmities, were established as the better option, owing to their relatively structured way of forming character among children. Whereas they were variously blamed for the mess in the society, they still remained the only reliable agent that the country relied on – given the professionalism within them, and the amount of time children spent there. It is for this reason that the paper advocated the strengthening of character formation programmes in schools, specifically, finding ways through which knowledge on and conviction for good character could best be communicated to learners.
 
 
 
 

Inequitable Access to Quality Education in Primary and Secondary Schools in Kenya

Education is a basic human right as was declared by the United Nations in 1948. Most governments including Kenya have tried to implement free and compulsory basic education. It also subscribes to various international protocols such as Education for All (EFA) in Jomtien, Thailand 1990 and the World Education Forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional Paper No. 1 of 2005 has articulated how to attain goals for education. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human capital base higher than primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, and insecurity regional disparity among others. This paper articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve the provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict-prone regions and tighten bursary disbursement procedures.

Abdul, G., A., & Sehar, S. (2015). Conflict management and organizational performance: A case study of Askari Bank Ltd. Research Journal of Finance and Accounting. 6(11), 201. Adhiambo, R., & Simatwa, M. (2011). Assessment of conflict management and resolution in public secondary schools in Kenya: A case study of Nyakach District. International Research Journal 2(4), 1074-1088. Adomi, E., & Anie,

The Constitution of Kenya specifically recognizes the freedom of association to form and belong to trade unions. However, despite the adoption of the Labour Relations Act, union practice is still hampered by excessive restrictions. The EPZ companies are labor intensive requiring a large amount of labor to produce its goods or service and thus, the welfare of the employees play a key role in their functions. This study sought to determine the effect of trade union practices on employees’ welfare at export processing zones industries in Athi River, Kenya. The specific objectives sought to determine the effect of collective bargaining agreements, industrial action, dispute resolution and trade union representation on employees’ welfare at export processing zones industries in Athi River, Kenya. The study employed a descriptive research design. Primary data was collected by means of a structured questionnaire. The target population of the study was employees in EPZ companies in Athi River, Kenya with large employees enrolled in active trade unions. The unit of observation was the employees in the trade unions. The findings indicated that collective bargaining agreements had a positive and significant coefficient with employees’ welfare at the EPZ industries. Industrial action had a positive but non-significant effect with employees’ welfare at Export Processing Zones industries. Dispute resolution had a positive and significant coefficient with employees’ welfare at the EPZ industries. Trade union representation had a positive and significant coefficient with employees’ welfare at the EPZ industries. The study recommended that trade union should avoid the path of confrontation but continue dialogue through the collective bargaining process and demands should be realistic in nature with what is obtainable in the related industry. An existence of a formal two way communication between management and trade unions will ensure that right message is properly understood and on time too. Keywords: Collective Bargaining Agreements, Industrial Action, Dispute Resolution, Trade Union Representation, Employees Welfare & Export Processing Zones

Single-session interventions for adolescent anxiety and depression symptoms in Kenya: A cluster-randomized controlled trial

ObjectiveExpanding mental healthcare for adolescents in low-income regions is a global health priority. Group interventions delivered by lay-providers may expand treatment options. Brief, positively-focused interventions conveying core concepts of adaptive functioning may help reduce adolescent symptoms of mental illness. In this trial, we tested three such interventions (growth mindset, gratitude, and value affirmation) as separate single-session interventions. MethodConsenting adolescents (N = 895; Mage = 16.00) from two secondary schools in Kenya were randomized by classroom (24 classrooms; Mclass = 37.29 students) into single-session interventions: growth (N = 240), gratitude (N = 221), values (N = 244), or an active study-skills control (N = 190). Mixed-effects models controlling for age and gender were used to estimate individual-level intervention effects on anxiety and depression symptoms. ResultsWithin the universal sample, the values intervention produced greater reductions in anxiety symptoms than the study-skills control (p < .05; d = 0.31 [0.13-0.50]). Within the clinical sub-sample (N = 299), the values (p < .01; d = 0.49 [0.09-0.89]) and growth interventions (p < .05; d = 0.39 [0.01-0.76]) produced greater reductions in anxiety symptoms. There were no significant effects on depression. ConclusionsThe values intervention reduced anxiety for the full sample, as did the growth mindset and values interventions for symptomatic youths. Future efforts should examine durability of these effects over time.

Implementation of Life Skills Education Programme on Sexuality in Selected Secondary Schools in Nairobi City County, Kenya

Life Skills Education (LSE) is one of the subjects in Kenyan secondary school curriculum. One of the areas that secondary school students are taught is sexuality. However, adolescents continue to face significant sexuality related challenges; cases of early pregnancies, irresponsible sexual activities and STIs among boys and girls are common. Efforts have been made to address this problem but comprehensive and conclusive solutions have not been achieved. As such, this study examined the implementation of Life Skills Education programme on sexuality in selected secondary schools in Nairobi City County. The study adopted exploratory research design. Stratified random sampling was used to select 378 students and 26 teachers from 13 schools in Nairobi City County. The study utilized self-constructed questionnaires and interview schedules to collect data. Qualitative responses were coded to enable grouping into various thematic categories. Quantitative data was presented in form of percentages, means and standard deviations. Pearson’s product moment and Chi square analyses were used to establish any significant relationships. The study found that life skills education on sexuality is not effectively implemented in most schools. The study recommends that LSE teachers should put more effort to ensure effective implementation of Life Skills Education on sexuality.

A comparative study of social inequalities in education as an effect of Covid-19 pandemic: A case of schools in Saudi Arabia and Kenya

The Coronavirus epidemic is a major source of concern for global education systems and their ability to provide equity in education. Hundreds of countries closed schools during the Covid-19 in its first year to contain the mass spread of the virus. Over one billion students were denied an education as a result of Covid-19 school closures. This study compares the social inequalities experienced in schools in Kenya and Saudi Arabia following the outbreak of Covid-19. An extensive questionnaire on data collection methods was completed by educators, learners, and parents from public schools in these two countries. The statistics were calculated using the SPSS program while qualitative data was analyzed thematically. Covid-19 had a significant impact on the time used for learning, the content learned, and the quality of learning that was experienced in the sampled countries. The findings show that during the Coronary Syndrome outbreak, many learners and educators relied on technology to access continuing education. Unfortunately, inadequate infrastructures such as lack of network availability, structure, and proper policies hampered virtual education and expanded the social inequality between learners of the two sampled countries. The findings of this study highlight the devastating impact Covid-19 had on the education sector: schools, educators, learners, and parents. In brief, the success of continuity in education depended on the government policymaking and implementation that geared towards equity in the provision of education.

Subsidized secondary education policy on pass rates in Kenya certificate of secondary education in public secondary schools in Bungoma County, Kenya

Subsidization of the public secondary school education by the government of Kenya in 2008 witnessed a tremendous growth in the student population at this level of education. This scenario led to an over enrollment and a strain on the existing learning facilities and infrastructure in most public secondary schools in Kenya, including those in Bungoma County . Under these circumstances, the question that remained unanswered was ; what was the effect of the subsidized secondary education policy (SSEP) on the student pass rates in the Kenya certificate of secondary education (KCSE) in the public secondary schools in Bungoma County ? The purpose of this study was to analyze the change brought about by the SSEP on the student pass rates in the KCSE in public secondary schools in Bungoma County, Kenya. The findings of this study revealed that, the subsidized secondary education policy significantly improved the student pass rates in KCSE in the public secondary schools in the County, from a mean of 70.53% before the introduction of the subsidy, to a mean of 75.82% after introduction of the subsidy, with a p-value of less than 0.05( p&lt;0.05). In conclusion, the SSEP improved the student pass rates in the KCSE. On the basis of the conclusion, it was recommended that the government should uphold the subsidized secondary education policy in public secondary schools, because it has the potential to sustain improved student pass rates in KCSE in public secondary schools in Bungoma County and Kenya at large.

Corporal punishment in Secondary schools in Kenya: Issues and challenges

Banning of corporal punishment in Kenyan schools since 2001 has sparked intense debate to both parents and teachers on management of discipline in schools. In the recent months after resumption of learning due to Covid-19 Pandemic, many schools have experienced unrest leading to burning of dormitories, classes and even learners assaulting teachers. The study was tasked with the analysis if divergent views on corporal punishment and justice in schools towards character formation. In addition, the study examined the issues and challenges in addressing discipline in secondary schools and finally established whether Kantian ethics can facilitate attaining of character formation and training in Kenyan secondary schools towards disciplined citizenry. The study found out that corporal punishment is still being used in secondary schools in Kenya despite the ban because of the cultural and ethos orientation despite the government advocating for contemporary forms of discipline and effective guidance and counselling in schools. The study found out that despite the retributive theoretical orientation, Kantian ethics can equally facilitate the character education and training of the young towards moral values and disciplined citizens. The study recommended for the revitalised teacher training and capacity building in a humanization education and training towards adoption of multidimensional approaches in handling discipline issues in the school set up for instance pastoral programme, Chaplaincy services, Volunteer /charity works to expose learners to realities that meet their attention to deviate their naive way of looking at reality. In addition, involving students in formulating school rules and regulations alongside each penalty to re orient learners towards sound moral judgment of their acts.

Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County

The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.

Determining Effectiveness of Learners‘ Intellectual Skills in Supporting Authentic Learning within a Competency Based Education Model in Secondary School Education: A Case of Kenya

This study was carried out to determine IQ levels, learner preference of intellectual skills as well as impact of IQ on academic performance in secondary schools in Kenya. The study was based on the fact that learning today requires a shift in philosophy that relies on intellectual frame of mind, a forerunner of critical thinking skills and metacognitive perspectives of learning in the 21st Century. The study adopted a descriptive research design with a total of 160 students, 20 per school out of 8-schools identified. The study revealed that majority of learners who took the test attained below average intelligence IQ range at 85 – 114 with 56.06% male and 31.82% female learners in this IQ range. The other dominant category of learners attained above average intelligence with IQ range of 115 – 129 with 36.36% male and 45.45% of females. The study also revealed that the males tend to prefer technical tasks such as logical mathematical and bodily-kinesthetic compared to girls who were more inclined towards linguistics, musical and interpersonal intelligence. As for the results on academic performance in relation to intellectual skills, the relationship was inverse. It can be concluded that intellectual patterns arising from the study reflect a narrow sense of intellectual abilities leading to disjointedness in the learning process without the depth required. There is need for more research for a more solid theoretical foundation to be able to draw comparisons and determine trends regarding learner intelligence in secondary schools in Kenya.

Educational Space in a School in Kenya

The article describes a primary school in Kenya, where the school’s educational space was analysed in two respects: a) safety and comfort; b) knowledge and skills development, as part of ethnographic research. The research results indicate that the school needs a change in physical space, teaching aids, and greater pedagogical awareness among the teachers. The new education system introduced in Kenya requires much more funding to ensure proper learning conditions and continuing education for teachers. If this demand is met, the quality of the education process may improve.

A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya

The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the <i>content analysis method</i> to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.

Influence of Information Communication Technology Resources Adequacy and Utilization on Students` Academic Achievement in Public Secondary Schools in Kenya

The study purposed to provide empirical data on the status of Information Communication Technology (ICT) resources in terms of adequacy and utilization and their influence on academic performance in public secondary schools in Kenya. The concern was the large number of students that perpetually performed dismally in national exams and the wide performance variations between schools in the study locale yet investments and level of utilization of ICT resources as well as how this was influencing observed academic performance was not clear. The study adopted the ex-post facto research design and the Context- Inputs – Processes -Outputs (CIPO) model which is a systems theory approach to the determinants of learning outcomes and school effectiveness (Scheerens, 1991,2013). Target population constituted 386 principals,2316 heads of department (HoDs), and 4160 teachers in 386 schools. Sample size was derived from Kothari (2013) formula and constituted 192 principals,330 HoDs and 352 teachers however the fully filled and returned questionnaires were172 for principals ,330 for HoDs and 344 for Teachers. Main data collection method was Principals` questionnaire (r =.89), HoDs` questionnaire (r =.92) and teachers` questionnaire (r =.87). Both qualitative and quantitative data was collected where qualitative data was analyzed using thematic analysis while quantitative data was analyzed using both descriptive and inferential statistics. Due to data non-normality inferential statistics was done by use of Kruskal-Wallis H-test and Mann-Whitney U-test as the non-parametric alternatives to (one-way analysis of variance F-test and independent samples t-test) Findings of the study were that ICT resources investments varied widely between public secondary schools but generally and more perniciously, the level of ICT resource investment was woefully low. Computer availability in schools was the variable that influenced performance with highest effective size as it explained about 13% of the variation in academic achievement in the study area. The level of utilization of ICT resources varied between schools but was generally sub-optimal in most schools. Comparing ICT resource adequacy and level of ICT utilization as explanatory variables for academic achievement, it was found that the effect sizes of some of the ICT resources` level of utilization were higher than those for ICT resource adequacy. This implied that to significantly improve learning outcomes and reduce wide performance variations between schools, focus should not just be to invest in ICT resources adequacy in all the schools but also to ensure that all the ICT resources available in the schools are being optimally utilized.

Relationship Between Parental Empowerment and Engagement, and Management of Primary School Curriculum Implementation in Embu County, Kenya

The researcher examined relationship between parental empowerment and engagement, and management of primary school curriculum implementation in Embu County, Kenya. Parental empowerment and engagement are key concepts that need to be fully utilized; for complete realization of effective competence based curriculum management in Kenyan schools. The concern was that the idea of parental empowerment and engagement is underutilized in competence based curriculum implementation in Kenya. The objectives of the study were to examine relationship between parental empowerment and engagement, and management of primary school curriculum implementation in Embu County, Kenya. The researcher used Krejcie and Morgan sample determination table to determine 364 respondents from 7000 target population. The study utilized correlation research design and descriptive design. The study respondents were: teachers, subject panel heads, head teachers and parents’ association representatives. The research tools were questionnaires and interview guides. Inferential statistics was analyzed using Pearson’s chi-square tests. The study established that there was significant relationship between parental empowerment and engagement, and management of primary school curriculum implementation in Embu County, Kenya. Following study findings, the researcher concluded that parental empowerment and engagement are valuable concept in management of primary school curriculum implementation in Kenyan schools. Therefore, the researcher recommended that ministry of education should encourage parental empowerment and engagement for efficient curriculum implementation management in primary schools in Kenya.

RELATIONSHIP BETWEEN COMPETENCE-BASED DIGITAL LITERACY CONCEPTS AND MANAGEMENT OF PRIMARY SCHOOL CURRICULUM IMPLEMENTATION IN EMBU COUNTY, KENYA

The study investigated relationship between competence-based digital literacy concepts and management of primary school curriculum implementation in Embu County Kenya. Competence based curriculum digital literacy emphasizes development of digital skills, knowledge and core competences in learners’ real life situation, in Kenya. However, competence-based curriculum implementation is insufficiently managed following limited digital technology use in schools; rising concern on effectiveness of competence based learning activities in Kenyan schools. The objective of the study is to determine relationship between competence-based digital literacy concepts and management of primary school curriculum implementation in Embu County, Kenya. The study involved 364 respondents using purposive and simple random techniques. The study employed correlation research design. The study respondents were: competence-based classroom teachers, subject panel heads, senior teachers, head teachers and deputy head teachers. The data collection tools were questionnaires and interview guides for head teachers, deputy head teachers, subject panel heads, senior teachers and competence based classroom teachers. The descriptive statistics was presented in frequencies and percentages; while inferential statistics was analyzed using regression statistic technique. The study reviewed that most school managers have integrated in teaching and learning the current and emerging digital technologies to support curriculum delivery and management; as well as managing and creating information in the immediate digital environment. The study established that digital technologies enable provision of individualized learning management system for teachers. The study indicated that there is significant relationship between competence-based digital literacy concepts and management of primary school curriculum implementation in Embu County, Kenya. Following study findings, the researcher concludes that competence-based digital literacy concepts are crucial in management of primary school curriculum implementation in Kenyan schools. Therefore, the researcher recommends that ministry of education should promote digital literacy technologies for efficient curriculum implementation management in primary schools in Kenya.