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George Areba

Kisii University, Education And Human Resource, Faculty Member

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Born in Nyamira County, Bomanyanya Village-Egesieri, West Mugirango Costitutency. Works as a lecturer .Academician,father and husband
Supervisors: The late Baba Kerubo Machuka & mom Carren Bosibori, The council of elders, and All my teachers

less

Titus O . Pacho

Kisii University

Abdiaziz O S M A N Abdullahi

Robert K Y A L O Ndambuki

Egerton University

Egerton University

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Kisilu Kitainge

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Papers by George Areba

Head teachers’ Instructional Training and Instructional Supervisory Challenges in the Implementation of the Competency-Based Curriculum in Public Primary Schools in Kisii Central Sub-County

by George Areba and Ezekiel Okeyo

Journal of the Kenya National Commission for UNESCO, 2024

The aim of the study was to analyse Head Teachers’ Instructional Training and Instructional Super... more The aim of the study was to analyse Head Teachers’ Instructional Training and Instructional Supervisory
Challenges in the Implementation of the Competency-Based Curriculum in Public Primary Schools in Kisii
Central Sub-County, Kisii County. The specific research objectives were to determine the head teachers’
instructional training and instructional supervisory challenges in the implementation of the competencybased
curriculum in public primary schools in Kisii Central Sub-County, Kisii County. A descriptive survey
was utilized. The target population involved 74 head teachers and 228 lower public primary school
teachers. A stratified random sampling approach was utilized in a selection of 30.0% of the sample size.
Interviews for head teachers and questionnaires for teachers were used as instruments. Data was analysed
using qualitative and quantitative methods. Quantitative data was coded, entered, and analysed using SPSS
(Version 22.0) with frequencies and percentages. Qualitative data was thematically analysed as per study
objectives. The study established supervisors’ competency, and training effectiveness as key challenges. It
is concluded that all stakeholder training is necessary to create awareness of the demands of the new
curriculum. It is recommended that the Ministry of Education and other stakeholders develop a training
programme framework to equip stakeholders, provide continuous training to instructors on ICT knowledge
and skills which are essential in the implementation of CBC. Significantly this study will contribute to policy
formulation on administrators’ orientation and training.

Inclusive Education

by George Areba, Josephine Oranga, and Billiah Gisore

Advances in educational marketing, administration, and leadership book series, Jun 28, 2024

Responsible Conduct of Research in a Globalized World

by Josephine Oranga and George Areba

Advances in library and information science (ALIS) book series, Feb 19, 2024

Reconceptualization of Education Policy and Practice Following the Coronavirus Pandemic in Kenya

Ramifications of the global Corona Virus Disease have been experienced differently in all the sec... more Ramifications of the global Corona Virus Disease have been experienced differently in all the sectors of the economy. In particular, the nature of the scourge has challenged the efficacy of both policy and practice in the area of education. The current Kenyan education policy framework has been criticized as being inadequate to address such challenges. Consequently, substantial education policy review is essential to consolidate the gains in progress like the 100% learner transition policy in the basic level of learning. Drawing from the Covid-19 experiences as well as relevant theory of justice and fairness, this review attempts to reconceptualize education policy in Kenya's education system. Particularly, both critical review and interventions in policies meant to promote inclusive learning; online teaching to minimize disparities for the poor and marginalized; education financing and reinforcement of risk management are made. Also, interrogated are policies on capacity building for the teaching personnel to enhance their preparedness; a shift in pedagogical approaches; curriculum review to capture emerging issues and strengthening monitoring and evaluation of the learning environment in the country's immediate and long-term plans.

Educational Leadership Through the Lens of Crisis

Advances in higher education and professional development book series, Apr 26, 2024

Redefining the Role of Higher Education in Africa

Advances in higher education and professional development book series, Jan 29, 2024

Reconceptualization of Education Policy and Practice Following the Coronavirus Pandemic in Kenya

Pan-African journal of education and social sciences, Jan 12, 2023

Ramifications of the global Corona Virus Disease have been experienced differently in all the sec... more Ramifications of the global Corona Virus Disease have been experienced differently in all the sectors of the economy. In particular, the nature of the scourge has challenged the efficacy of both policy and practice in the area of education. The current Kenyan education policy framework has been criticized as being inadequate to address such challenges. Consequently, substantial education policy review is essential to consolidate the gains in progress like the 100% learner transition policy in the basic level of learning. Drawing from the Covid-19 experiences as well as relevant theory of justice and fairness, this review attempts to reconceptualize education policy in Kenya&#39;s education system. Particularly, both critical review and interventions in policies meant to promote inclusive learning; online teaching to minimize disparities for the poor and marginalized; education financing and reinforcement of risk management are made. Also, interrogated are policies on capacity building for the teaching personnel to enhance their preparedness; a shift in pedagogical approaches; curriculum review to capture emerging issues and strengthening monitoring and evaluation of the learning environment in the country&#39;s immediate and long-term plans.

Inclusive Education

Advances in educational marketing, administration, and leadership book series, Jun 28, 2024

Responsible Conduct of Research in a Globalized World

Advances in library and information science (ALIS) book series, Feb 19, 2024

Challenges and Barriers to Transformative Climate Change Education

Advances in Social Sciences Research Journal, Sep 18, 2023

Barriers to Transformative Climate Change Education: Mitigation and Resilience-Building

International Journal of Social Science, Oct 10, 2023

Managing High Quality Virtual Learning in Response to Covid 19 Learner and Faculty Preparedness Inhibitors and Mitigations in Kenya S Higher Education

The Cradle of Knowledge: African Journal of Educational and Social Science Research, Apr 28, 2021

Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was imme... more Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was immediate shift of almost every course to virtual setting in substitution of face-to-face teaching as a remedy to minimize transmission of the disease, but many learners and faculty members were not prepared to learn and teach online. Higher learning institutions engaged in this significant change will require providing significant and constant assistance to learners and faculty to their learning management systems (LMS) for effective management and delivery of virtual learning. Perspectives on learner, faculty, and institutional preparedness and their associated challenges in view of mitigating them will assist institutions better realize their pre-COVID-19, Covid-19 and post Covid-19 status of their faculty, learners, and institutions themselves. Visible Learning theory which underscores the essence of the learner and the teacher, knowing what to do and how to do it in a teaching and learning process guided this perspective. This being a theoretical study, it utilized document examination as a method of qualitative research where documents are interpreted by the interested scholar to give meaning and voice in an assessment topic. The study collected information from published articles on virtual learning covering information about Kenya and other countries. The study employed purposive random sampling strategy as it only reviewed articles that were concerned with virtual learning. The review established that both staff and learners are inadequately prepared on e-learning. Significantly the review findings will inform policy and decision making to ensure that policy responses and measures expressly address questions on virtual learning preparedness.

A Comparative Study of the Influence of Infused HIV and AIDS Education on Students' HIV and AIDS Awareness in Ainamoi and Sigowet Divisions, Kericho County, Kenya

Journal of Education and Practice, 2014

HIV and AIDS pandemic is a global health concern which has been given a multi-sectoral approach t... more HIV and AIDS pandemic is a global health concern which has been given a multi-sectoral approach to combat it. In Kenya, the Ministry of Education has adopted HIV and AIDS policy in which one of the strategies of achieving HIV and AIDS awareness among school-going youth is to have the infused HIV and AIDS education in the formal curriculum subjects. However it has not been established through empirical investigation whether or not the HIV and AIDS education has had an influence on the awareness of in-school youth in rural and urban areas differently. Therefore, this study comparatively investigated the influence of the infused HIV and AIDS education on students' awareness in public secondary schools of urban Ainamoi and rural Sigowet divisions in Kericho County. The objectives were to compare the influence of the infused HIV and AIDS education on students' mastery of HIV and AIDS facts, behaviour change among students and attitudes towards infected people. The study was informed by Holmes' problem-solving approach, Becker's health belief model, Bandura's self-efficacy and social learning theory and Green's Precede-Proceed model of health behavior. The study adopted a comparative research design whereby a rural sample and an urban sample of form four students selected from a target population of 2840 students in public secondary schools in Kericho county were compared. Stratified random sampling was used to select respondents from purposively sampled schools. Data was collected using questionnaires and an interview schedule whose validity was enhanced through a pilot study. The split-half reliability test was done to determine the reliability level of the data collection instruments. Data was presented as tabulated frequencies and percentages. The chi-square statistic was used to analyze data at a 0.05 level of confidence. Interview responses were obtained as qualitative data and were reported verbatim. The results of the study showed that there were significant differences between students in rural and urban schools with regard to knowledge of HIV and AIDS facts, level of behavior change and attitudes towards HIV and AIDS infected people. Students in urban secondary schools were found to be better informed about HIV and AIDS facts; they had a more positive attitude towards infected people and exhibited a higher level of behavior change compared to students in rural secondary schools.' The study recommends a revision of the curriculum to give HIV and AIDS education a multi-faceted approach including co-curricular activities and seminars for parents. Background to the Study HIV and AIDS related illnesses have claimed many lives in recent years, and pose a major threat to global health (Jackson, 2002). In Kenya the national policy on HIV and AIDS has recognized that the epidemic is not just a health problem, but also a development crisis that threatens the very fabric of national existence (World Bank 2003). According to UNAIDS (2004), Sub-Saharan Africa is home to some 25.4 million people living with HIV and AIDS. Just under two thirds of all people living with HIV and AIDS are in the region. More than three quarters of all women living with HIV and AIDS are also found in sub-Saharan Africa. These figures have since dropped. The total number of people living with HIV and AIDS now stands at 22.5 million with 61% being women (Daily Nation, 2011).This drop in figures has not come below the 20% mark to be considered satisfactory. In Sub-Saharan Africa, the UN has declared that HIV and AIDS is more serious than all other problems in the region(Gechuhi, 1999). The prolonged sickness and death of those infected exacerbates and deepens existing poverty through the direct costs of illness and loss of labour. The death of young adults of child-bearing age has increased the dependency ratios in poor communities and left many children orphaned. Global figures indicate that at least ninety five percent of HIV and AIDS orphans live in Africa (DFID, 2001). NASCOP (2005) notes that the infection rates continue to increase and the influence will continue to be severe, unless serious intervention measures are taken. There is a disparity in HIV and AIDS prevalence between rural and urban areas in Kenya, with a health survey reporting that the risk of HIV and AIDS infection among urban residents was higher (10%) compared to rural residents (6%) (MOH, 2009).By 2009, estimates indicate that 1.080 million adults aged 15-49yrs were infected with HIV and AIDS with an overall prevalence in youth of 5%. Of these, 670,000 lived in rural areas compared to 410,000 in urban areas of Kenya (MOH, 2009).The greatest burden of HIV and AIDS infection in Kenya is in the rural population which makes 75% of the total population. On the basis of this information, a comparative study of the HIV and AIDS awareness status between youths in a rural area and those in an urban area was considered a worthy undertaking.The first case of HIV and AIDS in Kenya was diagnosed in 1985 and since

Effects of Hidden Costs in Free Secondary Education on Transition and Completion Rates in Public Boarding Schools in Kisii County, Kenya

Financing secondary education is a great challenge to both government and households. In Kenya, w... more Financing secondary education is a great challenge to both government and households. In Kenya, whereas households meet a negligible cost to cater for Free Primary Education, it is not clearly established how much they pay for Free Secondary Education. Thus cost is a key barrier to transition to secondary school especially for the poor. The objective of the study was to establish the effect of the hidden costs on students’ completion rates in public boarding schools in Kisii County. This study was based on Classical Liberal Theory of Equal opportunities advanced by Sherman and Wood (1982) which expresses the view that each child possesses inborn talents which accelerate them to social promotion hence all systems should be designed without any barriers. The study used correlational research design. The target population was 60 head teachers from 60 public boarding secondary schools in Kisii County, 641 class teachers and 240 PTA class representatives. Krejcie and Morgan’s (1970) scie...

The Hidden Costs of Free Primary Education and Their Implication on Enrolment in Kisii Central District, Kenya

Journal of Education and Practice, 2013

In spite of the Republic of Kenya's (ROK) efforts to make primary education free and accessible t... more In spite of the Republic of Kenya's (ROK) efforts to make primary education free and accessible to all, approximately 3.9 million children still remain out of school due to hidden costs (Census Report ,2009), hence the government's initial objective of every child attaining primary education remains unattained. In addition, prior researches have established increase in non -enrolment and drop-out in various parts of the country due to these hidden costs. The study sought to establish the hidden costs in the provision of free primary education and their impact on enrolment in Kisii Central District. The study was guided by the budget principal theory which emphasizes the balancing of three basic components in any ideal educational budget namely; educational programme, expenditure/cost and income/revenue for a successful education system. The study used a descriptive survey method, which was designed to investigate the hidden costs in the Provision of Free Primary Education and their impact on learning in Kisii Central District. Prior to the study, pilot study was conducted to ensure validity and reliability of the research instruments. Cluster random sampling technique was used to select 10% of the Head teachers and 10% of the parents from the sampled schools. This being a survey, the researcher used questionnaires and interview schedules as research instruments to collect data. The data were then analyzed with the aid of frequencies, averages, percentages and presented in tables, bar graphs and pie charts. Thematic analysis was used to analyze qualitative data: The study revealed that though the introduction of FPE Programme had greatly reduced the financial burden of public primary school going children, the parents still incurred some costs. It was established that on average parents spent Kshs 1674 per child on these costs. In addition the findings established that partially the hidden costs contributed to drop out rates as most parents were unable to meet the hidden costs of FPE. Further, the findings revealed that the government funding on FPE was inadequate and it was characterized by late disbursement. The results indicated that many public primary schools in Kisii Central District have insufficient physical facilities and learning resources. Conclusively, FPE implementation in Kisii Central District has not been effective as evidenced through educational wastage due to hidden costs of FPE; inadequate government funding among other factors. The study recommends government budgetary increase on FPE progamme so as to ease the financial burden met by parents, involvement of other stakeholders in funding FPE, timely disbursement of FPE funds to schools by the government among other recommendations as discussed in chapter five of the study. Significantly the study findings underscored the impact of hidden costs on the provision of FPE, which will enable education policy-makers and other stakeholders to cope with strategies for easing parents' cost-burden and ways of mobilizing funds to meet the cost of FPE programme to ensure its sustainability to avoid wastage in terms of human and material resources. Finally, the study has provided information that could form the basis for further critical assessment and evaluation of the FPE situation by future researchers to facilitate more concrete and valid solutions to the problem.

Reconceptualization of Education Policy and Practice Following the Coronavirus Pandemic in Kenya

Pan-African Journal of Education and Social Sciences, 2021

Ramifications of the global Corona Virus Disease have been experienced differently in all the sec... more Ramifications of the global Corona Virus Disease have been experienced differently in all the sectors of the economy. In particular, the nature of the scourge has challenged the efficacy of both policy and practice in the area of education. The current Kenyan education policy framework has been criticized as being inadequate to address such challenges. Consequently, substantial education policy review is essential to consolidate the gains in progress like the 100% learner transition policy in the basic level of learning. Drawing from the Covid-19 experiences as well as relevant theory of justice and fairness, this review attempts to reconceptualize education policy in Kenya's education system. Particularly, both critical review and interventions in policies meant to promote inclusive learning; online teaching to minimize disparities for the poor and marginalized; education financing and reinforcement of risk management are made. Also, interrogated are policies on capacity building for the teaching personnel to enhance their preparedness; a shift in pedagogical approaches; curriculum review to capture emerging issues and strengthening monitoring and evaluation of the learning environment in the country's immediate and long-term plans.

Implementation of Safety Standards and Guidelines In Public Secondary Schools In Marani District, Kisii County, Kenya

Journal of Education and Practice, 2014

School Safety is an integral and indispensable component of the teaching and learning process. In... more School Safety is an integral and indispensable component of the teaching and learning process. Indeed no meaningful teaching and learning can take place in an environment that is unsafe and insecure to both learners and staff. It is therefore important that educational stakeholders foster safe and secure school environment (Republic of Kenya, 2008). In an apparent response to tragedies that hit schools in the last decade, Ministry of Education (MOE) introduced a Safety Standards Manual four years ago. However it is emerging that most schools have no capacity to handle emergencies and are yet to even implement Safety Standards Manual produced four years ago. The purpose of this study was to establish why school management is not fully implementing MOE Safety Standards and Guidelines in Public Secondary schools in Marani District, Kenya. The Government policies, administrative factors, disaster management and emergency facilities exemplify the independent variables while school safety exemplify the dependent variable. The objectives of the study were to: establish the safety situation, outline the main causes of disasters, examine the constraints in the implementation of safety measures and explore major strategies put in place to prevent occurrence of disasters in public secondary schools in Marani District, Kenya. The study adopted a descriptive survey design and data was collected using one questionnaire. The target population was 28 public secondary schools in Marani District. Stratified, purposive and simple random sampling was used to select the required sample of the study of 49 teachers. Reliability of instruments was determined by use of test-retest method. Validity of research instruments was determined by conducting pilot study before the actual study. Data was quantified using descriptive statistics like frequencies and percentages and finding presented in charts, tables and graphs. Thematic analysis was used to analyze qualitative data. The major findings of the study were the MOE safety standards and guidelines had not been fully implemented majorly due to inadequate funds and inadequate supervision. The major recommendations therefore were policy makers to follow up, monitor and evaluate safety situation in all educational institutions and provide funds to all schools to enhance disaster preparedness. Significantly the study findings underscore the importance of adhering to safety standards and guidelines in schools thus education policy makers and other stakeholders' must come up with strategies to sustain school safety to prevent occurrence of disasters in schools.

Managing High Quality Virtual Learning in Response to Covid-19; Learner and Faculty Preparedness, Inhibitors and Mitigations in Kenya's Higher Education

African Journal of Educational and Social Science Research AJESSR - ISSN 2304-2885-p, 2617-7315-e Volume 9, Issue 1,, 2021

Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was imme... more Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was immediate shift of almost every course to virtual setting in substitution of face-to-face teaching as a remedy to minimize transmission of the disease, but many learners and faculty members were not prepared to learn and teach online. Higher learning institutions engaged in this significant change will require providing significant and constant assistance to learners and faculty to their learning management systems (LMS) for effective management and delivery of virtual learning. Perspectives on learner, faculty, and institutional preparedness and their associated challenges in view of mitigating them will assist institutions better realize their pre-COVID-19, Covid-19 and post Covid-19 status of their faculty, learners, and institutions themselves. Visible Learning theory which underscores the essence of the learner and the teacher, knowing what to do and how to do it in a teaching and learning process guided this perspective. This being a theoretical study, it utilized document examination as a method of qualitative research where documents are interpreted by the interested scholar to give meaning and voice in an assessment topic. The study collected information from published articles on virtual learning covering information about Kenya and other countries. The study employed purposive random sampling strategy as it only reviewed articles that were concerned with virtual learning. The review established that both staff and learners are inadequately prepared on e-learning. Significantly the review findings will inform policy and decision making to ensure that policy responses and measures expressly address questions on virtual learning preparedness.

Principals' Influence on Supervision Strategies on Teachers' Use of Professional Records for Effective Curriculum Implementation in Public Secondary Schools in West Pokot Sub-County

Principals’ Influence on Supervision Strategies on Teachers’ use of Professional Records for Effective Curriculum Implementation in Public Secondary Schools in West Pokot Sub-County, West Pokot County, Kenya , 2020

Principal's inadequate supervision strategies on curriculum have continued to affect effective cu... more

Influence of Parental Economic Status and Utilization of Teaching and Learning Resources on Achievement of Basic Reading Skills among Grade Two Learners in Public Primary Schools in Nyamira South Sub-County, Nyamira County, Kenya

by George Areba and Ezekiel omwenga

Influence of Parental Economic Status and Utilization of Teaching and Learning Resources on Achievement of Basic Reading Skills among Grade Two Learners in Public Primary Schools in Nyamira South Sub-County, Nyamira County, Kenya , 2020

Various studies a cross the world have shown that majority of public primary school learners do n... more Various studies a cross the world have shown that majority of public primary school learners do not perform well in reading skills. Despite this observation, no systematic studies have been undertaken to establish the cause. The current study sought to explore selected factors influencing basic reading skills achievement, among grade two learners in public primary schools in Nyamira South Sub-County, Kenya. The study objectives were; to investigate the extent to which learners' parental economic status influence basic reading skills and to examine how utilization of teaching and learning resources influenced basic reading skills. The target population for the current study comprised of 45 grade two teachers from 45 public primary schools, 2,025 grade two parents and 1 Quality Assurance Officer. Descriptive survey design was utilized. The sample size of parents was 203 and 14 grade two teachers from 14 public primary schools and 1 quality Assurance Officer. The research instruments were; interview guides and questionnaires. Data was gathered and analyzed quantitatively and qualitatively by use of a statistical package for social sciences (SPSS) version 21.0. Descriptive statistics was used to analyze quantitative data. Data presentation was by use of tables and figures. The study established that parents' economic status and utilization of teaching and learning materials greatly influenced the achievement of basic reading skills for grade two learners. The study recommends full financing of primary education by the government. Additionally , the government and stakeholders should ensure availability and proper utilization of recommended teaching and learning resources in public primary schools. Significantly, the findings of this study will guide policy on basic reading skills and aid to improve basic reading skills among grade two learners.

Head teachers’ Instructional Training and Instructional Supervisory Challenges in the Implementation of the Competency-Based Curriculum in Public Primary Schools in Kisii Central Sub-County

by George Areba and Ezekiel Okeyo

Journal of the Kenya National Commission for UNESCO, 2024

The aim of the study was to analyse Head Teachers’ Instructional Training and Instructional Super... more The aim of the study was to analyse Head Teachers’ Instructional Training and Instructional Supervisory
Challenges in the Implementation of the Competency-Based Curriculum in Public Primary Schools in Kisii
Central Sub-County, Kisii County. The specific research objectives were to determine the head teachers’
instructional training and instructional supervisory challenges in the implementation of the competencybased
curriculum in public primary schools in Kisii Central Sub-County, Kisii County. A descriptive survey
was utilized. The target population involved 74 head teachers and 228 lower public primary school
teachers. A stratified random sampling approach was utilized in a selection of 30.0% of the sample size.
Interviews for head teachers and questionnaires for teachers were used as instruments. Data was analysed
using qualitative and quantitative methods. Quantitative data was coded, entered, and analysed using SPSS
(Version 22.0) with frequencies and percentages. Qualitative data was thematically analysed as per study
objectives. The study established supervisors’ competency, and training effectiveness as key challenges. It
is concluded that all stakeholder training is necessary to create awareness of the demands of the new
curriculum. It is recommended that the Ministry of Education and other stakeholders develop a training
programme framework to equip stakeholders, provide continuous training to instructors on ICT knowledge
and skills which are essential in the implementation of CBC. Significantly this study will contribute to policy
formulation on administrators’ orientation and training.

Inclusive Education

by George Areba, Josephine Oranga, and Billiah Gisore

Advances in educational marketing, administration, and leadership book series, Jun 28, 2024

Responsible Conduct of Research in a Globalized World

by Josephine Oranga and George Areba

Advances in library and information science (ALIS) book series, Feb 19, 2024

Reconceptualization of Education Policy and Practice Following the Coronavirus Pandemic in Kenya

Ramifications of the global Corona Virus Disease have been experienced differently in all the sec... more Ramifications of the global Corona Virus Disease have been experienced differently in all the sectors of the economy. In particular, the nature of the scourge has challenged the efficacy of both policy and practice in the area of education. The current Kenyan education policy framework has been criticized as being inadequate to address such challenges. Consequently, substantial education policy review is essential to consolidate the gains in progress like the 100% learner transition policy in the basic level of learning. Drawing from the Covid-19 experiences as well as relevant theory of justice and fairness, this review attempts to reconceptualize education policy in Kenya's education system. Particularly, both critical review and interventions in policies meant to promote inclusive learning; online teaching to minimize disparities for the poor and marginalized; education financing and reinforcement of risk management are made. Also, interrogated are policies on capacity building for the teaching personnel to enhance their preparedness; a shift in pedagogical approaches; curriculum review to capture emerging issues and strengthening monitoring and evaluation of the learning environment in the country's immediate and long-term plans.

Educational Leadership Through the Lens of Crisis

Advances in higher education and professional development book series, Apr 26, 2024

Redefining the Role of Higher Education in Africa

Advances in higher education and professional development book series, Jan 29, 2024

Reconceptualization of Education Policy and Practice Following the Coronavirus Pandemic in Kenya

Pan-African journal of education and social sciences, Jan 12, 2023

Ramifications of the global Corona Virus Disease have been experienced differently in all the sec... more Ramifications of the global Corona Virus Disease have been experienced differently in all the sectors of the economy. In particular, the nature of the scourge has challenged the efficacy of both policy and practice in the area of education. The current Kenyan education policy framework has been criticized as being inadequate to address such challenges. Consequently, substantial education policy review is essential to consolidate the gains in progress like the 100% learner transition policy in the basic level of learning. Drawing from the Covid-19 experiences as well as relevant theory of justice and fairness, this review attempts to reconceptualize education policy in Kenya&#39;s education system. Particularly, both critical review and interventions in policies meant to promote inclusive learning; online teaching to minimize disparities for the poor and marginalized; education financing and reinforcement of risk management are made. Also, interrogated are policies on capacity building for the teaching personnel to enhance their preparedness; a shift in pedagogical approaches; curriculum review to capture emerging issues and strengthening monitoring and evaluation of the learning environment in the country&#39;s immediate and long-term plans.

Inclusive Education

Advances in educational marketing, administration, and leadership book series, Jun 28, 2024

Responsible Conduct of Research in a Globalized World

Advances in library and information science (ALIS) book series, Feb 19, 2024

Challenges and Barriers to Transformative Climate Change Education

Advances in Social Sciences Research Journal, Sep 18, 2023

Barriers to Transformative Climate Change Education: Mitigation and Resilience-Building

International Journal of Social Science, Oct 10, 2023

Managing High Quality Virtual Learning in Response to Covid 19 Learner and Faculty Preparedness Inhibitors and Mitigations in Kenya S Higher Education

The Cradle of Knowledge: African Journal of Educational and Social Science Research, Apr 28, 2021

Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was imme... more Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was immediate shift of almost every course to virtual setting in substitution of face-to-face teaching as a remedy to minimize transmission of the disease, but many learners and faculty members were not prepared to learn and teach online. Higher learning institutions engaged in this significant change will require providing significant and constant assistance to learners and faculty to their learning management systems (LMS) for effective management and delivery of virtual learning. Perspectives on learner, faculty, and institutional preparedness and their associated challenges in view of mitigating them will assist institutions better realize their pre-COVID-19, Covid-19 and post Covid-19 status of their faculty, learners, and institutions themselves. Visible Learning theory which underscores the essence of the learner and the teacher, knowing what to do and how to do it in a teaching and learning process guided this perspective. This being a theoretical study, it utilized document examination as a method of qualitative research where documents are interpreted by the interested scholar to give meaning and voice in an assessment topic. The study collected information from published articles on virtual learning covering information about Kenya and other countries. The study employed purposive random sampling strategy as it only reviewed articles that were concerned with virtual learning. The review established that both staff and learners are inadequately prepared on e-learning. Significantly the review findings will inform policy and decision making to ensure that policy responses and measures expressly address questions on virtual learning preparedness.

A Comparative Study of the Influence of Infused HIV and AIDS Education on Students' HIV and AIDS Awareness in Ainamoi and Sigowet Divisions, Kericho County, Kenya

Journal of Education and Practice, 2014

HIV and AIDS pandemic is a global health concern which has been given a multi-sectoral approach t... more HIV and AIDS pandemic is a global health concern which has been given a multi-sectoral approach to combat it. In Kenya, the Ministry of Education has adopted HIV and AIDS policy in which one of the strategies of achieving HIV and AIDS awareness among school-going youth is to have the infused HIV and AIDS education in the formal curriculum subjects. However it has not been established through empirical investigation whether or not the HIV and AIDS education has had an influence on the awareness of in-school youth in rural and urban areas differently. Therefore, this study comparatively investigated the influence of the infused HIV and AIDS education on students' awareness in public secondary schools of urban Ainamoi and rural Sigowet divisions in Kericho County. The objectives were to compare the influence of the infused HIV and AIDS education on students' mastery of HIV and AIDS facts, behaviour change among students and attitudes towards infected people. The study was informed by Holmes' problem-solving approach, Becker's health belief model, Bandura's self-efficacy and social learning theory and Green's Precede-Proceed model of health behavior. The study adopted a comparative research design whereby a rural sample and an urban sample of form four students selected from a target population of 2840 students in public secondary schools in Kericho county were compared. Stratified random sampling was used to select respondents from purposively sampled schools. Data was collected using questionnaires and an interview schedule whose validity was enhanced through a pilot study. The split-half reliability test was done to determine the reliability level of the data collection instruments. Data was presented as tabulated frequencies and percentages. The chi-square statistic was used to analyze data at a 0.05 level of confidence. Interview responses were obtained as qualitative data and were reported verbatim. The results of the study showed that there were significant differences between students in rural and urban schools with regard to knowledge of HIV and AIDS facts, level of behavior change and attitudes towards HIV and AIDS infected people. Students in urban secondary schools were found to be better informed about HIV and AIDS facts; they had a more positive attitude towards infected people and exhibited a higher level of behavior change compared to students in rural secondary schools.' The study recommends a revision of the curriculum to give HIV and AIDS education a multi-faceted approach including co-curricular activities and seminars for parents. Background to the Study HIV and AIDS related illnesses have claimed many lives in recent years, and pose a major threat to global health (Jackson, 2002). In Kenya the national policy on HIV and AIDS has recognized that the epidemic is not just a health problem, but also a development crisis that threatens the very fabric of national existence (World Bank 2003). According to UNAIDS (2004), Sub-Saharan Africa is home to some 25.4 million people living with HIV and AIDS. Just under two thirds of all people living with HIV and AIDS are in the region. More than three quarters of all women living with HIV and AIDS are also found in sub-Saharan Africa. These figures have since dropped. The total number of people living with HIV and AIDS now stands at 22.5 million with 61% being women (Daily Nation, 2011).This drop in figures has not come below the 20% mark to be considered satisfactory. In Sub-Saharan Africa, the UN has declared that HIV and AIDS is more serious than all other problems in the region(Gechuhi, 1999). The prolonged sickness and death of those infected exacerbates and deepens existing poverty through the direct costs of illness and loss of labour. The death of young adults of child-bearing age has increased the dependency ratios in poor communities and left many children orphaned. Global figures indicate that at least ninety five percent of HIV and AIDS orphans live in Africa (DFID, 2001). NASCOP (2005) notes that the infection rates continue to increase and the influence will continue to be severe, unless serious intervention measures are taken. There is a disparity in HIV and AIDS prevalence between rural and urban areas in Kenya, with a health survey reporting that the risk of HIV and AIDS infection among urban residents was higher (10%) compared to rural residents (6%) (MOH, 2009).By 2009, estimates indicate that 1.080 million adults aged 15-49yrs were infected with HIV and AIDS with an overall prevalence in youth of 5%. Of these, 670,000 lived in rural areas compared to 410,000 in urban areas of Kenya (MOH, 2009).The greatest burden of HIV and AIDS infection in Kenya is in the rural population which makes 75% of the total population. On the basis of this information, a comparative study of the HIV and AIDS awareness status between youths in a rural area and those in an urban area was considered a worthy undertaking.The first case of HIV and AIDS in Kenya was diagnosed in 1985 and since

Effects of Hidden Costs in Free Secondary Education on Transition and Completion Rates in Public Boarding Schools in Kisii County, Kenya

Financing secondary education is a great challenge to both government and households. In Kenya, w... more Financing secondary education is a great challenge to both government and households. In Kenya, whereas households meet a negligible cost to cater for Free Primary Education, it is not clearly established how much they pay for Free Secondary Education. Thus cost is a key barrier to transition to secondary school especially for the poor. The objective of the study was to establish the effect of the hidden costs on students’ completion rates in public boarding schools in Kisii County. This study was based on Classical Liberal Theory of Equal opportunities advanced by Sherman and Wood (1982) which expresses the view that each child possesses inborn talents which accelerate them to social promotion hence all systems should be designed without any barriers. The study used correlational research design. The target population was 60 head teachers from 60 public boarding secondary schools in Kisii County, 641 class teachers and 240 PTA class representatives. Krejcie and Morgan’s (1970) scie...

The Hidden Costs of Free Primary Education and Their Implication on Enrolment in Kisii Central District, Kenya

Journal of Education and Practice, 2013

In spite of the Republic of Kenya's (ROK) efforts to make primary education free and accessible t... more In spite of the Republic of Kenya's (ROK) efforts to make primary education free and accessible to all, approximately 3.9 million children still remain out of school due to hidden costs (Census Report ,2009), hence the government's initial objective of every child attaining primary education remains unattained. In addition, prior researches have established increase in non -enrolment and drop-out in various parts of the country due to these hidden costs. The study sought to establish the hidden costs in the provision of free primary education and their impact on enrolment in Kisii Central District. The study was guided by the budget principal theory which emphasizes the balancing of three basic components in any ideal educational budget namely; educational programme, expenditure/cost and income/revenue for a successful education system. The study used a descriptive survey method, which was designed to investigate the hidden costs in the Provision of Free Primary Education and their impact on learning in Kisii Central District. Prior to the study, pilot study was conducted to ensure validity and reliability of the research instruments. Cluster random sampling technique was used to select 10% of the Head teachers and 10% of the parents from the sampled schools. This being a survey, the researcher used questionnaires and interview schedules as research instruments to collect data. The data were then analyzed with the aid of frequencies, averages, percentages and presented in tables, bar graphs and pie charts. Thematic analysis was used to analyze qualitative data: The study revealed that though the introduction of FPE Programme had greatly reduced the financial burden of public primary school going children, the parents still incurred some costs. It was established that on average parents spent Kshs 1674 per child on these costs. In addition the findings established that partially the hidden costs contributed to drop out rates as most parents were unable to meet the hidden costs of FPE. Further, the findings revealed that the government funding on FPE was inadequate and it was characterized by late disbursement. The results indicated that many public primary schools in Kisii Central District have insufficient physical facilities and learning resources. Conclusively, FPE implementation in Kisii Central District has not been effective as evidenced through educational wastage due to hidden costs of FPE; inadequate government funding among other factors. The study recommends government budgetary increase on FPE progamme so as to ease the financial burden met by parents, involvement of other stakeholders in funding FPE, timely disbursement of FPE funds to schools by the government among other recommendations as discussed in chapter five of the study. Significantly the study findings underscored the impact of hidden costs on the provision of FPE, which will enable education policy-makers and other stakeholders to cope with strategies for easing parents' cost-burden and ways of mobilizing funds to meet the cost of FPE programme to ensure its sustainability to avoid wastage in terms of human and material resources. Finally, the study has provided information that could form the basis for further critical assessment and evaluation of the FPE situation by future researchers to facilitate more concrete and valid solutions to the problem.

Reconceptualization of Education Policy and Practice Following the Coronavirus Pandemic in Kenya

Pan-African Journal of Education and Social Sciences, 2021

Ramifications of the global Corona Virus Disease have been experienced differently in all the sec... more Ramifications of the global Corona Virus Disease have been experienced differently in all the sectors of the economy. In particular, the nature of the scourge has challenged the efficacy of both policy and practice in the area of education. The current Kenyan education policy framework has been criticized as being inadequate to address such challenges. Consequently, substantial education policy review is essential to consolidate the gains in progress like the 100% learner transition policy in the basic level of learning. Drawing from the Covid-19 experiences as well as relevant theory of justice and fairness, this review attempts to reconceptualize education policy in Kenya's education system. Particularly, both critical review and interventions in policies meant to promote inclusive learning; online teaching to minimize disparities for the poor and marginalized; education financing and reinforcement of risk management are made. Also, interrogated are policies on capacity building for the teaching personnel to enhance their preparedness; a shift in pedagogical approaches; curriculum review to capture emerging issues and strengthening monitoring and evaluation of the learning environment in the country's immediate and long-term plans.

Implementation of Safety Standards and Guidelines In Public Secondary Schools In Marani District, Kisii County, Kenya

Journal of Education and Practice, 2014

School Safety is an integral and indispensable component of the teaching and learning process. In... more School Safety is an integral and indispensable component of the teaching and learning process. Indeed no meaningful teaching and learning can take place in an environment that is unsafe and insecure to both learners and staff. It is therefore important that educational stakeholders foster safe and secure school environment (Republic of Kenya, 2008). In an apparent response to tragedies that hit schools in the last decade, Ministry of Education (MOE) introduced a Safety Standards Manual four years ago. However it is emerging that most schools have no capacity to handle emergencies and are yet to even implement Safety Standards Manual produced four years ago. The purpose of this study was to establish why school management is not fully implementing MOE Safety Standards and Guidelines in Public Secondary schools in Marani District, Kenya. The Government policies, administrative factors, disaster management and emergency facilities exemplify the independent variables while school safety exemplify the dependent variable. The objectives of the study were to: establish the safety situation, outline the main causes of disasters, examine the constraints in the implementation of safety measures and explore major strategies put in place to prevent occurrence of disasters in public secondary schools in Marani District, Kenya. The study adopted a descriptive survey design and data was collected using one questionnaire. The target population was 28 public secondary schools in Marani District. Stratified, purposive and simple random sampling was used to select the required sample of the study of 49 teachers. Reliability of instruments was determined by use of test-retest method. Validity of research instruments was determined by conducting pilot study before the actual study. Data was quantified using descriptive statistics like frequencies and percentages and finding presented in charts, tables and graphs. Thematic analysis was used to analyze qualitative data. The major findings of the study were the MOE safety standards and guidelines had not been fully implemented majorly due to inadequate funds and inadequate supervision. The major recommendations therefore were policy makers to follow up, monitor and evaluate safety situation in all educational institutions and provide funds to all schools to enhance disaster preparedness. Significantly the study findings underscore the importance of adhering to safety standards and guidelines in schools thus education policy makers and other stakeholders' must come up with strategies to sustain school safety to prevent occurrence of disasters in schools.

Managing High Quality Virtual Learning in Response to Covid-19; Learner and Faculty Preparedness, Inhibitors and Mitigations in Kenya's Higher Education

African Journal of Educational and Social Science Research AJESSR - ISSN 2304-2885-p, 2617-7315-e Volume 9, Issue 1,, 2021

Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was imme... more Globally and Kenya in particular, the initial and sudden riposte to the COVID-19 disease was immediate shift of almost every course to virtual setting in substitution of face-to-face teaching as a remedy to minimize transmission of the disease, but many learners and faculty members were not prepared to learn and teach online. Higher learning institutions engaged in this significant change will require providing significant and constant assistance to learners and faculty to their learning management systems (LMS) for effective management and delivery of virtual learning. Perspectives on learner, faculty, and institutional preparedness and their associated challenges in view of mitigating them will assist institutions better realize their pre-COVID-19, Covid-19 and post Covid-19 status of their faculty, learners, and institutions themselves. Visible Learning theory which underscores the essence of the learner and the teacher, knowing what to do and how to do it in a teaching and learning process guided this perspective. This being a theoretical study, it utilized document examination as a method of qualitative research where documents are interpreted by the interested scholar to give meaning and voice in an assessment topic. The study collected information from published articles on virtual learning covering information about Kenya and other countries. The study employed purposive random sampling strategy as it only reviewed articles that were concerned with virtual learning. The review established that both staff and learners are inadequately prepared on e-learning. Significantly the review findings will inform policy and decision making to ensure that policy responses and measures expressly address questions on virtual learning preparedness.

Principals' Influence on Supervision Strategies on Teachers' Use of Professional Records for Effective Curriculum Implementation in Public Secondary Schools in West Pokot Sub-County

Principals’ Influence on Supervision Strategies on Teachers’ use of Professional Records for Effective Curriculum Implementation in Public Secondary Schools in West Pokot Sub-County, West Pokot County, Kenya , 2020

Principal's inadequate supervision strategies on curriculum have continued to affect effective cu... more

Influence of Parental Economic Status and Utilization of Teaching and Learning Resources on Achievement of Basic Reading Skills among Grade Two Learners in Public Primary Schools in Nyamira South Sub-County, Nyamira County, Kenya

by George Areba and Ezekiel omwenga

Influence of Parental Economic Status and Utilization of Teaching and Learning Resources on Achievement of Basic Reading Skills among Grade Two Learners in Public Primary Schools in Nyamira South Sub-County, Nyamira County, Kenya , 2020

Various studies a cross the world have shown that majority of public primary school learners do n... more Various studies a cross the world have shown that majority of public primary school learners do not perform well in reading skills. Despite this observation, no systematic studies have been undertaken to establish the cause. The current study sought to explore selected factors influencing basic reading skills achievement, among grade two learners in public primary schools in Nyamira South Sub-County, Kenya. The study objectives were; to investigate the extent to which learners' parental economic status influence basic reading skills and to examine how utilization of teaching and learning resources influenced basic reading skills. The target population for the current study comprised of 45 grade two teachers from 45 public primary schools, 2,025 grade two parents and 1 Quality Assurance Officer. Descriptive survey design was utilized. The sample size of parents was 203 and 14 grade two teachers from 14 public primary schools and 1 quality Assurance Officer. The research instruments were; interview guides and questionnaires. Data was gathered and analyzed quantitatively and qualitatively by use of a statistical package for social sciences (SPSS) version 21.0. Descriptive statistics was used to analyze quantitative data. Data presentation was by use of tables and figures. The study established that parents' economic status and utilization of teaching and learning materials greatly influenced the achievement of basic reading skills for grade two learners. The study recommends full financing of primary education by the government. Additionally , the government and stakeholders should ensure availability and proper utilization of recommended teaching and learning resources in public primary schools. Significantly, the findings of this study will guide policy on basic reading skills and aid to improve basic reading skills among grade two learners.