Walter Otieno K’odipo

Abstract

The purpose of this study was to identify reasons for disparities in gender representations at the decision making level at public universities in Kenya with specific reference to Moi University.

The study utilized purposive sampling where 30 female members of the middle level staff population were invited to participate. Using an unstructured questionnaire and content analysis of documents obtained from administration offices, the study sought to assess the academic needs of middle level female staff; establish the challenges faced and establish whether there is an academic career development program for female staff to engage in matters of gender during promotions at the university. The study revealed that for women to make it to the decision making level of the university governance structure, they must strive to further their education.

 

Keywords: gender disparities, middle level staff, universities, career development

Contact: Walter Otieno K’odipo, Moi University, School of Engineering.

 

Full Version

To cite this article: Walter Otieno K’odipo. (2013).  Gender Disparities in Decision Making Levels in Universities in Kenya , Journal of African Studies in Educational Management and Leadership, 2:2, 39-53

Available online March  2013
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©2013 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED

 Perez Oyugi

 

Abstract

 

There is an increasing recognition that effective leadership is vital if schools are to be successful in providing good learning opportunities for students. Consequently, social constructs—including those related to school administration, leadership, and management —are important in helping school principals understand, frame, and describe administrative issues related to bullying. Using the lens of social justice educational leadership, through this paper I seek to explore how school management discursive practices in Kenya impact school principals’ understanding of their roles in bullying resolution. A secondary aim is to contribute to scholarship in the area of social justice school leadership by drawing on the findings of a study conducted in Ontario, Canada on how school administrators’ ways of knowing, valuing, and relating to issues of social justice influenced their understanding of administrative roles in bullying resolution. Using a comparative and critical lens, this article report findings from a qualitative study and outline possibilities for using a social justice leadership lens when constructing administrative practice action in the resolution of bullying in schools. Study findings further indicate that how school principals constructed their role was influenced by expectations related to administrative practice competencies, knowledge, values, and actions.

 

Contact: Perez Oyugi, PhD student in Educational Studies (Policy&Leadership)

UniversityOntario,CANADA; Email:po02qb@brocku.ca or poyugi@hotmail.com

 

 

To cite this article: Perez Oyugi. (2013). Constructing School Leadership Practice in Situations of Violence:  Comparisons, Explorations and Possibilities for a Social Justice  Leadership LensJournal of African Studies in Educational Management and Leadership,  

Description: http://www.kaeam.or.ke/images/kaeam/pdf2.jpg Full Version

  Available online December 2014
Publication details, including instructions for authors and subscription information: http://www.kaeam.or.ke
©2014 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED

Joyce Lugulu

Abstract

 

The purpose of this paper was to examine the role of what is termed as a school sponsor in administration and management of public secondary schools in Kenya.  This study was motivated by disputes between the Ministry of Education and mainstream church sponsored schools over management and administration of these institutions since 2001.  From this study it is clear that school sponsors run pastoral programs in most of the schools but do not construct or maintain physical facilities or pay teachers salaries.  To solve the existing disputes between sponsors and school management boards, it is recommended that the sponsors register their schools as private institutions and adhere to the recommendations outlined in Sections 46 to 49 of the Education Act of 2013.

 

 

Key Words: school administration, school sponsor, public school administration, educational management.

Contact: Joyce Lugulu, Moi University, Email: joycelugulu@yahoo com 

 

 

Full Version  

 

 

 

To cite this article: Joyce Lugulu (2013).  Role of the Sponsor in Public Secondary School Administration and Management in Kenya:  A Case Study of Kakamega County, Kenya, Journal of African Studies in Educational Management and Leadership, 2:2, 54-62

Available online March 2013
Publication details, including instructions for authors and subscription information:
http://www.kaeam.or.ke
©2013 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED

 

 

Wanjiku J. Khamasi

Chief Editor

In this 2nd issue of the Journal of African Studies in Educational Management and Leadership (JASEML) we have four articles reporting on studies conducted in Kenya.  The issue addresses challenges posed by bullying in schools, sexual harassment of male students in universities, gender disparities and ownership of primary and secondary schools.  These issues affect quality of education.  Bullying and sexual harassment in institutions of learning affect attendance, progression, completion and performance.  Gender disparities in staff recruitment and promotion affect quality of services offered by institutions.  It is equally clear that conflicts between school managers and school owners/sponsors affect teaching and learning in those institutions.  These factors contribute to tangible and intangible loses for Kenya and other similar nations. 

In the first article, Perez Oyugi using what she refers to as ‘lens of social justice educational leadership’ interrogates school principals understanding of their roles in curbing bullying in schools in Kenya. 

The second article explores various forms of sexual harassment experienced by male students in a university in Kenya.  The authors observe that the types of sexual harassment subjected to male students have changed and most harassers through modern technology use short text messages and email among other channels of communication. 

Gender disparities among university staff is the issue discussed in article 3 by Walter K’Odipo in a study conducted in one university campus in Kenya.  The author sought to identify reasons for disparities in gender representation at the decision-making level in the university.  A variety of issues are discussed.  But what is clear is that most middle level female staff that joined the university particularly in the 90s had low academic qualifications that made it difficult for them to climb to a decision-making level of the university governance structure.  The author observes that for the middle level female staff to rise through the career ladder, years of experience alone do not count.  They must strive for higher academic credentials. 

Lastly the fourth article discusses the issue of school ownership as dictated by history of education in Kenya dating back to early 1900s.  The author highlights a number of unresolved issues in the management of primary and secondary schools in Kenya, which seem to impact negatively on the management of a number of public schools.  

Mahugu M.W., Khamasi J.W., Kitainge K., Were G., Karei R., Daudi F. and Kiplagat H.

 

Abstract

Sexual harassment of male students by female colleagues is on the rise in institutions of higher learning. This paper explores the various forms of sexual harassment that the male students experience in the hands of their female colleagues. Interviews were held with a selected sample of male students from a university in Kenya. Findings indicate that sexual harassment has shifted from the traditional indecent exposure, to unwanted sexual remarks, forced sexual contact, and sexual messages and pictures sent through phones or even e-mail. There is need for institutions to sensitize male students on what sexual harassment is, and how and where to seek for professional help. Institutions also need to work towards nurturing harassment-free campuses.

 

 

Key words: Sexual harassment, male student, institutions of higher learning.

Contact person: Mary Mahugu, Moi University, Student Affairs Unit, Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

Full Version. 

 

 

 

To cite this article: Mahugu M.W., Khamasi J.W., Kitainge K., Were G., Karei R., Daudi F. and Kiplagat H. (2013).  Reversed Roles? Sexual Harassment of Male Students by Female Colleagues , Journal of African Studies in Educational Management and Leadership, 2:2,23-38.

Available online March  2013
Publication details, including instructions for authors and subscription information:
http://www.kaeam.or.ke
©2013 Kenya Association of Educational Management and Leadership.  ALL RIGHTS RESERVED