School of Education, Arts and Social Sciences (SEAS)

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    Some Educational Values In kenya Today: Education as an Economic Tool Rather Than a Social Service
    (2014-05-23) Kabanga, David Kimemia
    There are four major institutions that influence the educational values of the youth. They include the home,church. school and government. These institutions seem to encourage high private returns to investment in education in Kenya"s education system. As a result educated Kenyans who are not employed for monetary gain are viewed as weird if not failures in life. are Kenyans who expect schooling to equip the student with skills he can transact in the labaor market for financial gain only. There are also people known to read no more than a casuall newspaper after they acquire a job. Consequently it is possible that many university graduates will become functional illiterates within their first five years out of school. This could be at a great human, social and national expense as the most important national resource gathers dust and cobwebs to depreciate in premium. Though it is hard to achieve, Kenya's system of education should strive to develop the youth to be fully integrated humans, dignified Kenyans and loyal citizens. Education should be to discipline our minds into genuine morals, both for our spiritual strength and a better and fuller life.
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    The Impact of TIRRIM Adult Funtional Literacy among the Nomadic Rendille Pastoralists and it's Implicatons for Adult Literacy Education
    (2014-05-14) Lengewa, Luka Loyboku
    Current pursuit of Education For All (EFA) and Millennium Development Goals (MDGs) call for serious attention into literacy and specifically adult literacy education. Such seriousness demand assessments into programmes that carryout literacy work in order to ascertain their level of impact and their contribution to EF A andMDGs. Compelled by a low level of literacy among the nomadic Rendille pastoralists and their high level of marginalization, the researcher embarked on this study. This study sought to make inquiry into the impact of TIRRIM adult functional literacy (T AFL) among the nomadic Rendille pastoralists and the implication of this to adult literacy education. The study further aimed at exploring how literacy best meets the needs of the Rendille community. This was an evaluative research study, which employed a quantitative research design. In the research three crucial questions were addressed. Data was gathered from twenty eight individuals through orally administered questionnaires in the Rendille language. The validity of the instrument was determined by a pilot test which was conducted by ten students in the Educational Department at NEGST. Data was statistically analysed and presented based on the research questions and hypotheses. There were four hypotheses which were tested using the Chi-Square test of independence at 0.05 level of significance. The study revealed that T AFL is highly perceived to be relevant in meeting the needs of the nomadic Rendille pastoralists. The relevance of the programme was perceived only in terms of the programme's ability to meet the needs of the learners. The findings also showed that T AFL impacts its learners through acquisition of various skills through training but the applicability of these skills in daily life highly depends on the level of efficiency obtained on the same skills. The various factors perceived to influence the impact of T AFL were not perceived to be significant according to the respondents. However, the factors were still regarded to be of significant influence on impact based on additional knowledge of the researcher about the literacy programme.
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    A study of the factors that prevent church leaders from implementing theological education by extension in the A.C.K. MT. Kenya Central Diocese
    (2014-05-07) Mwangi, Danson Kihwaga
    TEE is a theological education program where the content, motives and skills are based on the Bible and theology. Students attain new attitude and knowledge and improve their ministry skills. It is extension education because training programs are brought to where the people are. Nevertheless, it has been verified that this enterprise has not penetrated to many of our churches due to several factors. A research done at the A.c.K. Diocese of Mt. Kenya Central verified that the key factors impending the establishment and expansion of TEE work in many of our churches include: ignorance, apathy or indifference, negative attitude towards education, poverty, lack of established TEE leadership and administrative structures, lack of proper time planning, unclear perception of the roles of the vicar, the group leader and the coordinator and failure to recognize the importance of certificates. For this reason, continuous TEE awareness campaigns, thorough periodical bulletins and visits by the coordinator can enlighten the people about TEE. Secondly, the curriculum should be flexible so as to attract a variety of students especially those in the teaching profession. Also, the Christians ought to be enlightened on the importance of education. We should promote literacy from all fronts. Equally important is decentralization of TEE administrative structures. Similarly, the coordinator should ensure that students get the learning materials and certificates on time. Finally, TEE should be established as a continuous training program with advancement opportunities where students get certificates from recognized theological institutions.
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    A study of parent involvement in their children's education at Pistis school
    (2014-04-15) Banda, Catherine Mkoza
    This study was an attempt to investigate the ways in which parents get involved in the education of their children at Pistis School. It was a descriptive study, which was done using the opinion of parents as the basis for investigation. The major focus of the study was to investigate ways in which parents get involved in the education of their children, the barriers and promoters to parental involvement. The data collection involved the use of both closed and open-ended questionnaire. The Likert Scale of Summated Ratings also formed part of the instrument. The instrument was distributed personally to 74 parents. The research sought to discover ways, barriers and promoters to parental involvement through the Chi-Square Test of Independence .. The findings of this study revealed that parents with high educational level reported teaching their children values more often than parents with low education, while on advising teachers, parents with low education reported rarely advising teachers. Furthermore, it was discovered that regardless of their level of education parents reported always providing their children with necessary resources and helping their children with homework always. Parents at Pistis School get involved in the education of their children in five ways: by teaching their children values which are useful in the school, advising teachers on some matters, providing their children with necessary resources, helping their children with homework, and attending teacher-parent meetings. On barriers and promoters, parents with good relationship with teachers reported not at all affected by these four: perceived bad attitude of teachers, perceived fear of criticism by parents, perceived previous negative experiences, and perceived effects of large size of families. Parents who reported good and bad relationship are not at all affected by: perceived inadequate training of teachers, perceived cultural barriers, perceived language barrier between the parents and teachers, perceived lack of invitation from teachers, perceived refusal of teachers to come when invited home, and perceived lack of time. Regardless of the type of relationship, parents reported that they are very much affected by lack of time on their part to get involved in the education of their children. The following are the barriers to parental involvement at Pistis School from the perspective of parents with perceived bad relationship: perceived bad attitude of teachers, perceived fear of criticism by parents, perceived previous negative experiences, perceived large size of families and perceived lack of time by parents. The only barrier to parental involvement at Pistis School from the perspective of parents with perceived good relationship is their reported lack of time. Conversely, promoters of parental involvement at Pistis School are: perceived good attitude of teachers, perceived openness to criticism by parents, perceived ironing out of previous negative experiences, and perceived small families from the perspective of parents with perceived bad relationship. The need to create time is thought to be a promoter of involvement by both categories of parents.
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    Factors that influence the attitudes of Adolescents towards Christian Religious Education in Nairobi Secondary Schools
    (2014-04-14)
    This study evaluates the Junior Church programme at the Nairobi Pentecostal Church (NPC). Its focus is on the programme’s aims and objectives, learning activities, ! programme planning and implementation, personnel and facilities. Data collection involved an oral interview with the Junior Church head of department, a written questionnaire filled by 15 teachers or 50% of the Junior Church teachers, the researcher's classroom observations and the written records of the Junior Church programme. Important features of this study are the recommendations it offers to improve the Nairobi Pentecostal Junior Church programme based on a review of the available literature on Junior Church programmes, and the knowledge it adds in the field of Christian Education.
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    Factors inhibiting the development of Curriculum materials for Christian Education Ministries in the Africa Gospel Church, Kenya
    (2014-04-11) Koske, Stanley Kiplang'at
    Dynamic and rapid changes in the current society call for urgent attention in the area of curriculum development in the church. Such demands require curriculum developers to study new conditions and their implications for church education. Although evangelical churches in Africa are currently involved in improving the shape of Christian education curriculum, it is being faced with a number of challenges. Africa Gospel Church (AGC) is no exception. Compelled by the inadequacy of curriculum materials for all age groups in the AGC plus the continued halting of curriculum development, the researcher embarked on this study. The study sought to investigate the factors inhibiting the development of curriculum materials for CE ministries in the AGC. The study further aimed at exploring some ways for improving the development of curriculum materials in the church. This was a descriptive study, which employed a case study research design. In the study, two crucial questions were addressed. Data was gathered from forty individuals through self-administered questionnaires. The validity of the instrument was determined by a jury test which was given to ten students from the Educational Studies Department at NEGST. Data was analyzed statistically and presented based on the research questions and hypotheses. In this procedure, six null hypotheses were tested using a Chi-square test of independence at 0.05 level of significance. The study revealed that six factors were perceived to be inhibiting the development of curriculum materials for CE ministries in the AGC. The factors were lack of training in curriculum, lack of funds, lack of cooperation, lack of planning, lack of curriculum evaluation and lack of emphasis on Christian education. Major recommendations were (1) AGC needs to mobilize local churches to financially contribute toward curriculum material development, (2) CE curriculum materials need to be evaluated and revised periodically and (3) church leaders at all levels of the AGC structure should trust and support (cooperate with) the curriculum committees in their endeavors to draw plans and produce relevant materials.