27 Records out of 22207 Records

Influence of youth initiated programmes on empowerment of the youths in Kikuyu division, Kikuyu district, Central province, Kenya

Author: Gachie, Steve Kariuki

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kikuyu Division ; Kikuyu District ; Children and youth ; Young adults ; Groups ; Socialization ;

Abstract:

Youth initiatives represent an essential action within the community. It is aimed at empowering the youths to get involved in current issues. In allowing youths to get involved in a joint project, they offer concrete and lively involvement, through which youths come to an agreement on objectives and achieve results together. They also offer the opportunity for youths to try their hand at taking responsibility, negotiating between themselves and their surroundings, planning and promotion. By means of Youth Initiatives, youths have the chance to become actors in their own life and torch bearers for the future. It provides a platform for suggesting solutions and improvements at a local level through the creation of projects or tools and arouses the interest of other youths. Moreover, this action constitutes a remarkable means for providing experience in responsibility, autonomy and involvement for the benefit of a common interest. However, for sometime gap have existed where the youth lack formalized forums to initiate and develop their own programmes in Kenya despite the rampant poverty. This has precipitated the emergence of illegal groups that pose a threat to security. In Central Province, such groups like Mungiki have found their way in the community and especially among the youths. While the youths themselves have the potential to reach youth within their social contexts, at the same time to reach vulnerable and other marginalized youth, and to create a more enabling environment to support and sustain themselves. A gap remains, though, in terms of systematic analysis and evaluation of the influence of formal youth initiatives relating to youth empowerment in Central Province, Kenya. It is for this reason, that the research investigated on the influence youth initiatives to youth empowerment in Kikuyu Division, Kikuyu District, Central Province, Kenya. To realize the purpose of the study, a survey design was adopted. Simple random sampling was used to select the youth groups as well as inclusion and exclusive criteria for identifying the members. The sample population for this study was 100 members of youth groups and 20 officials giving a total of 120 respondents. This was drawn from the registered youth groups within the Kikuyu Division. Primary data was collected by use of two sets questionnaires, one for the members and the other for the officials. The questionnaires contained both open ended and structured questions. The statistical Package for Social Sciences (SPSS) was used for data processing and analysis. The study revealed that majority of the youths became empowered through the youth initiated programmes. The initiatives allowed them to make independent decisions, participate in community based activities and lead their own groups. These in turn empowered them more. In conclusion therefore, the study found that the youth initiated programmes have empowered the youths in Kikuyu Division, Kikuyu district, Central Province, Kenya. The study recommends that the youths should be encouraged to form youth groups where they can initiate programmes that will empower them. They should also plan their own objectives and make decisions to implement them in their youth groups. They should manage their own groups and be self reliant.

The influence of enterpreneurship development on employment creation among the youth : a case study of Kikuyu district

Author: Wamahiu, Catherine W

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kikuyu District/Children and youth/Young adults/Groups/Self employment/Entrepreneurs/Job creation ;

Abstract:

The purpose of this study was to investigate the influence . of entrepreneurship development on employment creation among the youth in Kikuyu District. Four research objectives were formulated to guide the study. The study employed the descriptive survey. The target population comprised of one hundred and sixty (160) registered youth groups in the district. and. who were: eligible for funding, The sample comprised of 108 respondents. Findings revealed th.at awareness, of entrepreneurial duties influenced employment. creation. Thestudy also.revealed that motivation.of.entrepreneurs affected employment creation. The study also, revealed ,that self perception influenced employment, creation: The study.further revealed, that entrepreneurship education and training influenced employment creation, Based on the findings it was concluded that awareness of entrepreneurial duties influenced employment creation. The' study also concluded that lack training for entrepreneurial duties and new youth entrepreneurs not often being familiar with entrepreneurial duties also influenced employment creation. The study also concluded that motivation of entrepreneurs affected employment creation. Based on the findings recommended that there is need to have formal training for the new entrepreneurs before they start their occupation. The study recommended that there is need to empow;er the youth in identifying their abilities in the entrpreneurship. It was also recommended that there is need. to cultivate in. the youth positive attitude towards self employment enable them understand that formal employment is not the only way of self development. Taking the limitations and delimitations of the study, it was suggested that a study of the factors influencing funds management by the new entrepreneurs needs to be carried out. The study also suggested that a study on the effects of formal training on the effectiveness of youth entrepreneurship should be conducted with another study on analysis of the factors influencing implementation of youth development policy among young enirepreneurs.

The impact of free primary education on the provision of quality education in Kenya : a comparative study of Thogoto and Karai zones, Kikuyu division

Author: Wafula, Carolyne Mukoya

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Primary education/School finance/Quality of education/Thogoto Zone, Kikuyu District/Karai Zone, Kikuyu District/School dropouts/Class size ;

Abstract:

This study set out to investigate the impact of free primary education on the provision of quality education in Thogoto zone, which represented the urban and Karai zone which represented the rural. The two zones in Kikuyu Division, Kikuyu District were selected as the sample ofthe study. The objectives of the study centred on the enrolment, retention and completion rates of pupils after enrolment, pupils class participation, adequacy of educational resources, their condition, challenges and possible solutions to help improve the quality of education. Ten schools were sampled for .the study. Simple random sampling was used to pick five schools from rural and urban zones. The respondents for the study were; pupils, teachers and head teachers. Three sets of questionnaires were used in the collection of data. Descriptive statistics; tables, bar charts and graphs were used in data presentation. The study established that both rural and urban schools experienced an increase in pupil population following the introduction of FPE. This led to a number of challenges such as; inadequate teaching force, increased workload for teachers, high teacher: pupil ratio, low class participation and overstretched facilities. Pupils of different entry levels were also enrolled in the classes of their choice especially in rural schools. Retention and completion rates were affected as some drop outs were experienced in both categories of schools with rural schools reporting the highest. Rural schools had higher indiscipline cases and laxity among the pupils in class participation as compared to urban schools that attracted pupils who were self-driven and therefore eager to learn. This was partly associated to the policies in education on children rights that prohibits corporal punishment and the parents and guardians who left the responsibility of their children to the governrnent ever since FPE was introduced. Urban school teachers were not fully prepared to handle the changes that came up due to FPE programme since they were used to handling small classes. Class participation was also affected by the deplorable conditions of facilities in rural schools. Inadequate facilities were more pronounced in urban schools as compared to the rural schools. The government provided learning materials in both rural and urban schools though the writing materials were not enough in rural schools as compared to urban schools. The study has established that FPE has been beneficial to rural schools than unban schools especially in provision of learning materials for pupils. The study has further established that FPE has impacted on the quality of education in both urban and rural primary schools. It is recommended that the government and other relevant stakeholders especially parents should work towards the improvement of quality of education by providing enough learning resources such as toilets play equipment, classroom furniture and classrooms, especially in rural schools. There is need to employ more teachers to cater for the increasing number of pupils in schools.

School based factors influencing effective implementation of inclusive education in public primary schools in Kikuyu district, Kenya

Author: Wachira, Salome Wanjiru

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Primary schools/Kikuyu District/Mainstreaming/Educators/Curricula ;

Abstract:

This study sought to investigate school based factors influencing effective implementation of inclusive education in public primary schools in Kikuyu district, Kenya. It was conducted in 10 out of 56 public primary schools in Kikuyu district. The research used Ex-post facto research design to conduct investigation. Using a simple random sampling method the researcher sampled 10 schools' headteachers and 46 public primary schools teachers to conduct the study. Primary data were mainly collected using headteachers and teachers questionnaires that were pretested to ensure reliability and validity. Data collected were analyzed using a combination of statistical computations. These included frequencies, percentages, mean and mode. The analyzed data were interpreted and presented using frequency tables and texts for clarity, The study identifies the qualification and knowledge of teachers influence effective implementation of inclusive Education. The available support services in the inclusive education schools and availability of teaching and learning resources were looked into in addition, the study wanted to assess the methods of instructions favourable for the implementation of inclusive Education as well as the nature of the differentiated curriculum content used in the inclusive education. The main findings of the study were that the physical facilities in the public primary schools were not adequate and appropriate to accommodate learners with special needs. The schools' physical environment lacked assistive devices like ramp and clutches. It also found that teachers and headteachers professional competence levels may be an impediment to inclusive learning in public primary schools. The study recommended that teachers should change their methods of approach which could be as a result of training in inclusive learning. The MoE should provide teaching/leaming materials in public primary schools to encourage inclusive set-up. The government should restructure teachers' Training Colleges so as to include areas of specialization in special needs in education curriculum. The MoE and the T.S.C should come up with modalities to recruit more trained teachers in order to address the issue of shortage of teachers in public primary schools. The Kenya Institute of Education should review the time allocated for content delivery if implementation of inclusive education is to be successful. The research study suggested future areas of study on teachers' perceptions towards implementation of Inclusive Education. The study also recommends further study to be replicated to other regions of the country.

Influence of principals' leadership styles on students' discipline in public secondary schools in Kikuyu district in Kenya

Author: Kuria, Lucy Thami

Awarding University: University of Nairobi, Kenya

Level : MA

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Secondary schools/Kikuyu District/Educators/School discipline/Leadership/School administration/Secondary school students ;

Abstract:

The purpose of this study was to find out the influence of leadership styles of principals on students' discipline in public secondary schools in Kikuyu District. Five research objectives were formulated to guide the study. Research objective one sought to establish the extent to which authoritarian leadership style influences students' discipline; research objective two aimed at determining the extent to which democratic leadership style influences students' discipline; establish the extent to which laissez faire leadership style influences students' discipline; research objective three sought to determine the students perceptions of their head teachers leadership styles while research objective five aimed at establishing whether head teachers' characteristics such as age, gender qualification and experience influence the principal's leadership style. The study employed a descriptive survey design. The sample consisted of 24 head teachers, 148 teachers and 360 students. The researcher used questionnaires to solicit data from the respondents. Both descriptive and inferential statistics were used to analyse the data. To analyse the influence of various leadership styles authoritative, democratic and laissez faire (research questions 2, 3 and 4), Pearson Product Moment Correlation Coefficient was used, while to analyse the influence of head teachers demographic variables in research question 5, chi square was used. Findings revealed that head teachers use of autocratic leadership negatively influence (-0.65) students discipline. This implied that the more autocratic styles are used, the poorer the student discipline. Findings further revealed that there was very strong negative (-0.66) relationship between laissez-faire leadership and student discipline in secondary schools. Laissez-faire leadership style was not suited for use by head teachers because complete delegation without follow-up mechanisms created student discipline problems. The findings also revealed that there was no significant relationship between head teachers age gender and their leadership (X2 value = 5.267, df = 10, Sig =: 0.691). A Chi square results (X2 value = 7.384, df = 10, Sig = 0.882) revealed that there was no significant relationship between head teachers' experience and their leadership styles. Based on the findings of this study, it was concluded that head teachers use of autocratic leadership negatively influenced students' discipline. The head teachers adopted harsh leadership styles which are widely detested by the teachers and students alike. This finding implied that the more autocratic styles are used, the poorer the student discipline. Head teachers who use strict control measures are likely to face student and teacher resistance and an increase in indiscipline because the teachers and students tend to protest against dictatorial measures used. The study also concluded that there was a strong negative relationship between laissez-faire leadership and student discipline in secondary schools. The study therefore concluded that laissez-faire leadership style was not suited for use by head teachers because complete delegation without follow-up mechanisms creates student discipline problems. The study also concluded that students had a positive attitude towards the leadership style of their teachers. Students were of the opinion that their head teacher were friendly and easy to talk to, they encourage them to express their feeling frankly. All the students indicated that their head teachers encouraged them to their best; they accepted that they were capable of making mistakes while the head teachers got their approval on important matters touching them before implementing them. The study also concluded that age did not affect head teachers' leadership style. The study concluded that head teachers who were 50 years generally balanced their leadership styles. They used much of the situational leadership approach, because their rich experience

Effects of teachers' motivation on students performance in public secondary schools in Kikuyu District, Kenya

Author: Njenga, Ruth Wairimu

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Educators ; Motivation ; Academic achievement ; Secondary school students ; Secondary education ; Kikuyu District ;

Abstract:

ABSTRACT NOT AVAILABLE

Influence of school culture on students performance on Kenya Certificate of Secondary Education, Kikuyu District, Kenya

Author: Njogu, Rosemary Waithira

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kikuyu District ; Secondary school students ; Academic achievement ; School administration ; Educators ;

Abstract:

The purpose of this study was to investigate the influence of school culture on student perfomrance in the Kenya certificate of secondary education (K.C.S.E) Kikuyu District. The objectives of the study included determining how focused culture influence performance of KCSE in Kikuyu district; To establish whether power and leadership influence performance in Kenya Certificate of Secondary Examination in Kikuyu district; to investigate the impact of collaboration and collegiality of teachers on performance of Kenya Certificate of Secondary Examinations in Kikuyu district; to determine how attitudes and beliefs towards innovation influences performance of Kenya Certificate of Secondary Examination in Kikuyu district. The study used descriptive research design for this study. The target population was 556 teachers in the district from and 24 out of 26 public secondary schools headteachers in Kikuyu District. The head teachers were purposely included because of their leadership roles. The researcher took all the 24 headteachers by census while purposively sampling 111 form three form four class teachers. Teachers were sampled using stratified random sampling. To collect data, a set of semi-structured questionnaires was used where structured questions were used in order to get specific information by providing a list of possible alternatives from which the responders select the answer that best describe their opinion while unstructured questionnaires were used in order to allow respondents to express their feelings and opinions. Before the actual data collection, piloting of questionnaires and the interview guide were done on 6 secondary schools in Kikuyu district, which did Concerning teacher opinion on whether teachers have a positive attitude towards educational innovations, 42.7 percent strongly agreed that teachers . have a positive attitude towards educational innovations while 33.3 percent agreed that teachers have a positive attitude towards educational innovations. Findings on leadership role, 34.7 percent strongly agreed that the school constantly search for measures that are most appropriate to reach the objectives, 32 percent agreed that the school constantly search for measures that are most appropriate to reach the objectives. Concerning stability 45.3 percent strongly agreed that stability was highly valued while 24 percent agreed that school stability was highly valued not participate in the actual study. To establish the reliability of the instrument, the researcher used the test-retest where the second test administration was done one week after the first one. The study generated both qualitative and quantitative data. For the quantitative data, analysis of the data was done through descriptive statistics by use of frequencies and percentages and averages. The qualitative data was first organized into themes corresponding to the study objectives. The study found that school focused culture majority (53.3 percent) of the teachers strongly agreed that the school was achievement oriented. Majority (54.7 percent) of teachers strongly agreed they were expected to act in conformity to the rules of the school. Concerning collaboration majority (54.7 percent) stated that working with other teachers was of utmost importance. Regarding teachers opinion on coordination, majority (62.7 percent) of teachers stated that working together in an efficient and organized way was very important. The reseacher concludes that most schools were achievement oriented hence most schools were very focused this concurs as an achievement orientation and an academic emphasis are related to performance. Concerning collaboration respect among teachers was important as most members agreed that they respect one another, this is because respect is an important value that fosters collaboration in school. Most teachers viewed it is important to enhance close cooperation as it increased team spirit. Most teachers strongly agreed that mutual

Factors influencing access to education for Sudanes urban refugees in primary schools in Kikuyu District, Kenya

Author: Njenga, Irene Wanjiku

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kikuyu District ; Refugees ; Children and youth ; Sudanese (African people) ; Primary schools ; Enrollments ; Urban areas ;

Abstract:

The purpose of this study was to investigate the factors influencing access to education to Sudanese urban refugees in primary schools in Kikuyu district. The study was guided by the following objectives; to determine if the attitude of fellow students and teachers influence on enrolment, to assess the availability of facilities, equipments and materials in enhancing access to education, to examine the extent to which the language of instruction influences access, to determine the relationship between parents/guardian level of education and access, to establish if the economic status of a family influence access and to identify if the Kenya policies to primary education have influence to access. The research used the ex-post facto design. Three hundred and thirty five pupils were sampled from twelve schools, four teachers from every school were used and ten head teachers. Questionnaires and interviews were used to collect of data. The questionnaires were piloted in two schools. The questionnaires were pretested using the test retest. Data was edited, coded and analyzed using Statistical Package for Social Science (SPSS) using descriptive statistics. The research was based on the rights based approach to education in emergencies. The proponent of this approach is the UN Convention on the Rights of the Child. The results of the data analyzed showed that there was a significant relationship between the learning environment and access of education to the Sudanese urban refugee pupils. Language of instruction, being English and Kiswahili was evident that a majority had a problem with which hindered access. Parental level of education and economic status of the parenti guardian was also indicated as a factor influencing access, where a majority of the refugee parents have only the non formal education and do not have source of income. Psychosocial factors were also evident as a factor hindering access. The researcher recommended that the ministry of special programmes should educate urban refugees on their rights and UNHCR policies and procedures on working with them. The school should also have guidance and counseling and free English and Kiswahili language remedial program. The researcher recommended that further studies should be carried out on the factors hindering access to education to Sudanese urban refugees but within the context of secondary. The same study sliould be conducted in other urban refugee communities in other regions for comparative purposes.

The potential of mobile phone usage in dissemination of Agricultural information : a case of Kikuyu District, Kenya

Author: Mwangi, Jane W

Awarding University: University of Nairobi, Kenya

Level : MSc

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kikuyu District ; Information dissemination ; Agriculture ; Mobile phones ;

Abstract:

The rapid development of mobile technology, the large usage rates of mobile phones, increased penetration rates and the inherent characteristics of mobile phones are the reasons mobile phones are currently emerging as the first extensive form of electronic communication system in Kenya. Mobile phone can, therefore play a key role in disseminating relevant information to the rural people involved in agriculture and related sectors. To investigate the potential of mobile phone usage in agricultural information dissemination was the purpose of this research. The focus was on small scale farmers in Kikuyu District, Kiambu County in Kenya, where according to the Ministry of Agriculture, Kikuyu District 2010 Annual Report, three in every five farmers own a mobile phone. In this study, a sample of 96 farmers was selected using purposive sampling. The survey was done through the use of structured questionnaires where farmers were involved directly. This study made use of descriptive research to answer the following questions: Are mobile phones being used for agricultural purposes in practice? What kind of agricultural information do farmers value most? Have mobile phones created opportunities for farmers? The answers to these questions have important implications for information service providers and policy makers. The study found evidence that mobile phones are being used for agricultural purposes and in ways that create opportunities for farmers. However, to leverage the full potential of information dissemination enabled by mobile phones will require capacity building amongst farmers to enable them use information they access effectively and awareness- creation by mobile phone- based agricultural information service providers.

Institutional and headteachers' factors influencing student involvement in governance of secondary schools in Kikuyu District, Kenya

Author: Muritu, Mercy Wanjiku

Awarding University: University of Nairobi, Kenya

Level : MED

Year: 2012

Holding Libraries: University of Nairobi Jomo Kenyatta Memorial Library ;

Subject Terms: Kikuyu District ; School administration ; Secondary school students ; Educators ;

Abstract:

The term democracy in education refers mainly to vertical dimension or how educational institutions themselves operate. It refers to the relationship between individuals and between groups in educational institutions. It mainly refers to the extent to which the administrative processes in school are open and accessible to all its members. The study investigated the head teachers' and institutional factors influencing the students' involvement in governance in Kikuyu District. This study surveyed the literature for extent of students' involvement in governance, the modes of participatory governance practiced by secondary school students, institutional and head teachers' factors promoting or prohibiting the students' level of involvement in governance. This research is grounded on theory of participation advocated by Stewart and Taylor (1995). It also presents a conceptual framework showing head teachers and institutional factors influencing the level of students' involvement in governance. The study was prompted by the recurrent student unrest in Central Kenya especially Kiambu County; often blamed by education stakeholders on unequal decision making opportunities in schools. The study employed a survey research design, and was carried out in 31 Secondary schools in Kikuyu District, 112 teachers and 9 head teachers. Data was collected using three types of questionnaires, one for students, one for teachers and one for headteachers. The study sought to identify the levels of students' involvement in school governance in public secondary schools in Kikuyu District. A pilot study was initially carried out to establish the reliability and validity of the instruments. Reliability was determined using the testretest method as well as the Cronbach's coefficient formula. The reliability coefficients vary between values of 0.00 and 1.00 case of this study. A correlation coefficient of about 0.86 was considered high enough to judge the instruments as reliable. Instrument administration was undertaken through individual visits paid to each respondent. The data collected were analyzed using the frequency distribution table for presenting the mode of governance and the level of students' involvement in governance. One-way analysis of variance (ANOVA) was used to test whether size and category of schools influences the level of students involvement in governance while multiple regressions was used to rank both head teachers and institutional factors influencing the level of students involvement in governance. The study found that the amount of participation allowed in the Secondary schools in Kikuyu District was not sufficient to give students a chance to practice participatory governance. It was thus concluded that student participation in secondary schools was still wanting and needed to be expanded to include issues beyond student welfare issues. The researcher recommended that there is a need to expand the level of students' involvement in participatory governance in Kikuyu District. There is a need for a further study to find out whether involving students in school governance has an impact in improving their academic performance.