Displaying items by tag: Education and Change
The microenterprise (ME) sector is key in Kenya’s development process. In Kakamega County, the sector continues to register remarkable growth than agriculture and wage-employment sectors, employing 30% of the labour force and contributing significantly to households’ incomes and livelihoods. The sector is characterized by variations in entrepreneurs’ and MEs characteristics, making any stakeholders’ intervention strategies in its development difficult without appropriate data.
The focus of this study was onstress management techniquesand their effect on task performance among secondary school student leaders in Kisumu County, Kenya.Despite, the key role that stress management techniques plays in dealing with the inevitable effect of stress through problem solving, emotional support and denial there has been a burden among male and female student leaders, triggered by task performance.
Locally and globally, women’s leadership and political participation are restricted. Women are underrepresented as voters, as well as in leading positions, whether in elective offices or in the civil service, in the private sector or even in academia.
The government of Kenya has since independence made great strides to eradicate poverty through its fight against disease, poverty and ignorance. Different development plans, sessional papers and high level forums have spelt out different strategies to address poverty, but they have not been translated into implementable effective policies and approaches that can overcome poverty situations in the country.
The importance of place-based science, technology, engineering, and mathematics (STEM) education cannot be over-emphasized, particularly in developing economies. It takes a strong presence of a knowledgeable and highly skilled workforce talented in STEM fields to drive the economy towards prosperity through economic growth and poverty alleviation, and it takes place-based STEM education to develop the agricultural-STEM workforce that the East African agribusinesses for sustainable development.
The upsurge of ethical malpractice in schools has renewed interest in the ethical dimension of education. Professional ethics codes have become crucial elements for regulating the conduct of teachers globally. The value and prevalence of these frameworks vary across professions and contexts especially in developed and developing countries.
Technical and vocational education plays a critical role in the acquisition of practical knowledge and skills that are vital to industrial development worldwide. Kenya aspires to achieve Vision 2030 by intensifying application of science, technology and innovation in its education system for global competitiveness.
A country cannot attain sustainable development without considerable investment in human capital. This makes education an important factor in development because it enhances people’s understanding of themselves and their world.
Free Secondary Education In 2008, the Kenyan government introduced the Free Day Secondary Education (FDSE) policy with the aim of expanding access and retention of learners in public day secondary schools leading to increased enrolment in an environment of resource scarcity.
Kenya has made remarkable improvement in the quest for universal primary education as a way of achieving international target for realizing Education for All (EFA) which has resulted in the increase in student enrolment.