The Educator: A Journal of the School of Education, Moi University
The Educator is an international open access peer reviewed online and print Journal housed in School of Education, Moi University – Kenya. It publishes high quality and original research and concept papers on a wide range of thematic areas that include curriculum and instruction; educational management, policy and reforms; educational psychology; educational foundations; comparative education; technology education; early childhood education; special needs education; educational guidance and counselling; competency-based education; contemporary and cross cutting themes in education. E-Mail: educator@mu.ac.ke Contacts: +254 721267611; +254 722447431
Analysis of Doctoral Students’ Preparedness for Dissertation Completion in Kenya’s Public Universities
There is a great demand internationally and locally for a workforce with high-quality knowledge, skills, and attitudes in all economic sectors. Studies reveal low completion rates and delays in completion of doctoral studies experienced globally and in Kenya. This study aimed to evaluate the extent to which doctoral students in selected public universities in Kenya are prepared for the completion of their doctoral dissertations. The objective of the study was to assess the preparedness of doctoral education students for the completion of the doctoral dissertation. The study used Tinto’s Doctoral Persistence Theory and Graduate Socialization Framework. The study employed a convergent parallel research design framed within a pragmatic philosophical view. Purposive, quota, and simple random sampling strategies were utilized in selecting 87 participants (55 doctoral students and 32 supervisors). Data was gathered using semi-structured questionnaires with a five-point Likert scale. Descriptive statistics: frequencies, mean and standard deviation were used to analyze quantitative data, while qualitative data were coded and analyzed thematically. The study established that public universities in Kenya face significant challenges while attempting to achieve timely completion of doctoral studies. Doctoral students were often unprepared for dissertation completion; they struggle with limited digital skills necessary for data collection and analysis, have a poor research background, and experience various personal and professional obstacles such as work-related pressures, psychosocial difficulties, insufficient academic and institutional support, and financial constraints, all of which hinder dissertation progress. To address these challenges, the study recommends: strengthening student-supervisor collaboration, enhancing institutional support mechanisms, strengthening student mentorship, and securing additional research funding. By implementing these measures, public universities in Kenya can foster a more supportive research culture, improve doctoral completion rates, and the overall quality of post-graduate education.
Copyright (c) 2025 The Educator: A Journal of the School of Education, Moi University https://creativecommons.org/licenses/by-nc-nd/4.0
An Analysis of Doctoral Thesis Examination Reports in Kenya: Its Implication on Supervision Process
Thesis examination is a widely utilized assessment method in academic institutions globally, aimed at evaluating whether specified learning outcomes have been achieved. Examiners are tasked with determining the extent to which these outcomes are met, providing both formative and summative assessments. This study sought to investigate the coherence and adherence to established assessment criteria in thesis examination reports. Additionally, the research aimed to explore the characteristics of examiners’ feedback on doctoral research theses. The paper presents findings from an empirical study analyzing twelve doctoral thesis reports from four departments within a School of Education. Thematic analysis was employed to gain insights into how informative these reports are for both doctoral candidates and their supervisors. The results revealed inconsistencies in the coherence of thesis evaluation reports, with some examiners failing to follow prescribed assessment guidelines. Further, both summative and formative assessments indicated that many candidates faced challenges in research methodology. The paper recommends targeted training for supervisors and examiners on producing coherent thesis evaluation reports. Additionally, a review of grading tools is necessary to ensure consistency, and structured supervision practices should be implemented to guarantee the effective transfer of thesis-writing skills.
University-Industry Collaboration in Kenya: Insights from Employers in the Service Sector
The quest for relevance in university education is a recurring theme. While relevance is a multi-facetted concept in higher education discourse, there is near consensus that one of its surest indicators is a ‘fit’ or ‘match’ between what universities offer and what industry expects. Such an indicator is most commonly measured through the existing relationships between universities and industry. As such, there is heightened research interest globally on university-industry collaborations (UIC). The purpose of this study was to interrogate the status of UIC in Kenya as perceived by employers. The study targeted the service sector, which is the highest employer of university graduates in Kenya. The study adopted a mixed methods approach which utilized a concurrent triangulation research design. Data were generated through a questionnaire administered to 369 respondents, an interview guide administered on three (3) key informant interviewees, and a document analysis guide administered on 20 documents. The findings of this study reveal that the uptake of UIC is still low in Kenya. Further, it was revealed that where UIC is existing, the most preferred relationship is where industry offers university students opportunities for industrial/field attachment, while the least preferred is where industry collaborates with and/or funds university research and innovation activities. On the basis of these findings, this study recommends that, one, universities should develop and progressively update their conceptualizations of employability to include defined UIC requirements; and two, government and relevant regulatory agencies should both promote and enforce the existence and vibrancy of UIC for every course in every university.
Strategies for Accessing Reliable Health Information for Pregnant Adolescents in Kajiado County, Kenya
This qualitative study explores strategies for accessing health information among pregnant adolescents in Kajiado County, Kenya, with a focus on school dropouts. Teen pregnancies in Kajiado remain a major issue, causing high dropout rates and limiting learners’ access to essential information for informed health decision making. The objective of this study was to identify and recommend strategies that would enable them to access relevant health information, contributing to an improvement in the health status of the expectant mothers and their unborn babies. Utilizing the Case Study method, the study involved 14 In-depth Interviews and three Focus Group Discussions using purposeful sampling technique to select 32 expectant school-drop-out teens (ages 15-19) in Kajiado County. Ethical issues like informed consent were considered. The data were analyzed thematically covering the challenges the teenagers face, sources, and means they prefer for obtaining information, and their real-world experiences in the search for health-related information. The results indicate that pregnant teens’ dropouts are more vulnerable than others confined to the formal structures of education, which, in most cases, are the major sources of health information. In addition, other factors like socio-cultural aspects and lack of tailor-made communication strategies further complicate the situation. To address these challenges, the study outlines: community-based health education programs, mHealth platforms, and culturally sensitive communication approaches. This is intended to empower pregnant teenagers with sufficient knowledge and resources necessary for making informed decisions about their health. It, therefore, concluded that facilitating access to information on health matters among this marginalized group may greatly improve maternal and child health outcomes in Kajiado County, and ultimately help them realize their full academic potential. This research will enlighten policymakers, educators, and healthcare professionals interested in the support of this vulnerable population.
Assessing the Extent of Instructional Resource Use in Geography Classrooms in Ugunja Sub-County, Kenya
Instructional resources are pivotal in shaping the quality and effectiveness of education. Despite their critical role, challenges in the utilization of these resources persist, particularly in the teaching of geography in Kenyan secondary schools. specifically, there is limited research on the effective integration of instructional resources in geography instruction specifically within Ugunja Sub-County. This study aimed to address this gap by examining the extent to which geography teachers in Ugunja Sub-County, Kenya, utilize available instructional resources in their classrooms. The study employed a Mixed Methods approach within a pragmatic paradigm and a convergent parallel one-phase research design. Data was collected from 65 geography teachers and 15 heads of geography subject in mixed-day secondary schools through questionnaires and semi-structured interviews, respectively. The findings revealed that print materials, especially textbooks, are the most frequently used instructional resources. The use of practical resources like weather instruments and surveying equipment is significantly lower. Additionally, projected and audiovisual materials, such as projectors and video cassettes, are underutilized. This strong preference for traditional print and visual aids, with less reliance on multimedia tools indicates a substantial gap in the integration of technology in geography teaching. The study concludes that there is a significant underutilization of practical and technological resources, which limits experiential learning opportunities. The study recommendations include increasing the availability and use of practical tools and audiovisual materials, establishing dedicated geography classrooms, and enhancing professional development for teachers. The results of this study have invaluable implications for policy and teaching practice in improving the effectiveness of geography instruction and creating a more engaging classroom learning environment.
Sexual Harassment and Students’ Academic Performance in Olorunsogo Local Government Area, Oyo State, Nigeria
Sexual harassment is a serious and universal societal problem and it is one of the most prevalent forms of misconduct in school settings. The purpose of the study was to investigate the relationship between sexual harassment and students’ academic performance in Olorunsogo L.G.A., Oyo State. The variables taken into consideration were age, class level, and religion. The study was survey research. The population of this study comprised all students in secondary schools in Ilorin metropolis, Kwara State, while the target population was students in public secondary schools out of which a sample of 200 respondents was selected using the sample was selected using stratified and simple random sampling techniques. A questionnaire was used to collect data for the study. The instrument was subjected to face content validity and a test re-test reliability method which yielded a coefficient index of 0.78. Quantitative data was analyzed using descriptive statistics in form of percentages, means and rank order analysis while Pearson’s correlation and Multivariate Analysis of Variance were used to test the null hypotheses at 0.05. Findings from the study revealed that sexual harassment experienced by secondary school students was high while secondary school students’ academic performance was low. The study further revealed that there was no significant relationship between sexual harassment and academic performance. The findings of the study also indicated that there were no significant differences in the sexual harassment experiences of secondary school students in Olorunsogo L.G.A., Oyo State based on class level and religion; however, significant differences were observed based on age. Similarly, there were no significant differences in the academic performance of secondary school students in Olorunsogo L.G.A., Oyo State based on age, class level, or religion.
Teacher Professional Development (TPD) has often been criticized for being ineffective and for neglecting the teachers’ own concerns. However, effective TPD programs are needed, especially after curriculum reforms like the recent change from a knowledge-based to a competence-based curriculum in Uganda. Recent studies on in-service teacher training in Uganda have found small positive effects on skills acquisition and improvement in teaching and learning. This study set out to explore the use a transformative and reflective approach to TPD such as Critical Participatory Action Research to spark positive change processes towards the new curriculum and teaching methods. The aim of this study was to explore the use of CPAR in TPD for competence-based English language teaching in lower secondary schools. Paulo Freire’s critical pedagogy provided the guiding theory and framework. This exploratory study was anchored on the critical constructivism paradigm, adopted a qualitative approach and employed a CPAR design. The data were generated together with 14 English language teachers using the procedures of CPAR, and analyzed thematically. The findings revealed that participating in the CPAR created in teachers a sense of ownership and empowerment, which increased their commitment to meaningfully change their teaching practice. This study concludes that CPAR is an empowering and transformative approach for continuous TPD, based on its strength to make teachers active agents in their own transformation and professional growth. The findings challenge notions of ‘retooling’ teachers and focusing on the acquisition of technical skills alone when introducing a new curriculum. This study contributes to the discussion about effective approaches to TPD, particularly in contexts of curriculum change and implementation in the specific context of Uganda. The study recommends that the National Curriculum Development Centre (NCDC) incorporate participatory approaches into its ongoing teacher development programmes.
Approaches used by Teachers to Sensitize Learners with Visual Impairment on Sexual and Reproductive Health and Rights in Kenya
There has been a recent increase in the advocation for the raising of awareness of Sexual and Reproductive Health and Rights among Young Persons with Disabilities. The government of Kenya, through its various ministries such as the Ministry of Education, is also calling for the raising of awareness among the Young Persons with Disabilities, including learners with visual impairment in schools. This study, therefore, sought to explore approaches used by teachers in sensitizing learners with visual impairment on Sexual and Reproductive Health and Rights in an integrated secondary school in Nakuru, Kenya. This study was informed by the Theory of Change by Connell and Kubisch (1998). The study adopted a phenomenological design within a qualitative research approach underpinned by an interpretivist paradigm. Purposive sampling was used to select 8 teachers from the integrated boys’ school to be participants in this study. Semi-structured individual interviews were used to collect data. Data collected was analyzed using thematic analysis. The findings revealed that teachers integrated approaches such as open-door activities, different professional experts on Sexual and Reproductive Health and Rights, supplementary learning resources, and differentiated instructions that included learner-centered approaches building on learners’ knowledge, and soft skills to sensitize the learners with visual impairment on Sexual and Reproductive Health and Rights. The study recommends that the Ministry of Education works together with organizations that offer braille books on Sexual and Reproductive Health and Rights to supply to integrated schools, and train teachers on how to include learners with visual impairment in their classes, as well as how to facilitate Sexual and Reproductive Health and Rights.
Perspectives on University-Community Engagement Opportunities to Address Climate Change Issues in African Context. A Case of Ndejje University, Uganda
Climate change is exacerbating extreme weather across the globe. While university-community engagement has emerged as a top priority at universities to collaborate and facilitate the mutually beneficial exchange of knowledge and resources on climate change action, in some African setups, such practices are not commonly followed and not prioritized but, rather, done as an add-on or afterthought. The main objective on this study was to explore views and perspectives of community leaders, university staff and students regarding the opportunities that universities can engage communities to address issues of climate change (knowledge, mitigation and adaptation practices), particularly in an African context. A qualitative case study design was adopted to generate data from 22 purposively selected community leaders, university staff and students of climate change related programmes at Ndejje University. Data was collected through semi-structured in-depth interviews with the university staff and community leaders and focus group discussion with students. Data was analysed using Braun and Clarke’s (2006) thematic analysis with the help of MAXQDA software. Ubuntu theory guided this study. The findings of the study revealed numerous prospects for university climate action. These include: institutionalization of community engagement programs towards climate change mitigation and adaptation; collaborative approach to planning and implementation of engagement programmes and; adopting a community engagement Baraza as an alleyway for sensitization. Others were: incorporation of climate change indigenous knowledge in mainstream academic; extensive capacity building and engagement programmes as well as community empowerment and income diversification strategies. Findings revealed that University-Community engagement towards climate change action remains marginally institutionalized at the case university. It was clear from study participants that university community engagement offers African universities contextualised opportunities that are necessary and can accelerate climate action. The findings may thus be handy in enhancing the integration of climate change measures into national policies, strategies, and planning especially in African higher institutions of learning.
Learners’ Perceptions of Socio-Ecological Risks Experienced During the Covid-19 Pandemic Lockdown in Selected Secondary Schools in Kenya
Socio-ecological risks against young people are major public health problems with devastating long-term health consequences. There are gaps in research on learner perceptions concerning socio-ecological risks faced during the COVID-19 pandemic lockdown. This study’s main aim was to use participatory visual methodology to gain increased knowledge on learners’ perceptions of socio-ecological risks faced during the COVID-19 pandemic lockdown in selected secondary schools in Kenya while discussing the potential of reaching social change. The study was guided by Freire’s empowerment education theory which specializes in encouraging individuals to become vocal about their needs and those of the community. This study took a qualitative approach, a phenomenological critical paradigm, and a participatory visual approach. Data was generated through cellphilms and focus group discussions. Twenty Form 1 and 2 learners were selected purposively in selected secondary schools in Kenya. The data was triangulated and thematically analyzed. The findings reveal that learners perceived socio-ecological risks experienced during the COVID-19 pandemic lockdown as: psychologically torturing as they caused fear and led to emotional instability; life destructive for causing learners to drop out of school, losing hope as a result of contracting diseases and becoming pregnant and also leading to family conflicts, and; lowering learners' integrity by causing shame and guilt and leading to victimization of the affected learners. The findings suggest that challenges faced by young people are unprecedented and exclusively hard to navigate leading to devastating challenges. The study recommends that the Ministry of Education and Department of Basic Education should prioritize equitable access to technology and resources that enhance support for mental health and well-being, strengthen social support networks, and foster interdisciplinary research collaborations to address the multifaceted challenges faced by learners in times of crises thereby creating a more inclusive and sustainable educational system.
Students’ Opinions on School Rules and Regulations as a Governing Tool
The objective of the study was to investigate students’ opinions on school rules and regulations about students’ council-student relationships. The theoretical framework of the study was informed by Etzioni’s Compliance Theory. The approach is qualitative while the research strategy is a case study. The philosophical orientation is relativist ontology and constructivist epistemology. Unstructured interviews were used in data collection followed by data transcription. Trustworthiness was achieved through “the member check” to check validity, while reliability was enhanced through cross-checking the transcripts for obvious mistakes. Piloting was carried out on form 4 students in a peri-urban mixed secondary school in South Rift, Kenya. Ethical considerations were observed throughout the study. Data were analyzed thematically and the results were presented as reported by the participants with the aid of thematic networks. According to the study's findings, the global theme that emerged was that school rules and regulations were incongruent. The organizing themes that emerged were: school rules and regulations encouraged partisanship, and inequality, the way they were administered was unappealing and they encouraged intimate relationships. From the results, the study concluded that the student council ought to have applied school rules and regulations fairly. The study recommended that the deputy principals ensure that the students’ council administers school rules and regulations in a non-partisan way, with equality to all, administration be appealing to all, and ought not to be used to attract intimate relationships.
Towards Accountability in Formative Assessment of Students’ Writing: Teachers of English Practices in Selected Secondary Schools in Kenya
Formative assessment is a powerful strategy for improving students’ writing; however, the way such assessments are conducted can compromise their effectiveness. The Kenya National Examinations Council yearly feedback reports reveal perpetual learner underachievement in English writing skills in the Kenya Certificate of Secondary Education (KCSE). This points to challenges in learning of writing skills. Focused on this, the researcher sought to find the extent to which formative assessment of writing skills was conducted in a manner that promotes accountability for improving learning. This paper presents the partial findings of a much larger study that focused on teachers of English pedagogical practices in formative assessment of the writing skill. The study informed by Vygotsky’s Social Cultural Theory, adopted a concurrent mixed methods approach embedded within the mixed research design. The study involved 22 Form Four teachers and their 198 Form Four learners in Nairobi County who were selected using purposive, stratified, and simple random sampling procedures. Data was collected using a teacher questionnaire, students’ marked compositions and document analysis. Quantitative data was analysed using SPSS while qualitative data was analysed using content analysis procedures. The findings revealed that to a significant degree, learners were not assessed reliably enough to know their true ability and the shortcomings in their work that they needed to address. The findings also revealed underutilisation of evidence-based ways of evaluating students’ writing. This raises issues of accountability in monitoring learners’ progress and supporting their progress in learning. Therefore, it is essential for teachers to use reliable procedures for evaluating learners’ writing and communicate the results in a form that enables use of feedback to inform subsequent learning.
Teachers’ Use of Constructivist and Product Approaches in Developing Writing Skills in English Language in Selected Counties in Kenya
The performance of pupils in writing skills in English language at the Kenya Certificate of Primary Education in Kenya has been dismal over the years. Teachers' use of instructional approaches have a significant effect on enhancing pupils' writing skills. This study sought to assess the extent of teacher’s use of constructivist and product approaches in teaching writing skills in selected primary schools. The study used quantitative approach with quasi-experimental and Solomon four-group design based on the post-positivist philosophical paradigm. The study adopted Vygotsky's social-cultural development theory, which contends that learners actively produce knowledge and meaning via their personal and social experiences. The research was conducted in four counties of Kenya: Elgeyo Marakwet, Uasin Gishu, Nandi, and Trans Nzoia, all of which have had low performance in English for a longer period. The target population consisted of fourth-grade pupils and teachers of English. The sample size consisted of eight teachers and four hundred and seventy-one pupils drawn from eight primary schools in the four counties. Purposive and simple random sampling techniques were used to select teachers of English and grade four pupils. Data were collected through teacher questionnaire and lesson observation guides and analyzed using descriptive statistics with frequencies and percentages. The findings were presented by means of narration, tables, and figures. It was established that on the use of constructivist approach, teachers utilized role-play, story-telling, question-and-answer sessions, role- modelling, recitation, and group discussions. Many teachers encouraged collaborative, problem-solving, cooperative learning, and classroom discourse in teaching writing. For the product approach, guided writing and adherence to sample texts based on offered samples were common. It was found out that majority of the teachers commonly utilized the constructivist approach compared to the product approach in the teaching of writing skills despite the benefit in the use of product approach on the writing output. The study recommended that teachers should maximize the use of product approach in teaching writing skills and that curriculum designers should consider bolstering the adoption of the product approach in writing skill designs. This study contributes to policy and practice endeavors in the teaching of writing skills in English.
Cross-Cultural Management Education of Special Schools in Nigeria
Special education is a discipline in the field of education which caters for the training of students with disabilities for them to benefit maximally from education. For learning to be effective for this group of students there is need for proper school management. However, the field of special education is increasingly encountering a multicultural landscape, with students from diverse backgrounds entering special school programmes which can affect the management of special schools in Nigeria. This necessitates a reevaluation of management practices in special schools to ensure they are culturally responsive and effective. This research therefore, examines the extent cross-culture affect management of special schools in Nigeria and explores the benefits of incorporating cross-cultural perspectives into the management education of special schools. The mode of deriving information and arriving at meaningful conclusion is through primary source (observed experience), secondary source (journals, and books) and analysis of teachers’ response to administered questionnaire through simple percentage from teachers in special schools in Delta State, Nigeria, selected through cluster sampling. The research found out amongst others that multiculturalism in special education presents a complex challenge and traditional approaches to special education may not translate well across cultures, as there can be significant variations in disability perception, family involvement and communication styles in Nigeria; due to cultural and religious differences in Nigeria it is difficult to control students’ participation in morning devotion and enforce accepted mode of grooming in special schools in Nigeria; and differences in cultural beliefs and practices have negative effect on the behaviour of students which affect effective school management of special schools in Nigeria. Finally, the study amongst others recommended that special school administrators should be equipped with cross-cultural management skills to overcome cross-cultural challenges in special schools in Nigeria and enable students with disabilities learn under conducive environment and benefit maximally from education.
Copyright (c) 2024 The Educator: A Journal of the School of Education, Moi University https://creativecommons.org/licenses/by-nc-nd/4.0
Customers’ Perception of the Effectiveness of Performance Contracting in Improving Public Service Delivery at the Kenya School Of Government
Performance contracting (PC) is a management tool used to improve the efficiency and effectiveness of organizations. Depending on how organizations implement PC, customers’ perception of its effectiveness may vary. The purpose of this study was to assess the efficacy of PC in improving Public Service Delivery (PSD) at Kenya School of Government (KSG). The study was informed by the problem of continued deterioration of performance in PSD in the Kenyan public service despite implementation of several strategies to address the challenges. The study was carried out at the KSG, guided by two theories: the Principal Agent theory and the New Public Management (NPM) theory. Reviewed literature was organized thematically. The study was guided by pragmatism philosophy and utilized descriptive survey research design using mixed methods approach. Using Yamane’s formula, a sample of 480 was determined and respondents selected through simple random sampling. Purposive sampling was used to select all the six directors of the KSG campuses in Kenya. Data collection tools included questionnaires, interview schedules and focus group discussions. Quantitative data was analyzed using descriptive statistics and presented using tables, while qualitative data was analyzed using content analysis and presented in themes. The findings suggested varying levels of customer satisfaction averaging across various sectors, with a general trend towards satisfaction from course participants in county governments and agencies, and mixed feelings in tertiary institutions and universities. The study concluded that PC remains a pivotal tool in performance management, with its effective implementation ensuring the delivery of high-quality public services. It recommended that organizations require customer helplines or service charters which are essential for delivering support, service, advice, and information. The study underscored the fact that responding to clients’ needs adds value to an organization by catalyzing staff efficiency and PSD.
Moderating Effect of Principal’s Leadership on the Relationship between School Board Efficacy and Students’ Academic Performance in Selected Secondary Schools in North Rift Kenya
School Boards have a definitive role in school outcomes and schools require effective leadership in order to provide the best possible education for their learners. The purpose of this study was to establish the moderating effect of the principal’s leadership on the relationship between Board of Management (BOM) efficacy and student’s performance in selected secondary schools in the North Rift of Kenya. Cross sectional survey design was employed for this study. Multistage, stratified and simple random techniques were used to select 358 teachers who were administered with questionnaires in the counties of Uasin Gishu, Elgeyo Marakwet and Nandi out of a target population of 6,678 teachers. Reliability of the instrument was tested by use of Cronbach alpha. Hayes (2018) PROCESS macro version 4.2 model 1, descriptive and multiple regression were used to analyze the data. The findings indicated that principal leadership moderates the relationship between BOM efficacy and student academic performance (b=.07, p=<.01). The study concludes that principal leadership plays a significant moderating role in strengthening the relationship between BOM efficacy and students' academic performance. The study recommends strengthening principal leadership capabilities and promoting effective collaboration with BOMs in secondary schools in order to bolster student success and improve overall educational outcomes. These findings have implications for policy and practice, highlighting the need for targeted interventions aimed at developing and strengthening principal leadership capacity and promoting effective BOM governance structures in secondary schools.
Repackaging Delivery and Management of Comprehensive Sexuality Education: Enhancing Girls’ Dignity for Sustainable Development in Kenya
Girls’ sexual and reproductive health is linked to numerous human rights such as the right to education, dignity, information, life, health, privacy, right against torture and discrimination as declared in the Universal Declaration of Human Rights, the International Covenants on Human Rights and the Kenyan Constitution (Republic of Kenya, 2010). Despite these legal linkages, reproductive health challenges such as unexpected pregnancies, HIV Aids, and risky abortion among teenagers still persist and are connected to inadequate information about sexuality and reproduction. Comprehensive Sexuality Education (CSE) is acknowledged as a critical component in any curriculum. Despite this assertion, little attention has been given on how to enhance sex education to enhance girls’ dignity which is at stake. The study largely utilized secondary data, current methodical and meta-analysis of literature assessments were utilized for cross-validating the reviewed outcomes. Objectively, in this review, standard CSE facets are explicated, and fundamentals integral to this mode of education like curriculum designing, implementation, monitoring, evaluation in addition to theoretical viewpoints concerning CSE are delineated. The study established that Comprehensive Sexuality Education (CSE) which is stage fitting, life skills grounded, scientifically correct, gender and culture-sensitive offers youths’ information and skills for the purpose of making knowledgeable choices in regard to their sexual relations. Conclusively, CSE is a noble commitment to improving the well-being of teens and youths. It is also a quest towards transformative learning that offers students vital skills and knowledge that will assist them in circumnavigating their associations and their wider lives collectively. It is recommended that a robust framework to guide operative CSE as a panacea to youth sexuality challenges and a general agreement to deliver CSE from a unified educational standpoint, public health, and rights dimension be initiated. This review will significantly serve as a basis for more research in the area of CSE and policy enhancement.
Cultivating Excellence: A Holistic Framework for Optimizing Student Learning, Curriculum, and Assessment Integration in Agricultural Science Education in Nigeria
Agricultural science education is vital for Nigeria's economy and food security, yet traditional educational methods often fail to equip students with the practical skills and knowledge needed in the agricultural industry. This paper presents the Holistic Agricultural Science Learning and Assessment Framework (AgriHOLIST), a comprehensive model designed to optimize student learning through the integration of curriculum and assessment. Drawing from constructivism, experiential learning theory, and authentic assessment principles, this framework fosters a student-centered, experiential, and industry-relevant approach to education. The researchers synthesized insights from 46 research articles sourced from Google Scholar and the Directory of Open Access Journals (DOAJ) to develop the AgriHOLIST framework. Constructivism emphasizes active student engagement and knowledge construction, while experiential learning theory highlights the importance of practical experiences such as internships, fieldwork, and simulations. Authentic assessment principles ensure that evaluations reflect real-world applications, enhancing students' critical thinking and problem-solving skills. The findings from the study indicate that the AgriHOLIST framework addresses key challenges in agricultural science education by bridging the gap between theoretical knowledge and practical application. The framework's holistic approach enhances student engagement, retention, and practical skill development, aligning educational outcomes with industry needs. Stakeholder collaboration, including educators, policymakers, and industry professionals, is essential for the successful implementation of this framework. In conclusion, the AgriHOLIST framework offers a transformative approach to agricultural science education in Nigeria, preparing students for the demands of the agricultural industry and contributing to sustainable development and food security.
Continuous Professional Development Processes and Tutors Social Construction of Knowledge in Public Teachers Training Colleges in Central Kenya
In the wake of educational reforms globally, teachers are expected to upgrade themselves. Continuous Professional Development (CPD) for teachers is key tool that would keep them abreast with the demands of teaching and learning activities in the 21st century. The social construction of knowledge has to do with how teachers’ interactions through CPD training enhance their creation of knowledge. The purpose of this paper was to find out how tutors in public primary diploma teacher training colleges socially construct knowledge through different CPD training processes. This study was conducted in Murang’a and Kamwenja Teachers’ Training Colleges of Central Kenya. It adopted a qualitative approach Research instruments used were in-depth interview schedules for tutors and principals, key informants, and focus group discussions for tutors. The sample size for the study consisted of 38 participants; two principals, 30 tutors, and six key informants from the Ministry of Education. Tutors were selected through a proportionate random sampling while the principals and key informants were purposively sampled. Piloting was done at one Teachers' College. Qualitative data was analyzed and reported in narrative form. Although findings indicated that several processes are employed in CPD training such as collaboration, mentoring, reflection, team teaching, peer to peer observations, collaboration was identified as the most preferred form. The study concluded that collaboration is a key ingredient for CPD training, especially when compounded by other supportive factors such as common context and environment to further the process. The study recommended that there is a need to devise more inclusive and tutor-friendly CPD training processes that are based on needs analysis.
The Nexus between Class Size and the Integration of Advanced Media Resources in Public Primary Schools in Kenya
Educational Media has gained popularity in the instructional process due to academic concepts' abstract nature. Although much has been done to improve Early Childhood Development Education Programme in Kenya, the implementation of effective early childhood development education still faces the challenge of integrating advanced media instruction. Research suggests that the integration of advanced media resources can enhance student engagement and improve learning outcomes by catering to diverse learning styles and preferences. Despite efforts from stakeholders to integrate advanced media as a learning resource, Early Childhood and primary schools in Kenya seem to lag behind. To interrogate this disparity, this paper investigates the influence of class size in the integration of advanced media resources in Ainabkoi Sub-County, Uasin Gishu County, Kenya. This study was anchored on Technology Acceptance Model (TAM) (Davis & Granic, 2024). The study employed the pragmatic research philosophy that set the framework for a convergent mixed methods research design. This research targeted 880 early childhood education teachers handling baby, middle and top class, class 1-3 ECDE levels and 63 head teachers. Stratified and simple random sampling was used to select 267 teachers and 18 teachers. Of the 267 teachers, 236 returned completed questionnaires and of the 18 head teachers 11 were available for interviews. The study employed questionnaires and interviews to collect data. Statistical Package for Social Sciences (SPSS) Ver. 24) was used for data analysis which involved descriptive and inferential statistics embedded with thematic analysis. Descriptive and thematic results revealed that class size influenced media use, affecting engagement and interactions. Majority of the teachers 24.2% strongly agreed that classes were too large to support outdoor advanced edutainment media. Regression results confirmed that class size (β=0.145, p<0.05) was a significant determinant of integration of advanced media resources in public primary schools in Ainabkoi Sub-County. The implications of class size on advanced media adoption underscores the need for strategic class management and resource allocation. Schools with large class sizes should explore innovative strategies to mitigate challenges posed by limited interaction with advanced media and execution of media-related tasks. In addition, adequate allocation of media resources and consideration of class size in instructional planning are imperative to ensure effective engagement and personalized learning experiences.
Challenges and Opportunities in East African Doctoral Supervision
In a changing doctoral supervision environment, challenges and opportunities in doctoral supervision need to be better understood to provide the right support for quality doctoral supervision. This paper offers a contextual literature review of the challenges and opportunities in the East African higher education landscape. It is demonstrated that despite the new approaches that have emerged over time on effective doctoral supervision, universities in East Africa still face low graduate completion rates and poor research output. This emerges from key challenges including poor student-supervisor relationships, differences in research orientation between students and their supervisors, and administrative issues including a shortage of doctoral supervisors, high supervisor workload, and inadequate administrative support. Nonetheless, several opportunities for improving doctoral supervision in East Africa are identified including capacity building, collaborative supervision, and leveraging of technology. It is therefore recommended that Universities take advantage of emerging solutions to challenges in doctoral supervision especially inter-university collaboration and capacity-building.
Selected Institutional Factors and its Influence on Implementation of Tuition Free Secondary Education in Public Secondary Schools in Wareng Sub-County, Kenya
The Government of Kenya declared Tuition Free Secondary Education (TFSE) in all public secondary schools in the country in order to cope with the high number of pupils completing standard eight. This led to a large number of students enrolling for secondary education. Despite the government input, reports from many parts of the country revealed that shortage of teacher staffing and head teachers with good administrative skills among other challenges made it difficult to achieve the objectives of TFSE that is increased level of student enrolment, progression from one class to next and completion. The purpose of this study was to investigate teachers’ perceptions on the influence of teacher staffing and head teachers’ administrative skills on implementation of TFSE in public secondary schools in Wareng Sub-County, Kenya. The study used descriptive survey research design. The target population was 34 head teachers and 452 teachers. A sample of 195 respondents was drawn consisting of 14 head teachers and 181 teachers. Stratified proportionate random sampling technique was used to select head teachers while random sampling was used to select teachers from the schools whose head teachers were selected. Data collected were analyzed using descriptive statistics including frequencies and percentages. Statistical Package for Social Sciences (SPSS) was used to process the data collected. Results of data analysis were presented using frequency distribution tables, bar graphs and pie charts. The study established inadequate staff thus hiring of Board of Management (BOM) teachers. The study therefore recommends that the government should employ more teachers to cater for increasing student population and provide opportunities for continuous professional development for teachers and head teachers to enhance the quality of school management.
Critical Success factors to the Implementation of Competency Based Curriculum in Junior Schools in Kiminini Sub-County, Kenya
The change from the 8-4-4 education system to the Competency-Based Curriculum (CBC) system has been a significant educational reform in Kenya. Despite the importance of these reforms to national development, implementation of the CBC education system in Junior secondary schools, mainly in the rural parts Kenya has been poor. This study sought to examine critical success factors to implementation of CBC in Junior Schools (JS) in Kiminini Sub-County, Kenya. The specific objectives of the study were to examine the effect of teachers’ related factors, infrastructural facilities, and stakeholder engagement on implementation of CBC in JS in Kiminini Sub-County. This study adopted a pragmatism research approach and an explanatory research design. The target population of this study was head teachers and 2 JS in Kiminini Sub-County. The study used census approach and hence the whole population was included in the study. The study used primary data, which was collected by semi-structured questionnaires. The questionnaires generated qualitative and quantitative data. Thematic analysis was used to analyze qualitative data and the results were presented in narrative form. Descriptive as well as inferential statistics were employed in analyzing quantitative data with the assistance of SPSS version 25 statistical software. Descriptive statistics comprised of frequency distribution, percentages, standard deviation and mean. Inferential data analysis was carried out using Pearson correlation coefficient, multivariate linear regression. The study found that teachers’ related factors, infrastructural factors and stakeholder engagement have a positive and significant effect on implementation of CBC in JS. The study recommends that the government of Kenya through the Teachers Service Commission should employ more teachers to ensure JS have adequate and trained teachers for all subjects. The government of Kenya should ensure continued construction of classrooms, laboratories, sanitation facilities and ensure that all the JS have adequate playgrounds and recreational areas.
Implementation of Girl Mothers’ Re-Entry Policy in Selected Primary Schools in Mungwi District, Northern Province, Zambia
In 1997 Zambia enacted the re-entry policy that allows girls to return to school after giving birth. The re-entry policy was enacted based on the concepts of equal education for all and equal opportunities for all, thus expanding the prospects of job opportunities for girls. Despite having the policy to allow girls to have access to education, Zambia has been consistently recording a high rate of pregnancy in primary schools with low re-entries. This study explored the school administrators’ and teachers’ implementation of girl mothers’ re-entry policy in selected primary schools in Mungwi district, Northern province of Zambia and thus intended to determine: The awareness of school administrators and guidance and counselling teachers about the re-entry policy in primary schools. A qualitative study within the interpretivism paradigm drawing on a phenomenological design was used. Social integration theory was used to guide the study. Five head-teachers and five guidance and counseling teachers in 5 different schools were purposively sampled to participate in the study. One-on-one interviews and unstructured questionnaires were used to generate data. Data was analyzed thematically. The findings of the study revealed that primary schools lack professionally trained counselors, and there is non-uniform implementation of the re-entry policy among Guidance and Counseling teachers and administrators in schools. Teachers showed low awareness levels, while the school administrators exhibited high levels of awareness of re-entry policy. The study concludes that the re-entry policy is not bearing the expected fruits because of low-levels of awareness by the guidance and counseling teachers and non-uniform implementation of the policy. The study recommends that advocacy efforts for policy sensitization and awareness in primary schools should be maximized by the Ministry of education, primary schools should have professionally trained guidance and counseling officers. The Ministry of Education should foster school-community partnerships through Parent/teachers association (PTA) and teacher group meetings to keep the teachers informed about changes to the re-entry policy and other guidelines to enable the effective implementation of the re-entry policy.
Teachers’ Attitude towards Integration of Information and Communication Technology and its Influence on Students’ Performance in Gezawa, Nigeria
Many countries around the world have fully integrated Information and Communication Technology (ICT) into their educational systems. The expansion of ICT use in educational settings has sparked a rush of research work examining the link between ICT and academic performance. In Nigeria's education sector, ICT is integrated in secondary school’s syllabus. However, their use in teaching and learning has remained sporadic. This paper sought to determine teachers’ attitude towards integration of ICT in teaching and learning and their influence on students’ performance. The hypothesis tested was there is no significant relationship between teachers’ attitude towards integration of ICT in teaching and learning and students’ performance. The Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh, Davis, and Morris (2003) were used to guide the study. The sample size consisted of 152 teachers from 16 schools. Questionnaires for teachers and document analysis for students were used to collect data in this study. Descriptive statistics included frequency counts, percentages, means and standard deviation, whereas inferential statistics involved Pearson Product Moment correlation coefficient, factor and multiple regression analysis. The results of the study revealed a weak positive relationship (r=.178, p<.05) between teacher’s attitude towards ICT integration and student’s performance, although it is weak, the relationship was significant at .05. It can be concluded that teachers’ attitude on ICT integration were positive for students’ performance. It is recommended that ICT awareness and integration strategies should be prioritized by school managers to arouse and maintain positive staffs’ attitudes and ensure utilization of available resources as they were significant for students’ performance. This would help secondary schools in their long-term, continuous efforts for the integration of ICT and its improvement thereby raising students’ performance.
Enhancing Stakeholder Collaboration for Educational Inclusion of Children in Street Situations in Kampala District, Uganda
The United Nations Sustainable Development Goal number four target five seeks to eliminate all forms of discrimination in education for marginalized groups and vulnerable groups like street children. However, their inclusion in mainstream education has not been explored. Literature acknowledges collaboration among stakeholders as vital for reflection of practices and knowledge exchange and also used as a strategy to foster creativity and innovation necessary for effective implementation of inclusive education. This study explored perceptions of selected stakeholders towards collaboration as a strategy for enabling inclusion of children in street situations in mainstream education and how such collaboration can be enhanced. A qualitative approach was adopted selecting Kampala as a case. Five officials from government and Non-governmental organizations were selected purposively to participate in this study. The data was generated using semi-structured interviews and analyzed thematically. Respondents perceived collaboration as key to effectively include children in street situations in education. However, there were less meaningful relationships amongst stakeholders and majority of them were not performing their roles regarding the education of a child. The participants’ experiences of collaborative practices revealed barriers that hindered their partnership regarding the educational inclusion of children in street situations. The study thus concluded that collaboration can be enhanced through a multi-sectorial approach that brings all actors on board in planning and implementation of education inclusion of children in street situations. The study, therefore, recommended that the government should strengthen collaborative practices amongst stakeholders through policy formulation, sensitization and allocation of funds to implement a well-designed educational program based on the learning needs of children in street situations. These findings are of great importance to the Ministry of Education, Head teachers, teachers, Non-Governmental Organizations and other government bodies responsible for the welfare of children in street situations in planning and policy formulation, guidance for including children in street situations in mainstream education so that they gain from the efforts of inclusive and equitable quality education for all.
The Relationship between Social Engagement in Experiments and Scientific Inquiry Competencies
Students' scientific inquiry competencies (SICs) are not only essential for success in science-related fields but also contribute to their overall intellectual and personal development. These competencies prepare students to face the challenges of the 21st century, promoting lifelong learning and becoming informed, critically thinking citizens. Therefore, it is important to investigate learning factors that are suspected to be essential for promoting these competencies. This study aimed to ascertain the mediating effect of learning approaches on the relationship between social engagement in experiments and SICs. A cross-sectional survey research design was adopted. A sample of 337 Laboratory Science and Technology (LST) students from five technical institutions in Tanzania were selected to take part in this study. Data were collected by administering social engagement and learning approaches survey questionnaires as well as the SICs test, and finally subjected to mediation analysis. The results revealed that students’ social engagement during the experiment has a significant positive effect on their use of the deep learning approach and not their use of the surface learning approach. In addition to that, it was found that students’ social engagement during scientific experiments has a significant positive effect on SICs, both in the presence and absence of mediators. Also, the results confirmed that students’ use of a deep learning approach has a significant positive effect on SICs, while students’ use of a surface learning approach has a significant negative effect on SICs. Lastly, the study established that only students’ use of a deep learning approach was a significant positive partial mediator of the relationship between students’ social engagement during scientific experiments and SICs. In conclusion, students’ social engagement and use of a deep learning approach are beneficial learning factors for promoting students’ SICs. Thus, it was recommended that instructors, while facilitating students’ execution of laboratory activities, emphasize students’ collaboration and use of a deep learning approach for enhancing their SICs.
Influence of Trainers’ Competencies on Competency-Based Education and Training Implementation in Public Technical Institutions in Meru County, Kenya
Trainers are central in implementing the Technical and Vocational Education and Training (TVET) curricula, especially the integration of the Competency-Based Education and Training (CBET) approach aimed at improving the quality of education and training. As a result, trainers’ competencies are an important aspect that should be examined, because despite CBET receiving a significant attention in the in the 21st century Sub-Saharan Africa, it is still facing implementation challenges. This study therefore sought to establish the influence of Trainers’ Competencies on CBET Implementation in public TVET institutions in Meru County, Kenya. The study adopted the Vocational Teacher Competencies Model as the guiding framework. The target population consisted of 850 trainers. Proportionate random sampling technique was used to select 265 respondents. The study took a positivist philosophical view and employed a descriptive survey design. Data was collected using a questionnaire and analyzed using descriptive statistics, Pearson’s product moment correlation coefficient and simple linear regression. The results showed that trainers’ competencies had a significant positive effect on CBET implementation (β=.401, p<0.05), suggesting that trainers’ competencies have a significant impact on CBET implementation. This implies that increasing trainers’ competencies through training and development, the trainers can better understand and apply CBET principles, which will lead to more effective learning outcomes. Therefore, the study concludes that developing and nurturing trainers’ competencies, can enhance the quality delivery and effectiveness of CBET courses, resulting into better prepared trainees who possess the requisite competencies for success in the world of work and beyond. These findings will benefit TVET stakeholders, the Curriculum Development Assessment and Certification Council (CDACC), and government policymakers in developing targeted policies for CBET implementation.
Technical and Vocation Education and Training
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School Mechanisms and Socialization of Student Leaders in Conflict Mediation in Lugari Sub County, Kakamega County, Kenya
The global educational landscape has shifted towards Competency-Based Education (CBE), emphasizing the practical application of knowledge, skills, attitudes, and values in real-world contexts. This shift intersects with the context of Kenyan secondary schools, particularly in the realm of conflict resolution, where student council leaders play a pivotal role. While many nations have implemented policies to support these leaders in conflict management, relying solely on policies has proven insufficient, resulting in persistent unrest within schools. This paper advocates for an enhanced approach to the socialization of school council leaders, focusing on equipping them with effective conflict resolution mechanisms and communication strategies. The purpose of this research was to assess the school mechanisms in socialization of school council leaders on conflict resolution. The objectives of the study were to find out the school mechanisms which enhance the socialization of school council leaders in conflict resolution and evaluate the status of these mechanisms in promoting resolution of conflicts in secondary schools. The research was guided by the social change and conflict theory. It was descriptive research adopting a mixed methods research approach. The research was carried out in secondary schools in Lugari Sub-County. The target population for this study consisted of school council leaders, guiding and counseling teachers and principals of the sampled schools. A total of 180 students were selected through purposive sampling. Simple random sampling was used to identify respondents in every class. Ten guiding and counseling teachers and ten principals participated in the study. Data was collected using questionnaires and semi structured interviews. Quantitative data was analyzed and presented in percentages while qualitative data was analyzed thematically. The study found out that majority of the school council leaders, guiding and counseling teachers and principals were in agreement that socialization of school council leaders in mechanisms like communication on arbitration, mediation, special training on conflict resolution with fellow students promotes conflict resolution in secondary schools. Most secondary schools were applying school mechanisms to promote a peaceful learning environment where the school council leaders could tackle most of the conflicts that arise. The final report will provide information that will help educationists in alleviating the negative effects of conflict and student unrest in education sectors and socialization of school council leaders on conflict resolution methods in schools. Research has revealed significant challenges faced by these leaders, particularly in instances of arson and property damage, highlighting the critical necessity to bolster their communication and problem-solving competencies. Insufficient skills in managing conflicts can exacerbate unrest, thereby impeding the overall learning environment. Therefore, it is imperative to establish institutional mechanisms within schools to address conflicts comprehensively. This approach encompasses tackling issues such as abuse, program modifications, class-level mediation, fostering improved communication skills, and enhancing decision-making abilities. By doing so, we can ensure the creation and maintenance of a conducive and harmonious learning environment.
Assessment Strategies Adopted by Christian Religious Education teachers in Assessment of Learner Value Acquisition in Secondary Schools in Kenya
Schools endeavor to enhance values in the learners through their learning activities and extra-curricular programmes. Christian Religious Education (CRE) is geared towards learner value acquisition. Empirical evidence indicates that teaching and learning for valuing is challenging due to increased indiscipline by learners in secondary schools. Assessment of learner value acquisition demands teacher commitment and time. The purpose of the study was to investigate assessment methods CRE teachers embrace to assess learner value acquisition, a study of national secondary Schools in Kenya. The objective which guided the study was to establish the assessment methods CRE teachers use to assess learner value acquisition and to find out the challenges they face in the process. The study was based on the Theory of Development of values. The study adopted mixed methods under the convergent parallel design. The target population of the study was 95 national secondary schools in Kenya with a total of 224 CRE teachers. 30% of schools and teachers were sampled. The study sample size was 67 CRE teachers. The study employed stratified and simple random sampling to select the schools for study and purposive sampling technique to select CRE teachers to participate in the study. Data was collected through questionnaires, document analysis, and interview and observation schedules. The validity and reliability of data collection instruments was done through use of experts and piloting respectively. The quantitative data was analyzed using descriptive statistics presented in frequencies and percentages while the qualitative data was analyzed through thematic analysis. The findings revealed that CRE teachers embraced to a varying extent the following methods to assess learner value acquisition: observation, 50 (100%); project work, 8 (16%); attitude and value scales, 4(8%); check lists, 5(10%); comprehension exercises, 47 (96%) and formal classroom tests, 5 (10%).The findings also revealed that assessing learner value acquisition was a challenging aspect in schools due to the schools’ overconcentration on the cognitive domain, inadequate in-service training and an overloaded curriculum. It was concluded that CRE teachers were expected to emphasis use of assessment methods to evaluate learner value acquisition to a larger extent and determine ways to overcome any challenges. The study recommended that teachers, schools and the Ministry of Education through the Kenya Institute of Curriculum Development (KICD) and Kenya National examination Council (KNEC) should provide an enabling environment for the teaching and assessing of value acquisition in schools. KICD subject panels for instance can develop measuring tools that teachers can use in schools to measure the affective domain in form of formative assessment.