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Item How Physical Facilities affect Students’ Selection Decisions for Public TVET Institutions in Nairobi County, Kenya(International J ournal of Professional P ractice (IJPP), 2023-08) Mutungi, Glory K.; Kibaara, Tarsila; Mwirichia, SeverinaPublic Technical and Vocational Education and Training (TVET) institutions have received enormous support from the government through the establishment of TVET Act, Kenya Universities and Colleges Central Placement Service (KUCCPS), and Higher Education Loans (HELB). The formation of these bodies aimed to encourage pursuance of technical education and students’ enrolment in the TVET institutions. However, these reforms caused an influx of students in some TVET institutions, while some have experienced low enrolment; hence, the question on students’ selection decision. The study aimed to investigate the influence of physical facilities on students’ decisions in selecting government TVET institutions in Nairobi County, Kenya. The study was informed by Jackson model. It utilized descriptive survey research design. It targeted 3505 respondents comprising of module three trainees, officers in charge of admission, and principals. Purposive sampling and stratified random sampling techniques were used in drawing a sample size of 361 respondents which comprised of 6 principals, 6 admission officers and 349 module three trainees. Questionnaires and interviews were used to collect data. The validity and reliability of research instruments was ascertained accordingly. Quantitative data was analyzed using SPSS, then computed descriptive and inferential statistics, while qualitative data was analyzed by categorizing information gathered into themes. The study’s findings indicated that adequacy, availability and updatedness of training resources were important aspects of consideration when choosing a career in TVET institution. Thus, the study concluded that physical facilities had significant influence on students’ decisions in selecting public TVET institutions. The study recommends that the government avail funds to develop new and modern physical facilities, while TVET institutes’ managements should implement a maintenance plan for old facilities. This has implications on funding by national government, and further indicates need for collaborations with development partnersItem Assessment of School-Based Clinic as a Health Service Provision Model in Public Secondary Schools in Meru County, Kenya(Journal of Education, 2021-09) Muguna, Mbaabu Silas; Kibaara, Tarsila; Gichohi, Paul MakuThe Government of Kenya has made an effort in facilitating access to healthcare by students through the development of a standard manual on safety and health in schools and introducing a unique NHIF program for students in public secondary schools. However, the same has been marred by the lack of sustainable mechanisms, systems and structures. This state of affairs attests to the absence of a profound model for addressing the healthcare needs of students in public secondary schools in Kenya. This study assessed the school-based clinic as a health service provision model in public secondary schools in Meru County, Kenya. The specific objective was to examine the efficacy of school-based health clinics in addressing students' healthcare needs in public secondary schools in Meru County. Andersen's model of health service utilization was significant in guiding this study. The study utilized a descriptive survey design. Schools were stratified according to categories, and then, a proportionate systematic sampling technique was used to sample 191 principals and 195 Chairpersons of the Students' Council. At the same time, the County Director of Education was purposively selected. Data was collected using a self-administered questionnaire and interview guide. The collected data were analyzed using SPSS, where factor analysis, means and standard deviations were computed. Linear regression analysis was used to test the hypothesis. Qualitative data were analyzed using the thematic technique. The majority of public secondary schools did not have a school-based health clinic. Where available, they were underutilized, poorly equipped, lacked trained health professionals, had poor infrastructures and were derailed by the lack of funding. Despite these challenges, SBHCs were statistically significant in addressing students' healthcare in public secondary schools. The study recommended that the Ministry of Education develop mechanisms and policy frameworks for establishing school-based health clinics in public secondary schools. It should also carry out capacity building programs for principals to equip them with skills for managing the SBHC facility and writing grants proposals. In addition, principals should exercise prudent management practices, ensure quality assurance of SBHCs, and pursue a concerted effort, collaborations, and partnerships of stakeholders in establishing and running school-based health clinics in public secondary schools.Item Effectiveness of NHIF in addressing Students’ Healthcare in Public Secondary Schools in Meru County, Kenya(International Journal of Professional Practice (IJPP), 2021-09) Muguna, Mbaabu Silas; Kibaara, Tarsila; Gichohi, Paul MakuHealth insurance helps cushion people from healthcare costs and facilitates equity in access to health facilities and services. The Government of Kenya has invested in a unique NHIF program, namely EduAfya, for public secondary schools. Although EduAfya is relatively new, it has faced implementation challenges attributable to the weak structures and mechanisms for supporting its operationalization. This study aimed to assess the NHIF as a health service provision model in public secondary schools in Meru County, Kenya. The specific objective was to examine the efficacy of NHIF as an approach for addressing healthcare in public secondary schools in Meru County. The study was guided by Andersen's model of health service utilization, and adopted a descriptive survey design. 395 Public secondary schools were stratified into four categories; hence, a proportionate systematic sampling technique was applied to sample 196 principals and the Students' Council's chairpersons, while the County Director of Education was sampled purposively. Data was collected using a self-administered questionnaire and interview guide. Quantitative data were analyzed using SPSS, where factor analysis, means and standard deviations were computed, while linear regression analysis was used to test the hypothesis. Qualitative data were analyzed using the thematic technique. The study noted that students were underutilizing the NHIF program (EduAfya) despite its significance in addressing their healthcare. This was attributed to low awareness, challenges in obtaining NEMIS numbers, and lack of understanding. Therefore, NHIF staff should conduct training and sensitization in public secondary schools, targeting students, principals, and parents. In addition, the Ministry of Education and NHIF should collaboratively liaise with stakeholders in accrediting more local health facilities, including private health centres, in order to enhance the proximity of access to healthcare. The government should also develop a clear policy on handling emergencies and transportation costs; streamline the issuance of NEMIS numbers and biometric cards, and clarify the role of principals in enhancing the effectiveness of EduAfya.Item Democratization of Student Leaders’ Elections and its Effect on Students’ Discipline in Public Secondary Schools in Meru County, Kenya(International Journal of Professional Practice (IJPP), 2021-09) M’muyuri, Misheck Mutuma; Kibaara, Tarsila; Severina, MwirichiaDemocratization of student leaders’ appointment by way of allowing students in public secondary schools to elect their leaders is one of the approaches designed to enhance student discipline. However, the link between this approach and students’ discipline has been unclear considering the rise in misconduct among students, which is manifest in periodic destruction of properties in schools and the deterioration of morals among students. This study sought to determine the effect of involving students in electing their leaders on students' discipline in public secondary schools in Meru County. The Bandura’s social learning theory of 1977 was critical in guiding this study. The study applied a descriptive survey research design to select ten principals, 196 deputy principals, and 384 student leaders. Schools were stratified into categories, before a systematic sampling technique was applied in each stratum. Both the principals and the deputy principals were purposively selected, while simple random sampling was used in selecting students’ leaders. Questionnaires, interviews, and document analysis were utilized in collecting data, while factor analysis, frequencies, percentages and means were computed with the help of SPSS. Ordinal logistical regression analysis was used to test the hypothesis, while the thematic technique was used to analyze the qualitative data. Cases of indiscipline were prevalent in most public secondary schools in Meru County. The study found out that only 52% of schools allowed students to elect their leaders, while 48% had students’ leaders appointed by teachers. Many schools lacked elaborate electoral processes and a profound orientation program for students’ leaders. Students' involvement in electing their leaders was statistically significant in affecting secondary schools' discipline. The study recommended the Ministry of Education to liaise with principals of secondary schools in streamlining the electoral processes, develop student leadership electoral policy, and devise holistic involvement mechanisms to ensure free and fair elections of students’ leaders. Further, the study recommended that principals should educate students on electoral processes and train the elected leaders on effective leadership. The findings of this study have implications on election democracy and methods for electing students’ leaders in public secondary schools in Kenya.Item Assessment of Students’ Participation in Making Decisions on their Welfare Matters towards improving Discipline in Public Secondary Schools in Meru County, Kenya(Journal of Education, 2021-09) M’muyuri, Misheck Mutuma; Kibaara, Tarsila; Severina, MwirichiaThe discipline of students in secondary schools is a global concern. Research has shown that failure to involve young people in decision making affects their conduct and behaviour. The government of Kenya directed all schools to embrace democracy by applying students in making decisions. Nevertheless, despite this initiative, most public secondary schools in Meru County have continued to report many cases of indiscipline, leading to the disruption of learning and property loss. This study aimed to determine the effect of involving students in making decisions regarding their welfare matters on students' discipline in public secondary schools in Meru County. It was guided by the Bandura's social learning theory and applied a descriptive survey research design to select ten principals, 196 deputy principals, and 384 student leaders. A stratified sampling technique was applied in selecting the schools. Individual schools in each category were selected systematically. Two students' leaders and deputy principals from the sampled schools were selected to participate in the study. Data were collected using questionnaires, documentary analysis, and interviews. Descriptive statistics such as frequencies, percentages, means and factor analysis were computed. Ordinal logistical regression was conducted using SPSS to test the research hypothesis, while the thematic technique was used to analyze the qualitative data. The study noted many cases of indiscipline in most public secondary schools in Meru County. Only a few of schools were involving students in making decisions on their affairs. Partial involvement was noted in a sizeable number of schools. Poor involvement was attributed to the unrealistic demands from students, weak systems, lack of elaborate policy and structures for involvement. Despite the dismal participation of students in making decisions on student's affairs matters, it individually accounted for 74.6% variation in the students' discipline in public secondary schools. Clear policy framework from the Ministry of Education was critical in guiding the areas of involvement and how principals should involve students' leaders in making a decision on students' matters in the school. Principals should also devise creative methods of soliciting, vetting and moderating ideas from the students. The findings have implications on policy, structures and practices on t