Browsing by Author "Rodgers, Cherui"
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Item 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; Rodgers, Cherui; Janeand, Oloibe; Kosgei, Zachariah, KItem Assessment of Cultural Aspects That Affects the Re-Entry Policy of Teenage Mothers to School in Bungoma County Kenya(School of Communication, Daystar University, 2018) Rodgers, Cherui; Kipkoech, Lydia; Kisilu, KitaingeAbstract 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.Item Implementation Strategies of the Re-Entry Policy of Teenage Mothers to School in Bungoma County, Kenya(Elixir International Journal, 2018) Rodgers, Cherui; Kitainge, Kisilu; Kipkoech, LydiaAbstract 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.Item 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; Eunice, Maru J.; Rodgers, CheruiABSTRACT 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 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