1,720,966 research outputs found
Challenges Faced by Tutors In Setting of Examinations
Get PDFRegarding the testing /examination situation in English at Higher Education level most institutions hold test development workshops/seminars for their staff, have internal and external examination moderation, and the staff work as a team thereby making the staff conversant with the right techniques of setting examinations. This paper examines the challenges faced by tutors in setting of examinations. Data was collected by administering questionnaires to tutors to identify challenges faced in setting of examinations and forms of support required. The study was conducted in 2012 in an institution in Kenya. Findings of the study, remedies and recommendations are discussed herein. The study concluded that during internal and external moderation of summative examinations some challenges are identified. As per the findings, some tutors require adequate support to acquire the necessary skills through workshops, seminars and mentoring by experienced colleagues. Providing proper orientation to tutors who require this is mandatory for setting of effective examinations. Equipping them with the needed skills improves the quality of examinations in an institution and gives tutors confidence. Key words Challenges, tutors, setting examinations, remedies, quality, standard, testing, validity, moderation
Methods of Increasing Speaking Activities in the Classroom (Maximising Student Input and Involvement)
Get PDFThis article explores methods of maximizing student participation in the classroom. The lecture method is often used especially with large classes thereby leading to ‘passive’-student roles. Some teachers view communicative approaches as noisy and time wasting because syllabus coverage is crucial to an examination-oriented syllabus. Other reasons for this approach include classroom space limitation for executing interactive learning activities and students not being used to interactive learning. However, there are instructors who employ a learner-centred approach. An Attempt to promote a student-based, communication-driven approach is likely to encounter passive resistance due to their traditional learning context. The research set out to determine methods of maximizing student interest and involvement in the classroom. It took place at Marist International University College. I conducted fifteen hours lessons in May and June 2012 applying various communicative activities. There was teacher-learner interaction. The teacher employed interaction patterns like pair, group work activities etc. These provided a perfect opportunity for all learners to communicate. The findings demonstrated that the teacher has to create a conducive environment, establish rapport with learners, elicit more, plan for appropriate and interesting communicative activities and exploit a variety of teaching resources. These actively involved learners in the learning experiences. Key words: Collaborative, phonology, skills, facilitator, teaching, learning, elicit, communicative, interactive, activities, classroom, authentic, tasks, student, teacher
Teacher Level of Interaction with Learners Based on Classroom Seating Position
Get PDFFrom experience, I have noted that in most classrooms teachers tend to nominate either high ability or extrovert students to speak, hence, the same students tend to participate most of the time. This research aimed at determining if teacher level of interaction with learners is based on students’ seating position. I conducted the research and had ten hours of observation of English language lessons in selected secondary schools in Nairobi between March and November 2012. The findings indicate that the number of contributions from each learner was linked to the classroom seating. I also found that the teacher should give positive reinforcement to the responses given by learners and encourage all students to be active. The study also confirmed that there must be a fair distribution of questions and feedback directed to all students despite their seating position to result in an all inclusive/equal participation. Key words Interaction, seating position, teacher, learners, nominate, contributions, questions, observation, participate, active, reinforcement, responses
Appraisal of Marist Education in the Light of Patristic Education
Get PDFThe Study evaluated the Marist Brother Lecturer and the Marist Student in Marist International University College, Karen, Nairobi in the light of the Education founded on Christian principles by Jesus Christ and expounded by the early Church Fathers. The Researchers tried to find out the attitude of both Marist Brother Lecturer and Marist Student towards Marist Education. The Study adopted a Convergent Parallel Mixed Methods Design. It specifically used Cross-Sectional Survey Design and Investigator Triangulation to collect data. The Sample Size of the Study consisted of 54 Students and 8 Marist Brothers Lecturers totalling to 62 Respondents from the Department of Education. A 25 item Likert Scale questionnaire, In-depth Interview Guide and Observation were used to collect both quantitative and qualitative data. The result of the Study revealed that both the Marist Brother Lecturer and Marist Student have positive attitude towards Marist Education and that there is a significant positive relationship between a Marist Brother Lecturer and a Marist Student. The Study therefore concluded that Marist Education in the light of Patristic Education is qualitative, holistic and value-oriented. Also, that both the Marist Educator and the Marist Student benefit a lot from Marist Education and it helps them to be focused in transforming the Society drawing from the Christian principles they learnt from Christ, the Great Teacher and the Church Fathers. Educationally, this implies that in order to preserve the holistic nature of Marist Education, it must continue to excel towards informing, forming and transforming the Educand. Keywords: Appraisal, Marist Education, light, Patristic Education
Examples from Kenya and South Africa
No full textEducation systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously.Andrew W. Mellon Foundation http://dx.doi.org/10.13039/10000087
Social Studies Curriculum: An Educational Response Tool to the Different Problems Faced in Family Life Today in Africa
Get PDFFamily is a gift of God. The holy family of Nazareth (Jesus, Mary and Joseph) exemplifies a model family. A family is the basic social unit of the society based on marriage. It comprises the child (children), their mother and their father. In some extreme cases when children do not arrive, it does not make it less a family. The scripture exposes us to the different realities of family life. It tells stories about births, love and family crises. This is drawn from the first book of the Bible which recorded the stories of Adam and Eve’s family with all its burden of violence and enduring strength. There are myriads of problems faced in family life today in Africa. Some of these problems include domestic violence, marital rape, incest, infidelity, hatred, marital slavery, patriarchy, child labour, male child vis à vis female child syndrome, information and communications technologies, just to mention a few. Despite faith response to these problems; a response based on the sacred scripture and the teachings of the church, there is need for its educational response; the Social Studies Curriculum, in order to bring plausible solutions to these problems. This qualitative study, based on content analysis is anchored on the functionalist theory and supported by the conflict theory. Keywords: Marriage, family life, challenges, faith response, educational response, social studies curriculum, Kenya, Nigeria, Africa DOI: 10.7176/JEP/12-8-08 Publication date:March 31st 202
Implementation of Inclusive Education for Learners with Disabilities in Primary Schools in Nairobi County, Kenya
Get PDFChildren with disabilities encounter different forms of exclusion and are affected by them to varying degrees. The Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD) condemn this. They instead demand inclusion which will recognise the full potential of the learner. Based on this therefore, teachers who are involved in the task of helping these learners achieve their goals in life are faced with some setbacks in this duty. This study explored the challenges of implementing inclusive education curriculum that caters for learners living with autism in a primary school in Nairobi County, Kenya. It adopted a qualitative research paradigm and specifically the phenomenological design. The study targeted teachers and pupils. The sample size of the study consisted of 12 teachers and 8 pupils. Interview and observation guides were used for data collection. The researchers transcribed the interviews, coded the data, categorised the data, derived themes from the categories, interrelated themes and interpreted the meaning of themes. The findings of the study revealed that teachers are faced with the challenges of broad curriculum, and lack of some educational resources to support the inclusive education curriculum. The study concluded that learners with autism in inclusive education need maximum attention. The study therefore recommended to the government to review the curriculum in order to meet the needs of these learners. Further, to provide the necessary educational resources needed to fully implement the curriculum. Keywords: Implementation, inclusive education, curriculum, disability, autism, Nairobi, Keny
Role of Institutions of Higher Learning in Enhancing Sustainable Development in Kenya
Get PDFEducation brings about a change in the individual which promotes greater productivity and work efficiency. It remains a major component in the development of human resources and it accounts for much improvements in population quality and environmental resource management; hence, sustainable development. Improvement of human resources is not limited to the inculcation of skills and knowledge, but includes having values, positive attitudes and motives consistent with the goals and methods of development plan that will benefit the future generations. The study ascertains the role of Marist International University College (MIUC) in the enhancement of sustainable development in Kenya. It adopts a qualitative approach/paradigm and it specifically uses case study in its design. The sample size of the study consists of 15 respondents; 10 graduating students and 5 staff members. In-depth interview and document analysis guides consisting of five main research questions are used for data collection. The result of the study reveals that MIUC educates its students to be agents of liberation, transformation and development. However, it is faced by the challenge of financial constraint and limited programmes. This implies that only few students benefit from its curricula; hence the rate of diffusion of wealth of knowledge for sustainable development nationwide is low. In conclusion, the study recommends to the government to fully fund private universities as it does to public universities and it also advises MIUC to develop more attractive and market driven programmes. Keywords: Role, institutions of higher learning, enhancement, sustainable developmen
PRACTICUM AND TEACHER EDUCATION IN ENUGU STATE, NIGERIA: RELEVANCE OF INNOVATIVE PRACTICES
No full textThis study determined the relevance of innovative practices in teacher education in Enugu State,
Nigeria. The study adopted qualitative research paradigm, and employed case study design. The study was
guided by one research question: what is the relevance of innovative practices in the training of teachers in
Enugu State, Nigeria? The researchers studied twenty-five postgraduate diploma of education students of
Godfrey Okoye University Enugu, Nigeria. Observation guide was used for data collection. The data
collection focused on lesson preparation, introduction, lesson development, use of instructional aids,
classroom management and procedures, teacher variables, and evaluation. The study found that active,
dynamic and participatory classrooms, and use of varied learning resources and experiences are some
innovative practices that respond to effective teacher preparation. The study concludes that creativity and
innovation enhance practicum and teacher education. It therefore recommends that student teachers should
develop keen interest in innovative practices in their professional training
Sustaining Social Values Through Apprenticeship and Mentoring Dynamics: A Hidden Curriculum Perspective
Get PDFApprenticeship and mentoring have long been recognized as powerful educational strategies for transmitting not
just technical skills but also core social values, often operating through a hidden curriculum that subtly shapes
attitudes, norms, and ethical perspectives. This paper examines the potential of apprenticeship and mentoring
dynamics as critical mechanisms for sustaining social values within contemporary educational and vocational
settings. Drawing on the hidden curriculum perspective, it explores how these informal, yet impactful modes of
learning contribute to character formation, social responsibility, and community cohesion. The study argues
that, beyond structured instruction, the implicit lessons conveyed through role modelling, shared experiences,
and interpersonal relationships play a crucial role in reinforcing societal norms and values. This perspective
highlights the importance of intentional mentorship programmes that emphasize character development and
ethical practice as essential components of holistic education. The paper further discusses the implications for
curriculum design, educational leadership, and policy formulation, emphasizing the need for educational
institutions to integrate these dynamics to foster socially responsible citizens. The paper, hence, underscores the
role of mentors as moral exemplars and the apprenticeship model as a powerful vehicle for social value
transmission, offering a roadmap for sustaining cultural heritage and promoting positive social change
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