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Child-Centered Practice for Safeguarding and Child Protection: Strategies for Effective Policy Implementation in Coast Region, Kenya
No full textMASTER OF EDUCATION in Leadership and Policy StudiesThis study investigated the implementation of child-centered practices and the effectiveness of safeguarding efforts within educational settings. As educational frameworks increasingly prioritized the well-being and holistic development of children, it was essential to explore how these approaches were both perceived and enacted by educators and administrators. The research was grounded in several key theoretical frameworks, including Vygotsky’s Social Development Theory, which emphasized the significance of social interaction in learning, and Rogers’ Humanistic Theory, which advocated for an approach that respects and nurtures the individual needs of each child. Together, these theories provided the foundation for understanding how child-centered practices could be effectively integrated into educational environments to support comprehensive child development. The study examined the alignment between the theoretical frameworks of child-centered education and their practical application in classroom settings, while also assessing the impact of safeguarding measures on child outcomes. The target population for this research comprised approximately 800 educators and administrators across diverse educational institutions. From this population, a sample size of about 260 participants was selected through stratified random sampling, ensuring adequate representation across different regions and school types (urban and rural). A mixed-methods approach was employed, integrating qualitative interviews and quantitative surveys to gather comprehensive data from a diverse pool of educators, administrators, and key stakeholders in the education sector. The qualitative component captured the nuanced perceptions and lived experiences of participants regarding child-centered practices and safeguarding policies, while the quantitative component generated measurable insights into the effectiveness of these practices. Key variables, including child-centered practices, safeguarding effectiveness, participant engagement, policy compliance, and child outcomes, were carefully operationalized and analyzed to provide a robust understanding of the research questions. Ethical considerations were central to this investigation and were guided by principles such as do no harm, data protection, informed consent, responsible dissemination of findings, and cultural sensitivity. Participants were fully informed about the study’s purpose and procedures, and their anonymity and confidentiality were protected throughout the research process. The findings contributed significantly to the existing body of literature on child-centered education and safeguarding, highlighting both best practices and areas requiring improvement. By identifying gaps between policy and practice, the study informed educators, administrators, and policymakers, ultimately enhancing the quality of education and the effectiveness of safeguarding efforts for children. The research underscored the importance of creating supportive learning environments that prioritize children’s voices, rights, and needs, thereby promoting their holistic development and overall well-being. Through this investigation, the study provided valuable insights into how educational institutions could more effectively implement child-centered practices and safeguarding measures, fostering a culture of care, inclusivity, and protection for all children within educational contexts.Daystar Universit
Comparative Crisis Communication between the Military and Insurgents: A Case of the Eastern Democratic Republic of the Congo Armed Conflict
No full textMaster of Arts in CommunicationThis study explored the approaches to crisis communication employed by the Armed Forces of the Democratic Republic of the Congo (FARDC) and the March 23 Movement (M23) on X social media platform in the context of their protracted conflict in Eastern DRC. The study covered the conflict period between December 2022 to December 2023. The comparative study was guided by Image Repair Theory and the Press Agentry Model and examined the ways in which the two actors constructed the message, mended their reputation and swayed the audience locally, regionally and globally. The objectives were to find out FARDC’s and M23’s online crisis messaging strategies/approaches, to assess the impact of their online crisis messaging strategies/approaches on the target audiences, to analyze their strategic messaging goals during crisis situations and to determine the influence of external actors in their online narrative framing. The study population was 85 posts for FARDC and 61 posts for M23 rebel group. Using Charles Hermann’s criteria for crisis incidences (Hermann, 1963), 26 of the total 85 FARDC posts and 54 of the 61 M23 posts were found to be crisis-related thus these were the target population. Textual analysis of the selected purposively sampled crisis-incident posts was done to meet the study objectives. The sample size was saturation-dependent in that the crisis-related posts were comparatively and textually analyzed until no further communication approaches and goals could be identified. The results indicated that FARDC’s communications emphasized sovereignty, legitimacy and external aggression themes, and repeatedly depicted M23 as a terrorist proxy of Rwanda in order to delegitimize the group’s operations. M23, on the other hand, used emotional appeal, humanitarian rhetoric and historical parallels of genocide in order to situate themselves as a victim of Congolese state aggression and as a protector of the threatened minority communities. Social media was used by both actors to gain legitimacy, sympathy and political advantage thus the X platform became a virtual battlefield where mastering the narrative was as important as ground conquests. The research draws the conclusion that crisis communication through social media has turned out to be a significant pillar of contemporary conflict dynamics, with propaganda, perception management and digital diplomacy playing a decisive battlefield role. The study recommends the formulation of ethical, audience-sensitive communication frameworks by conflict stakeholders to minimize the negative influence of information disorder and foster peacebuilding effortsDaystar Universit
Evaluating The Effectiveness of Participatory Engagement in The Implementation of Competency-Based Education in Southeast Alego Ward, Kenya
No full textMaster of Arts in CommunicationThe aim of the study was to evaluate the effectiveness of participatory engagement on the implementation of Competency-Based Education (CBE) in public primary schools in South East Alego Ward, Siaya County. The specific objectives were to: (i) establish the nature of parental engagement in CBE implementation, (ii) identify the participatory communication strategies used to promote parental engagement, and (iii) determine how participatory parental engagement has influenced CBE implementation. A cross-sectional descriptive design employing both qualitative and quantitative data collection techniques was used. Data analysis was conducted using NVivo version 22, SPSS, and Microsoft Excel. Findings indicate that parents are actively involved in planning school activities for their children. Out of 28 teachers, 26 (92.9%) reported that parents participate fully in planning both academic and extracurricular activities, primarily through Parents and Teachers Association (PTA) meetings. Regarding participatory communication strategies to promote parental engagement in CBE, 12 (43%) of the teachers indicated that face-to-face meetings are the preferred medium, followed by PTA meetings, as reported by 6 (21%) teachers, which allow for dialogue and interaction. These findings were corroborated by focus group discussions with parents, who similarly expressed a preference for face-to-face meetings with their children’s teachers, followed by phone calls. The study recommends that school administrators, including teachers, ensure that parents and guardians are meaningfully engaged in CBE activities. Schools should implement robust feedback mechanisms and adopt an open-door policy that allows parents to provide opinions and suggestions, which can be integrated into school activities where relevant.Daystar Universit
Economic Factors Affecting Regionalism: The Case of Somalia's Integration Into The East African Community (EAC).
No full textMASTER OF ARTS in Diplomacy, Development, and International SecurityThis study, titled Assessing the Economic Factors Affecting Regionalism in East Africa: The Case of Somalia's Integration into the East African Community (EAC), investigates the critical economic elements shaping regionalism in East Africa, focusing on Somalia's accession to the EAC. The study area includes Somalia and the broader East African region. The research is motivated by Somalia’s persistent economic challenges which complicate its full participation in the EAC’s frameworks, thus raising concerns about the risks and opportunities of its integration. The primary objectives are to examine key economic, institutional, and policy factors influencing Somalia’s integration; to assess potential economic opportunities and challenges; and to analyze Somalia’s role in advancing the EAC’s broader regional objectives. The significance of the study lies in its contribution to scholarly discourse on regionalism in Africa and its practical implications for policymakers seeking to navigate the complex dynamics of integrating fragile economies into regional blocs. The study is limited to examining Somalia’s economic conditions, trade patterns, governance challenges, and interdependence with EAC states from the early 2000s to 2025.The literature review is structured around several core themes: economic factors influencing regional integration, progress and challenges of regionalism within the EAC, and the specific impact of Somalia’s membership. The theoretical framework draws primarily on Neoclassical Economic Theory and Institutional Theory, which together provide a lens to analyze market dynamics and governance structures critical to regionalism. Employing a descriptive research design grounded in a pragmatic paradigm, the methodology incorporated both quantitative and qualitative methods, including structured questionnaires, semi-structured interviews, and document analysis. Pre-testing of data collection instruments carried out in Nairobi, Kenya, was chosen for its regional significance and accessibility to knowledgeable respondents. A stratified random sampling strategy was used to select a diverse group of economic officials, trade experts, and business leaders, targeting a sample size of 100–150 participants. The research pointed out that the weak institutions in Somalia, the poor infrastructure, and limited human resources were the main reasons for the country's drawback in the integration with the EAC. Moreover, it uncovered a notable disconnection between the informal economy of Somalia and the EAC's formal trade systems. Furthermore, lack of governance and coordination were identified to be the cause of the delay in the implementation of regional protocols. this study recommends that EAC and Somalia should work together to enhance the institutional capacity and infrastructure in order to make the economic integration effective. The findings may benefit policymakers within the EAC and Somali government by informing policy strategies that can facilitate smoother integration. Additionally, business leaders, trade associations, and regional development organizations will gain insights to support economic collaboration and investment planning.Daystar Universit
Transformational Leadership and Work Performance for Primary School Teachers in Kenya
No full textMaster of Education in Leadership and Policy StudiesThe study sought to investigate the relationship between transformational leadership and work performance, examine how job satisfaction, organizational commitment, and teacher motivation mediate the relationship between transformational leadership and work performance, and assess the role of school culture, and teacher characteristics in moderating the effect of transformational leadership on work performance. The study was underpinned by Transformational leadership Theory, Social Exchange Theory and Path Goal Theory. The study used a descriptive research design, targeted educators in selected Nairobi schools, and applied a stratified random sampling method for a representative sample. Data collection relied on structured questionnaires, validated through Cronbach’s alpha for reliability and piloted for accuracy and relevance. Descriptive and inferential statistical methods were used to analyze data. Ethical considerations, including confidentiality and informed consent, were strictly observed. The study found that transformational leadership significantly enhanced teachers’ job performance, satisfaction, and commitment in Nairobi schools, with inspirational motivation and individualized consideration most strongly influencing teacher morale, while intellectual stimulation fostered innovation in teaching. The study concluded that transformational leadership was a vital driver of teacher effectiveness and educational quality, and recommended leadership training and policies that promoted transformational practices to sustain improvements in the education sector in Nairobi.Daystar Universit
Performance of Girls in Mathematics at Secondary Level in Selected Schools in Meru County, Kenya
No full textMASTER OF EDUCATION in Leadership and Policy StudiesThis study investigated the persistent underperformance of girls in mathematics at the secondary school level in selected schools in Meru County, Kenya. The study aimed to analyze trends in girls’ academic performance in mathematics over the past five years using Kenya Certificate of Secondary Education (KCSE) and other standardized test scores. It further sought to evaluate how socio-cultural factors such as family expectations, peer influence, and community beliefs affect girls’ attitudes and achievement in mathematics. The study also examined the influence of classroom practices—particularly teaching methods, curriculum content, and teacher-student interactions—on girls’ mathematics performance. Additionally, the study assessed how economic barriers, including school costs and access to learning resources, impact girls’ participation, and evaluated the effectiveness of current school- and community-based interventions aimed at improving girls’ performance in the subject. The study was guided by four theories: Social Cognitive Theory, Expectancy-Value Theory, Feminist Theory, and Stereotype Threat Theory. These theoretical lenses helped to frame the multifaceted social, cultural, psychological, and economic dynamics influencing girls’ achievement in mathematics. A quantitative research design was employed, aligning with the positivist research philosophy. Data were collected using structured questionnaires administered to a total of 396 participants, including 188 secondary school girls, 188 parents, and 20 mathematics teachers. Descriptive and inferential statistics—including correlation and regression analysis—were used to analyze the data. Findings revealed that the majority of girls scored below average in mathematics, with most achieving between 30% and 49%, and a significant number scoring below 30%. Socio-cultural barriers such as negative community attitudes and gender-based expectations were found to undermine girls’ confidence and performance. While teachers and parents acknowledged the importance of girls’ success in mathematics, awareness of targeted interventions remained low. Classroom practices, though generally supportive, were inconsistently inclusive, and many learners faced economic challenges that affected access to resources and school attendance. Based on these findings, the study makes several recommendations. The Ministry of Education and the Teachers Service Commission (TSC) should invest in gender-responsive teacher training, while schools should enhance inclusive classroom practices. Community awareness programs should be implemented to challenge negative gender stereotypes, and economic support mechanisms such as fee subsidies and resource provision should be strengthened. Mentorship programs and remedial support targeting girls should be scaled up and monitored for effectiveness. Finally, policy-level reforms must institutionalize gender equity in curriculum design, teacher deployment, and school-community engagement to ensure systemic and sustainable change.Daystar Universit
An Analysis of The Effects of Political Transitions on Human Rights – Oriented Police Reforms in Kenya (2002-2022)
No full textMaster of Arts in Diplomacy, Development, And International SecurityThis study analysed the effects of political transitions on human rights-oriented police reforms in Kenya, a hybrid regime in Africa, for the period between 2002 and 2022. It was informed by concerns of persistent human rights violations attributed to a failed police reform agenda. Observing that all the political leaderships expressed support for police reforms during the respective tenures in their quasi-democratic leadership styles, this study sought to investigate how varying development priorities shaped police reforms with a focus on human rights-oriented policing in Kenya. Objectively, the researcher investigated the nexus between political transitions, police reforms and human rights practices, the effects on human rights compliance by the Kenya NPS and the challenges transitions posed to human rights-oriented police reforms. The study anchored on the theoretical complementarity of Elitism and Historical Institutionalism. It adopted a mixed method approach utilising primary and secondary data sources. The study engaged key stakeholders including community members, serving police officers, retired police officers and the civil society. Descriptive, statistical and thematic analysis of the collected data yielded findings indicative of varying effect sizes and statistical significance from each participant category perspective. The study established significant effects of transitions on police reforms and human rights-oriented reforms in the first objective, an analytic tension between descriptive and statistical analyses for the second objective and identified the most persistent challenges that undermine human rights-oriented police reforms in Kenya. This study recommends areas for further research in the field of knowledge where dynamics of political transitions, principles of democratic governance, law enforcement and human rights intersect.Daystar Universit
Exploring How Student Leaders in Universities in Kenya are Leveraging X (Twitter) for Political Activism.
No full textMASTER OF ARTS in CommunicationThe increasing use of social media for political engagement has transformed contemporary activism, particularly among young people. In Kenya, youth have become key actors in digital political discourse, using X (formerly Twitter) and other online platforms to mobilize support, challenge governance issues, and advocate for policy change. This study explored how university student leaders in Kenya leverage X for political activism. Specifically, it examined how they use the platform to mobilize supporters, influence public opinion, and shape broader political movements and policy debates. Anchored in Yochai Benkler’s (2006) Networked Public Sphere theory, the study examined how digital networks facilitate participatory communication and collective action within student leadership. Using a qualitative exploratory design, data were collected through in-depth interviews with ten student leaders from various faculties at the University of Nairobi. Participants were selected based on their active involvement in student governance and consistent use of X for advocacy and political engagement. The data were analysed thematically to identify key patterns in how student leaders utilize X for mobilization, engagement, and influence. Findings revealed that X serves as a powerful tool for political mobilization, peer engagement, and public visibility. Student leaders use X Spaces, hashtags, and threads to coordinate protests, share policy perspectives, and broaden their reach beyond the university. However, they also face significant challenges such as cyberbullying, misinformation, and inconsistent internet access, which limit sustained participation. The study further demonstrated that X enables decentralized participation in civic discourse, supporting Benkler’s (2006) conception of the Networked Public Sphere where individuals act as both content producers and civic participants. The study concludes that X empowers student leaders by amplifying their voices and expanding their visibility while simultaneously exposing them to new vulnerabilities. This dual experience illustrates the balance between empowerment and risk within digital activism. The findings affirm that X functions as a networked public sphere, enabling participatory, decentralized, and real-time political engagement among student leaders. This research contributes to development communication scholarship. In particular advocacy communication, participatory media, and digital activism, by highlighting how digital platforms are reshaping youth political engagement in Kenya. It provides valuable insights for policymakers, civil society organizations, and university administrators seeking to enhance youth participation in governance. Key recommendations include: (1) universities should provide digital literacy and online safety training to promote responsible and secure activism; (2) policymakers and university administrations should formally integrate social media engagement into student governance frameworks; and (3) civil society organizations should strengthen mentorship and digital capacity-building programs to support ethical and sustained youth activism in digital spaces.Daystar Universit
Hundred Percent Transition to Secondary School: Implementation Challenges in Selected Public Secondary Schools in Nairobi County, Kenya
No full textMaster of Education in Leadership and Policy Studies of Daystar University Nairobi, KenyaThis study investigated the challenges faced by public secondary schools in Nairobi County while implementing Kenya's 100% transition to secondary school policy. While the policy successfully increased access to education, its execution has encountered significant obstacles. Guided by the Complex Adaptive Systems Theory and Systems Theory, the research explored implementation approaches, identified areas of difficulty, and aimed to propose strategic solutions. A descriptive research design was employed, using a mix of surveys, interviews, and focus groups with school administrators, teachers, students, and policymakers across ten selected schools. The findings revealed critical challenges, including severe overcrowding, a high teacher-to-student ratio, and inadequate resources such as insufficient teaching staff, financial support, and infrastructure. The study also highlighted socio-economic barriers for low-income students, along with administrative constraints and policy inconsistencies that further complicate the process. The study concludes that sustainable implementation requires a balance between access and quality, which can only be achieved through coordinated planning, adequate staffing, and community involvement. In view of these findings, the study recommends increased funding, structured support programs, and enhanced communication and partnerships among all stakeholders to improve educational outcomes in Nairobi County's public secondary schools.Daystar Universit
Mechanization of Supply Chain Activities and Organizational Performance of Tea Firms in Kenya: A Case of Browns Plantations Kenya Ltd
No full textMaster of Business Administration in Supply Chain Management And Strategic ManagementMultinational Corporations (MNCs) in Kenya's tea industry are increasingly adopting mechanization to improve organizational performance. However, there is a notable lack of studies on the impact of mechanization on the organizational performance of these organizations. Therefore, the study examined the effect of the mechanization of supply chain activities on the organizational performance of firms in Kenya's tea industry. The specific objectives were to examine the mechanization at Browns Plantations Kenya Ltd, explore the organizational performance at Brown’s Plantations Kenya Ltd, and investigate the effect of mechanization of supply chain activities on organizational performance at Brown’s Plantations Kenya Ltd. The study sought to contribute to the Sustainable Agricultural Mechanization for Africa, a key pillar of achieving Aspiration 1 of the African Union Agenda 2063 and Sustainable Development Goal (SDG) 2 to end hunger and achieve food security. Second, it aimed at contributing to Africa Vision 2050, focusing on agriculture and rural development supported by improved agricultural processes, and to Kenya Vision 2030, which emphasizes mechanization as a driver of efficient land use for agricultural production. The study was based on the Induced Innovation Theory, the Theory of Farming Systems Evolution, and the Technology Acceptance Model. The researcher used a descriptive research design to suit the study’s objectives. The case of this research was Brown’s Plantations Kenya Ltd, with a population of 5,424 employees; however, the target population was the management at the Chomogodany Tea Factory, Kaisugu Tea Estate and the Central Office in Kericho, which was 83 individuals. The study applied a census due to the small size of the target population. The researcher used semi-structured questionnaires to collect quantitative and qualitative data. Descriptive statistics were fed into the Social Packages Statistical Sciences (SPSS) version 27.0. and results presented in frequencies, means, and standard deviations. The correlation between the extent of mechanized tea harvesting and organizational performance is 0.689. The correlation between mechanized tea processing and organizational performance is 0.318, which denotes a relatively strong correlation. Additionally, the correlation between mechanized tea packing and organizational performance is 0.310 which also denotes a relatively strong correlation. The correlation between organizational culture and organizational performance is 0.745, which shows that 74.5% of changes in organizational performance are caused by changes in organizational culture. The findings implied that organizational performance could be improved if organizations implemented mechanized tea harvesting, processing, and packaging. Thus, Browns Plantations Kenya Ltd could benefit by sustaining mechanized processes. Mechanization could also be a key pillar to achieving Aspiration 1 of the African Union Agenda 2063 and Sustainable Development Goal (SDG) 2, and Kenya Vision 2030, which emphasizes mechanization as a driver of efficient land use for agricultural production. Additionally, the tea industry could also benefit by maintaining mechanization as a key process. The researcher recommends another study to explore the mechanization of supply chain activities on the organizational performance of firms in the service industry.Daystar Universit