This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I …

The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would …

The problem of this study was to determine what relationships exist between teachers' perceptions of principals' executive professional leadership and teachers' perceptions of principals' behavior in five aspects of administrative behavior. These administrative areas include Principals' support of teachers' authority (EPA), principals' egalitarian relationship with teachers (EPR), principals' involving teachers in decision-making processes for the school (EPI), principals' support of teachers in managerial matters (EPM), and principals' social support. Subjects for the study were grouped according to gender, length of service and level of education for descriptive purposes and to determine variations in their perceptions of the principals' administrative behaviors. Significant relationships were found to exist between teachers' perceptions of principals' EPL and EPI leadership and teachers' perceptions of principals willingness to involve them in decision—making processes for the schools (EPI). A significant negative relationship was also found to exist between the teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of the managerial support (EPM) provided by principals. A slight negative relationship was found between teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of social support (EPS) received from principals. There was a slight but insignificant positive relationship between teachers' perceptions of principals' executive professional leadership (EPL) and …

This study was planned to increase understanding of job satisfaction among faculty in middle size universities. The problem was job satisfaction and its association with selected demographic characteristics of faculty at Kenyatta University, second largest university in Nairobi. There was a response rate of 52.6 percent. All of the 300 faculty members with the rank of professor, associate professor, assistant professor, lecturer and teaching fellow participated in this research. Two instruments were used to collect data from the participating faculty. The first instrument was a demographic data sheet that solicited personal data from faculty. The second instrument was a standardized six dimensional survey instrument, the Job Descriptive Index (JDI). Both survey instruments were handed out in an envelope to all faculty by the researcher. The findings showed that most faculty were satisfied with their job in areas of co-workers and job in general. They seemed dissatisfied with the area of opportunities for promotion. The findings further demonstrated that most faculty were neither satisfied nor dissatisfied with their present work, present pay, and supervision. Analysis of variance demonstrated that the selected demographic variables of age, professional rank, and nationality were associated with job satisfaction. Scheffé's Multiple Comparison test and Newman-Keuls procedure …

This thesis is focused on informal sector establishments in Kenya and how they contributes to employment creation, income generation and economic development. The research examines how the informal sector has developed between the years 1986-1989. The study indicates that the informal sector can absorb those people who are unemployed and cannot find jobs in the formal sector. The first chapter describes the definition and interpretation of the informal sector. The discussion of the related .literature, development of the informal sector, politics of the urban informal sector and controversies are described in chapter II. Chapter III describes the regional and sectoral analysis in employment generation. Chapter IV focuses on projections and promotion policies. Concluding remarks and the importance of the informal sector are represented in chapter V.

Primary sources were provided by the Kenyan Embassy to the U.S.A., Kenya tourist offices in the U.S.A. and West Germany, the Economics Department at the University of Nairobi, the Ministry of Finance in Kenya, the Institute of South Africa, and the United Nations. The first chapter provides a brief explanation of the historical and economic development Kenya has experienced since independence. Chapter II deals with the historical development of Kenya's economy. Chapter III discusses the major countries' donation of aid to Kenya. Chapter IV focuses upon aid from international organizations. Chapter V develops Kenya's efforts to use foreign aid efficiently. Chapter VI looks into Kenya's prospects for development through foreign aid. Chapter VII is the conclusion.

This paper examines the Harambee Movement and how it affected Kenya's economic development. Before 1963 Kenya was a British colony and economic development favored the colonial government. At Independence the new government tried to restructure the economy for the Kenyan people. Recognizing the lack of adequate capital and a rural development program, the movement became a means by which people could provide services for themselves. These services included schools, technical training, water supply and health facilities. Sources of data were books, articles, government publications and papers published by the Institute of Development Studies, Nairobi University. The Harambee Movement flourished in the provision of educational opportunities, clean water supply and health facilities. Problems included planning, coordinating and duplication of services.

This study concerns the leadership behavior of the deans of students in the four public universities of Kenya and their constituent colleges. Both the real and ideal versions of the Leader Behavior Description Questionnaire and the demographic questionnaire developed under the auspices of faculty advisors were used to collect data from 10 deans of students, 55 student affairs staff members, and 130 student leaders--who constituted the sample of 195 who responded from the chosen population. Data were analyzed using a series of one-way analyses of variance utilizing the f test of statistical difference. Fisher's least significant difference test, a multiple comparison procedure, was utilized to make all pairwise comparisons which were detected by the ANOVA to differ significantly from one-another among the respective mean ratings of the three groups surveyed. Twelve hypotheses were developed and tested, and the major findings included: There were significant differences among the perceptions of the deans of students, student affairs staff members, and student leaders regarding the real and ideal leadership behavior of the deans of students concerning initiating structure and consideration--the two leadership dimensions surveyed on the questionnaire.

This study gives an historical account of foreign ownership of newspapers in Kenya. Since the establishment of the first newspaper in the early 1900s, to the modern publication of daily newspapers in Kenya, the press has been dominated by foreign owners, writers and advertisers. Before independence from Britain, foreign domination was expressed by the total disregard of the African by the newspapers. After independence, foreign domination continued as the government, dedicated to the free enterprise capitalist system, has not made any substantial effort to nationalize already established newspaper companies. In 1977 the first African-owned newspaper, a weekly was established. Today, there is no African-owned daily newspaper. All indications are that only the modernizing process will result in African ownership and control of newspapers.

A case study was used to survey 308 teacher trainees in western Kenya to investigate the extent to which pre-service teachers in two Kenyan teacher training colleges are prepared to integrate technology in teaching. . The study uses the technological pedagogical and content knowledge (TPACK) framework to understand the knowledge needed by the pre-service teachers to integrate technology effectively. Data was gathered using the Survey of Pre-Service Teachers' Knowledge of Teaching and Technology and three open-ended questions. Data from the survey does not distinguish the TPACK variable among the respondents. The data suggests that the pre-service teachers rate themselves highly on the other six TPACK subscales of technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. Further, the data suggests that the respondents' personal use of technology, to a large extent, influences how they use technology in classrooms. Lastly, the data indicates that the survey instrument is inadequate in capturing all the TPACK subscales in this population as it shows weak internal consistency. These findings imply that faculty in these colleges need to be more intentional and deliberate in teaching the trainees how to integrate technology in lessons. Policymakers and college administrators may …

This study explores students' and their families' experiences during the pandemic response to COVID-19 by the higher education community. Using the hermeneutic phenomenological approach, we employed two open-ended surveys and semi-structured interviews of 16 parent-college student dyads (N = 34). The study draws on students' and parents' retrospective accounts beginning Spring 2020 through the Fall 2020 semesters. Families experienced a disruptive event initialized by the ebb and flow of information. Students' experiences varied based on their expectations and academic classification. The most consistent family challenges were the displacement of students and parents from their physical education and work locations while having to maintain student and occupation responsibilities. The educational experience was inconsistent and dependent on each professors' capacity to engage the students in the online environment. Students expressed feelings of loss of their student and educational experiences, but most students felt the spring courses prepared them to continue their education. Assignments due at random times and poor communication about expectations inhibit students from having dedicated time to interact and make memories. Most families adapted to the new normal by supporting the family members' identities as students and employees and ensuring everyone had the resource needed to succeed. Families experienced monotony …