Relevant bibliographies by topics / Education – Kenya – History

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Education – Kenya – History'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Education – Kenya – History"

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Aggarwal, Anita. "Higher Education Collaboration in Kenya." International Journal of Technology and Educational Marketing 3, no. 1 (January 2013): 48–64. http://dx.doi.org/10.4018/ijtem.2013010104.

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Higher education in developing countries presents an opportunity both for investment and development, if specific challenges can be overcome. This article looks at the opportunities for higher education in a developing country, Kenya, and how these experiences have enabled an identification of issues that must be dealt with for higher education to grow both as an investment and capacity-building opportunity for developing countries. It offers a brief narrative on the history of higher education in Kenya, and the types of higher education collaborations. Using a case study of a long established transnational education collaborative partnership between INtel College, Kenya, and the University of Sunderland, UK, it explores the framework for such operations and challenges and perspectives of the partnership. Finally, it presents a view of the future of transnational education in a nation which indeed may have relevance in any developing country.
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Mwiria, Kilemi. "Education for subordination: African education in colonial Kenya." History of Education 20, no. 3 (September 1991): 261–73. http://dx.doi.org/10.1080/0046760910200306.

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Gould, W. T. S. "The Kenyan Conundrum. A Regional Analysis of Population Growth and Primary Education in Kenya." Population Studies 44, no. 1 (March 1, 1990): 182–83. http://dx.doi.org/10.1080/0032472031000144526.

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Adhiambo, Jacinta Mary. "Catholic schools in Kenya: history, achievements and challenges." International Studies in Catholic Education 11, no. 2 (July 3, 2019): 159–77. http://dx.doi.org/10.1080/19422539.2019.1641049.

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Ondigi, Samson, Henry Ayot, Kiio Mueni, and Mary Nasibi. "Vocationalization of education in Kenya: the Classroom Practice and the Learners’ Responsibilities for Change in the 21st Century." International Journal of Learning and Development 1, no. 1 (October 16, 2011): 142. http://dx.doi.org/10.5296/ijld.v1i1.1120.

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Abstract The essence of education is to prepare an individual for lifelong experiences after schooling. Education as offered in schools today is expected to give the teacher a chance to impart knowledge and skills in the learner, and for the learner to be informed and be able to put into practice what has been gained in the course of time. The Kenyan curriculum and goals of education are clearly stipulated if followed to the latter. Basically, the classroom practice by both the teachers and the learners exhibit an academic rather than a dual system that is expected to meet the needs of both the individual and those of the communities which form subsets of the society at large. It is upon this premise that education of a given country must prepare its individuals in schools so as to meet the goals of education at any one given time of a country’s history. This paper looks at the perspective of vocationalization of education in Kenyan at this century. The history of education ever since independence in 1963 by focusing on the Ominde commission through the Koech report of 1999 have been emphatic that education must meet the national goals of education as stipulated in the curriculum. But what is edging the practice that has not revolutionalized the socio-economic, cultural and political development of Kenya? Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classroom aimed at achieving diversified learning and common practices in the career. The challenges herein are: where have we gone wrong as a nation, what is the practice in the classroom, when can the nation be out of this dilemma, who is to blame for the status quo and finally what is the way forward? By addressing these questions, the education system will be responsive to the changes in time and Kenya will be on the path to successful recovery.
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Krotki, Karol J., and Juha I. Uitto. "The Kenyan Conumdrum: A Regional Analysis of Population Growth and Primary Education in Kenya." Canadian Journal of African Studies / Revue Canadienne des Études Africaines 28, no. 2 (1994): 376. http://dx.doi.org/10.2307/485772.

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Pirouet, M. Louise, Elsa M. Harik, and Donald G. Schilling. "The Politics of Education in Colonial Algeria and Kenya." International Journal of African Historical Studies 18, no. 1 (1985): 185. http://dx.doi.org/10.2307/217993.

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Ngeno Kipkemoi Robert, Dr Samson O. Barasa, and Prof. John Chang’ach. "Political ramification on educational policy in colonial kenya." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (July 13, 2020): 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.

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Colonial educational policies were marked by conflicting interests of different actors who were involved in the provision and consumption of education. Initially, education matters were left to individual colonies and voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate western morals, technical skills, and the need for rural advancement. Africans did not contend with recommendations of these commissions; therefore, several institutions emerged that sought to improve educational conditions for Africans, such as political associations, Local Native councils, and Independent school associations. Data for this study was collected qualitatively; this involved both primary and secondary sources of data. The results of the study indicate that politics has a direct influence on educational policy. The study will be significant to educational stakeholders, educational policy developers, and planners, educational historians and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the history of education.
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Iraki, X. N. "Is Kenya Facing East or West: An Empirical Analysis." International Business Research 11, no. 12 (December 3, 2018): 134. http://dx.doi.org/10.5539/ibr.v11n12p134.

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In the last two decades China’s economic influence in Africa has increased espoused by huge investment in infrastructure like roads, railways, airports and seaports. This has led many scholars to suggest that Africa is facing East away from the traditional West. The Western influence had permeated into governance, education religion and even consumption. Of interest is if China has successfully displaced the west from Africa in such a short time. This study investigates if Africa, in particular Kenya has really faced East (read China). We expect economies near each other geographically or are culturally close because of history e.g. colonialism to have highly correlated GDP growths. This is supported by gravity theory of trade. In this paper, GDP growth rates of Kenya and a selected number of countries from the West and East are correlated for a 50 years period. Analysis is then broken into decades to see the change in patterns. Analysis of correlations during the different Kenyan presidencies then before and after the cold war is carried out. All the data in this paper is sourced from World Development Indicators, a World Bank Data base. The hype about facing East for Kenya is not supported by data. Kenya in the last 20 years has looked East, but did not abandon the West. This dualism may change with Brexit, Trump in White House and envisaged Africa’s free trade area.
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JOSEPH, CHRISTOPHER ODHIAMBO. "In Between Activism and Education. Intervention Theatre in Kenya." Matatu 44, no. 1 (2013): 97–106. http://dx.doi.org/10.1163/9789401210546_009.

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Dissertations / Theses on the topic "Education – Kenya – History"

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Munywoki, Mathenge. "An Historical Review of Higher Education in Kenya Since 1975, with an Emphasis on Curriculum Development." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331862/.

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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 of the study is the introduction. The history of higher education is in Chapter II. Chapter III discusses the impact of Western education in Kenya. Chapter IV deals with development, politics, and Kenyan higher education. Chapter V contains the summary, a discussion, and conclusions based on the facts presented in Chapters I through IV. Since 1975, higher education in Kenya has emphasized vocational and technical education, African culture, natural sciences, and rural development.
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Kithinji, Michael Mwenda. "From Colonial Elitism to Moi’s Populism: The Policies and Politics of University Education in Kenya, 1949-2002." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1242362264.

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Rinaldi, Flaminia. "Beyond Modernity and Tradition: digital spaces for Sexuality Education in Kenya." Thesis, Högskolan Dalarna, Afrikanska studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34497.

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The thesis carries out a critical examination of the problematic and complex dynamics aroused by the conceptual gap between the Modernity and Tradition, suggesting that such polarization is present in the way people think and talk about sex and sexuality in Kenya. Considering the difficulties of implementing Comprehensive Sexuality Education in Kenyan secondary schools, the study questions the possibility of isolating and distancing different sexual values and attitudes, and supports instead the need for a different approach to teaching sexuality, capable of bridging those differences through an inclusive language. Digital Platforms are critically examined as potential spaces for the realization of the theoretical project of an “Ecology of knowledges”, thus as places for developing respectful and comprehensive dialogue about sexuality among adolescents.
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Ochwada, Hannington. "Negotiating difference the Church Missionary Society, colonial education, and gender among Abetaaluyia and Joluo communities of Kenya, 1900-1960 /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297112.

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Thesis (Ph.D.)--Indiana University, Dept. of History, 2007.
Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0713. Adviser: John H. Hanson.
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Arunga, Marcia Tate. "Back to Africa in the 21st Century: The Cultural Reconnection Experiences of African American Women." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch149315357668899.

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Henningsson, Karin. "Historieundervisning förr och nu : En jämförande studie av Sverige och Kenya." Thesis, Karlstads universitet, Centrum för de samhällsvetenskapliga ämnenas didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27066.

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Odhiambo, Angela Merici. "Teaching history for nation-building : locally responsive pedagogy and preparation for global participation." Thesis, 2012. http://hdl.handle.net/10210/8037.

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D.Phil.
Being Kenyan means belonging to a number of levels, the national, the local, one’s tribe or ethnic group and supra-state. It means living in a world beyond the Kenyan nation in which absolutism, whether of the ethnic or national civic state, is no longer operative. While encouraging Kenyans to regionalize and globalize, the state in Kenya has also simultaneously sought to construct a nation and develop among Kenyans a sense of national identity. State pronouncements point out that Kenyans need to strengthen their self-identity in the midst of growing globalization and regionalization. They suggest that Kenya needs to teach History in schools to produce a new breed of citizens, imbued with a new vision, characterized by the Kenyan personality, that is individuals who are driven by a deep sense of patriotism and nationalism that transcends ethnic and traditional ties. To achieve this purpose, History teachers must enable students to apply historical knowledge to the analysis of contemporary issues and to deploy the appropriate skills of critical thinking. They teachers need to develop a critical pedagogy in which knowledge, habits, and skills of critical citizenship are taught and learnt. The study adopted a basic interpretive qualitative research design to understand the strategies that the teachers used to develop the attitudes and skills of critical thinking that enable learners to transcend their ethnic and national ties when thinking about issues that are Kenyan. Classroom observations and interviews were employed. The study involved seven provincial secondary schools situated in the Nairobi Province, Kenya. The finding is that to learn history, learners should not be simply inducted into an already existing identity. They have to be assisted to engage in open-ended debates over the nature of this identity as a way of introducing them to historical thinking that links the teaching and learning of history with its disciplined inquiry and core values and make it possible for them to understand their national identity part of a Kenyan culture that is interconnected with others at regional and global levels.
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Simwa, Kefa Lidundu. "The bachelor of education programme at a Kenyan university : a case of curriculum coherence in the preparation of secondary school history teachers?" Thesis, 2013. http://hdl.handle.net/10210/8512.

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D.Phil. (Curriculum Studies)
The study highlights the conceptual and practical challenges in providing initial teacher education that promotes, amongst other factors, coherence with the prescribed school curriculum. It investigates a History Teaching Methods (HTM) course offered by a university in Kenya to clarify how course related documents, lectures, students’ microteaching lessons, and perceptions about these three aspects obtained from interviews with a teacher-educator and students addressed what the course had to provide as possibilities for the acquisition of professional knowledge and skills that would enable students to teach effectively the secondary school History and Government (H&G) subject. Through a review of literature on curriculum coherence and theories on ethical pedagogic practice and communication combined with primary data collected in Kenya, I explain the nature of the challenges in the HTM course. The challenges, I argue, are primarily a result of overlooking the disciplinary requirements of History. The findings suggest that misconceptions about professional responsibilities of the teacher-educators are largely responsible for the descriptive approach that characterises the pedagogical practices they promoted. The absence of engagement with disciplinary requirements in lectures contributed to the nature of the devices that were used by students to teach. In order to clarify the nature of these pedagogic challenges, I adopted a generic qualitative approach to the research. The direct contact and discussion with a teacher-educator and students enabled me to explore their understanding of the requirements of teaching history at school level. Through observations of lectures I established how the teacher-educators considered these requirements as important to the teacher education they provided. Through observing students’ microteaching lessons I was able to establish their understanding of the nature of historical knowledge and how it ought to be approached when teaching. The study contributes to the general field of teacher education by having devised a conceptual orientation that can be drawn on to establish what is necessary to teach school history effectively, namely, the importance of normative critical thinking and contextual sensitivity. In this study, I indicate the pedagogic processes that need to be considered and constantly in place to teach history by drawing on relevant paradigms and conceptual orientations belonging to the discipline. I found that teacher-educators underplay the importance of these factors and view them as having to be considered by academic entities that are directly involved with history as a discipline. It is due to this oversight that the programme seemed to emphasise descriptive and procedural orientations in initial teacher education. I conclude by suggesting that a course that educates student teachers for, amongst other reasons, teaching H&G at secondary school in Kenya, has to consider firstly, what is essential to history teaching and learning as a discipline and secondly that effective history teaching has to be informed by reasoning that is not only relevant to History as a discipline but also its practicality to the objectives of school history.
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Maangi, Eric Nyankanga. "The contribution and influence of the Seventh-Day Adventist Church in the development of post-secondary education in South Nyanza, 1971-2000." Thesis, 2014. http://hdl.handle.net/10500/20035.

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This study discusses the contribution and influence of the Seventh-Day Adventist (SDA) Church to the development of post- secondary education in South Nyanza, Kenya. This has been done by focusing on the establishment and development of Kamagambo and Nyanchwa Adventist colleges whose history from 1971 to 2000 has been documented. This is a historical study which has utilized both the primary and secondary source of data. For better and clear insights into this topic, the study starts by discussing the coming of Christian missionaries to Africa. The missionaries who came to Africa introduced western education. The origin of the SDA church to Africa has also been documented. The SDA church was formed as a result of the Christian evangelical revivals in Europe. This called for the Christians to base their faith on the Bible. As people read various prophecies in the bible, they thought that what they read was to be fulfilled in their lifetime. From 1830s to 1840s preachers and lay people from widely different denominations United States of America around William Miller (1782-1849). This led to the establishment of the SDA Church in 1844. The study focuses on the coming of the SDA Missionaries to South-Nyanza. The efforts of the SDA Missionaries to introduce Western education in the said area, an endeavor which started at Gendia in 1906 has been discussed. From Gendia they established Wire mission and Kenyadoto mission in 1909. In 1912 Kamagambo and Nyanchwa, the subject of this study became mission and educational centres. The SDA mission, as was the case with other missionaries who evangelized South Nyanza, took the education of Africans as one of the most important goals for the process of African evangelization. The Adventist message penetrated the people of South Nyanza through their educational work. The conversion of the first converts can be ascribed to the desire for the education which accompanied the new religion. Kamagambo Adventist College became the first college in South Nyanza. Equally, Nyanchwa became the first college in the Gusii part of South Nyanza. The two colleges exercised a great influence on the local community especially in the socio-economic and educational fields. At the same time the colleges have also contributed enormously to the community’s development through the roles played by its alumni in society. Besides this, the study has also recommended some other pertinent areas for further study and research.
Educational Foundations
D. Ed. (History of Education)
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Ondiek, Concellia Aoko. "The persistence of female genital mutilation (FGM) and its impact on women's access to education and empowerment : a study of Kuria district, Nyanza province, Kenya." Thesis, 2010. http://hdl.handle.net/10500/4121.

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The overall policy goal of education for the Kenyan Government is the provision of education and training to all Kenyans as it is fundamental to the Government’s overall development strategy. This emphasis means that every Kenyan has the right to education and training no matter his/her socio-economic status. The Government has therefore allocated substantial resources and there has been notable achievements attained, but the sector still faces major challenges related to access, equity, and quality amongst others (Session paper no. 1 2005:2). One of these major challenges to access is the existence and persistence of retrogressive traditional practices such as female genital mutilation (FGM).The first concern of this study is that despite the immense awareness of the dangers on the victims in many aspects in life, and efforts to stamp it out, FGM still persists and thrives in many parts of the country to date. Secondly, there is an ever growing gender disparity in Kuria district, whereby women professionals are hard to come by. Even in the teaching profession which is associated with females in Kenya, there are a negligible number of Kuria female teachers. There is therefore need to liberate these girls from the persistent “senseless genital mutilation” by proper and relevant socialization and empowerment against cultural practices. The Cultural Lag theory of sociologist William F. Ogburn (1964) will be the underlying theoretical perspective of this study to explain the phenomenon, focusing explicitly on the
Sociology
DLITT(SOC)
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Books on the topic "Education – Kenya – History"

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Eshiwani, George S. Education in Kenya: Since independence. Nairobi: East African Educational Publishers, 1993.

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Eshiwani, George S. Implementing educational policies in Kenya. Washington, D.C: World Bank, 1990.

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Bogonko, Sorobea N. A history of modern education in Kenya (1895-1991). Nairobi, Kenya: Evans Brothers (Kenya), 1992.

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Music education in Kenya: A historical perspective. Eldoret, Kenya: Zapf Chancery, 2005.

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Bogonko, Sorobea N. Scientisation and technicalisation of education in Kenya. [Nairobi]: Bureau of Educational Research, Kenyatta University, 1988.

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Otiende, James E. Education and development in Kenya: A historical perspective. Nairobi: Oxford University Press, 1992.

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Muriuki, Godfrey. United States educational influence on Kenya. [Nairobi]: University of Nairobi, Dept. of History, 1995.

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Archives, Kenya National. A guide to education in Kenya: Selected documents held by the Kenya National Archives. Nairobi: The Archives, 1985.

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Western-educated elites in Kenya, 1900-1963: The African American factor. New York: Routledge, 2006.

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(Organization), Amkeni Wakenya, National Civic Education Programme (Kenya), and UN Women, eds. The status of governance in Kenya: A baseline survey report 2012. Nairobi, Kenya: Society for International Development, Regional Office for Eastern Africa, 2012.

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Book chapters on the topic "Education – Kenya – History"

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Peng-Keller, Simon, and David Neuhold. "A Short History of Documenting Spiritual Care." In Charting Spiritual Care, 11–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47070-8_2.

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Abstract The first chapter of this edited volume traces the history of documenting spiritual care. By referring to ancient and early modern practices, the relationship between spiritual (self-) care and various forms of documentation is outlined. The focus lies on developments in the twentieth and the twenty-first century, although the question of what constitutes an adequate practice of documenting healthcare chaplaincy is as old as the profession itself. The pioneers of Clinical Pastoral Education (CPE) – Richard Cabot, Anton Boisen, Russell L. Dicks, and others – developed distinctive forms of recording for different purposes. For example, procedures of documentation that are prepared for and helpful to the pastors themselves as “self-criticism,” “self-improvement,” or even “self-revelation” have been distinguished from documentation practices that are intra- or interprofessional. Regarding more recent developments in documentation, the introduction of electronic patient records (EMRs) was critical. We present a case study from Kenya to show how the issues discussed here are encountered in a non-Euro-American context.
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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.

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This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
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Gakahu, Nancy. "Lyrics of Protest." In Advances in Media, Entertainment, and the Arts, 257–73. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1986-7.ch014.

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The history of Kenya is loaded with continuous moments when music played a key role in expressing various issues in the country. Music is one of the most important modes through which ordinary Kenyans express their wishes, identity, frustrations and aspirations. For a long time, freedom of speech in Kenya, especially on issues touching political injustice had been curtailed. However, musicians in Kenya offered an alternative means of challenging the political status quo in the country by use of musical lyrics which address injustices directly or metaphorically. What is the place of music in Kenya's political landscape? Has political music in Kenya made a difference in governance and in educating the masses on their political and social rights? Have political songs helped change the political and social climate in Kenya? These issues are examined in this chapter.
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