https://kerd.ku.ac.ke/handle/123456789/85 Thu, 01 Oct 2026 23:54:33 GMT 2026-10-01T23:54:33Z https://kerd.ku.ac.ke/handle/123456789/1537 Support to Children’s Education in the Urban Slums of Nairobi: Community and Parents’ Perceptions with an Expanded Phase of an Education Intervention Program Abuya, Benta A.; Wekulo, Patricia; Muhia, Nelson The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents. An article published in Qualitative Research in Education Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1537 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1471 Implementation of Child-Friendly Schools Initiative and Its Influence on Quality Education in Primary Schools in Nairobi and Kajiado Counties, Kenya Kinyanjui, Gladys Njoki The quality of education provided in Kenyan public primary schools is reportedly on a downwards trend. It is out of this concern that the Ministry of Education, in partnership with United Nations Children’s Education Fund (UNICEF) introduced the Child-Friendly schools initiative as an intervention aimed at improving the quality of education provided in terms of the environment, processes, content and learners. The purpose of this study was to establish the implementation of child friendly schools initiative (CFSI) and its influence on the quality of education. Further, the study sought to examine the following objectives: To establish the implementation of inclusion of learners with special needs in regular schools and its influence on the quality of education; to find out the quality of education in public primary schools; to determine the implementation of active participation of parents, pupils and the community in school governance and how it had influenced the quality of education, to establish the implementation of effectiveness in teaching and learning and its influence on the quality of education; to determine the implementation of gender sensitivity and its influence in the quality of education and to find out the implementation of creating hygienic, safe and protective school environments and its influence on the quality of education in public primary schools in Nairobi and Kajiado counties. The study was informed by the Social Systems theory and the rights-based approach to education. This study is significant in that it may inform the Ministry of Education on the influence of CFSI on the quality of education. This research adopted mixed methods design specifically the explanatory sequential design. The study was carried out in Nairobi and Kajiado Counties. The sample size comprised of 25 headteachers, 150 teachers, 300 pupils and 4 QASO’s. Purposive sampling was used to select pupils and QASO’s while stratified random sampling was used to select teachers. Data was collected by use of questionnaires, an interview guide and an observation checklist. Content validity was determined through expert judgement and Cronbach’s Coefficient Alpha was used to establish the reliability of instruments. Qualitative data was analysed thematically while Quantitative data was analysed using descriptive statistics namely, means and percentages. For inferential statistics, simple linear regression was used. The major finding of this study is that all the five CFSI dimensions positively influenced the quality of education. The study recommends that schools should have committees in place to oversee the implementation of the CFSI dimensions. A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of Degree of Doctor of Philosophy (Educational Management) in the School of Education, Kenyatta University, June 2019 Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1471 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/927 Teacher Training and Free Uniforms for HIV Prevention in Primary Schools in Kenya Duflo, Esther; Dupas, Pascaline; Kremer, Michael The vast majority of HIV cases occur in sub-Saharan Africa, where nearly 2 million people become infected with HIV/AIDS every year. One quarter of these new HIV infections are among people under 25, and almost all are due to unprotected sex. AIDS is incurable and no successful AIDS vaccine has been developed. Ensuring the adoption of safer sexual behavior among youth is critical to preventing the transmission of this disease. However, there is surprisingly little evidence concerning the relative effectiveness of different programs to reduce risky sexual behavior. An article published by Innovations for Poverty Action (IPA) Fri, 01 Jan 2010 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/927 2010-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/568 Justifications and Impacts of Low-Fee Private Schools in Kenya and Uganda: Understanding Policy Evolutionary Mechanisms through Public Discourse of Bridge International Academies Monk, Jeremy Low-fee private schools (LFPS) have grown considerably in the developing world as public free primary education has been unable to cater to the poorest children. Bridge International Academies (BIA), one of the largest chains of LFPS, has positioned itself as a solution to issues of access and quality of primary education. Using newspaper articles from Kenya and Uganda, this paper examines public discourse of BIA through the lens of cultural political economy, or how public discourse can influence variation, selection and retention regarding LFPS. After exploring scholarship to understand the justifications and impacts of LFPS, this paper finds that justifications are present in public discourse while impacts are not. Therefore, public discourse has given voice and promoted the need for improvements, with LFPS as an option, but that discourse (and scholarship) has yet to emphasize LFPS as a real solution, due to inconclusive evidence and ongoing battles with governments. An article published in Current Issues in Comparative Education Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/568 2019-01-01T00:00:00Z