Pathway to Participation: The Dilemma in Early Years Education Learning Environments in Kenya

Listening to what children say expand upon language, building vocabulary and background knowledge in social, political and economic world for effective communication. Article 12 of the CRC 1989 stresses the right to participation in decision-making processes, which influence choices taken by children for empowering sense of belonging and community cohesion.  However, too often children are denied opportunities for participation in decision-making and to exercise responsibility resulting to under democracy situations. In addition, there is limited understanding of children’s right to participate in matters affecting them in developing countries especially in Sub-Saharan Africa. The study sought to determine children’s; perceptions, preferences, interests, views and feelings concerning participation in pre-primary school learning environments in Kenya.  This was an exploratory case study, which relied on data sampled from pre-primary school children and teachers in selected schools in Kenya using probability and simple random sampling techniques. Anchored on recognition theory, the study determined that participation of children is scanty and in instances where it occurs, only at the implementation stage rather than the planning design. The study recommended the need for collaboration and sharing information among children, teachers, communities and government towards realization of children’s perception to what they say and in decision making

Policy Framework for Inclusion of Technology in Preschool Education in Kenya: Stakeholders’ Views

Inclusion of Information and communications technology, (ICT) in preschool education through formal policy framework forms a foundation for ensuring effective introduction and implementation into educational institutions. Effective policy frameworks convey meaningful relationships between objectives and organizational functions therefore discouraging divergence from planned courses of action. In countries where policy priorities in ICT exists in early childhood education (ECE) sector, learning through web use plays a crucial role in attaining knowledge, educational success, and social equity. However, in Kenya, policy and curriculum support for development of ICT in ECE sector has lagged behind. With inadequate policy frameworks and support, early childhood educators are likely to make own decisions about the nature and extent of ICT use in children’s learning. This study examined policy frameworks for inclusion of technology in preschool education. A critical case sampling strategy was employed to select 10 key ECE policy stakeholders.  Interviews for policy stakeholders and questionnaires for preschool teachers were used as instruments for data collection. Qualitative data were analyzed through transcription process, and theme identification. The study revealed that there are no institutionalized policy, curriculum guidelines and resources on integration of ICT in ECE programmes. Most of the participating stakeholders 90% felt that there was need for a national policy to guide inclusion of technology in ECE programmes, while100% of the participants  felt that inclusion of technology in ECE programmes require adequate infrastructure including electricity, classrooms, ICT resources funds and manpower. The study recommends the Ministry of Education and policy makers to come out strongly to support curriculum guidelines for integration of ICT in preschool education. Key words: Inclusion, Information and communications technology, preschool, policy frame wor

Burdgetary Allocation and Utilization of Instructional Resources for Science Based Subjects in Secondary Schools in Kenya

Instructional resources are educational inputs necessary for raising quality of education across the school system. Planning for instructional resources include setting aside money through budgetary allocation for procurement of resources. An assurance for availability and adequacy of instructional resources require defined sources of funds and standardized procedures with appropriate financial base for prudent utilization. Interaction between policy and practice in budgeting process assures efficient utilization of finance for science instructional resources in schools. The study focussed on identification of gaps within national educational policy framework on budgeting process which influence planning for science instructional resources. Specifically, determining extent to which policy framework supports budgetary allocation, financial resources, standardized procedures and financial accountability in science instructional management. The study adopted frontloading approach, a methodological process that translates (inter)national human rights standards and obligations into the budget proposals required for effective implementation in public policy. The study reviewed legal instruments, publications, reports and documentation on instructional management. Findings indicated that, domesticating ICESCR in Constitution of Kenya (2010) scanty policy guidelines on issues of quality instruction; limited specific provision for budgetary allocation for science instructional resources, as much as FDSE provide no budgetary guidelines on bridging deficits, adherence to legal provision guiding procurement procedures and accountability. The study recommends streamlining of policies to entrench framework support for implementation and monitoring and evaluation of resource allocation for quality of instruction and management

Spatial distribution and cluster analysis of sexual risk behaviors reported by young men in Kisumu, Kenya

<p>Abstract</p> <p>Background</p> <p>The well-established connection between HIV risk behavior and place of residence points to the importance of geographic clustering in the potential transmission of HIV and other sexually transmitted infections (STI).</p> <p>Methods</p> <p>To investigate the geospatial distribution of prevalent sexually transmitted infections and sexual behaviors in a sample of 18-24 year-old sexually active men in urban and rural areas of Kisumu, Kenya, we mapped the residences of 649 men and conducted spatial cluster analysis. Spatial distribution of the study participants was assessed in terms of the demographic, behavioral, and sexual dysfunction variables, as well as laboratory diagnosed STIs. To test for the presence and location of clusters we used Kulldorff's spatial scan statistic as implemented in the Satscan program.</p> <p>Results</p> <p>The results of this study suggest that sexual risk behaviors and STIs are evenly distributed in our sample throughout the Kisumu district. No behavioral or STI clusters were detected, except for condom use. Neither urban nor rural residence significantly impacted risk behavior or STI prevalence.</p> <p>Conclusion</p> <p>We found no association between place of residence and sexual risk behaviors in our sample. While our results can not be generalized to other populations, the study shows that geospatial analysis can be an important tool for investigating study sample characteristics; for evaluating HIV/STI risk factors; and for development and implementation of targeted HIV and STI control programs in specifically defined populations and in areas where the underlying population dynamic is poorly understood.</p

Quantifying and addressing losses along the continuum of care for people living with HIV infection in sub-Saharan Africa: a systematic review.

INTRODUCTION: Recent years have seen an increasing recognition of the need to improve access and retention in care for people living with HIV/AIDS. This review aims to quantify patients along the continuum of care in sub-Saharan Africa and review possible interventions. METHODS: We defined the different steps making up the care pathway and quantified losses at each step between acquisition of HIV infection and retention in care on antiretroviral therapy (ART). We conducted a systematic review of data from studies conducted in sub-Saharan Africa and published between 2000 and June 2011 for four of these steps and performed a meta-analysis when indicated; existing data syntheses were used for the remaining two steps. RESULTS: The World Health Organization estimates that only 39% of HIV-positive individuals are aware of their status. Among patients who know their HIV-positive status, just 57% (95% CI, 48 to 66%) completed assessment of ART eligibility. Of eight studies using an ART eligibility threshold of ≤200 cells/µL, 41% of patients (95% CI, 27% to 55%) were eligible for treatment, while of six studies using an ART eligibility threshold of ≤350 cells/µL, 57% of patients (95% CI, 50 to 63%) were eligible. Of those not yet eligible for ART, the median proportion remaining in pre-ART care was 45%. Of eligible individuals, just 66% (95% CI, 58 to 73%) started ART and the proportion remaining on therapy after three years has previously been estimated as 65%. However, recent studies highlight that this is not a simple linear pathway, as patients cycle in and out of care. Published studies of interventions have mainly focused on reducing losses at HIV testing and during ART care, whereas few have addressed linkage and retention during the pre-ART period. CONCLUSIONS: Losses occur throughout the care pathway, especially prior to ART initiation, and for some patients this is a transient event, as they may re-engage in care at a later time. However, data regarding interventions to address this issue are scarce. Research is urgently needed to identify effective solutions so that a far greater proportion of infected individuals can benefit from long-term ART

Selection of Developmentally Appropriate Technology in Early Childhood Education Environments, Serving Ages 4-6 in Nairobi County, Kenya

Effective selection and use of technology in early childhood environments involve the application of developmentally appropriate tools and materials for enhancing learning, interaction, communication and collaboration. Since the influence of computers, iPods, mobile devices, digital cameras and video have increasingly found a way in Early Childhood Education (ECE) environments, teachers require guidelines for informed and intentional selection, use and evaluation of developmentally appropriate technology. However, gaps exist in research on parameters for selecting developmentally appropriate software for teaching and learning in pre-schools. Thus, the study assessed selection of developmentally appropriate technology in early childhood education environments serving ages 4-6 in Nairobi County. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centres (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in selection of digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in selection of technologies .Findings indicate that ECE teachers&apos; selection of developmentally appropriate technology was influenced by professional training as well as type of ECE setting. The study recommends for further research and guidelines in selecting appropriate technologies for teaching and learning

Risk factors for excess mortality and death in adults with tuberculosis in Western Kenya

OBJECTIVES: To evaluate excess mortality and risk factors for death during anti-tuberculosis treatment in Western Kenya. METHODS: We abstracted surveillance data and compared mortality rates during anti-tuberculosis treatment with all-cause mortality from a health and demographic surveillance population to obtain standardised mortality ratios (SMRs). Risk factors for excess mortality were obtained using a relative survival model, and for death during treatment using a proportional hazards regression model. RESULTS: The crude mortality rate during anti-tuberculosis treatment was 18.0 (95%CI 16.8-19.2) per 100 person-years. The age and sex SMR was 8.8 (95%CI 8.2-9.4). Excess mortality was greater in human SUMMARY immunodeficiency virus (HIV) positive TB patients (excess hazard ratio [eHR] 2.1, 95%CI 1.5-3.1), and lower in patients who were female or started treatment in a later year. Mortality was high in patients with unknown HIV status (HR 2.9, 95%CI 2.2-3.8) or, if HIV-positive, not on antiretroviral treatment (ART; HR 3.3, 95%CI 2.5-4.5) or not known to be on ART (HR 2.8, 95%CI 2.1-3.7). The attributable fraction of incomplete uptake of HIV testing and ART on mortality was 31% (95%CI 15-45) compared to HIV-positive patients on ART. CONCLUSION: Increasing the uptake of HIV testing and ART would further reduce mortality during anti-tuberculosis treatment by an estimated 31