UTILITY OF GOVERNMENT INITIATIVES IN TECHNICAL, VOCATIONAL AND TRAINING INSTITUTIONS ON STUDENT ENROLMENT IN BUNGOMA COUNTY, KENYA

The Government of Kenya lays great emphasis on Technical Vocational Education and Training (TVET) for her social and economic growth in the 21st century. Her estimated requirements for an effectual technical workforce, is in hundreds of thousands by the year 2030. The prerequisite for this milestone is pegged on attainment of a gross enrolment ratio of 20% in TVET institutions annually, whose enrolment however, continues to be far below targeted numbers. It was against these facts that the current study sought to investigate the government initiatives in TVET institutions on student enrolment in Bungoma County, Kenya. The study targeted 82 TVET institutions, 82 principals, 714 lecturers, 9098 students. The study employed proportionate stratified random sampling, simple random sampling and census to select the TVET institutions and respondents from the 9 sub-counties in Bungoma County. From the 82 TVET institutions in Bungoma County, proportionate stratified random sampling was used to select 65 TVET institutions for the study. Data collection tools comprised questionnaires for primary data which had closed-ended. The study recommended that all TVET institutions and be should utilized for learning and administration in the institutions. Article visualizations

Tuition Financing of Secondary Education and Students’ Participation in Siaya County, Kenya

The purpose of this study was to establish how tuition financing of secondary education affects students’ participation in public secondary schools in Siaya County. The researcher used mixed methods approach and descriptive research design where both qualitative and quantitative data was collected. The target population was 21,017 comprised of 276 school principals, 6 Sub County Directors of Education and 20,735 Form IV students with a sample size of 2,160. The researcher adopted stratified simple random sampling technique to get respondents from categories of the schools. Data collection instruments were questionnaires, interview schedules and document analysis. Both descriptive and inferential data analysis methods were used in analysing data. The study findings established that tuition financing, had a significant influence on students’ participation on public secondary schools in Siaya County

Effect of Secondary School Categorization on Value Addition in Public Secondary Schools Students in Kenya

Secondary schools in Kenya are categorized as national, extra-county, county, sub-county and private secondary schools. Students who excelled in K.C.S.E examination with a minimum grade of C+ are allowed to pursue different courses in public and private universities. Others who scored C and C- grade joined diploma colleges. The paper sought to establish the effect of secondary school categorization on academic value addition in public secondary schools students at fourth form in Kenya. The scope of the study was limited to all the students from public secondary schools in the four counties of Kakamega, Bungoma, Busia, and Vihiga in Kenya. It was limited to randomly chosen sample size of 464 students, 58 principals, and 58 directors of studies from the 58 sampled out public secondary schools.  Wellberg’s (1981) theory of educational productivity was employed. The paper employed mixed methods and survey research design. Data collection instruments included questionnaires, interview schedules, focused group discussions and analysis of secondary data. Content validity was determined through subject matter expert review while reliability was determined through test-retest measures for consistency. Descriptive and inferential statistics were used to analyze data. Inferential one was the Kruskal Wallis test.  The paper findings showed that value addition in public secondary schools in Kenya was not based on secondary school characteristics. The study concluded that irrespective of the score at KCPE and the category of public secondary school a student is admitted after KCPE, a student can add academic value. It was therefore recommended public secondary school characteristics which allowed student improvement at national and extra county school levels more than at sub-county and county secondary schools levels should be duplicated at county and sub county school levels. Keywords: academic value addition, categorization, effect, Public secondary school, students DOI: 10.7176/JEP/10-33-12 Publication date: November 30th 201

Effect of Secondary School Categorization on Examination Failure Rates Among Public Secondary Schools Students in Kenya

Secondary schools in Kenya are categorized as national, extra-county, county, sub-county and private secondary schools. Students who excelled in K.C.S.E examination with a minimum grade of C+ are allowed to pursue different courses in public and private universities. Others who scored C and C- grade joined diploma colleges.  The paper sought to find out the effect of secondary school categorization on examination failure rates among public secondary schools students in Kenya. The scope of the study was limited to all the students from public secondary schools in the four counties of Kakamega, Bungoma, Busia, and Vihiga in Kenya. It was limited to randomly chosen sample size of 464 students, 58 principals, and 58 directors of studies from the 58 sampled out public secondary schools.  Wellberg’s (1981) theory of educational productivity was employed. The paper employed mixed methods and survey research design.  Data collection instruments included questionnaires, interview schedules, focused group discussions and analysis of secondary data. Content validity was determined through subject matter expert review while reliability was determined through test-retest measures for consistency. Descriptive and inferential statistics were used to analyze data. Inferential one was the Kruskal Wallis test. The paper concluded that secondary school categorization led to failure of students in public secondary schools at KCSE examinations in Kenya due to academic inadequacies experienced in sub-county and some county public secondary schools. It was therefore recommended that the classification of students into the four distinct groups of national, Extra County, county and sub county students be abolished. Keywords: academic achievement, Analysis, categorization, effect, Public secondary school DOI: 10.7176/JEP/10-33-03 Publication date: November 30th 201

CHALLENGES FACING PROVISION OF INTEGRATED EDUCATION FOR THE DISABLED CHILD IN WEBUYE DIVISION, BUNGOMA EAST DISTRICT KENYA

Abstract The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 200