THE IMPLICIT CURRICULUM AND TEENAGERS’ EMOTIONAL AND SPIRITUAL STABILITY AMID COVID-19

The scale of the coronavirus pandemic calls to mind life calamities that reshaped societies in lasting ways—from how people traveled to the level of security and surveillance they were accustomed to, and even to the language they used. Experts have provided a lot of information regarding how to stay safe amid COVID-19, but little has been said on how unsated messages arising from how we talk about the pandemic and how we are managing the situation affects teenagers emotionally/psychologically, and spiritually. The need therefore to investigate on whether such invisible lessons are a springboard for teenagers’ emotional/psychological and spiritual stability or a dulling blow. To minimize inadequacies in one research approach as well as gain more insights of the phenomenon under study, the researcher used both a closed-ended questionnaire with 17 items among 240 ages 13-19 young people and an interview guide with 12 open-ended items among 10 teachers/ parents—a process generally referred to as triangulation. The validity of the 17-item questionnaire was determined by experts while its reliability was determined using Cronbach’s alpha which gave a reliability coefficient of 0.91. To ensure the clarity of the interview guide items, the researcher used a pilot test among 3 young people and 2 teachers/parents. The results from current research indicated that unintended lessons arising from how COVID-19 is being handled has affected teenagers’ emotional/psychological and spiritual stability both negatively and positively. This means there is need for more research, especially on the negative effects of crises on people’s emotional/psychological, and spiritual stability. Article visualizations

THE TACIT CURRICULUM: UNEXPLORED OPPORTUNITY OR APPARENT CHALLENGE IN NURTURING RESILIENCE AND TRUST IN GOD’S SUPERNATURAL POWER AMONG YOUTH?

This article investigated on the role played by the unseen curriculum in developing resilience and real honor for God among youth to help them holistically define their way of life and aspirations amid numerous life challenges. Since time immemorial significant attention has been directed towards the official curricular, but the role played by the veiled curriculum in nurturing young people to endure predicaments and genuinely trust in God’s supernatural power has barely featured in many schooling discourses. This means a good number of Christians are burdened by how best they can inspire young people to trust in the omniscient, omnipresent, omnipotent Creator of the universe but very few, if any, ever think about how the veiled curriculum, can hinder or facilitate young people’s development of resilience and trust in God. In this article the meaning of the concept unstated curriculum and its influences on nurturing resilience and teaching about God’s supernatural power—which when invoked in faith causes the kingdom of darkness to tremble, are discussed. The research employed a phenomenological design, guided by an interview guide with 12 open-ended items followed by extensive probing questions. Two experts examined the interview guide items to determine their clarity, but the researcher also conducted a pilot study among 3 participants (one lecturer and two students) to determine participants’ level of understanding of the interview guide items. The results from the research indicated a remarkable connection between hidden curriculum aspects and young people’s resilience and their grasp of how deep, wide, and high God’s power is in overcoming life challenges. Article visualizations

Influence of Collaborative Methods on Pupil’s Performance in English Language in Kenya Certificate of Primary Education in Non Formal Schools in Korogocho, Nairobi, Kenya

The aim of this study was to establish the influence of collaborative classroom teaching on pupil’s performance in English language in Kenya Certificate of primary education in non formal primary schools in Korogocho, Nairobi Kenya. The objectives of the study were to determine the extent to which learning in groups influence performance, influence of group assignment on pupils performance, the relationships between group discussions and performance in English language. The study was based on Instructional theory, and employed descriptive research design. The target population was 78 non formal primary schools, 78 directors, 180 teachers of English and 780 Pupils. Data was collected by means of questionnaires, focus group discussion and lesson observation guide. Data was analyzed using Pearson’s correlation coefficient to test the relationship between dependent and independent variables. The study established that performance in English language was below average. It was also established that performance was affected by the instructional methods applied by teachers. Pearson’s correlation coefficient results showed that collaborative method had significant relationships with performance in English language. This study is expected to provide useful information on instructional methods to be used in primary schools. The study recommends that the Ministry of Education should encourage the use of collaborative method in primary schools in Kenya. The study concludes that, teachers in Non formal schools should be exposed to the modern methods of teaching. Keywords: Pedagogy, Non formal schools, Performance, Collaborative method

Teachers’ Information and Communication Technology Application Skills Influencing English Curriculum Implementation in Schools in Kenya

With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by the GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern

Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools

The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007\u3c0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying

The Critical Role of Curriculum in Addressing Youth Unemployment in Kenya: Opportunities and Challenges

A Journal article by Gilbert Mugambi Miriti, an Adjunct Faculty in the Chandaria School of Business in USIU- Africa.The purpose of this article is to explore the challenge of unemployment among the youth in Kenya and to examine how curriculum can be re-loaded to make it more appropriate in addressing youth unemployment taking into account dominant activities in society and needs of learners. Information was captured through document analysis. This helped to gather data on global issues of youth unemployment, trends of youth unemployment, government strategies in alleviating youth unemployment in Kenya, the role of education and training, the 8-4-4 system of education in Kenya; its rationale and challenges, the role of curriculum in addressing unemployment with reference to Life Skills, Entrepreneurship education and Vocational and Technical education.. Issues identified as affecting education in Kenya relate to: policy and framework formulation, relevance and content delivery, lack of flexibility to adapt to changing social - economic needs, monitoring and evaluation.Reference has been made to Tyler model of curriculum design and development as a starting point in designing more appropriate curriculum to address the challenge of youth unemployment It was recommend that: government should develop policy frameworks to coordinate education and training withemphasis on learner-centred curriculum design, integration of entrepreneurship component in curriculum to complete the traditional education, the need to engage with “Dual” training and work – experience programmes to relate theory to practice and overall improvement of monitoring and assessment of curriculum implementation at all levels of education and training

Human Resource Management Practices, Employee Competence and Employee Performance at National Police Service of Kenya

The aim of this study was to determine the effect of employee competence on the relationship between HRM Practices and employee performance. The research was based on ability, motivation and opportunity theory and human capital theory. Positivism research philosophy and descriptive cross-sectional survey were used. Stratified random sampling was used to study a sample of 384 National Police Service officers. Primary data was collected using structured questionnaires. Data was analyzed using inferential statistics. The study findings showed that employee competence moderates the relationship between human resource management practices and employee performance at the National Police Service.  Similar study should be done using the private security sector in Kenya especially this time when the private security guards are being empowered by issuing them with guns Keywords: Human Resource Management Practices, Performance, National Police Service, Kenya DOI: 10.7176/EJBM/13-22-04 Publication date: November 30th 202

Effect of Employee Rewards on Employee Performance at the Kenya Police Service

The success and performance of any organization are determined by among others, the way the workers are remunerated and rewarded. The objective of this study was to determine the effect of employee rewards on employee performance. The study was anchored on social exchange theory. According to this theory, an employee will interact with his employer to gain a reward and the employer will interact with his employee to achieve organizational goals. The positivism approach was used to aid in hypothesis testing. The study used a cross-sectional research design. Data were collected using a structured questionnaire administered to a sample size of 397 respondents drawn from the Kenya Police Service. Both descriptive and inferential statistics were used in data analysis. The study found that non-financial rewards were more valued than financial rewards. The findings revealed a significant positive relationship between employee rewards and employee performance. These findings are in line with Social Exchange Theory based on the act of reciprocity in which case the actors (employer/employee) reciprocate to each other. Reciprocity and fair exchange appear to be influential in the context of reward, work attitude, and leadership style and performance. It is therefore concluded that employee rewards influence employee performance in the Kenya Police Service, thus, Kenya Police Service should always reward employees. The study recommends that policymakers at the Kenya Police Service should embrace employee rewards. The study suggests that further research be conducted in other counties not included in this study and the results be compared for generalization purposes. It is also recommended that similar studies be conducted in the Kenya Defence Forces and private firms dealing with security issues. This will allow for the generalization of the results.  Keywords: Employee Rewards, Employee Performance at the Kenya Police Service DOI: 10.7176/EJBM/14-2-06 Publication date: January 31st 202

TRANSFORMING THE IMAGE OF THE TEACHING PROFESSION IN KENYA

Abstract Lack of a professional body specifically tasked with setting professional standards for teachers i

Organizational leadership perspectives in implementation of the One Health approach: A case of the Zoonotic Disease Unit and core One Health implementers in Kenya

Aim: This study examined organizational leadership as a cross-sectoral collaboration factor in the implementation of the One Health (OH) approach using Kenya’s Zoonotic Disease Unit and its core OH implementers as an example. Materials and Method: The study used a mixed methods research design. A semi-structured questionnaire was administered to 71 respondents, and key informants were interviewed using an interview guide. All the seven key informants and 53 (74%) of the respondents participated in the study. Data were checked for consistency, coded, entered into the Statistical Package for the Social Sciences, and analyzed using descriptive and correlational statistics. Interview data were transcribed and analyzed thematically. Results: From the analysis, 41/53 (77.2%) of the respondents were senior personnel, 51/53 (85%) of them had worked for 5 years and above in their organizations, and 38/53 (71.7%) had at least a Master’s degree. The study established that although most leaders in the organizations had embraced the OH approach, they were not actively involved in its implementation due to constraints such as inadequate funding. There were moderate and statistically significant positive correlations between participation in leadership roles in implementing the OH approach and the level of awareness (Rs (51)=0.54, p<0.001) as well as level of sensitization (Rs (51)=0.52, p<0.001). Majority (86%) of respondents acknowledged that top government leaders were not well sensitized about the OH approach. Conclusion: Organizational leadership plays an important role in the implementation of the OH approach. However, sensitization of leaders about the OH approach needs to be enhanced and expanded