Editorial
Jennifer Wanjiku Khamasi Ph. D
Associate Professor of Family and Consumer Science Education
I am happy to present to you Volume 6 of JASEML which comprises of 6 chapters presented herein as follows:
- “Equitable Leadership as an Emerging Concept among School Principals in Kenya: An Institutional Perspective”by Perez Oyugi;
- “The Changing Roles of School Managers: Where the Rubber Meets the Road” by Nobert Wanjala Wanyonyi and Irene Simiyu;
- “Career Development Challenges Faced by Undergraduate Student Mothers in Public Universities in Kenya” by Joyce M. A. Lugulu;
- “Research Experience versus Research Theory: The Journey of a Novice Qualitative Researcher” by Khadiala Khamasi;
- “The Use of Design Process in the Production of Goods and Services by the Informal Sector in Kenya” by Wamalwa Chrispinus W. Mukoche; and lastly
- “Practice of Sustainable Agriculture in Kenya’s Public Secondary Schools” by Ouma O. Peter and Masese M.
Chapter 1 is about a study that took place both in Kisumu, Kenya and Ontario Canada. It was informed by constructivist grounded theory approach and 7 principals from Kisumu and 5 from Ontario participated in the study. The paper discusses equitable leadership amongst school principals in Kenya, a concept and practice that the Perez Oyugi finds new in the Kenyan education landscape.
Nobert Wanjala Wanyonyi and Irene Simiyu in Chapter 2 contend that, the roles of school managers are changing rapidly. The authors argue that most principals are unprepared and consequently the phenomena of change management overwhelms them, particularly because education stakeholders expect the school managers to ensure that every child sails through the education system to completion; despite the fact that, most school managers do not have the skills needed to handle emerging issues in the schools.
Chapter 3 is a report of a study conducted in 3 public universities in Uasin Gishu County, Kenya; on the challenges faced by undergraduate student mothers in the respective study sites. The author discusses challenges such as stigma, financial constraints, lack of appropriate accommodation, misunderstandings with spouses and family, and inability to balance motherhood and studies. These challenges affect retention and completion of student mothers in public universities.
In Chapter 4, Khadiala Khamasi reminds us that research can be an overwhelming process for a beginning researcher; a factor that those who teach research methods often overlook. She takes the reader through her experiences as a novice researcher. The paper could serve as a reader for lecturers who teach research related courses to post graduate students.
Chrispinus Wamalwa in Chapter 5 discusses results of a survey that investigated the production process in the informal (Jua Kali) sector in Kenya. He made the assumption that design technology impacts on the quality of the goods and services produced. However, the findings show that the design process in the Jua Kali production was limited and the author recommends training seminars for the Jua Kali sector in order to promote use of design technology and consequently enhance efficiency and a value.
The last chapter by Ouma and Masese discusses the importance of agriculture education given that agriculture is the mainstay of Kenya economy because the sector:
contributes directly 26 per cent of the Gross Domestic Product (GDP) … supplies the manufacturing sector with raw materials … generates tax revenue … to support the rest of the economy … also accounts for 65 per cent of Kenya’s total exports, it employs over 40 per cent of the total population, and over 70 per cent of the rural population depend on agriculture for their livelihood (Government of Kenya, 2011, pg. x).
The authors remind us that ‘Secondary school agriculture in Kenya is intended to make learners acquire useful agricultural skills for production and environmental protection’. The aim of the study therefore was to: ‘assess the knowledge level of public secondary school agriculture teachers towards sustainable agriculture; to determine sustainable agriculture practices carried out in schools and to establish the perception of secondary school teachers of agriculture towards environmental sustainability’. The survey findings paint a grim picture on the quality of teachers who teach agriculture in secondary schools in Kenya and point to the need for teacher education institutions to align the agriculture education curriculum to the goals of the agriculture sector and to also rethink ways in which teachers are trained.
The six paper touch on issues that will always be important to the education sector that is school leadership, research methodology, factors that inhibit progression and timely graduation from college, and vocational education as offered through courses such as technology and agriculture education. The discussions presented are calling for dialogue and more research that is aimed at transforming practices.
References
Government of Kenya (2011). Agricultural Sector Development Support Programme, Ministry of Agriculture, Nairobi. Source: http://www.nafis.go.ke/wp-content/uploads/2012/05/asdsp-program-doc-after-signing-1-jan-12.pdf
Chief Editor
Prof. Jennifer Wanjiku Khamasi,
Registrar Academic Affairs, Dedan Kimathi University of Technology
Wamalwa Chrispinus W. Mukoche,
Abstract
Informal sector plays an important role at all levels of a global economy (ILO, 1986). It’s a seedbed for indigenous entrepreneurship and national development since it energizes technological capacity building, innovation diffusion, and capital mobilization, which would not otherwise be generated. The sector is essential in economic growth and development of the nation. Design process is crucial in any production of goods and services required by the citizens of any country. This paper examines the results of the study that investigated the production process in the Informal (Jua Kali) sector on the premise that design technology impacts on the quality of the goods and services produced. A sample survey design was used in this study. Data was collected using questionnaires and interview schedules and was analyzed using descriptive statistics. The findings indicated that use of the design process in the Jua Kali production was limited, being hampered mainly by entrepreneurs’ low levels of formal education, professional training and limited experience in the design process. This lowered quality and performance of their products and services thus wastage and quick obsolescence exhibited. I recommend that frequent training through seminars and workshops of the Jua Kali producers on design technology is important for sustainable use of design process in the Jua kali sector production.
Key words: Design process; quality of products and services; Informal sector (Jua Kali)
Contact details: Wamalwa Chrispinus W. Mukoche, School of Education, University of Eldoret, Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
To cite this article:Wamalwa Chrispinus W. Mukoche, The Use of Design Process in the Production of Goods and Services by the Informal Sector in Kenya, Journal of African Studies in Educational Management and Leadership, Vol. 6, pp. 84-95, 2015
Available online August 2015
Publication details, including instructions for authors and subscription information: http://www.kaeam.or.ke
© 2015 Kenya Association of Educational Management and Leadership. ALL RIGHTS RESERVED
Peter O. Ouma & M. Masese
Abstract
The ultimate aim of education is to promote responsible citizenship behavior. Secondary school agriculture in Kenya is intended to make learners acquire useful agricultural skills for production and environmental protection. Despite agriculture subject being offered in most secondary schools in Kenya for over a quarter of a century the practice of sustainable agriculture in schools remains elusive and the use of agrochemicals is still a great threat. The objectives of this study was to assess the knowledge level of public secondary school agriculture teachers towards sustainable agriculture; to determine sustainable agriculture practices carried out in schools and to establish the perception of secondary school teachers of agriculture towards environmental sustainability. Structured Questionnaires were administered among agriculture examiners of Kenya Certificate of Secondary Education. The target population was six hundred teachers and a sample of 80 respondents was selected through stratified random sampling technique. The responses were analyzed using frequencies and percentages. Correlations were determined using Pearson’s product moment coefficient and regression analysis used to determine cause-effect relationship. The major finding was that majority of the teachers have no knowledge of sustainable agriculture and do not engage in practices that promote environmental protection. The information from this study is significant to curriculum developers and agriculture teacher trainers to evaluate the content of agriculture education training to infuse sustainable agriculture and sustainable environmental development.
Key words: Agriculture teachers, agrochemicals, biodiversity, environmental education, sustainable agriculture
Corresponding Author: Peter O. Ouma, Email:This email address is being protected from spambots. You need JavaScript enabled to view it., Department of Science and Agriculture Education, University of Eldoret.
To cite this article:Ouma, Peter O. & M. Masese, M., Practice of Sustainable Agriculture in Kenya’s Public Secondary Schools, Journal of African Studies in Educational Management and Leadership, Vol. 6, pp. 96-113, 2015
Available online August 2015
Publication details, including instructions for authors and subscription information: http://www.kaeam.or.ke
© 2015 Kenya Association of Educational Management and Leadership. ALL RIGHTS RESERVED
Khadiala Khamasi
Abstract
A research process can be quite daunting especially for a novice researcher. This paper documents my initial entry into the world of graduate research as novice qualitative researcher. It demonstrates the disparity between what i expected and what i actually experienced. It highlights my personal journey as a researcher and the challenges faced as well as the lessons learned. The paper is therefore informed by both my personal experience as well as literature. It is my desire that by sharing these experiences, other researchers will be encouraged to not only document their personal experiences, but that other novice researchers will learn from the experiences as they chart their personal research journeys.
Keywords: Social networks, qualitative research, novice researcher, medication sharing, Somali Community, prescription medication
Contact details: Khadiala Khamasi, MSc student, School of Public Health, Moi University. Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
To cite this article: Khamasi Khadiala, Research Experience versus Research Theory: The Journey of a Novice Qualitative Researcher, Journal of African Studies in Educational Management and Leadership, Vol. 6, pp. 69-83, 2015
Available online August 2015
Publication details, including instructions for authors and subscription information: http://www.kaeam.or.ke
© 2015 Kenya Association of Educational Management and Leadership. ALL RIGHTS RESERVED