∗ By George Psacharopoulos and Maureen Woodhall, A World Bank Publication by Oxford University Press (1985), £9.95 ISBN 0-19 520478-6.

Education of development: an Analysis of investment choices∗

Education for Development.

The role of girls' mobile phone use to increase access to educational content after school : a capabilities-based evaluation in Nairobi

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.

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Indigenous Perspectives on Community Service-Learning in Higher Education: An Examination of the Kenyan Context

Influence Of Tuition Free Secondary Educational Subsidy On Students’ Participation Rates In Public Secondary Schools In Kasarani, Nairobi County, Kenya

Ndiku

Papers

Government Funding on Access to Secondary Education in Kenya: Challenges and Prospects.