Faculty of Education

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    EDUCATION STAKEHOLDERS’ CONTRIBUTION TO SCHOOL QUALITY LEADERSHIP IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS IN SECONDARY SCHOOLS KENYA:
    (INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-19) Enose M.W. Simatwa; Hellen Adhiambo Ahawo
    The government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objective of this study was to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t-test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed highly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement.
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    ANALYSIS ON RETURNS TO LEVELS OF EDUCATION AND CHALLENGES FACED BY THE COMPUTER URBAN SELF EMPLOYED IN KISII COUNTY, KENYA
    (INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-18) Eliud Nyakundi; Prof Enose M.W. Simatwa; Prof Theodore M.O. Ayodo
    The self-employment sector provides an avenue for workers to earn a living. There exists earning differentials among workers with various levels of education worldwide. In Kisii County there are worker entering into employment with various levels of education. The return to the self-employed varies. The return to the self-employed is important in determining individual and government investment in education. The purpose of the study was to establish education returns to computer selfemployment activities in urban Kisii County. The study objectives were to; determine the returns to education of various levels of education of the self-employed in computer industry, determine the challenges facing the self-employed, determine effectiveness of intervention measures by Kenya government to assist the self-employed in their work. The study used descriptive and correlation design. Human capital theory was used. The population of the study was 11240.That is in computer service industry 6400. The study used Fisher’s model to derive a sample of 384 respondents with 218 computer services Questionnaire and interview schedules were used to collect data for the study. Quantitative data was analyzed using descriptive statistics and regression analysis. Qualitative data was transcribed and analyzed in emergent themes and sub-themes: The study found out that; in computer service industry self-employed respondents with K.C.P.E earned an average Ksh 15,571.17, K.C.S.E earned an average 14,857.08, certificate earned 9364.81 and diploma earned an average of 9364.81 amount of money and bachelor earned 30,293.33. The Pearson’s r results were’ k.c.pe 0.643, k.c.s.e 0.104, certificate 0.128, diploma 0.195 and bachelors degree 0.045. The r2 analysis was: k.c.p.e 2 category the r was 0.0413, k.c.s.e was 0.011, certificate 0.016, and diploma was 0.038 for bachelors. The adjusted R results were:kcpe 0.373, kcse 0.02, certificate 0.002, diploma0.001 and bachelors 0.075 The ANOVA indicated k.c.p.e (F(1,15)10.572,P=0.005), k.c.s.e was (F(1,70)0,761, P=0.386), certificate was (F(1,52,)0.868,P=0.356), diploma was (F(1,28)1.031, P=0.319 and bachelor results were (F(1,13)0.006,P=0.874). Government intervention was not effective in the provision of: market stalls, loans and market for finished products, but effective in provision of: security, electricity and infrastructure. The study concluded that; there was a significant and positive association between returns to education and increasing level of education, and lack of capital was a challenge to the selfemployed. The study recommended government intervention in funding the self-employed in their activities, reduced electricity charges and blackouts. The study is important in formulation of education programmes relevant to the self-employed and government intervention in support of the self-employed.
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    ANALYSIS ON RETURNS TO LEVELS OF EDUCATION AND CHALLENGES FACED BY THE MOTOR SPARE PARTS URBAN SELF EMPLOYED IN KISII COUNTY, KENYA
    (INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-23) Eliud Nyakundi; Prof. Enose M.W Simatwa; Prof Theodore. M. Ayodo; Peter O Nyabera
    The self-employment sector provides an avenue for workers to earn a living.. There exists earning differentials among workers with various levels of education worldwide In Kisii county there are worker entering into employment with various levels of education. The return to the self-employed varies. The returns to the selfemployed are important in determing individual and government investment in education. The purpose of the study was to establish education returns spare parts self-employment activities in urban Kisii County. The study objectives were to; determine the returns to education of various levels of education of the self-employed in motor spare parts industry, determine the challenges facing the self-employed, determine effectiveness of intervention measures by Kenya government to assist the self-employed in their work. The study used descriptive and correlation design. Human capital theory was used. The population of the study was 11240.That is in computer service industry 6400 and spare parts 4840 workers. The study used Fisher’s model to derive a sample of 166 spare parts self-employed workers. Questionnaire and interview schedules were used to collect data for the study. Quantitative data was analyzed using descriptive statistics and regression analysis. Qualitative data was transcribed and analyzed in emergent themes and sub-themes. Government intervention was not effective in the provision of: market stalls, loans and market for finished products, but effective in provision of: security, electricity and infrastructure. In spare parts the results showed that on average; respondents with KC.P.E earned Ksh 16, 786.3636, K.C.SE earned 16855.8140; certificate earned 16825.9259 qualifications earned nearly similar amount of money. Diploma graduates earnings were 22584.2105 and bachelors earned 29,150.000. Analysis of pearson’s r indicate; For k.cpe was 0.617, k.c.se 0.009, certificate 0.130, diploma 0.129 and bachelors 0.297. The Pearson’s r2 results were: kcpe was 0.413, kcse 0.011, certificate 0.016, diploma 0.038 and degree 0.002. The adjusted R results were: kcpe 0.373. kcse 0.002, certificate 0.002, diploma 0.001 and degree 0.075. The ANOVA results were: For kcpe(F(1,20)12.282, P=0.002), kcse (F(1,84)0,007, P=0.935), certificate was (F(1,25,) 0.428,P=0.519), diploma was (F(1,17)1.290, P=0.597) and bachelors degree was(F(1,10)0.0.964,P=0.349).The Pearson’s r results were’ kcpe 0.643, kcse 0.104, certificate 0.128, diploma 0.195 and bachelors degree 0.045. The Pearson’s r2results were: kcpe was 0.413, kcse 0.011, certificate 0.016, diploma 0.038 and degree 0.002.The r adjusted results were :kcpe 0.373. kcse 0.002, certificate 0.002, diploma 0.001 and degree 0.075. The ANOVA results were computed as: For kcpe (F(1,15)10.572,P=0.005), kcse was (F(1,70)0,761, P=0.386), certificate was (F(1,52,)0.868, P=0.356), diploma was (F(1,28)1.031, P=0.319 and bachelor results were (F(1,13)0.006,P=0.874). The model summary indicated that the independent variables (K.C.P.E, K.C.S.E, Certificate, Diploma and Undergraduate levels of education) explained up to 22.6% of the variation of average earnings 77.4% remained unexplained. The study concluded that; there was a significant and positive association between returns to education and increasing level of education, and lack of capital was a challenge to the self-employed. The study recommended government intervention in funding the self-employed in their activities, reduced electricity charges and blackouts. The study is important in formulation of education programmes relevant to the self-employed and government intervention in support of the self-employed.