Browsing by Author "Cherui, Rodgers Gowon"

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    Access to Secondary Schools education in Uasin Gishu county in Kenya Before and After the Implementation of Subsidized Secondary Education (SSE)
    (International Journal of Current Research, 2014) Barno, Magak Grace; Cherui, Rodgers Gowon; Janeand, Oloibe; Kosgei, Zachariah, K
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    An Analysis of the Extent to which the Government Policies affect the Academic Performance of Learners in Public Primary Schools in Matete Sub County, Kakamega County Kenya.
    (Elixir International Journal, 2019-04) Rotumoi, Joseph; Cherui, Rodgers Gowon; Pepela, Sammy
    The performance of pupils at the Kenya Certificate of Primary Education in public schools in Kenya remains a challenge since the number of pupils performing poorly is still high. In Matete Sub County, the performance of pupils at KCPE has been declining from the year 2012-2015, with a mean of 2.48. Therefore, the objective of the study was to find out the extent to which government policies affect the academic performance of primary school learners in Matete sub county, Kakamega county. The study adopted a descriptive survey design. The study population comprised of 49 head teachers, 49 senior teachers, 75 standard eight class teachers, 1759 class eight pupils, and 1 Sub County Quality Assurance Officer. The study sampled 44 head teachers, 44 senior teachers and one sub-county Quality Assurance Officer who were selected through saturated sampling technique. Sixty-three class eight teachers were selected through simple random sampling technique. It also comprised 525 standards 8 pupils, who were selected through stratified sampling technique. Instruments for data collection were questionnaire, interview schedules, focus group discussions and document analysis guide. Face validity of the instruments was ascertained by experts in educational administration. Pilot study was carried out among 15 pupils, 5 head teachers, and 5 senior teachers. A Cronbach’s coefficient alpha of 0.7 was found; hence the instruments were reliable. The quantitative data was analyzed using descriptive statistics. The qualitative data was transcribed and categorized on an on-going process as themes and sub themes emerge. The study showed that Government policies moderately affect academic performance with a mean of 3.39. Staffing policy as one of the government policy profoundly affected KCPE performance with a mean of 4.39.
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    Assessment of Alternatives of Financing Youth Polytechnic’s Activities in Imenti South District, Meru County
    (African Journal of Education Science and Technology,, 2015-01) Cherui, Rodgers Gowon; Magak, Grace; Oloibe, Jane
    The role of youth polytechnic in the provision of middle level education cannot be overemphasized. Most learners who cannot proceed to high schools and other tertiary institutions resort to youth polytechnics to gain skills which they use mainly in the informal sector. While the potential for quick expansion of youth polytechnics programs are there, there are a number of factors that are hampering their growth. The ministry of education does not fund youth polytechnics but only gives them grants to pay instructors’ salaries. There is a challenge in funding education sector since resources are scarce. The government has been allocating a lot of funds to other levels of education and very little is allocated to the Technical Vocational Education and Training (TVET). This study sought to assess alternatives of financing youth polytechnics activities and how income so generated is used to offer quality training in Imenti South District- Meru County. The researcher adopted descriptive survey design. The study targeted the two polytechnics in Imenti South District. Purposive sampling was used and a sample of 27 respondents was identified. Piloting was done in the polytechnic not involved in the study. Spearman’s rank order correlation was used to compute reliability. Data was collected using questionnaires, observation guide and interview schedule. Descriptive statistics were presented in form of frequencies and percentages. Qualitative data was presented using theoretical descriptions. The study revealed that there are varied ventures in income generation activities that youth polytechnics are involved in. It was also found out that much of the income from IGAs is not accounted for, or there are no records kept both by the management and the staff. The polytechnics that are well endowed were producing more income than those which were less endowed. The income generated is used to improve the quality of education. However there are few production units in the polytechnics. The study recommended that Youth polytechnics should build sustainability of income generating activities such as running them as business enterprise. Vibrant production units should also be set up. This is key in increasing the income generated by the youth polytechnics.
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    Assessment of Cultural Aspects That Affects the Re-Entry Policy of Teenage Mothers to School in Bungoma County Kenya
    (Saudi Journal of Humanities and Social Sciences (SJHSS), 2018-11-30) Cherui, Rodgers Gowon; Kipkoech, Lydia; Kisilu, Kitainge
    In equality in girl’s education has been a subject for many developing countries. The Kenyan government developed the policy of the re-entry of the teenage mothers to school in 2001. The policy allows teenage mothers to re-enter schools after delivery. Despite the policy being in place, very few teenage mothers have been returning to school. This study sought to find out the cultural aspects that affects the implementation of the re-entry policy of teenage mothers to school in Bungoma County. The main objective of the study was to find out the various aspects of culture that affected the re-entry policy of teenage mother to schools in Bungoma County. The critical theory by Habernes was adopted as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The main data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule were administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability index of 0.79 was obtained. Quantitative data was coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data was organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it identified various cultural factors that affected the implementation of the re-entry policy. The study revealed various cultural factors that hindered the effective implementation of the policy included, attitudes, prejudice, gender discrimination and traditional customs. There is therefore a need to address these cultural factors so as to enable these teenage mothers to reenter school.
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    Challenges that are Significant in Affecting performance of Women in Managerial Positions in Kenyan Public Universities. A Case of Selected Universities in Kenya
    (International Journal of Business Management and Economic Research(IJBMER),, 2016) Ngure, Anne; Rotumoi, Joseph; Cherui, Rodgers Gowon; Mbugua, James; Mbugua, Susan
    Over the recent past the number of women managers has been on the rise. Their experiences and impact on the work place have been the subject of much discussion, investigation and theorizing. While women are joining the managerial ranks in increasing numbers, few women are managing to reach middle level management or above. Albeit this there are a number of challenges that seem to bewilder these women. Of the challenges that women face there are those that are significant. The main objective of the study was to determine the challenges that are significant and are experienced by women in managerial positions in Kenyan public universities. The study adopted descriptive survey design. The study was carried out in Three Kenyan public institutions of higher learning i.e. Kenyatta University, Nairobi University and JKUAT. The study population consisted of all women in managerial positions in all the public institutions of higher learning in Kenya. Stratified and systematic random sampling methods were used to sample the research population consisting of 15 women managers in Kenyatta University, 18 women managers in Nairobi University and 9 women managers at Jomo Kenyatta University of Agriculture and Technology. The main research instruments used was questionnaires. A statistic test was carried out using chi square to establish the important variables that affect performance, it was established that sex discrimination, stereotypes, job/family conflict, sexual harassment, unfair pressure, working experience, professional training and organizational policies are significant factors that affect performance of women managers in public universities in Kenya.
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    The Effect of Teachers’ Motivation on Quality Teaching and Learning in Primary School in Kenya - A Case of Eldoret Municipality
    (IJSRST, 2016) Cherui, Rodgers Gowon; Choge, Steve
    The declaration of Free Primary Education (FPE) in 2003 saw an increase in the enrolment in primary school going children. However, experts suggest that the Free Primary Education has reduced the quality of education in public schools and increased the number of students who transfer from public to private schools in search of better performance. The objective of this study was to determine the effects of resource materials and facilities in primary schools in Kenya. A case of Eldoret Municipality. The study targeted all public primary schools in Eldoret Municipality and the study adopted the theory by Miller-Grandvaux and Yoder, (2002) that alternative schools are inspired to implement innovative approaches to teaching and learning given the background and various characteristics of students. The study employed a descriptive survey research design. Quality assurance officers, headteachers and teachers served as the informants of the study. Questionnaires and interview schedules were used as research tools. Out of 28 primary schools in the Municipality 50% of them were selected through stratified simple random sampling technique using wards as the stratum. The quality assurance officers and headteachers were selected purposively while teachers were selected through both stratified and simple random sampling technique. The study sample population was 132 respondents comprising of 14 headteachers, 70 teachers, 35 pupils and 3 quality assurances officers. Descriptive research methods were employed in data analysis which was then presented in the form of frequency distribution tables, graphs and pie charts. The study concluded that majority of the challenges facing the FPE programme are associated with lack of preparation, planning and consultation with the key stakeholders. The implementation of the policy was rushed through without carrying out situation analysis. There was neither clear strategy nor clear communication and the result is that a majority of the stakeholders were confused due to lack of clarity about the entire policy. For instance, after the political declaration of the policy, school heads were expected to implement it without prior preparations therefore school heads and education officers were caught unaware. The government itself was unprepared for the policy because it was started on a short notice. The study recommended that the fund allocated to each child/pupil per year has been criticized as being insufficient. Each child was allocated 1020 per year and therefore there is need to be increased substantially in order to improve the teaching- learning resources in schools. This calls for a review of the current disbursement of funds policy. The research findings will enable the stakeholders and policy makers in improving the methods as to enhance the quality of teaching and learning.
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    Evaluation of Resource Needs and Service Delivery of Performance Contracting in Public Primary Teachers Training Colleges in Kenya
    (International Journal of Scientific Research in Science and Technology, 2016) Kipkenei, Simon K.; Ndiku, Judah; Maiyo, Julius; Cherui, Rodgers Gowon
    Performance contract as a branch of management science refers to a management control systems which is a contractual agreement to execute a service according to an agreed upon terms, within an established time period and with a stipulated use of resources and performance standards. The government of Kenya introduced performance contract signing in 2004. The aim was to improve service delivery and resource utilization in public institutions among other objectives. The introduction of performance contracting in public primary teachers training colleges was an effort to institute a framework of accountability and enhance service delivery in Kenya. This study sought to establish the availability of resources for implementing Performance contracting with an aim of improving service delivery to the public. It employed descriptive survey design. The target population was 2270 employees and 783 members of the students’ councils of Public Primary Teachers Training Colleges. Purposive sampling, simple random sampling and stratified random sampling were used to identify the sample population. A total of 429 respondents formed the sample size representing 30% of the study population. The study revealed several challenges in the implementation process which included lack of funds, lack of training and capacity building of employees regarding performance contracting, ambiguity in the process and resistance by personnel to participate in the process hence these challenges had hindered the successful implementation of Performance contracts in PPTTCs. It is recommended that performance contracting strategy should be strengthened with the availing of more financial resources to ensure that the required learning and teaching resources are all made available
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    Evaluation of the Level of Awareness and Support Offered By Relevant Stakeholders for Appropriate Placement of Children with Special Needs in Kenya A Case of Uasin Gishu County
    (International Journal of Social Science and Humanities Research, 2016-09) Cherui, Rodgers Gowon; Maru, Eunice
    The study assessed support levels for placement of children with Special Needs Education in Uasin Gishu County in Rift Valley province. The objective of the study was to evaluate the level of awareness and support offered by relevant stakeholders in placement of children with Special Needs. The study adopted the theory of Planned Behaviour that relates to intention of behavior. A descriptive survey design was employed for the planning and execution of the study. Stratified, Simple Random and Purposive sampling techniques were used in choosing the sample size. The target population which is also the sample for the study included Education Officers, assessors at the education assessment centres, affected parents and Special Needs Education Teachers. The research instruments used to collect data were questionnaires, interview schedule and Observation checklist. Data collected was analyzed both quantitatively and qualitatively with the aid of Statistical Package for Social Science (SPSS). The study findings revealed that the country was still far from achieving education for all as attested by the fact that over 1.8 children with SNE had not been assessed and placed in appropriate programmes despite the governments’ effort of setting up EARCs in all the districts with the aim of taking the services closer to people. The study findings are expected to benefit educational planners in recommending for allocation of more resources for training, in-service and equipping the centres for better performance, enhance sensitization of parents and general public about the functions and value of assessment centres. It is further hoped that the findings of the study will bring about greater awareness with regard to the value of the assessment centres.
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    Implementation Strategies of the Re-Entry Policy of Teenage Mothers to School in Bungoma County, Kenya
    (Elixir International Journal, 2018-11) Cherui, Rodgers Gowon; Kitainge, Kisilu; Kipkoech, Lydia
    The Kenyan government developed the policy of the re-entry of the teenage mothers to school in 2001. The policy allows teenage mothers to re-enter schools after delivery. Despite the policy being in place, very few teenage mothers have been returning to school. This study sought to assess the implementation strategies of the re-entry policy of teenage mothers to school in Bungoma County. The main objective of the study was to assess the implementation strategies of the re-entry policy of teenage mother to schools in Bungoma County. The critical theory by Habernes was adopted as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The main data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule were administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability index of 0.79 was obtained. Quantitative data was coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data was organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it identified various strategies that are used in implementation of the re-entry policy. The study revealed that there are a number of strategies that are used in articulating the policy, support that are given to the teenage mothers and the enforcement of the policy. There is need to harmonise the implementation strategies so that the various stakeholders are reading form the same script.
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    Perception of Various Stakeholders on the Re-Entry Policy of Teenage Mothers to School in Bungoma County, Kenya
    (Elixir International Journal, 2019-01) Cherui, Rodgers Gowon; Rotumoi, Joseph
    The relationship between the girl’s education and economic development has received a worldwide attention for quite sometimes. A number of global organization have been formed to address the issue of girl’s education. However, the issue of teenage mothers remains a thorny issue in most developing countries. This category of learners undergo a number of challenges to access and continue with education. Reentry policy of teenage mothers to school mooted in Beijing conference of 1995 is one intervening policy to help address the needs for the teenage mothers. The Kenyan government adopted the policy in 2001. Despite the policy being in place, very few teenage mothers have been returning to school. The objectives of this study to determine the perception of various stakeholders on the re-entry policy of teenage mothers to school in Bungoma County. The critical theory as modified by Habernes was used as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule was administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability of the research instruments was tested using Spearman Rank Order correlation coefficient. A value of 0.79 was obtained and was considered high enough for the instruments to be judged to be reliable. Validity was determined by expert judgment in the School of Education in the University of Eldoret. Quantitative data were coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data were organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it shed light on the level of awareness among various stakeholders of the re-entry policy of teenage mothers to school, the perception of the various stakeholders on the re-entry policy, identified aspects of culture that affected the implementation of the re-entry policy and the implementation strategies that are in place to implement the policy. The various stakeholders have a negative perception and attitude towards the teenage mother. Its recommended that there should be a national debate on teenage motherhood to increase awareness of the policy and address the issue of perception and the change in attitude towards the teenage mothers.
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    The Relationship Between Training of Assessors and Appropriate Placement of Children with Special Needs. The case of Uasin Gishu County. Kenya
    (International Journal of Arts and Entrepreneurship, 2015) Rotumoi, Joseph; Maru, Eunice; Cherui, Rodgers Gowon
    The study assessed support levels for placement of children with Special Needs Education in Uasin Gishu County in Rift Valley province. The objective of the study was to determine the relationship between training of assessors and appropriate placement of children with Special Needs. The study adopted the theory of Planned Behaviour that relates to intention of behavior. A descriptive survey design was employed for the planning and execution of the study. Stratified, Simple Random and Purposive sampling techniques were used in choosing the sample size. The target population which is also the sample for the study included Education Officers, assessors at the education assessment centres, affected parents and Special Needs Education Teachers. The research instruments used to collect data were questionnaires, interview schedule and Observation checklist. Data collected was analyzed both quantitatively and qualitatively with the aid of Statistical Package for Social Science (SPSS). The study findings revealed that the country was still far from achieving education INTERNATIONAL JOURNAL OF ARTS AND ENTREPRENEURSHIP VOLUME 4, ISSUE 9, 2015 http://www.ijsse.org ISSN 2307-6305 Page | 21 for all as attested by the fact that over 1.8 children with SNE had not been assessed and placed in appropriate programmes despite the governments’ effort of setting up EARCs in all the districts with the aim of taking the services closer to people. The study findings are expected to benefit educational planners in recommending for allocation of more resources for training, in-service and equipping the centres for better performance, enhance sensitization of parents and general public about the functions and value of assessment centres. It is further hoped that the findings of the study will bring about greater awareness with regard to the value of the assessment centres
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    The Mental Health Situation Among Teachers in Learning Institutions in Kenya: A Concern for Attainment of Quality Education (SDG. NO. 4)
    (Journal of Conflict Management and Sustainable Development, 2023) Waiyaki, Winnie; Cherui, Rodgers Gowon
    The whole area of mental health has gained prominence in recent years. Its impact on emotional, psychological, and social well-being of an individual has become a matter of great concern including in education. Impacts of mental illness to students and pupils have been studied, including how their education and social performance is affected, with several interventions suggested for coping. The education of a nation resonates with the extent to which development occurs and is sustained. However, not much has been studied on the impact of mental health on the instructors in the technical and vocational training institutions. It is assumed that the teachers are well prepared to help learners with mental health problems but, modalities to help instructors cope with their own mental health issues given the prevailing conditions in our society have been overlooked. This paper assesses instructors’ awareness of their mental health and coping strategies in technical and vocational training institutions. The paper relies on available secondary data and reviewed existing literature on mental health issues and interventions among instructors. The paper established that many instructors suffer from mental health disorders without being aware. Several etiological factors were identified that contribute to this among them, the working conditions and family issues. The effects of poor mental health identified in education include stress, burnout, and demotivation, which, if unattended may give rise to mental disorders such as depression. The paper concludes that individuals, institutions, and policy makers need to work together to address the mental health of instructors and therefore recommended that mental health units be set up in vocational training centers, be equipped with qualified mental health workers who can continually assess for mental disorders and apply requisite interventions promptly. Teachers are also encouraged to take it upon themselves to seek attention for their mental health issues to arrest problems before they get out of hand.