Download or read book Education Innovation and Income in Rural Kenya written by Arne Bigsten and published by . This book was released on 1980 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education and Income Determination in Kenya written by Arne Bigsten and published by Gower Publishing Company, Limited. This book was released on 1984 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Study of the impact of education on wage determination, and labour market effects on income distribution in Kenya - includes the historical background of employment policy and wage policy; examines rural workers' wages; the educational system, on the job training and available skills, and concludes that educational level influences urban area incomes and resulting innovations influence positively rural income. Bibliography, references and statistical tables.
Download or read book Education and Development in Rural Kenya written by Lewis Brownstein and published by New York : Praeger Publishers. This book was released on 1972 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Report on a questionnaire survey conducted between 1965 and 1967 of rural area primary education school leavers in Kenya to elucidate the relationship between education and political and economic development - analyses the responses of 834 candidates for the 1964 Kenya preliminary examination to questions concerning vocational training, employment, etc., since taking the examination, etc., and concludes to the need for a comprehensive educational planning strategy. Bibliography pp. 205 to 212 and statistical tables.
Download or read book Does Free Secondary Education Enable the Poor to Gain Access written by Asayo Ohba and published by Anchor Books. This book was released on 2009 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mud and Cell Phones written by Anne Sewell and published by . This book was released on 2018 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite global efforts to achieve universal education, millions of people still lack access to learning, with a high concentration in sub-Saharan African countries. Like many rural communities around the world, Kenya's rural population experiences challenges in accessing resources and opportunities equal to those living in urban centers. With 74% of its population living in rural areas,[1] research into providing accessible education and access to information and communication technologies (ICTs) is a priority for both the Kenyan government and the communities where these challenges exist. In response to these challenges, recent critical developments in communication and sustainable energy have enabled remote communities to gain greater access to distant services. In cases where banks and electrical power are not available, off-grid portable solar panels and cell phone banking through the locally developed M-Pesa technology have been remarkably successful. If cell phones can stand in for banks, can other technologies increase access to education for people in remote locations? Could a learning network using ICT paired with essential services such as water and sanitation, support an existing education system which is otherwise not reaching all people? Scholars such as Ivan Illich, Paulo Freire, Philip Coombs and Wangari Maathai believe universal education is not possible through formal education in the present style of school institutions. Their theories propose strong arguments which support nonformal learning outside of the classroom. Coombs especially argues that nonformal learning is key to rural development where primary schooling is not available due to geographic or socio-economic barriers. The Kenyan government, as outlined in their Vision 2030 and National ICT Master Plan, believes ICT plays a critical role within many sectors, including education, health and employment. With goals to provide ICT infrastructure in all schools and health centres,[2] and provisions to build innovation hubs throughout each of the 47 counties,[3] architecture plays a significant role in how these spaces of ICT and nonformal learning are designed and allocated throughout rural communities. This thesis criticizes current models of rural connectivity which fail to acknowledge the strengths and diverse cultures of the communities in which they are inserted. Instead, it recognizes the importance and value of local knowledge, culture, and traditional forms of knowledge exchange and argues for a design process which is in fact rooted in the unique culture and knowledge of each location. This thesis contains a range of work influenced by two visits to Kenya, the first in 2014 for two weeks, and the second in 2017 for one month within the case study site of the thesis. Designed from the perspective of a foreigner, this thesis emphasizes the importance of an inclusive design process-a process which acknowledges the contributions of many individuals, existing community groups and local experts. The proposal is largely influenced by conversations that took place within the community and takes the form of a network of scalable nodes rooted in cultural tradition, nonformal learning, ICT and essential resources. The placement of these nodes is informed by existing gathering spaces and contains different combinations of architectural program that use ICT as a tool for nonformal learning. Mud and Cell Phones: Nonformal Learning Networks in Rural Kenya proposes a dynamic network, not fixed in any given moment of time, able to expand or contract to suit the changing needs of each community it serves. [1] “Rural population (% of total population),” The World Bank Data, accessed November 4, 2017, https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS. [2] Ministry of Information, Communications and Technology, “National ICT Master Plan 2014-2017,” presented during DMB Workshop on e-Participation from 13-16 January 2015 (Nairobi: United Nations Public Administration Network, 2015), 7. [3] Ministry of Information, Communications and Technology, “Constituency Innovation Hubs Agreement,” (Nairobi: Ministry of Information, Communications and Technology, 2017), 2.
Download or read book Education and Rural Development written by Philip J. Foster and published by . This book was released on 1974 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education for Rural Development in Kenya written by Kabiru Kinyanjui and published by . This book was released on 1979 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mothers and Schooling written by Fibian Lukalo and published by Routledge. This book was released on 2021-11-29 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ground-breaking book opens new horizons in understanding educational decision-making and how schooling patterns are shaped by, and reshape, rural communities. It provides a humane portrait of the struggles faced by mothers in rural Kenya to educate their children, despite the ‘free education policy’. Based on a prize-winning study examining mothers’ attitudes to education in a rural Kenyan community, this vividly nuanced ethnographic work draws upon African feminist perspectives to describe the livelihoods and aspirations of 32 mothers responsible for over 180 children. It explores the effects of mothers’ school histories and the constraining effects of land practices and patriarchal culture on their actions. Their school choice and engagement strategies reflect different facilitating environments, their educational values, the use of social mothering practices and reliance on kinship reciprocity. The findings illustrate the importance of recognising the diversity of mothers’ situations within this small community and the pressures they face to be ‘good mothers’ who school their children. Mothers and Schooling highlights the importance of mothers’ educational agency and is essential reading for anthropologists of education, those working in gender studies, poverty alleviation strategists, educational researchers, teachers and policy-makers who wish to improve the success of Education for All for the children of women living in Southern rural poverty.
Download or read book Growing Up in Kenya written by Anne Mary Njeri Mungai and published by Peter Lang Incorporated, International Academic Publishers. This book was released on 2002 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growing Up in Kenya: Rural Schooling and Girls reveals the clash between the traditional values and roles of women and the school culture and expectations. Traditionally, women were brought up to value the roles of wife, mother, and cultivator. This book shows the struggle rural girls experience as they try to fit into these traditional roles while meeting the expectations of the school curriculum. Although education is central to a woman's status, because it affects every other aspect of her life, studies indicate that parents have lower occupational aspirations for their daughters than for their sons. This is true for higher socio-economic groups as well as when the daughters' academic performance is superior to that of the sons'.
Download or read book The Relevance of Education to the Socioeconomic Development Needs of Rural People written by Emma Wanjiru Theuri and published by . This book was released on 1997 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The study had three main purposes: (1) to examine theories in education for economic development and to identify one or more that might help explain education and economic development in Kenya since independence (1963 to 1993). (2) to evaluate the economic vitality of education to rural development by exploring the extent to which education as currently provided addresses the socioeconomic needs of rural people. Specifically, rural professionals' perceptions of the ideal skills for developing rural Kenya and the level of provision of those skills were examined. In addition, the study explored professionals' perception ratings regarding the amount of local knowledge high school students possess in areas of general education, socio-political and economic conditions of their districts. (3) to evaluate policy options rural professionals perceive as important in guiding education in order for it to become more relevant to the development needs of the rural people in Kenya. Procedure. Two provinces were selected using some set criteria. Random sampling was used to select two districts, Kwale and Nyeri, one from each of the selected provinces. Cluster sampling was used in the selection of high schools and divisions. Two hundred and thirty-eight (238) respondents constituted the sample. Included were extension workers, high school teachers and district level government administrators. Data were obtained from a questionnaire developed by the researcher and administered to subjects in face-to-face interviews. Descriptive analysis, one-way and two-way ANOVA, chi-square tests and qualitative methods of data analysis were used to examine professionals' perception ratings by gender, community role (job type), location, educational level, and age. Statistically significant differences among or between variables were identified and discussed. Results. Three of the theories examined; human capital theory, status competition and class reproduction failed to provide a complete description of education and economic development in Kenya for the period 1963 to 1993. Institutional theory had some utility in effectively providing a description of education and economic development in Kenya for the period under study. Perceived skills for the development of rural Kenya are poorly or not at all being provided to students by the public education system. In addition, rural professionals believed that by the time students graduate from high school, they possess little or no knowledge about educational, socio-political or economic issues of their districts. This mismatch between the perceived skills and knowledge versus those that are actually provided by public education could be contributing to the high rates of unemployment characteristic of rural Kenya. Further, community perceptions regarding the provision of skills to students by public education, and students' level of local knowledge, were found to be significantly influenced by gender, location, community role and age of respondents. Educational level of respondents had no influence at all. Diversity issues were found to be important factors to be considered when rural policies are developed. It is recommended that there is need for educational change especially in the ways policies are developed and implemented. Specifically, policy makers need to adopt a more open grass-root and research-based approach to policy development. This could increase and enhance shared decision-making in order for education to better address the needs of rural communities in a more appropriate and focused manner.
Download or read book Natural Science Education Indigenous Knowledge and Sustainable Development in Rural and Urban Schools in Kenya written by Darren M. O’Hern and published by Springer. This book was released on 2014-05-05 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state’s curricula documents, and schools’ exam-oriented pedagogical approaches. O’Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere. “In an era of environmental crisis and devastation, education that supports sustainability and survival of our planet is needed. Within a broader sociopolitical context of post-colonialism and globalization, this volume points out possibilities and challenges to achieve such an education. The authors propose a critical, postcolonial approach that acknowledges the contextual and situational production of all knowledge, and that de-dichotomizes indigenous from ‘Western’ scientific knowledge.” Eric (Rico) Gutstein, Professor, Curriculum and Instruction, University of Illinois at Chicago (USA)
Download or read book Women s Agency and Educational Policy written by mutindi mumbua kiluva-ndunda and published by SUNY Press. This book was released on 2001-01-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Highlights the struggles of a group of women from rural Kenya to provide educational opportunities for their children.
Download or read book Kenya Population written by Kenya National Library Service. National Reference & Bibliographic Department and published by . This book was released on 1986 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education for Rural People written by David Acker and published by Food & Agriculture Organization of the UN (FAO). This book was released on 2009 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly one out of six people of the current inhabitants of the world is suffering from hunger and illiteracy. This book was developed to assist policy makers dealing with rural poverty, food insecurity and education challenges confronting rural people. It seeks to address the correlation between education, training, empowerment and food security, mainly through a number of examples from all over the world. It is about strengthening the capacity of rural people to achieve food security. It identifies different dimensions of education and training that have proven useful, and covers formal education as well as non-formal education, literacy as well as skills training.
Download or read book Research and Publications written by University of Nairobi. Institute for Development Studies and published by . This book was released on 1976 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book More People Less Erosion written by Mary Tiffen and published by . This book was released on 1994-03-08 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Uses conventional data, oral history and photographic records to examine the interactions between people and their environment over a period of 60 years. Challenges the view that population growth inevitably leads to environmental deterioration. Features valuable lessons on how resource management technologies, the right social and economic milieu and supportive policies can lead to sustainable development.
Download or read book World Development Report 2018 written by World Bank Group and published by World Bank Publications. This book was released on 2017-10-16 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
