Author
J. Mualuko
Bio: J. Mualuko is an academic researcher. The author has contributed to research in topics: Primary education & Government. The author has an hindex of 1, co-authored 1 publications receiving 11 citations.
Topics: Primary education, Government, Bursary
Papers
More filters
••
TL;DR: In this article, the authors analyzed the impact of free secondary education and bursary schemes on enrolment in secondary schools in Kenya and analyzed the strengths and weaknesses of these programmes in enhancing access to secondary education.
12 citations
Cited by
More filters
••
TL;DR: Psacharopoulos and Woodhall as discussed by the authors, A World Bank Publication by Oxford University Press (1985), £9.95, ISBN 0-19 520478-6, p.
Abstract: ∗ By George Psacharopoulos and Maureen Woodhall, A World Bank Publication by Oxford University Press (1985), £9.95 ISBN 0-19 520478-6.
237 citations
•
01 Jan 2017
23 citations
•
29 Dec 2017TL;DR: In this paper, the authors present a rationale for further CSL research in Kenya to ensure culturally sensitive, theoretically sound, and non-exploitive CSL that fosters positive outcomes for students, partner organizations, communities, and higher education institutions.
Abstract: To understand community service-learning (CSL) in global contexts, an Indigenous perspective is needed to reflect the range of contextual and historical issues. Theoretical discussions of CSL generally reference theories of experiential and reflective learning; however, work in critical pedagogy and anti-colonial discourse can be utilized to generate a framework that embraces the breadth and depth of CSL in different regions. Extant research on CSL in Africa has found that student learning and development are influenced by pressures faced by the higher education system as well as historical and contextual issues encountered by students while engaged in CSL. As discussed in this article, incorporating an Indigenous perspective within existing theoretical frameworks can enable the development of models, pedagogical approaches, and practices that reflect needs of Kenyan communities. The authors present a rationale for further CSL research in Kenya to ensure culturally sensitive, theoretically sound, and non-exploitive CSL that fosters positive outcomes for students, partner organizations, communities, and higher education institutions.
12 citations