School of Education and Social Sciences
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/321
Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.
Browse
2 results
Search Results
Item Social Economic Status and Implementation of the 100 Percent Transition Policy in Public Primary Schools in Sololo Sub-County, Marsabit County(Journal of Education, 2023-08) Galgallo, Abdullahi Dida; Thuba, Esther; Mwenda, EricThe idea of a smooth transition from primary to secondary school is part of a global push to give all children a 12-year era of continuous learning. The high cost of secondary education in Kenya contributed to the low transfer rate from primary to secondary school. The government created Free Tuition Secondary Education and Free Day Secondary Education to lower the cost of education and improve transition rates from primary to secondary school. However, this movement has not resulted in a full transition rate in most sections of the country. This study aimed to assess the influence of social economic status on the implementation of the 100 percent transition policy from public primary schools in Sololo Sub-County, Marsabit County. The study used descriptive research design and the target population was 841 including one Director of sub-County Education, 25 Heads of primary schools, 25 chairpersons of primary schools BOM, and 790 KCPE candidates. The findings indicated that social economic status and the implementation of the 100% transition policy were positively and strongly correlated (r =.467, p =.00<0.05). The study concluded that parents' socioeconomic level had a favorable and significant impact on how the 100% transition policy was implemented in public elementary schools. The government should support parents through substantial subsidization of tuition fees to ensure that children do not miss school due to a lack of school fees. The government should develop programs aimed at creating awareness among parents on the importance of taking their children to secondary schools.Item Social-Cultural Factors Influencing Female Under-Representation in the Management of Public Primary Schools in Rigoma Sub-County, Nyamira County, Kenya(EdinBurg Peer Reviewed Journals and Books Publishers, 2022) Moraa, Momanyi Ruth; Thuba, Esther; Kithinji, Winfred K.Various studies around the world show that the majority of public primary schools are headed by male teachers. Despite these observations, no systematic study has been conducted to identify the factors that contribute to this challenge, particularly in the sub-district of Nyamira. The purpose of this study was to investigate social-cultural factors influencing female under- representation in education management among teachers in Rigoma Sub-County. This study employs a descriptive research design. According to the study's findings, gender roles, culture, and conventional views all significantly contribute to the low presence of women in the field of education management. The study concluded that cultural problems led to the underrepresentation of women in education management among teachers. The study recommends increasing teachers' awareness of the impact of cultural factors in education to enable them to advance to leadership positions in schools.