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Education Needs Assessment for Kisumu City, Kenya

01 Jan 2008-

AboutThe article was published on 2008-01-01 and is currently open access. It has received 13 citation(s) till now. The article focuses on the topic(s): Managerial economics & Education policy.

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Citations
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Dissertation
01 Jan 2016
TL;DR: This paper aims to provide a history of research ethics clearance in the field of plagiarism and its application in the context of modern scholarship.
Abstract: .......................................................................................................................................................... ii Declaration on Plagiarism ............................................................................................................................... iv Declaration on research Ethics Clearance ........................................................................................................ v Dedication ...................................................................................................................................................... vi Acknowledgements ....................................................................................................................................... vii Table of contents ............................................................................................................................................ ix List of tables ................................................................................................................................................. xvi List of Figures ............................................................................................................................................... xvii Acronyms .................................................................................................................................................... xviii 1 BACKGROUND TO THE STUDY ....................................................................................................................... 1 1.

24 citations

Dissertation
28 Aug 2014
Abstract: Master of Environmental Studies (climate change and sustainability)105p. June, 2014, QC 983 .O34

10 citations


Cites background from "Education Needs Assessment for Kisu..."

  • ...Education institutions in the City include preprimary institutions, primary and secondary schools, non-formal education centres, vocational institutions, and tertiary institutions (Maoulidi, 2008)....

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  • ...Kisumu lies along the shores of Lake Victoria within latitudes 0° 02' N and 0° 10' S and longitudes 34° 20' E and 34° 55' E at an altitude of 1, 134 metres above sea level (Maoulidi, 2008)....

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Dissertation
01 Jan 2013

8 citations


Cites background from "Education Needs Assessment for Kisu..."

  • ...The municipal education office and district office are housed in different locations and operate independently of each other (Maoulidi, 2008)....

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Dissertation
01 Nov 2014

6 citations


Cites background or methods from "Education Needs Assessment for Kisu..."

  • ...Case studies done in: Mumias Sugar Company by Bolo et al (2009), Jomo Kenyatta Foundation by Musyoka (2011), Equity Bank by Mwongeli (2011), Chemelil Sugar Company by Owelle (2011) and at BIDCO Oil Refineries by Omondi (2011) give findings not entirely generalizable in the public schools that operate in diverse environments....

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  • ...Subjects are clustered into communication, mathematics, sciences, technical and physical education (Maoulidi, 2008)....

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  • ...Each public school is managed by a Board of Management (BOM) using guidelines from the Ministry of Education to create direct link between the schools and the ministry through monitoring performance, resource mobilisation and paying nonteaching staff (Maoulidi, 2008)....

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Dissertation
01 Nov 2016
Abstract: .............................................................................................................................. v TABLE OF CONTENTS ........................................................................................................ vi LIST OF FIGURES .................................................................................................................. x CHAPTER ONE: INTRODUCTION ..................................................................................... 1 1.1 Background of the Study ...................................................................................................... 1 1.2 Problem Statement ................................................................................................................ 3 1.3 Objectives of the Study ......................................................................................................... 5 1.4 Justification of the Study ...................................................................................................... 5 1.5 Scope and Limitation of the Study........................................................................................ 6 CHAPTER TWO: LITERATURE REVIEW ........................................................................ 8 2.

5 citations


Cites background from "Education Needs Assessment for Kisu..."

  • ...Governments and international community are monitoring progress in their efforts to achieve the Education For All (EFA) goals and the Sustainable Development goals (SDGs) (Abdul-Hamid, 2014; Luena, 2012 and Maoulidi, 2008)....

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  • ...The school should collect data on student’s enrolments, classroom profile, students with special needs and other resources such as textbooks and physical facilities (Maoulidi, 2008)....

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References
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MonographDOI
31 Oct 1997
Abstract: This study reveals the power and utility of participatory methods for policy research It demonstrates practices and processes that can tap the knowledge the poor have about their own reality By comparing and contrasting findings from participatory methods with findings from more conventional household consumption and expenditure surveys, the study identifies poverty indicators used by local people at the village level It also shows how using these measures leads to different conclusions about the causes and nature of poverty and reveals the policy and institutional methods that can best address the problem and how development policies must take gender differences into account if they are to be effective The study also demystifies the concept of social capital at the local level and provides quantifiable evidence that village-level social capital -- membership in groups with particular characteristics -- significantly affects household welfare

348 citations


"Education Needs Assessment for Kisu..." refers background in this paper

  • ...Research on factors impacting female schooling has also shown that households tend to invest less in female education because labor market discrimination and wage differentials between men and women have led them to anticipate lower rates of return from girls’ education (Narayan, 1997)....

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Book
02 Oct 2003
Abstract: Preliminary Table of Contents: It's very long. Please see DRM if you need more detail. Preface Acknowledgments Part 1. Theme-Based Chapters Part 2. Country Chapters Bibliography Index

310 citations


"Education Needs Assessment for Kisu..." refers background in this paper

  • ...Public universities such as Maseno receive limited government and donor support, but revenues from the government have been shrinking, while deficits and debts have been escalating (Atchoarena and Delluc, 2002; Altbach and Damtew, 2003)....

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  • ...According to Altbach and Damtew (2003), keeping track of the ratio of students to academic and support staff “is essential in evaluating resource utilization in any university because researchers have found that there is over-employment at public universities in Kenya....

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  • ...Consequently, higher education institutions rely on external sources for donations of teaching and learning materials and funding for physical infrastructure (Altbach and Damtew, 2003)....

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Journal Article
Abstract: This study critically reviews the education sector in Kenya and the challenges facing the sector in achieving universal primary schooling. The study argues that the introduction of cost-sharing system in Kenya has resulted in high dropout and repetition r

19 citations

DissertationDOI
01 Jan 2004
Abstract: The drive to access basic education to school aged children, has preoccupied successive governments in independent Kenya. This has been evidenced by a series of activities aimed at boosting school enrolment and learning ranging from heavy allocation of the national budget to education, currently standing at 6.3% of the GDP, to the current implementation of the free primary education policy. Yet despite all this effort attaining EFA has remained illusive. So while primary school enrolment in 2003 rose from 5.8 to 7.1 million, it is estimated that there are still 2 million non-enrolled children. It is this reality of OOS children, that has over the years prompted a number of individuals or organizations, operating outside the formal system to initiate endeavours offering formal education. From individual cases in the 1980s, these initiatives multiplied in the 1990s and came to be formally recognised a Non Formal Schools (NFS). Policy documents exalted their role in reaching specific populations of excluded children and hence achieving EFA. However, no detailed study had been conducted on NFS in terms of their numbers, education provisions, to whom they are offered, how they are offered, their viability of replication and their overall place in the primary school education plan in the country. The task of this study was therefore to investigate how alternative learning approaches, such as NFS contribute to the provision of basic education in Kenya. This was done by examining the characteristics of NFS with respect to school orientation and classroom culture and how this enhances the attainment of basic education skills. Specifically, the study sought to (a) identify and analyse NFS according to school category and functions (b) understand their learning processes and factors impacting on them and (c) thereafter posit the contributions NFS are making towards enhancing the provision of basic education in Kenya. The study designed to answer the above objectives adopted an interactive research design comprising the quantitative and qualitative paradigms. First an institutional mapping survey comprising 30 institutions was conducted. Thereafter 8 cases were selected for detailed study. Additionally a desk review of NFE approaches targeting school aged children in selected countries was undertaken. The selection of the sites was informed by the fact that NFS are visible from a geographic point of view as they are mainly to be found in rural-remote districts and urban poor areas. Hence NFS in Samburu and Marsabit to represent Rural and Kisumu and Nairobi too represent Urban were studied. The data collection and analysis procedures were guided by the “nine building blocks of education” framework suggested by Anderson (1992) who suggests that optimum outcomes in education are the result of effective interaction among the 9 blocks viz. the learners, teachers, time, place, curriculum, pedagogy, community participation, administration and finances. The work is also presented along these nine blocks. On the whole, the study reveals that there has been an overly romanticism of the role of “alternative provisions”. NFS are ascribed a big role without accompanying changes in policy and financing and without a full examination of its ability to provide an equitable learning experience. The schools are envisioned to augment the countries basic education plan and yet they have not been properly empowered to do so. Government documents depict a lack of clarity of the place of NFS in the overall basic education plan. For instance, they are quoted to be complementary institutions but the findings suggest that the majority of NFS, especially in urban are parallel institutions, competing against formal education rather than complementing it and operating in a vague and uncoordinated linkage with formal institutions (e.g. primary schools, examination council) offering basic education. The wording “non” has been used to justify difference which unfortunately has taken the shape of “just teaching” questionable content using equally questionably pedagogical skills. It is evident that NFS needs streamlining and this study makes suggestions on a more comprehensive educational plan that would accommodate vulnerable children and their quest for formal education. In this sense, this work belongs to the broader theme of school reform.

16 citations

01 Jan 2005
Abstract: Kenya's adult literacy programme was launched with pomp and circumstance in 1979 but has since experienced a downward trend in learner participation to the extent that observers wonder whether it still exists. In this article, the author describes the factors that contribute to low participation rates among learners and discusses the possible factors which research suggests might be responsible for this problem.

12 citations


"Education Needs Assessment for Kisu..." refers background in this paper

  • ...These realities have led researchers such as Oluoch (2006) to advocate the streamlining of adult literacy in the education system, so that learners can have adequate institutional facilities and resources....

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