Research Journal in Comparative Education

Ethics, implementation of procurement policies, and efficiency in public high schools in Kenya

Thomas Nyaencha — 2022-09-07

A number of school principals of high schools have been disciplined by the Ministry of Education due to procurement related issues. The purpose of this study, therefore, was to determine implementing of public procurement policies and their influence on institutional effectiveness in public secondary schools in Kenya. The specific objective of this research was to examine the influence of ethics in implementation of procurement policies on institutional effectiveness in public secondary schools using secondary schools in the former Nyanza Province of Kenya as a case study. The research was based on the institutional theoretical framework and it was a multi methodological investigation adopting cross-sectional survey. The sample comprised principals of schools, deputy principals, teachers, students and Board of Management members sampled randomly. Both qualitative and quantitative data were obtained from the subjects by use of interviews and questionnaires and the data were analyzed using a thematic analysis approach and by the use of descriptive methods. We found out that adherence to procurement ethics and moral principles significantly boosts procuring committee performance in public secondary schools. We recommend that let the relevant state organs conduct civic education among school communities that the public might stop losing resources through unethical and immoral procurement practices.

Influence of teacher-pupil relationship on pupils’ acquisition of literacy competencies in selected public primary schools in Kibra, Nairobi County

Patrick Lumumba Aghan — 2022-11-17

This paper sought to examine the instructional role played by teachers with specific interest on how teacher-pupil relationships influence pupils’ acquisition of literacy competencies. The study is conducted in selected public primary schools in Kibra, one of the most recognized informal settlements in Kenya and the largest urban slum in Africa. Guided by Holdaway’s (1979) literacy development theoretical framework, this paper adopts a mixed method approach in data collection for both qualitative and quantitative data. The study targeted pupils enrolled in class three and four, and their respective teachers. Interviews, questionnaire and focus group discussion guides (FGDs) were used to collect data from 50 class three and four teachers and 348 pupils. Each focus group comprised of not more than 12 pupils. Purposive and stratified random sampling techniques were employed to sample the teachers and pupils respectively. Data were analysed using Statistical Package for Social Sciences (SPSS) and Nvivo software. Chi-square statistical formula was used to test the null hypotheses. The study recommends that in order for pupils to achieve improved acquisition of literacy competencies, teachers should cultivate deliberate efforts of attaining friendly relationships with all the learners.

Critical analysis of the foundation and the principles of Competency-Based Curriculum in Kenya: Philosophical perspective

Eric Thomas Ogwora — 2022-10-07

In about four decades, Kenya has implemented three radically different systems of education. This has come due to the demand for a more proactive, efficient, responsive and foundational system of education that can be able to inculcate proper knowledge, skills and values which foster right competencies, attitude and character that is suitable for the contemporary society. The demand for the right educational system is crucial and timely because the society has undergone unprecedented technological advancement of global information spiking that makes the whole world to share concerns, expectations, desirability and general worldview. This has necessitated the need for constants review, reforms and revision of the educational system so as to march this unparalleled transformations. One such changes in the system of education that has elicited great reaction is the shifting from 8-4-4 to Competency Based Education which is midwifed by the new Competency Based Curriculum (CBC). In reference to this, various scholars have come up with arguments regarding the gamut of CBC focusing on both the trivial and mundane, on one hand and the most spectacular and momentous aspect of this curriculum, on the other hand. Notwithstanding this, one of the thing that has remained unanswered is whether there is actual and real philosophical change in the shift from 8-4-4 to Competency Based Education offered by the new CBC. The concern is anchored in the basic assumption that education and philosophy are interdependent. They are interdependent on the sense that philosophy is the reflective component and education is the active component which together support human life. Ideally speaking, philosophy underpins all knowledge which education espouses. It is the guide and the inspiration of education. It clarifies the aim, goal and objective of education in the society. With this reciprocity in mind, this paper intends to investigate whether Competency Based Education and curriculum in Kenya is based on different philosophical foundation from that of 8-4-4. It will interrogate the philosophical nature, fundamental principles and the theoretical foundation upon which competency based education is offered with a view of showing if there is real and actual shift from that of 8-4-4.