Browsing School of Applied Human Sciences by Author "Ayuya, Caroline"

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The 21st Century Educated African Person and the Loss of Africans’ Educational Identity: Towards an Afro Education Model

Amukowa, Wycliffe; Ayuya, Caroline (Academic Journal of Interdisciplinary Studies, March , 2013)

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Abstract:	Africa like other parts of the world strongly believes in the axiom of education per excellence, that is, African nations share in the vision of education as a pivot for social change and integrated development. However review of literature shows a discontent from some African scholars over the practice of Western formal education on the Continent of Africa. This discontent stems from the belief that Western formal education destroys Africa; resulting into the loss of Africans’ educational identity, underdevelopment, moral decadence and cultural erosion. Several concerns emerge in the light of this discontent: 1).What is Education? 2).Who is an educated person? 3) Who is responsible for Africans loss of educational identity? This paper engages a critical appraisal and review of this discontent with the intentions of arriving at an understanding of the 21st Key Words: Africa, Colonialism, Culture, Development, Education, European, Schooling Century educated African Person and proposes an educational model for Africa in this regard.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/3709

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The 21.pdf (993.2Kb)

Adoptive Parenting: Correlates of Socio-Demographic Factors and Child Attachment among Domestically and Internationally Adopted Children in Nairobi, Kenya

Munene, Alice; Ayuya, Caroline (African Journal of Clinical Psychology, 2017)

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Description: Journal Article

URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/3135

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Adoptive Parenting.pdf (257.8Kb)

African Worldview: An Integrated Psychological Perspective

Ayuya, Caroline; Ireri, Niceta W.; Kimani, Irene; Mathenge, Justus; Muriithi, Judith; Otieno, Rose (International Journal of Humanities Social Sciences and Education (IJHSSE), May , 2015)

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Abstract:	Christian scholars are constantly confronting the new challenges of a relentlessly changing intellectual environment including postmodernism amongst others; challenges of integration in the practice of Psychology and how Christian scholars need to integrate the ever-changing intellectual scholarly world their practice, research and scientific inquiry. It is in this context that this paper will first scan the overview of Psychology in Africa. The paper will also look at application of Africa Psychology in Clinical scientific inquiry and practice. It will in addition outline Integration of Christianity and Psychology and finally as it scans the horizons of African worldviews in relation to integrating African world views in Psychological Scientific inquiry.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/3714

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African Worldvi ... chological Perspective.pdf (449.6Kb)

Association between Anxiety Disorders and Socio-Demographic Characteristics among School Going Children in Nairobi, Kenya

Mathenge, Justus; Ayuya, Caroline; Ongaro, Kennedy; Khasakhala, Lincolin (International Journal of Humanities Social Sciences and Education (IJHSSE), December , 2019)

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Abstract:	The purpose of this study was determine association between Anxiety Disorder and Socio-demographic characteristics among School going children in Nairobi, Kenya. The study employed a descriptive study design utilizing purposeful sampling frame.The sample size of 92 was drawn from classes 3 to 7 at Our Lady Queen of Peace and Amani primary schools. Data was collected using a self-administered Socio-demographic and the Screen for Child Anxiety Related Disorders (SCARED) – Child Version. Findings indicated that the socio-demographic characteristics; 50% of the respondents’ parents were not living together with a significant number of the pupils living with their single mother compared to single fathers. Half of the respondents were from very poor socio-economic background as depicted by materials used in constructing houses their family lived-in (mud 2.7%, 8.0% wooden materials and 37.1% iron sheets) and source of water for domestic use, where 31.7% drew water from a common tab outside their houses.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/3713

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Association bet ... dren in Nairobi, Kenya.pdf (459.1Kb)

Can Education System be Repaired? Ideological Dearth in Kenya’s Educational Practice and its Implications for Reforms in the Education Sector

Amukowa, Wycliffe; Gunga, O. Samson; Ayuya, Caroline (Journal of Educational and Social Research, May , 2013)

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Abstract:	This paper confronts two issues; reforms (repairs) and ideology in education. Machines can be repaired any time they breakdown or develop defects. Educational reforms have been carried out any time an emerging need has to be confronted. Can these education reforms be seen as repairing an education system? Ideology on the other is a coherent system of ideas; relying upon a few basic assumptions about reality that may or may not have any factual basis, but are subjective choices that serve as the seed around which further thought grows. When traditional societies began to undergo changes, the ritualistic legitimization of education gave way to a new type of legitimization - the ideological legitimization of education. The latter has two attributes: one involves the appearance of people’s recognition of their right to choose the type of education that suits their tastes, values, aims and understanding. In view of this new realization, they no longer feel obliged to the accepted education only because it is the accepted type. The second attribute requires the simultaneous existence of several conceptions of education, from which one may choose the type of education suitable to one's needs. This paper searches into the possibility that there are no longer ideologies necessary to guide educational practice in Kenya, thereby raising concerns over education relevance.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/3712

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Can Education System be Repaired.pdf (393.7Kb)

Leveraging Science, Technology and Innovation for National Development in the Light of the Emerging Universities of Science and Technology in Kenya

Amukowa, Wycliffe; Ayuya, Caroline (Mediterranean Journal of Social Sciences, May , 2013)

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Abstract:	It is recognized that effective leveraging of science, technology and innovation is essential for wealth creation in all nations. Science, Technology and Innovation is also a key component of social integration, sustainable development and poverty eradication based on equity, freedom, justice, governance, peace and prosperity. At the international level, science, technology and innovation act as a tool of international co-operation and solidarity. It is useful for provision of knowledge and information as well as facilitating globalization with human development while concomitantly strengthening national governance and acting as a vector of common heritage, international cooperation and solidarity. Appropriate Science, Technology and Innovation policy is key to the production, distribution and use of knowledge and information. This paper endeavours to underscore how the continued growth of universities of science and technology could steer Kenya’s economic growth among other priority areas as outlined by the government.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/3711

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Leveraging Scie ... nd Technology in Kenya.pdf (452.1Kb)

Prevalence and Correlation of Anxiety Disorders among Primary School Children in Nairobi, Kenya

Mathenge, Justus; Ayuya, Caroline; Ongaro, Kennedy; Khasakhala, Lincolin (International Journal of Humanities Social Sciences and Education (IJHSSE), December , 2019)

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Abstract:	The purpose of this study was establish the prevalence of anxiety disorders among primary school going children in Nairobi, Kenya. The study employed a descriptive study design utilizing purposeful sampling frame. The sample size of 224 was drawn from classes 3 to 7 at Our Lady Queen of Peace and Amani Primary Schools. Data was collected using a self-administered Socio-demographic and the Screen for Child Anxiety Related Disorders (SCARED) – Child Version. Findings showed the prevalence of anxiety disorders was extremely high (80.8%) and were comorbid as is shown by positive correlation coefficient (r) p< 0.001 between the types of anxiety disorders. For specific anxiety disorders prevalence were: 66.5% had panic disorder, 56.3% generalized anxiety disorder, 81.7% separation anxiety disorder, 61.2% social anxiety disorder and 30.4% significant school avoidance. This study therefore shows that children’s mental health in an African cultural and environmental context wanting. These study findings can go a long way in helping the authorities concerned with health services to appreciate the need for a concerted effort in the formulation of policies and the need to provide resources to enhance mental health services in children attending primary school.
Description:	Journal Article
URI:	http://repository.daystar.ac.ke/xmlui/handle/123456789/3710

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Prevalence and ... dren in Nairobi, Kenya.pdf (396.8Kb)

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Browsing School of Applied Human Sciences by Author "Ayuya, Caroline"

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