Journal articles: 'Environmental education – Kenya'

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Dogbey, James, Cassie Quigley, Megan Che, and Jeffrey Hallo. "Using Smartphone Technology in Environmental Sustainability Education." International Journal of Mobile and Blended Learning 6, no. 1 (January 2014): 1–16. http://dx.doi.org/10.4018/ijmbl.2014010101.

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This study engaged key stakeholders in an economically and environmentally fragile region in Kenya in a unique, interdisciplinary, and integrative approach to explore the extent to which the use of smartphone technology helps access the environmental values and sustainability perspectives of the people of the Maasai land. The results of the study indicate that the participants' environmental values and sustainability perspectives, exposed through photovoices, pertain mainly to issues regarding livestock grazing, deforestation, soil erosion, wildlife and human co-habitation, waste management, afforestation, and the conservation of the natural vegetation. A common theme permeating the participants' photovoices was their awareness of the intertwining effects of these major environmental issues on the environment. The results also suggest a strong understanding of ecological compositions and connections in the environment by the participants.

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Manyasi, Beatrice Namusonge. "DEVELOPING COGNITION OF ENVIRONMENTAL SUSTAINABILITY THROUGH EDUCATION." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 88–100. http://dx.doi.org/10.31686/ijier.vol5.iss7.726.

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Environmental sustainability focuses on protecting environmental resources such as water, land, forests and biodiversity, among others. The relationship between human beings and nature is essential. Human beings need a healthy productive life without undermining the environmental needs of present and future generations. Social communities ought to develop their economy making intellectual decisions pertaining to the management of their natural resources so as not to compromise the needs of future generations. The study sought to establish the effectiveness of the approach used in teaching environmental education in secondary schools in Kenya by investigating the cognition of first year university students about environmental concerns and their effects. Qualitative research methodology was used. The techniques used to generate data were interviews and audio-recording. Findings revealed that respondents lacked cognition about how human beings negatively affect the environment and the challenges experienced by them as a result of the negative effects. The approach used in teaching environmental education in secondary schools in Kenya is not effective. It goes against the principle of using the preventive approach to protect the environment through education. It is essential to develop appropriate policies and reform the curriculum in basic education to enable learners to move from nature appreciation and awareness to education for an ecologically sustainable future. Environmental Education can be used as a context of integration for learning with other subjects including English Language Teaching.

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Katsivo, Melanie Nyambura. "Health education in rural kenya." Psychology & Health 12, no. 1 (November 1996): 43–48. http://dx.doi.org/10.1080/08870449608406920.

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Bruselius-Jensen, Maria, Kerry Renwick, and Jens Aagaard-Hansen. "Cross-cultural school-based encounters as global health education." Health Education Journal 76, no. 3 (November 24, 2016): 349–61. http://dx.doi.org/10.1177/0017896916676209.

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Objective: Drawing on the concepts of the cosmopolitan person and democratic health education, this article explores the merits of primary school–based, cross-cultural dialogues for global health education. Design: A qualitative study of the learning outcomes of the Move|Eat|Learn (MEL) project. MEL facilitates cultural meetings, primarily Skype-based, between students from Kenya and Denmark, with the aim of promoting reflection on differences and similarities in everyday living conditions and their impact on health practices. Setting: Three Danish and one Kenyan primary schools. Methods: Qualitative analysis of 18 focus group discussions with 72 Danish and 36 Kenyan students. Results: Cross-cultural dialogues promoted students’ engagement and reflections on their own and peers’ health condition, access to education, food cultures, gender and family structures. Conclusion: Findings indicate the merits of cross-cultural dialogues as a means of educating students to become global health agents with a cosmopolitan outlook.

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Berman, Nina. "Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya." Sustainability 13, no. 15 (July 29, 2021): 8501. http://dx.doi.org/10.3390/su13158501.

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The Diani-Ukunda area on the Kenyan coast is one of the main tourism centers of the country. Over time, individuals who originally visited the area as tourists have started sustainability initiatives that are in part funded through donor networks from abroad (drawing on individuals who visited the country initially as tourists). This essay explores select German initiatives in the educational sector that have emerged in the context of the area’s tourism industry. Diani Maendeleo Academy (a secondary school for girls) and the six primary and secondary schools known as Mekaela Academies collectively serve a significant portion of the population of the larger Diani-Ukunda area, including the hinterland extending widely into Kwale County. The study was designed to assess the schools’ approach toward sustainability and ecoliteracy, and centered on the following questions: 1. What kinds of sustainable practices are promoted in the select schools? 2. In what ways do students who attend these schools display environmental literacy? 3. Do these initiatives address UN SDGs, known as Education for Sustainable Development (ESD)? The study follows an interdisciplinary mixed method approach and is based on interviews, survey instruments, research on ecoliteracy and educational policy, and fieldwork data from previous stays. Findings reveal a lesser-known dimension of tourism: namely, the successful pursuit of ESD in schools thriving in the context of tourism through an integrated approach towards teaching ecoliteracy.

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Ndaruga, Ayub Macharia. "Use of Environmental Days to Foster Environmental Conservation by Primary Schools in Kenya." Applied Environmental Education & Communication 2, no. 2 (January 2003): 107–17. http://dx.doi.org/10.1080/15330150390208334.

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McDuff, Mallory D., and Susan K. Jacobson. "Participatory Evaluation of Environmental Education: Stakeholder Assessment of the Wildlife Clubs of Kenya." International Research in Geographical and Environmental Education 10, no. 2 (April 2001): 127–48. http://dx.doi.org/10.1080/10382040108667432.

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Agyei, William K. A., and Joseph Mbamanya. "Determinants of cumulative fertility in Kenya." Journal of Biosocial Science 21, no. 2 (April 1989): 135–44. http://dx.doi.org/10.1017/s0021932000017831.

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SummaryThis paper analyses the effects of age at first marriage, level of education, place of residence, marriage disruption, religion, contraceptive use, and work status on cumulative fertility in Kenya, using data from the 1977–78 Kenya Fertility Survey. Age at first marriage is the main determinant of cumulative fertility, but there are significant effects of level of education and marriage disruption. Place of residence is only significant for the Coast province. The implication of the findings is that to promote any real decline in fertility, emphasis should be placed on providing higher education and work opportunities for young women as an alternative to early marriage.

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Hyatt, D. E., and W. J. Milne. "Determinants of Fertility in Urban and Rural Kenya: Estimates and a Simulation of the Impact of Education Policy." Environment and Planning A: Economy and Space 25, no. 3 (March 1993): 371–82. http://dx.doi.org/10.1068/a250371.

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The continuing high fertility rate in Kenya is of considerable concern as the resulting high rate of population growth makes improvements in living standards difficult, if not impossible. In this paper, the determinants of fertility in urban and rural areas of Kenya are examined through estimation of a probit model which includes variables in three categories: economic, biological, and social or cultural. Also simulated is the effect of increasing the levels of female education on the total fertility rate and the total number of births. Results show that improvements in female education can result in a substantial decrease in the number of births in Kenya, thereby suggesting that formulation of government policy in this area is desirable.

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Tanui, Julius Gordon. "Integrated environmental education for sustainable forest management: the case of Nandi Hills Forests, Kenya." Forest Science and Practice 15, no. 2 (May 2013): 152–59. http://dx.doi.org/10.1007/s11632-013-0203-0.

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McDuff, Mallory. "Thirty Years of Environmental Education in Africa: The role of the Wildlife Clubs of Kenya." Environmental Education Research 6, no. 4 (November 2000): 383–96. http://dx.doi.org/10.1080/713664697.

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Wekullo, Caroline Sabina, Elise Catherine Davis, Fredrick Muyia Nafukho, and Bita A. Kash. "Health and human development in Kenya." European Journal of Training and Development 42, no. 1/2 (February 19, 2018): 5–34. http://dx.doi.org/10.1108/ejtd-06-2016-0040.

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Purpose This paper aims to critically analyze the empirical literature on health and human development in high-, middle- and low-income countries to develop a sustainable model for investing in human health. The model is critical in building a comprehensive health-care system that fosters the stakeholders’ financial stability, economic growth and high-quality education for the local community. Design/methodology/approach A comprehensive literature review was carried out on health, human development and sustainable health investment. After thoroughly examining theoretical frameworks underlying the strategies of successful human health systems, a summary of empirical articles is created. Summaries provided in this paper represent relevant health-care strategies for Kenya. Findings Based on the empirical review of literature, a Nexus Health Care model focusing on human development, social and cultural development, economic development and environmental development in high-, middle- and low-income countries is proposed. The goal of this model is to enhance sustainable development where wealth creation is accompanied with environmental uplifting and protection of social and material well-being. Research limitations/implications This paper is limited to a comprehensive literature review presenting empirical evidence of human development and sustainability. Originality/value Kenya like other developing nations aspires to contribute significantly in improving health through development of health products but the approaches used have been limiting. In most cases, the use of Western theories, lack of empowering the community and dependence on donor support have hindered the country from achieving comprehensive health and human development. This papers seeks to develop a model for health-care investment and provide strategies, operations and structure of successful health systems and human development for a developing country, such as Kenya.

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Wilkinson, David John, Pamela Fenney Lyman, Katherine Mason, and Grace E. Wambwa. "Using the Newspaper to Disseminate Vasectomy Information in Kenya." International Quarterly of Community Health Education 14, no. 2 (July 1993): 165–72. http://dx.doi.org/10.2190/n840-t4r7-75l0-r6l8.

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Recent research in Kenya shows that, although there is still a high population growth rate, there is increasing interest among men as well as women in family planning and in limiting family size. Vasectomy, however, is little known and practiced in Kenya. A major reason for this is a general lack of knowledge about the procedure and where it may be obtained. Little effort has been put into addressing the barriers to vasectomy acceptance in Kenya, partly because of the commonly held assumption that Kenyan men would not be interested in the method. Innovative Communication Systems, with the support of the Association for Voluntary Surgical Contraception, implemented a study using the print media to examine this perception. Advertisements providing information about the method were placed in newspapers and a magazine. An unexpectedly large response was received—over 800 written requests for information from all parts of the country. The majority of inquiries were from rural areas, and there was a high proportion of requests from the coastal district, a Muslim area generally considered to be extremely resistant to family planning. A large proportion of inquiries came through a Kiswahili newspaper appealing to lower socioeconomic groups.

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Okoth, Ursulla A. "Transformational Leadership Practices in Curriculum Implementation (Environmental Education) in Secondary Schools in Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 10 (April 30, 2018): 320. http://dx.doi.org/10.19044/esj.2018.v14n10p320.

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Leadership practices promote accomplishment of goals in organizations. This paper focuses on the application of transformational leadership practices: Idealized influence, Inspirational motivation, Intellectual stimulation and Individualized consideration in curriculum implementation, Environmental Education (EE). The sample consisted of 183 teachers randomly selected from 30 secondary schools in Siaya County. A questionnaire was used in a descriptive survey research. The findings using the selected indicators were that head teachers: strived towards the collective goal of fulfilling a vision and were positive role models; had trust of teachers’ ability; made decisions all the time; encouraged students to work hard; and organized meetings with other schools to achieve subject objectives.

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Akiyama, Takeshi, Sammy M. Njenga, Doris Wairimu Njomo, Rie Takeuchi, Haruki Kazama, Alex Mutua, Barnett Walema, et al. "Implementation of Kenyan comprehensive school health program: improvement and association with students’ academic attainment." Health Promotion International 35, no. 6 (March 3, 2020): 1441–61. http://dx.doi.org/10.1093/heapro/daaa005.

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Abstract There is growing evidence supporting the effectiveness of a comprehensive school health program. However, implementation in developing countries is a challenge. Furthermore, the available information on the association between a comprehensive school health program and students’ academic attainment is limited. In Kenya, a project to verify the effects of a comprehensive school health program was carried out in Mbita sub-county, Homa Bay County from September 2012 to August 2017. This study aimed to clarify the improvement of school health during the project years and the association between school health and students’ academic attainment. Primary schools in Mbita sub-county were selected as study sites. We assessed 44 schools’ scores on a school health checklist developed from the Kenyan Comprehensive School Health Program, the students’ mean score on the Kenya Certificate of Primary Education (KCPE), and absenteeism during the project years (2013–16). The mean school health checklist score (n = 44 schools) was 135.6 in 2013, 169.9 in 2014, 158.2 in 2015 and 181.3 in 2016. The difference of the mean score between 2013 and 2016 was significant. In addition, correlation analysis showed a significant association between mean KCPE score in the project years and school health checklist score (Pearson’s coefficient was 0.43, p = 0.004). The results of this study suggest improvements of school health by the implementation of the Kenyan Comprehensive School Health Program and students’ academic attainment.

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Emily Zinck and Carola Eyber. "Environmental Education to Promote Peace and Cooperation: A Case Study of Tree Nurseries in Nakuru, Kenya." Children, Youth and Environments 23, no. 1 (2013): 198. http://dx.doi.org/10.7721/chilyoutenvi.23.1.0198.

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Chikati, Timothy Mandila, and Evans Ogoti Okendo (Phd). "Teachers’ and Students’ Perceptions of Integrated Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya." International Journal of Social Sciences and Humanities Invention 5, no. 7 (July 17, 2018): 4881–89. http://dx.doi.org/10.18535/ijsshi/v5i7.08.

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This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (1991, revised 2006, 2007). The theory views educational implementation as a model of interactions between characteristics of change (need clarity, complexity, quality & practicality) as independent variables on the one hand and teachers’ and students’ environmental literacy (awareness, knowledge, attitudes, skills, participation) as dependent variables. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants of the study. The target population of this study included public secondary schools, principals, and teachers and form 4 students from public secondary schools in Machakos Sub-County. Instruments for data collection included questionnaires and document analysis schedules. Quantitative analysis techniques were used to analyse data. The t- test statistic was used to test the null hypotheses at 0.05significance level. Study findings demonstrated that both teachers’ and students’ perceptions of the integrated environmental education in the secondary school curriculum were generally weak hence little attention was paid to adequate integration of EE in the school curriculum. This negatively impacted teachers’ and students’ involvement in and commitment to implementation of EE in the school curriculum hence the persistence of environmental degradation in Machakos Sub County. The study confirmed that some elements of environmental education were integrated in the subjects that were taught in the secondary school curriculum albeit inadequately and unevenly distributed, apparently marginalizing particularly climate change and land degradation hence reducing the crosscutting nature of EE. The study recommended that KICD should include a given percentage of EE topics in the curriculum; The Ministry of Education should clearly define environmental policies and prescribe them for schools.

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Munala, Leso, Emily Welle, Emily Hohenshell, and Nene Okunna. "“She Is NOT a Genuine Client”: Exploring Health Practitioner’s Mistrust of Rape Survivors in Nairobi, Kenya." International Quarterly of Community Health Education 38, no. 4 (June 18, 2018): 217–24. http://dx.doi.org/10.1177/0272684x18781790.

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Sexual violence is one of the most common forms of violence against women in Kenya. Recognizing this, the Kenyan government introduced health care sector guidelines for survivors of sexual violence. This study explores the care of rape survivors from the perspective of health-care practitioners and identifies a number of recommendations for improving the quality of care. Qualitative interviews were conducted with 28 health practitioners from eight post-rape care facilities located in Nairobi, Kenya. Data were analyzed using the Colaizzi’s 1978 analytical model. The study uncovered a troubling tendency of health practitioners questioning the authenticity of a woman’s claim, deeming some not to be genuine rape survivors. Doubts about the veracity of the client’s story led to additional emotional drain on health practitioners. This judgment negatively impacted the quality of care for rape survivors and in some cases, leading practitioners to deny services and exposing survivors to secondary victimization.

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Sowa, Stephen, Ian Warwick, and Elaine Chase. "Producing and using community health education films in low- and middle-income countries." Health Education Journal 77, no. 7 (April 20, 2018): 803–14. http://dx.doi.org/10.1177/0017896918769693.

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Objective: To analyse the production and use of health education films in Kenya, Tanzania and Zambia. Design: Review of community health education films and their use by three partner organisations. Methods: A focused content analysis of 18 community health education films was conducted, and three exemplar films were selected for more detailed review. Interviews were carried out with four film production personnel and seven project workers using the films in health education projects in Kenya, Tanzania and Zambia. Concepts drawn from the Ottawa Charter for Health Promotion and Anchored Instruction informed the study. Findings: The films, produced primarily for use across sub-Saharan Africa, mostly conveyed biological information and addressed behavioural issues related to maternal and child health topics. The predominantly low-literacy audiences reached by the projects may further benefit from localised content highlighting the social determinants of health through engaging narrative formats. While the health education projects provided some opportunities to discuss the films after screening, linked problem-solving activities could raise awareness of the multiple factors influencing health and help community members formulate holistic action plans. Conclusion: The film production company responded to emerging findings, noting that more context-specific films should be produced, with community members being more fully involved in planning, production and evaluation. Such an approach could generate more relevant content and engage audiences more effectively in problem-solving related to health and wellbeing.

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Karagu, A., M. Cira, M. Akhavan, and K. Duncan. "Mapping Stakeholders to Enhance Coordination of Cancer Prevention and Control: The Kenyan Experience." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 93s. http://dx.doi.org/10.1200/jgo.18.57100.

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Background: Coordination of stakeholders in cancer prevention and control ensures prudent use of available resources toward a common goal while limiting overlaps and redundancies. The National Cancer Institute of Kenya (NCI-K) is a statutory body with an overall mandate to coordinate and centralize all activities related to cancer prevention and control in Kenya. To identify baseline status of cancer control stakeholder activity to guide implementation of the National Cancer Control Strategy, NCI-K collaborated with US National Cancer Institute (NCI-US) to map stakeholders involved in cancer control in Kenya. Aim: The survey set out to determine the geographical distribution, scope of cancer prevention and control activities, and sources of financing for identified stakeholders involved in cancer prevention and control in Kenya. Methods: Between October 2017 and March 2018, we conducted an online survey among stakeholders involved in cancer prevention, research and control in Kenya adapted from similar stakeholder mapping activities coordinated by NCI-US in other settings. Using attendance lists to past multisectoral forums organized by NCI-K, Kenyan Ministry of Health, and NCI-US, a Google link to a standard pretested questionnaire was circulated. Descriptive analysis was conducted using Microsoft Excel. Results: A total of 52 responses were received with 38 respondents reporting Kenya as their institution country. Twenty (38%) had ongoing activities in all the counties in Kenya. Nairobi County had the highest reported number of active institutions (19) followed by Kisumu (16) and Uasin Gishu (10). The three program focus areas most reported were training 28 (54%), clinic-based screening 27 (52%) and advocacy/information and educational 26 (50%), while the least reported was financing 12 (23%). For organizations involved in cancer screening, 22 (81%) focused on breast cancer while 18 (67%) prioritized cervical cancer. Among the programs that identified cancer prevention as one of their focus areas, a large majority (91%) were involved in health education, while only 1 organization focused on environmental control activities. The most reported source of funding for the cancer programs was grant funding 17 (33%). Conclusion: This stakeholder mapping activity has identified a strong stakeholder presence in most parts of the country while also highlighting gaps in the focus of cancer prevention and control programs. This baseline information on stakeholder activity will help shape future collaborations in cancer prevention and control and will guide NCI-K in developing appropriate policies and ensuring effective coordination.

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Gikonyo, Josphat M., Stephen O. Anyango, and Jones F. Agwata. "Assessing the Influence of School Environmental Programmes on the Environmental Attitudes and Behaviour Among Secondary School Students in Muranga County, Kenya." Advances in Social Sciences Research Journal 8, no. 8 (August 29, 2021): 438–54. http://dx.doi.org/10.14738/assrj.88.10654.

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Environmental degradation is a major challenge which requires appropriate strategies to reverse the situation. One of such strategies is experiential environmental education among high school students who, through change of attitudes and behavior, are able to participate in various environmental management activities. In this study the pro-environmental attitudes and behavior of high school students in Murang’a County, Kenya were examined to assess how environmental education programmes among the students affected environmental issues of waste management, water resources management, natural resources management and climate change in the schools. Nine hundred and sixty-one (961) students from nineteen (19) high schools from two sub-counties in the County was used in the study. The Likert type questionnaire and the 2-MEV Scale were used to collect the required data. The t-test statistic was applied to determine any differences between the variables. Results showed significant differences in pro-environmental attitudes and behavior with regard to solid waste management, water resources management, natural resources management. There were significant differences with regard to solid waste management, natural resources management, climate change and environmental concerns between members of Environmental Clubs and non-members. Pro-environmental attitudes and behavior were influenced by current membership of the Clubs rather than past membership. It is concluded that experiential environmental programmes improve the student’s pro-environmental attitudes and behavior hence environmental management within the schools. It is recommended that appropriate policies be formulated to enhance the implementation of school experiential environmental programmes to ensure capacity building of the learners to effectively manage environmental issues in the schools.

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Atiti, Abel Barasa. "Critical Contextual Reviews and Development of Interpretive Materials with Teachers in Kenya." Australian Journal of Environmental Education 21 (2005): 11–21. http://dx.doi.org/10.1017/s0814062600000914.

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AbstractThis paper shares findings from a recent study that engaged a group of Kenyan teachers in a review and development of interpretive materials through a participatory action research framework. It focuses on critical contextual reviews of interpretive materials in non-formal organisations and development of similar materials in schools with teachers. Social interactions between teachers and non-formal educators enabled the sharing of ideas, skills and techniques on materials development processes. This provided a basis for developing interpretive materials to support environmental learning within school grounds. A teacher-centred approach to materials development as argued in this paper seeks to respect the needs of schools within their social and historical contexts. It further challenges the conventional top-down approaches in which non-formal educators are creators of materials and teachers are viewed as “technicians” who implement the materials in schools. The paper offers some tentative guidelines on the development of interpretive materials in schools.

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Abuya, B. A., E. O. Onsomu, J. K. Kimani, and D. Moore. "Influence of Maternal Education on Child Immunization and Stunting in Kenya." Maternal and Child Health Journal 15, no. 8 (September 17, 2010): 1389–99. http://dx.doi.org/10.1007/s10995-010-0670-z.

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Luginaah, Isaac, Eleanor Maticka-Tyndale, Wambui Kairi, Janet Wildish, and Chris Brouillard-Coyle. "Extending HIV/AIDS-Prevention Efforts in Kenya: Primary Schools as Community-Based Organizations." Environment and Planning C: Government and Policy 25, no. 3 (June 2007): 439–56. http://dx.doi.org/10.1068/c1511r.

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The question of whether primary schools in Kenya can take on community-based activities beyond their day-to-day functioning, emerged from a larger HIV/AIDS education and prevention program—Primary School Action for Better Health (PSABH). The methodology involved both quantitative and qualitative approaches. The quantitative component was based on 163 schools, which were involved in the larger PSABH program. Qualitative analysis was based on consultative meetings with twenty key informants and follow-up focus-group discussions with representatives from eight schools involved in community-based activities. The results suggest that in this context schools have strong community ties, with most of them willing to take up community-based organization (CBO)-related activities beyond their day-to-day functioning. Schools were more likely to take on CBO-related activities, such as support for orphans, if they had a higher proportion of female teachers, a school sponsor that was involved in the selection of the head teacher, more Parent Teacher Association meetings, and if HIV/AIDS was incorporated into community festivals. A school's involvement was reinforced if it performed well in the Kenya Certificate of Primary Education examination, if the school's head teacher was committed, and if most of the teachers were from the local community. Despite several challenges, the findings point to the need to take schools seriously in their duty as CBOs which can have a positive impact in mitigating not only the effects of HIV/AIDS, but also other community-development activities in ravaged sub-Saharan African countries. The proposed expansion of PSABH further puts Kenyan schools in a stronger position to be involved in their communities through CBO-related activities.

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Gewa, Constance A. "Childhood overweight and obesity among Kenyan pre-school children: association with maternal and early child nutritional factors." Public Health Nutrition 13, no. 4 (November 5, 2009): 496–503. http://dx.doi.org/10.1017/s136898000999187x.

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AbstractObjectiveTo report on the prevalence of overweight and obesity among pre-school children in Kenya and examine the associations between childhood overweight and selected maternal and child-related factors.DesignDemographic Health Survey data, multistage stratified cluster sampling methodology.SettingRural and urban areas of Kenya.SubjectsA total of 1495 children between the ages of 3 and 5 years in Kenya.ResultsOver 30 % of the children were stunted, approximately 16 % were underweight, 4 % were wasted, approximately 18 % were overweight and 4 % were obese; 8 % were both overweight/obese and stunted. Maternal overweight and obesity, higher levels of maternal education, being a large or very large child at birth, and being stunted were each associated with higher odds of overweight and obesity among Kenyan children. Older children and large household size were each associated with lower odds of overweight and obesity among Kenyan children.ConclusionsThe analysis demonstrates the presence of under- and overnutrition among Kenyan pre-school children and the importance of focusing on expanding efforts to prevent and treat malnutrition within this population. It also identifies some of the modifiable factors that can be targeted in these efforts.

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OMARIBA, D. WALTER RASUGU. "WOMEN’S EDUCATIONAL ATTAINMENT AND INTERGENERATIONAL PATTERNS OF FERTILITY BEHAVIOUR IN KENYA." Journal of Biosocial Science 38, no. 4 (May 5, 2005): 449–79. http://dx.doi.org/10.1017/s0021932005026489.

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There is a strong theoretical and empirical relationship between educational attainment and fertility behaviour. However, a fundamental issue that has largely been neglected is the change in this relationship across cohorts resulting from differential improvement in educational opportunities for women over time and how it relates to fertility transition. Utilizing the 1998 DHS data from Kenya this study examines the differential effect of educational attainment on women’s use of modern contraception and desire for cessation of childbearing across generations. The findings indicate that even after controlling for husband’s education and other relevant factors, a woman’s advanced education is positively associated with use of modern contraception. However, support for a similar hypothesis on a woman’s desire for family limitation was only found among the youngest cohort of women. The results suggest that for Kenya’s incipient fertility transition to be sustained the government needs to continue efforts to improve female education and support access to family planning among younger women.

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Tomokawa, Sachi, Takashi Asakura, Sammy M. Njenga, Doris Wairimu Njomo, Rie Takeuch, Takeshi Akiyama, Haruki Kazama, et al. "Examining the appropriateness and reliability of the strategy of the Kenyan Comprehensive School Health Program." Global Health Promotion 27, no. 4 (May 30, 2020): 78–87. http://dx.doi.org/10.1177/1757975920917976.

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The Kenyan government established the Kenyan Comprehensive School Health Program (KCSHP) on the basis of Kenyan National School Health Policy. A KCSHP pilot project was carried out in eight primary schools in Mbita Sub-County of Homa Bay County in the Nyanza Region from 2012 to 2017. This pilot project provided health facilities and support for evaluation with a school health checklist, and organized teacher training on health education, a child health club, and school-based health check-ups. The present study aimed to examine the appropriateness and reliability of the strategy of the second KCSHP pilot project in Kenya. We analyzed data from self-administered questionnaires targeted at pupils in seventh-grade in the eight primary schools. The questionnaire consisted of questions on health-related knowledge, attitudes and practices, self-evaluated physical and mental health status, self-awareness of health control, subjective happiness, recognition on the importance of learning about health in school, absenteeism, and sense of school belongingness. The project contributed to improving health-related knowledge, attitudes and practices, self-evaluated health status, sense of school belongingness, recognition on the importance of learning about health in school, self-awareness of health control, and absenteeism. On the contrary, subjective happiness did not improve significantly.

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Chitere, P. A. "Extension education and farmers' performance in improved crop farming in Kakamega District, Kenya." Agricultural Administration 18, no. 1 (January 1985): 39–55. http://dx.doi.org/10.1016/0309-586x(85)90040-8.

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AKWARA, PRISCILLA A., NYOVANI JANET MADISE, and ANDREW HINDE. "PERCEPTION OF RISK OF HIV/AIDS AND SEXUAL BEHAVIOUR IN KENYA." Journal of Biosocial Science 35, no. 3 (July 2003): 385–411. http://dx.doi.org/10.1017/s0021932003003857.

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The association between perception of risk of HIV infection and sexual behaviour remains poorly understood, although perception of risk is considered to be the first stage towards behavioural change from risk-taking to safer behaviour. Using data from the 1998 Kenya Demographic and Health Survey, logistic regression models were fitted to examine the direction and the strength of the association between perceived risk of HIV/AIDS and risky sexual behaviour in the last 12 months before the survey. The findings indicate a strong positive association between perceived risk of HIV/AIDS and risky sexual behaviour for both women and men. Controlling for sociodemographic, sexual exposure and knowledge factors such as age, marital status, education, work status, residence, ethnicity, source of AIDS information, specific knowledge of AIDS, and condom use to avoid AIDS did not change the direction of the association, but altered its strength slightly. Young and unmarried women and men were more likely than older and married ones to report risky sexual behaviour. Ethnicity was significantly associated with risky sexual behaviour, suggesting a need to identify the contextual and social factors that influence behaviour among Kenyan people.

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Breit, Rhonda. "Case-based education: A strategy for contextualising journalism curriculum in East Africa." Journalism 21, no. 12 (March 18, 2018): 1985–2005. http://dx.doi.org/10.1177/1464884918761629.

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This article explores a set of educational strategies used in a new Master of Arts in Digital Journalism aimed at strengthening the multimedia production skills of East African journalists. Drawing on constructivist theories of learning, the article argues that preparing journalism graduates for unknown futures requires curricula to be contextualised environmentally and cognitively. This has implications for both the process of curriculum planning and the strategies deployed in designing programmatic content and the learning experience. Citing the experiences of implementing a new Master of Arts in Digital Journalism in Kenya, the article describes an issues-framing process used to inform curriculum design to ensure the programme is environmentally relevant. It goes on to describe three innovative ways case-based education can be used to contextualise learning to ensure cognitive relevance. Integrating cases across and through the curriculum develops ‘cognitive flexibility’ in the form of advanced thinking and problem-solving skills. Such skills are essential for journalists to adapt to rapidly changing professional and social contexts. The outcome of this systematic approach to curriculum development is a flexible, spiral curriculum that promotes cognitive flexibility while addressing the discrete educational issues facing East African journalists. The approaches outlined might offer a replicable framework to maintain the environmental and cognitive relevance of journalism education in times of unrelenting change.

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Kingori, Caroline, Zelalem T. Haile, Peter Ngatia, and Ruth Nderitu. "Factors that can influence feelings towards and interactions with people living with HIV/AIDS in rural Central Kenya." International Journal of STD & AIDS 28, no. 9 (November 22, 2016): 910–19. http://dx.doi.org/10.1177/0956462416680764.

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Background In Kenya, HIV incidence and prevalence have declined. HIV rates are lower in rural areas than in urban areas. However, HIV infection is reported higher in men in rural areas (4.5%) compared to those in urban areas (3.7%). Objectives This study examined HIV knowledge, feelings, and interactions towards HIV-infected from 302 participants in rural Central Kenya. Methods Chi square tests and multivariable logistic regression analyzed variables of interest. Results Most participants exhibited positive feelings in their interaction with people living with HIV and AIDS (PLWHA). Association between HIV knowledge and socio-demographic characteristics revealed that the proportion of participants with a correct response differed by gender, age, level of education, and marital status ( p < 0.05). Compared to those with inadequate knowledge of HIV/AIDS, participants with adequate HIV/AIDS knowledge were nearly three times as likely to disagree that PLWHA should be legally separated from others to protect public health (adjusted odds ratio: aOR (95% CI) (2.76 (1.12, 6.80). Conclusions HIV stigma continues to impact HIV prevention strategies particularly in rural Central Kenya. Culturally, appropriate interventions addressing HIV knowledge among those with lower levels of education, single, older, and male are warranted. Review of HIV policies separating high-risk populations from the general population is needed to reduce stigma.

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Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.

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Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.

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Lee, Seohyun, Charles E. Begley, Robert Morgan, Wenyaw Chan, and Sun-Young Kim. "Addition of mHealth (mobile health) for family planning support in Kenya: disparities in access to mobile phones and associations with contraceptive knowledge and use." International Health 11, no. 6 (December 20, 2018): 463–71. http://dx.doi.org/10.1093/inthealth/ihy092.

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Abstract Background Recently mobile health (mHealth) has been implemented in Kenya to support family planning. Our objectives were to investigate disparities in mobile phone ownership and to examine the associations between exposure to family planning messages through mHealth (stand-alone or combined with other channels such as public forums, informational materials, health workers, social media and political/religious/community leaders’ advocacy) and contraceptive knowledge and use. Methods Logistic and Poisson regression models were used to analyze the 2014 Kenya Demographic and Health Survey. Results Among 31 059 women, 86.7% had mobile phones and were more likely to have received higher education, have children ≤5 y of age and tended to be wealthier or married. Among 7397 women who were sexually active, owned a mobile phone and received family planning messages through at least one channel, 89.8% had no exposure to mHealth. mHealth alone was limited in improving contraceptive knowledge and use but led to intended outcomes when used together with four other channels compared with other channels only (knowledge: incidence rate ratio 1.084 [95% confidence interval {CI} 1.063–1.106]; use: odds ratio 1.429 [95% CI 1.026–1.989]). Conclusions Socio-economic disparities existed in mobile phone ownership, and mHealth alone did not improve contraceptive knowledge and use among Kenyan women. However, mHealth still has potential for family planning when used with existing channels.

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Pello, Kevin, Cedric Okinda, Aijun Liu, and Tim Njagi. "Factors Affecting Adaptation to Climate Change through Agroforestry in Kenya." Land 10, no. 4 (April 2, 2021): 371. http://dx.doi.org/10.3390/land10040371.

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The environmental effects of climate change have significantly decreased agricultural productivity. Agroforestry technologies have been applied as a solution to promote sustainable agricultural systems. This study evaluates the factors influencing the adoption of agroforestry technology in Kenya. A multistage sampling technique was employed to collect data from 239 households in West Pokot County, Kenya. A Probit model and K-means algorithm were used to analyze the factors affecting farmers’ agroforestry technology adoption decisions based on the sampled households’ socio-economic, demographic, and farm characteristics. The study found that the total yield for maize crop, farm size, extension frequency, off-farm income, access to training, access to credit, access to transport facilities, group membership, access to market, gender, distance to nearest trading center, and household education level had significant effects on the adoption of agroforestry technologies. The findings of this study are important in informing policy formulation and implementation that promotes agroforestry technologies adoption.

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Chege, Samwel Macharia, and Daoping Wang. "The influence of technology innovation on SME performance through environmental sustainability practices in Kenya." Technology in Society 60 (February 2020): 101210. http://dx.doi.org/10.1016/j.techsoc.2019.101210.

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Nyangau, Paul Nyamweya, Jonathan Makau Nzuma, Patrick Irungu, and Menale Kassie. "Evaluating livestock farmers knowledge, beliefs, and management of arboviral diseases in Kenya: A multivariate fractional probit approach." PLOS Neglected Tropical Diseases 15, no. 9 (September 16, 2021): e0009786. http://dx.doi.org/10.1371/journal.pntd.0009786.

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Globally, arthropod-borne virus (arbovirus) infections continue to pose substantial threats to public health and economic development, especially in developing countries. In Kenya, although arboviral diseases (ADs) are largely endemic, little is known about the factors influencing livestock farmers’ knowledge, beliefs, and management (KBM) of the three major ADs: Rift Valley fever (RVF), dengue fever and chikungunya fever. This study evaluates the drivers of livestock farmers’ KBM of ADs from a sample of 629 respondents selected using a three-stage sampling procedure in Kenya’s three hotspot counties of Baringo, Kwale, and Kilifi. A multivariate fractional probit model was used to assess the factors influencing the intensity of KBM. Only a quarter of the farmers had any knowledge of ADs while over four-fifths of them could not manage any of the three diseases. Access to information (experience and awareness), income, education, religion, and distance to a health facility considerably influenced the intensity of farmers’ KBM of ADs in Kenya. Thus, initiatives geared towards improving access to information through massive awareness campaigns are necessary to mitigate behavioral barriers in ADs management among rural communities in Kenya.

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Owuor, Fredrick Ochieng. "Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study." Journal of Public Administration and Governance 8, no. 2 (June 13, 2018): 174. http://dx.doi.org/10.5296/jpag.v8i2.13276.

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Access to education denotes approaches which policies and institutions offering education ensures student have equal chances to acquire knowledge and skills to the maximum without compromising one’s status socially, economically or physically. Well thought policy implementation strategies can assist this, as such the study borrowed heavily from policy implementation theories. Also, the study was based on interpretative epistemic paradigm and focused on policy context and its influence on access to education by engaging experiences of principals, teachers, parents, education officers and learners living with disability in Kenya, The following objectives directed the research; to explore policy context of students living with disability; to analyze factors influencing policy implementation for access to education among student living with disability; and to recommend strategies for improving access to education for learners living with disability. Data was collected in 3 schools within 2 countries. 3 Principals, 2 parents, 2 education officers, 3 disable learners and 18 teachers formed 3 different focus groups with 6 teachers per school that were selected through convenience and purposive sampling technique. The study adopted individual as the unit of analysis, It applied context analysis, daily dairy recording, semi structured interview, and focus group interviews to collect the data. The findings from data analysis shows decision making, awareness, cultural beliefs, Curriculum, Environmental Physical Infrastructural facilities, Teachers Role, Stakeholders/ Government Levels of Authority and Parental support as major factors influencing policy implementation for learners living with disability. The study came up with following policy recommendations.; policy on strategy for decision making in a special school be setup, and policy on research on disability befitting curriculum, facilities, and environmental infrastructural need to be considered among others.

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Ndaruga, Ayub Macharia. "Teacher Valuation and Use of Posters to Promote Sustainability of Wetlands in Kenya." Applied Environmental Education & Communication 8, no. 2 (September 10, 2009): 85–93. http://dx.doi.org/10.1080/15330150903133512.

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Mishra, Vinod, Fred Arnold, Fredrick Otieno, Anne Cross, and Rathavuth Hong. "Education and Nutritional Status of Orphans and Children of Hiv–Infected Parents in Kenya." AIDS Education and Prevention 19, no. 5 (October 2007): 383–95. http://dx.doi.org/10.1521/aeap.2007.19.5.383.

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Muthimi, Janet, James Kilika, and Godfrey Kinyua. "Exploring the role of inspirational motivation to institutions of higher learning." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 4 (June 15, 2021): 455–66. http://dx.doi.org/10.20525/ijrbs.v10i4.1234.

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Organizations are experiencing increased challenges due to changed environmental circumstances that threaten their survival including institutions of higher learning. There is therefore a growing concern for universities to be strategically aligned so as to meet the growing challenges of the societies in which they operate by creating ecosystems that drive industrialization through the generation of new knowledge, technology transfer and support of new start-ups. Additionally, concerns have been raised as regards the quality and relevance of services offered by the universities in Kenya. Owing to these limitations, there is a need for the higher education sector to consider inspirational motivation practices between the leaders and their followers so as to enhance performance. This study, therefore, sought to establish the effect of inspirational motivation on the academic performance of selected universities in Kenya. The study was anchored on transformational leadership theory. Positivism research philosophy was adopted where explanatory and descriptive research designs were used for guiding the collection and analysis of data. Primary data was collected from deans of schools and chairmen of departments in the selected universities. The study established a significant positive effect of inspirational motivation on academic performance of universities at p<0.05; t=8.057 and hence concluded that inspirational motivation positively affects university academic performance of selected universities in Kenya.

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Metobo, Evans. "EFFECTS OF SLUM UPGRADING ON SECURITY MANAGMENT IN SOWETO SLUMS, ROYSAMBU SUB-COUNTY IN NAIROBI, KENYA." Advances in Social Sciences Research Journal 8, no. 1 (February 2, 2021): 479–530. http://dx.doi.org/10.14738/assrj.81.9648.

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This paper uses data collected for an MA Thesis to explore the effects of slum upgrading on security management in Soweto slums, Roysambu sub-county in Nairobi, Kenya. The study was guided by three objectives to establish social effect of slum upgrading on security management in Kahawa Soweto slums; to examine the economic effect of slum upgrading on security management in Kahawa Soweto slums; and to establish the challenges of security management in the slum upgrading programme for Kahawa Soweto Slums. The study adopted a descriptive research design and random sampling to select 318 respondents (main respondents) and 10 Key informants (K.I). Questionnaire was the main method of data collection while interview was used to collect data from K.I. Data collected was organized, and systematically interpreted thematically by use of graphs, frequency tables, and percentages. This study established the relationship between slum setting and rise of crime and insecurity in Kahawa Soweto slums in Roysambu sub-county in Nairobi, Kenya with 69.2% of respondents agreeing to this count. According to this study, poor roads, high poverty levels, low education levels, poor spatial designs/environmental design of slum area and housing, absence of police station and poor lighting predisposed the slum dwellers to crime and insecurity. According to this study slum upgrade will reduce crime and insecurity, given that special aspects such as improvement in spatial designs/environmental design of urban areas and housing with enhanced modern lighting will significantly reduce crime in slums by eliminating criminogenic and insecurity risk factors. Additionally, improved economic effects of slum upgrading on slum dwellers would build resilience to crime and insecurity. This includes; Job creation, provision of educational facilities such as vocational training institutes (polytechnics), basic education institutions (primary and secondary schools) as well as other skills enhancement institutions. Community empowerment aimed at income generating activities, construction of police station to provide security to the slum dwellers (77%), and construction of better roads (55.3%) were recommended to reduce crime and improved security management in Kahawa Soweto slums in Roysambu sub-county in Nairobi, Kenya.

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Mwai, Judy, Jarim Oduor Omogi, and Mohamed H. Abdi. "Environmental factors influencing Prevention and Control of Schistosomiasis Infection in Mwea, Kirinyaga County Kenya: A cross sectional study." East African Health Research Journal 5, no. 1 (June 15, 2021): 99–105. http://dx.doi.org/10.24248/eahrj.v5i1.656.

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Background: Schistosomiasis remains a major public health problem in Kenya. Environmental factors are critical in creating a medium for growth and spread of schistosomiasis vectors. The study investigated the environmental factors influencing prevention and control of schistosomiasis infection in Mwea West Sub County, Kirinyaga County-Kenya. Methods: A multi stage sampling was used to identify four hundred and sixty-five (465) household. Analytical descriptive cross-sectional design that utilised quantitative data collection method was used. Data was collected using a pretested structured questionnaire and analysed using Chi square tests or Fisher’s exact tests where applicable. Results: Study results indicated a significant association p<.001 between household level of education, members being affected by floods during the rainy season and schistosomiasis infection. The result further indicates level of significance (p<0.047) in the association between sources of water in a household and schistosomiasis infection. No level of significance was posted between having a temporary water body in the area p (=.072) and schistosomiasis infection. In addition, there was no significant association between proximity to the nearest water source, p=.074 and proximity to the nearest health facility p=0.356 with schistosomiasis infection. Conclusions: The study recommends carefully designing safe water sources in order to match the goal of effectively controlling and reversing the trends of schistosomiasis infections. The community should be made aware of the risk factors of schistosomiasis including water utilised in the household’s alongside raising health seeking behaviours for diagnosis and treatment of schistosomiasis as a way of reducing the spread of infection.

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Nzengya, Daniel M. "The impact of a school-based hygiene education intervention on student knowledge in Kenya." Journal of Water, Sanitation and Hygiene for Development 5, no. 2 (February 11, 2015): 271–78. http://dx.doi.org/10.2166/washdev.2015.134.

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Recent research indicates that investments in infrastructure for safe water and sanitation provision do not significantly reduce the incidence of water-borne diseases in the developing world unless they are accompanied by education in water handling and hygiene practices. School-based hygiene education initiatives are popular, but there is little evidence that they are effective in teaching students about safe water-handling practices. This study compared the outcomes of two approaches to teaching schoolchildren about the links between hygiene, water handling, and water-borne diarrhea. One approach combined messages about safe water handling and hygiene practices with water testing; the other used messages alone. A quasi-experimental design was used with 120 middle-school students. Forty students received messages alone, 40 received messages and tested water quality, and 40 served as a control group. An evaluation 1 week after the interventions measured students’ hygiene knowledge. Results showed significant improvement in knowledge among students who received messages and tested water, compared to their counterparts who received intervention through hygiene messages only. Evaluation after 12 months showed that the hygiene knowledge gained in both groups was retained. Including participatory water testing in hygiene education interventions can improve students’ knowledge about safe water handling and hygiene practices.

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Magugu, John W., Song Feng, Qiuqiong Huang, and Gilbert O. Ototo. "Socio-economic factors affecting agro-forestry technology adoption in Nyando, Kenya." Journal of Water and Land Development 39, no. 1 (December 1, 2018): 83–91. http://dx.doi.org/10.2478/jwld-2018-0062.

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AbstractAgro-forestry (AFR) technologies are perceived to improve livelihoods and natural resource sustainability of the rural households. Despite their aggressive promotion by multiple national and international agencies, the adoption of AFR technologies has been minimal in Kenya. This study conducted a survey to examine the socio-economic factors that affect the adoption process in Nyando, Kenya. Results revealed that farmers with bigger farms and higher education were more likely to adopt the new technology. Additionally, farmers were quicker to adopt technology if they had an increase in crop yields and had stayed longer in the study area. Generally, wealthier famers tended to adopt more AFR technology than those with less income. Access to information was the only factor strongly correlated with the rest of the independent variables. The results suggest that, adoption would be more enhanced with a clear focus on extension activities, income enhancing AFR practices and soil amelioration technologies. This study may be replicated in other parts of Kenya and East Africa to improve the level of AFR technology adoption for sustainable rural development.

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Shreffler, Karina M., and F. Nii-Amoo Dodoo. "The role of intergenerational transfers, land, and education in fertility transition in rural Kenya: the case of Nyeri district." Population and Environment 30, no. 3 (January 2009): 75–92. http://dx.doi.org/10.1007/s11111-009-0077-1.

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Oeba, Vincent Onguso, Samuel C. J. Otor, James B. Kung’u, and M. N. Muchiri. "Modelling Determinants of Tree Planting and Retention on Farm for Improvement of Forest Cover in Central Kenya." ISRN Forestry 2012 (December 31, 2012): 1–14. http://dx.doi.org/10.5402/2012/867249.

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Farm forestry has proved to be an important enterprise for small- and large-scale farmers worldwide. It has the potential of improving forest/tree cover across the globe. In Kenya, the forest cover is less than 2%. The country envisions achieving 10% forest cover over the next decade through promotion of farm forestry. However, the decision to plant trees on farmers’ land could be difficult. The study aimed to analyze the determinants of tree retention on farm for improvement of forest cover. Stratified and simple random sampling techniques were used in selecting 209 farmers. The results showed that sites, land size, age, education level, monthly income, tree management, extension services, availability of markets, harvesting regulation, and aesthetic and environmental motivation were significant determinants of tree retention. In particular, the chances of farmers who had gained technical skills in tree management were about 2.2 times higher to retain trees as compared to those who had not acquired such skills. Similarly, chances of farmers motivated to plant trees for environmental conservation were about 3.5 times higher to retain trees as compared to the group of farmers planting trees as a source of livelihood. These determinants would be instrumental in strengthening the current policies and reforms in forestry and agricultural sectors to enable Kenya to achieve 10% of forest cover.

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Odeny, Thomas A., Jeremy Penner, Jayne Lewis-Kulzer, Hannah H. Leslie, Starley B. Shade, Walter Adero, Jackson Kioko, Craig R. Cohen, and Elizabeth A. Bukusi. "Integration of HIV Care with Primary Health Care Services: Effect on Patient Satisfaction and Stigma in Rural Kenya." AIDS Research and Treatment 2013 (2013): 1–10. http://dx.doi.org/10.1155/2013/485715.

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HIV departments within Kenyan health facilities are usually better staffed and equipped than departments offering non-HIV services. Integration of HIV services into primary care may address this issue of skewed resource allocation. Between 2008 and 2010, we piloted a system of integrating HIV services into primary care in rural Kenya. Before integration, we conducted a survey among returning adults ≥18-year old attending the HIV clinic. We then integrated HIV and primary care services. Three and twelve months after integration, we administered the same questionnaires to a sample of returning adults attending the integrated clinic. Changes in patient responses were assessed using truncated linear regression and logistic regression. At 12 months after integration, respondents were more likely to be satisfied with reception services (adjusted odds ratio, aOR 2.71, 95% CI 1.32–5.56), HIV education (aOR 3.28, 95% CI 1.92–6.83), and wait time (aOR 1.97 95% CI 1.03–3.76). Men's comfort with receiving care at an integrated clinic did not change (aOR = 0.46 95% CI 0.06–3.86). Women were more likely to express discomfort after integration (aOR 3.37 95% CI 1.33–8.52). Integration of HIV services into primary care services was associated with significant increases in patient satisfaction in certain domains, with no negative effect on satisfaction.

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Clark, Noreen M., George K. Muugi, and Mary P. Gallant. "Health Beliefs and Practices of Kenyan Primary School Students." International Quarterly of Community Health Education 13, no. 3 (October 1992): 277–85. http://dx.doi.org/10.2190/t4rh-8039-fftk-n3ey.

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A study of 224 primary school students in Kenya was conducted to determine if health belief model variables predicted their health behavior, specifically, using safe drinking water. One health belief model construct, belief in benefits, was associated with the behavior ( p = .05). Living in an urban environment ( p = .01), and proximity to a tap ( p = .004) were also significant predictors of safe water use. Implications for further research and health education programs are discussed.

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Jena, Ananta Kumar. "Effects of Community Sanitation Program on the Awareness of Environmental Sustainability in Assam, India." International Quarterly of Community Health Education 39, no. 1 (July 6, 2018): 51–61. http://dx.doi.org/10.1177/0272684x18787150.

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Community sanitation is now an essential issue of environmental sustainability. In recently, community-led total sanitation program is going in Bangladesh, India, Indonesia, Pakistan, Ethiopia, and Kenya with the help of government and nongovernmental organizations. In this context, a community sanitation program was organized in Silchar, India, in which the students, local community members, and university professors directly and indirectly participated and gave their valuable feedback. The study aimed to evaluate the effects of community sanitation program on the awareness of environmental sustainability. In this empirical research design, 20 university students, 6 university professors, and 14 local people participated in the community sanitation and hands-on activity program organized on the roadside of Silchar Medical College & Hospital and Irongmara Market nearer to the Assam University, Silchar. The participants’ responses towards the feedback cum questionnaire was analyzed by Kruskal -Wallis H test resulted significant effects of community sanitation program on the awareness of environmental sustainability.

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Kabiru, Caroline W., and Pamela Orpinas. "Correlates of Condom Use Among Male High School Students in Nairobi, Kenya." Journal of School Health 79, no. 9 (September 2009): 425–32. http://dx.doi.org/10.1111/j.1746-1561.2009.00430.x.

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Journal articles on the topic 'Environmental education – Kenya'

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