Relevant bibliographies by topics / Rural Secondary Schools in Kenya

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Rural Secondary Schools in Kenya'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Rural Secondary Schools in Kenya"

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Ogawa, Miku. "The Role of Low-cost Private Secondary Schools in Rural Kenya Under the ‘Free Secondary Education Policy’." Journal of International and Comparative Education 10, no. 2 (2021): 97–115. http://dx.doi.org/10.14425/jice.2021.10.2.1205.

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This study aims to understand the role of private secondary schools in rural Kenya under the Free Secondary Education Policy. Data were collected from four private schools over two months in 2018 and 2019. All the schools had experienced instability due to low enrolment, particularly after the policy was implemented in 2018. The decline in the schools’ income also affected the quality of education. However, the results suggest that some students prefer to complete their education at private schools as low-expense-boarders or as beneficiaries of fee discounts. Other students choose private scho
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Majimbo, Evelyn, Dr Florentina Ndunge, and Dr Tabitha A. Rangara. "Influence of a Tripartite Framework of Guidance and Counseling on Student Outcomes in Selected Public Secondary Schools in Kenya." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 311–28. http://dx.doi.org/10.47772/ijriss.2023.70724.

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Public secondary schools in Kenya are expected to implement guidance and counseling policy as directed by the Ministry of Education. However, guidance and counselling policy is not supported by a framework for implementation that takes into account the contextual realities of basic education in Kenya. This study sought to contribute to knowledge by originating and testing a tripartite framework of guidance and counseling for application in secondary schools in Kenya. The main objective of the study was to investigate the influence of tripartite framework of guidance and counseling in the outco
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Eliud Kirigia; Pauline Ndoro; Vicky Khasandi, Francis Ndegwa;. "Sexuality Communication between Teachers and Adolescents in Nakuru County, Kenya." Editon Consortium Journal of Media and Communication Studies 2, no. 1 (2020): 151–60. http://dx.doi.org/10.51317/ecjmcs.v2i1.195.

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This study investigated sexuality communication between teachers and adolescents in Nakuru County, Kenya. Thirty teachers were sampled from ten secondary schools in Nakuru East and Njoro sub-counties representing urban and rural teacher populations. These schools included six same-sex secondary (three only boys and three only girls) schools and four mixed-sex secondary schools. The schools' categories included two national schools, three extra-county schools, three county schools, and two sub-county schools. Three teachers were sampled from each school, including the guidance and counselling t
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Odumbe, Awino Grace, M.W. Simatwa Enose, and T.M.O. Ayodo. "Factors Influencing Student Academic Performance in Day-Secondary Schools in Kenya. A Case Study of Migori Sub county." Greener Journal of Educational Research 5, no. 3 (2015): 78–97. https://doi.org/10.15580/GJER.2015.3.071815099.

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In Kenya, education receives the largest share of recurrent, public sector expenditure, 40%, which is aimed not only at expanding the capacity of learning, but also to ensure that efficiency of educational investments is increased. Quality should be maintained, so that the country’s needs for economic, social and technological development is achieved. Despite this expenditure on education by the government, generally schools in Migori Sub County perform poorly, with below average mean score of less than 6.0 (C), meaning that there is a lot of educational wastage. The purpose of the study
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Lillian, Mere Mwachambi, Omariba Alice, and Mbacho Naomi. "EFFECT OF FLIPPED CLASSROOM STRATEGY TO PHYSICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS' IN KAUMA SUB-COUNTY, KILIFI COUNTY KENYA." International Journal of Novel Research in Education and Learning 12, no. 3 (2025): 23–33. https://doi.org/10.5281/zenodo.15369711.

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<strong>Abstract:</strong> Globally, the flipped classroom strategy has emerged as an innovative and transformative approach to teaching and learning, aimed at promoting active student engagement and improving academic outcomes, particularly in Physics education. Despite its increasing adoption worldwide, the effectiveness of this approach in resource-constrained settings like rural Kenya remains underexplored. This study examined the effect of the flipped classroom strategy on students&rsquo; achievement in Physics among secondary school learners in Kauma Sub-County, Kilifi County, Kenya. The
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Bulle, Idle Abdullahi. "Parental Responsibility on Drug Abuse Prevention and Student’s Indiscipline among Public Secondary Schools in Fafi Sub County, Garissa County, Kenya." Asian Research Journal of Arts & Social Sciences 23, no. 7 (2025): 239–46. https://doi.org/10.9734/arjass/2025/v23i7741.

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It is challenging to accurately determine the extent of drug abuse among public secondary school student’s rural areas of Kenya. Given the persistent nature of drug abuse in schools, this study was conducted to examine parental responsibility on drug abuse prevention and student’s indiscipline among public secondary schools in Fafi Sub County, Garissa County, Kenya. This study utilized an explanatory correlation research designs as it employed both qualitative and quantitative approaches. The target population for the study included the 7 principals, 7 heads of departments of the guidance and
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Eliud Kirigia; Pauline Ndoro; Vicky Khasandi, Francis Ndegwa;. "Sexuality Communication between the Clergy and Adolescents in Nakuru County, Kenya." Editon Consortium Journal of Media and Communication Studies 2, no. 1 (2020): 178–88. http://dx.doi.org/10.51317/ecjmcs.v2i1.194.

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The study examines the sexuality communication between the clergy and adolescents in Nakuru County, Kenya. The study uses Systems theory anchored by Ludwing Von Bertalanffy (1969). Eighty students were sampled from ten secondary schools in Nakuru East and Njoro sub-counties representing both urban and rural teacher population. The schools included six same-sex secondary (three only boys and three only girls) schools and four mixed-sex secondary schools. The categories of the schools included two national schools, three extra-county schools, three county schools and two sub-county schools. The
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Kimiti, Richard P., David M. Mulwa, Samuel N. Waweru, Stephen Nalelia, and Mathew Muindi. "INVESTIGATION OF TEACHING THE INTEGRATED TOPICS ON DRUG ABUSE IN SECONDARY SCHOOL CURRICULUM." Problems of Education in the 21st Century 34, no. 1 (2011): 50–63. http://dx.doi.org/10.33225/pec/11.34.50.

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The problem of this study was to investigate the teaching of the integrated topics on drug abuse in the secondary school curriculum as a strategy to wipe out the problem of drug abuse among students in Machakos District, Kenya. The specific objectives of the study were to: establish the prevalence of drug abuse at the secondary school level according to gender, locality (urban/rural), boarding or day and religious practice, and establish the effect of teaching integrated topics on prevalence rate of drug abuse. It was also meant to examine which topics on drug abuse are integrated in the secon
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Omae, Peter Kabuka. "Post-Devolution Household Healthcare Expenditures in Rural Kenya." European Scientific Journal, ESJ 21, no. 1 (2025): 101. https://doi.org/10.19044/esj.2025.v21n1p101.

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Introduction: Despite improvements in a country's income during the era of decentralization, catastrophic expenditures persist. This study aimed to establish the determinants of household healthcare expenditures in rural Kenya. Methods: The study utilized data from the Kenya Household Health Expenditure and Utilization Survey (2018). A multiple regression model was employed to estimate the impact of respective determinants on post-devolution health expenditures in rural Kenya. The Ordinary Least Squares (OLS) estimation technique was adopted. Results: The gender of respondents, marital status,
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Kamere, Isabela M., M. I. Makatiani, and Arthur Kalanza Nzau. "Policy interventions for attraction and retention of female teachers in rural secondary schools." Msingi Journal 1, no. 2 (2019): 50–59. http://dx.doi.org/10.33886/mj.v1i2.103.

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The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions
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Dissertations / Theses on the topic "Rural Secondary Schools in Kenya"

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Kelwon, Isaiah K. (Isaiah Kiprop). "Curriculum implementation : a study in two secondary schools in Kenya." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61121.

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The purpose of this study was to investigate how the biological science curriculum was being implemented at the secondary school level in Kenya under the 8-4-4 system of education. In this study, the case method was used to investigate implementation in two secondary schools in Baringo district, Kenya. Data were collected using observation, interviews, questionnaires, and audio recordings.<br>Implementation standards were found to be rather low because of a number of factors. The general laboratories in the two schools of the study were poorly equipped, and textbooks available to students were
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Sao, Lawrence Y. T. "Barriers to learning mathematics in rural secondary schools." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2459.

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Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.<br>The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools i
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Jwan, Julius Ouma. "Democratic School Leadership : Perceptions and Practices in Secondary Schools in Kenya." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504332.

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Gatimu, Margaret Wangeci. "Student Perceptions of Riots and Boycotts in Secondary Schools in Kenya's Kirinyaga District." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1151.

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In recent years, a number of secondary schools in the Kirinyaga district of Central Province of Kenya have experienced riots and boycotts. The major objective of this study was to understand why students disrupt the normal processes of schooling. Students' perceptions were obtained by examining their attitudes, ideas, opinions, morals, and myths about these uprisings. The study was phenomenological in nature and was informed by the symbolic interactionism (Bogdan & Biklen, 1992). Data were collected from six diverse secondary schools: three all boys schools, two all girls schools, and one co-e
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Lating, Peter Okidi. "Hybrid e-learning for Rural Secondary Schools in Uganda." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, School of Technoculture, Humanities and Planning, 2006. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/55ff6c6b8b6dbd62c1257248004a52ef?OpenDocument.

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Madida, Minenhle S. "Innovative communication protocols for teaching in rural secondary schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1782.

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A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree, Masters of Communication Science in the Department of Communication Science at the University of Zululand, 2018.<br>The enhancement of the quality of education through the digitisation of the learning systems is a national priority in South Africa and beyond. Some academic institutions, both basic and higher level, have responded to this by adopting the use of ICT in their practice. However, the enormous digital divide between urban and rural areas has escalated with its negative effect on the schools.
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Wango, Geoffrey Mbugua. "Policy and practice in guidance and counselling in secondary schools in Kenya." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/604/.

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This thesis explores the policy and practice of the secondary school guidance and counselling programme in Kenya in the context of the school. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two. At the third stage of the study, discussions were held with various stakeholders including a focus group discussion with students. The theoretical framework for the study is based on prismatic society (Riggs, 1964; Harber and Davies, 1997), and Fullan’s (2001) model of educational change, using the person centred counselling approach as t
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Kibui, Agnes Wanja. "The role of conflict management in maintenance of discipline : the case of Kenya's public secondary schools." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020074.

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This study set out to establish the role of conflict Management in Maintenance of Discipline in Kenya’s Public Secondary Schools. The study formulated 6 objectives as follows: examine the nature of Conflict experienced in Public Secondary Schools in Kenya; establish how teachers and students perceive conflict in secondary schools; determine how teachers and students experience conflict in Secondary Schools; investigate the effectiveness of conflict Management Programmes used in Secondary Schools; discover suitable conflict management programmes to address present and future conflict in seconda
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Sindabi, Aggrey M. "An analysis of the guidance and counseling program in selected Kenyan secondary schools." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40025.

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Mgala, Mvurya. "Investigating prediction modelling of academic performance for students in rural schools in Kenya." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23463.

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Academic performance prediction modelling provides an opportunity for learners' probable outcomes to be known early, before they sit for final examinations. This would be particularly useful for education stakeholders to initiate intervention measures to help students who require high intervention to pass final examinations. However, limitations of infrastructure in rural areas of developing countries, such as lack of or unstable electricity and Internet, impede the use of PCs. This study proposed that an academic performance prediction model could include a mobile phone interface specifically
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Books on the topic "Rural Secondary Schools in Kenya"

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Lauglo, Jon. Technical secondary schools in Kenya: An assessment. SIDA, 1985.

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? University of Alaska, Anchorage, Institute of Social and Economic Research, 1985.

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? Institute of Social and Economic Research, 1985.

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B, Howley Craig, and Harmon Hobart L, eds. Small high schools that flourish: Rural context, case studies, and resources. AEL, Inc., 2000.

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N, Nafula Nancy, ed. Private sector investment in primary and secondary education in Kenya: Issues, challenges, and recommendations. Kenya Institute for Public Policy Research and Analysis, 2007.

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N, Nafula Nancy, ed. Private sector investment in primary and secondary education in Kenya: Issues, challenges, and recommendations. Kenya Institute for Public Policy Research and Analysis, 2007.

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Montellano, Paul Alexis. Luces y sombras de la educación secundaria rural: Estudio de un colegio en Chuquisaca. PIEB, Programa de Investigación Estratégica en Bolivia, 2011.

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DeYoung, Alan J. Surviving the transition?: Case studies of schools and schooling in the Kyrgyz Republic since independence. Information Age Pub., 2006.

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Eshiwani, George S. Private secondary schools in Kenya: A study of some aspects of quality of education. Bureau of Educational Research, Kenyatta University, 1986.

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Makau, B. M. Improving teacher effectiveness in the schools of Kenya: Approaches to quality learning through cost-saving professional management. Institute for Development Studies, University of Nairobi, 1986.

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Book chapters on the topic "Rural Secondary Schools in Kenya"

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O’Hern, Darren M., and Yoshiko Nozaki. "Forest Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_5.

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O’Hern, Darren M., and Yoshiko Nozaki. "Central Boys Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_6.

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O’Hern, Darren M., and Yoshiko Nozaki. "Uhuru Girls Secondary School." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_7.

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Masakale, Marethabile Mapitso Ignatia, Michael Bell, and R. John Halsey. "Preparing Teachers for Rural Secondary Schools in Lesotho." In Publishing Higher Degree Research. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_9.

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Sibanda, Lwazi, and Joyce Mathwasa. "Promoting Inclusivity Through Quality Assessment in Rural Secondary Schools." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_45-1.

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Sibanda, Lwazi, and Joyce Mathwasa. "Promoting Inclusivity Through Quality Assessment in Rural Secondary Schools." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_45.

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Amenya, Donvan. "Kenya: Joint School-Community Approach for Education of the Marginalized Children." In SpringerBriefs in Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4917-1_4.

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AbstractImproving the quality of education in rural areas is a crucial yet challenging endeavor across the world. In a vast majority of low-income countries, rural areas face an array of development challenges such as lack of access to electricity, mobile networks, decent housing and healthcare facilities which have implications on the quality of education. This research was conducted to explore major challenges facing rural schools as well as models which hold promise for improving these schools at scale. Findings from the study show that community-driven approaches which integrate profession
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Min, Weifang. "Adjustment in Geographic Distribution of Rural Primary and Secondary Schools." In Educational Input, Resource Allocation and Returns to Human Capital. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-4687-6_7.

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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways f
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Stelmach, Bonnie. "Rural, Secondary School Parents’ Discourses About Feeling in Community in Their Children’s Schools: Insights to Shape Teachers’ and Principals’ Questions." In Rural Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5_10.

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Conference papers on the topic "Rural Secondary Schools in Kenya"

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Nakashidze, Nunu, Darejan Geladze, Nino Kiknadze, Nani Gvarishvili, and Shota Rodinadze. "UNIQUE ASPECTS OF ENVIRONMENTAL EDUCATION IN GENERAL EDUCATION SCHOOLS OF ADJARA." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s20.45.

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Education is an ongoing process that enables individuals and society as a whole to reach their full potential by developing their abilities. It serves as a crucial prerequisite for sustainable development and the formation of public awareness. Environmental education, which begins in early childhood and continues throughout life, plays a vital role in fostering environmental literacy. Thus, assessing the state of environmental education among school-age students is of great importance. Our research aimed to evaluate the ecological knowledge of students in public schools operating in various mu
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Kasa, Vijaya, Satya Phani Kumari A, and Naresh Babu Naathi. "How IFP, Interactive Tabs, and AI Affect the Achievement in Rural East Godavari District Secondary Schools–A Study." In 2024 2nd DMIHER International Conference on Artificial Intelligence in Healthcare, Education and Industry (IDICAIEI). IEEE, 2024. https://doi.org/10.1109/idicaiei61867.2024.10842817.

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Pillay, Preya. "NAVIGATING REMOTE MATHEMATICS ASSESSMENT: PERCEPTIONS AND EXPERIENCES OF GRADE 12 STUDENTS IN RURAL SOUTH AFRICAN SECONDARY SCHOOLS DURING THE COVID-19 PANDEMIC." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1424.

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Hassan, Hassan. "Girls’ Abuse in Tanzania Rural Secondary Schools." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.04.

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Considerable research has been conducted on the abuse of girls and women; however, there is little qualitative and smaller scale studies that are specific to Tanzania to provide particularised nuanced accounts of localised situations. Within a theoretical framework of African feminisms, this study explores the abuse of girls in one secondary school in a rural community of Tanzania. The data is from interviews and document review. The findings indicate that the girls experience sexual, physical, verbal or psychological abuse at school at the hands of their male teachers, which impact largely ne
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Bogie, J., B. Eder, D. Amonje, M. Gant, and D. Magnus. "P5 Horizontal schools-based health programme in rural kenya: healthstart." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.5.

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Dytrtova, Radmila, and Karel Nemejc. "Evaluation of Awareness and Implementation of Environmental Education in Teachers of Secondary Vocational Schools." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.007.

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Tomsikova, Katerina, Karel Tomsik, and Karel Nemejc. "Secondary School as a Partner in Community-Led Local Development." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.020.

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The main goal of vocational secondary schools is to pass on to students both theoretical information and information needed for current and future practice. The Europe 2020 strategy confirms this goal as it puts emphasis on the environment, innovations and education, primarily regarding schools specializing in agriculture. The aim of this paper is to assess what position vocational agriculture schools have within the system of secondary schools in the Czech Republic, and whether they can contribute to becoming so-called community centres in the given municipality, or whether they possibly alre
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POLCYN, Jan, and Bazyli CZYŻEWSKI. "POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added
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Makhubele, Donald Mahlangonini, and Sibongile Simelane-Mnisi. "LEARNERS’ PERCEPTION OF LEARNING TECHNOLOGY SUBJECT IN SOUTH AFRICAN RURAL SECONDARY SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1618.

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CUCUI, Gheorghe Gabriel. "Study on the Level of Motricity of Children from Rural Secondary Schools." In 11th LUMEN International Scientific Conference Communicative Action & Transdisciplinarity in the Ethical Society, CATES 2018, 23-24 November 2018, Targoviste, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.103.

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Reports on the topic "Rural Secondary Schools in Kenya"

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Cueto, Santiago, Diether Beuermann, Julian P. Cristia, Ofer Malamud, and Francisco Pardo. Laptops in the Long-Run: Evidence from the One Laptop per Child Program in Rural Peru. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013192.

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This paper examines a large-scale randomized evaluation of the One Laptop Per Child (OLPC) program in 531 rural primary schools, as implemented by the Peruvian government starting in 2009. We use administrative and survey data on academic achievement and grade progression through 2019 to estimate the long-run effects of educational technology on i) academic performance and grade progression in schools over time and ii) student trajectories as they progress from primary school to university. We find negative and significant effects on completing primary and secondary education on time but no ef
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Donnelly, Phoebe, and Boglarka Bozsogi. Agitators and Pacifiers: Women in Community-based Armed Groups in Kenya. RESOLVE Network, 2022. http://dx.doi.org/10.37805/cbags2022.4.

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This research report is a case study of women’s participation in community-based armed groups (CBAGs) in Kenya. It examines: the diversity of women’s motivations to participate in community-based armed groups in Kenya; women’s roles and agency within community-based armed groups, communal conflicts, as well as community security and peacebuilding structures; and gender dynamics in conflict ecosystems, including social perceptions about women’s engagement in conflict. This case study contributes to the literature on women and CBAGs by examining the variations in their engagement across a single
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Phay, Sokcheng, and Kimsun Tong. Public Spending on Education, Health and Infrastructure and Its Inclusiveness in Cambodia: Benefit Incidence Analysis. Cambodia Development Resource Institute, 2014. https://doi.org/10.64202/wp.99.201412.

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This paper examines public spending on education, health and infrastructure in Cambodia. Using benefit incidence analysis (BIA), marginal benefit incidence analysis (MBIA) and the nationally representative household survey data from the Cambodia Socio-Economic Survey (CSES) in 2004, 2009 and 2011, the paper examines whether government spending in each sector is equally distributed across household income groups or geographical zones, and to what extent changes in public spending affect different population groups. Broadly speaking, public spending in Cambodia is not pro-poor except for the spe
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Haßler, Björn, Anne-Fleur Lurvink, Iman Beoku-Betts, Chris McBurnie, Taskeen Adam, and Tom Blower. Tich Me Ar Tich Dem — Inception Report. OpenDevEd, 2022. http://dx.doi.org/10.53832/opendeved.0269.

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Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov
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Thy, Savrin, Tong Ly, and Sokunthy Ean. Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.137.202305.

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The outbreak of Coronavirus Disease 2019 (COVID-19) was announced as a pandemic by the World Health Organization (WHO) on 11 March 2020. Its presence has created significant disturbances across society and particularly within education. On 16 March 2020, as a preventative measure against the spread of COVID-19, the Royal Government of Cambodia (RGC) decided to close all educational institutions. However, in an effort to continue providing education services to students, the Ministry of Education, Youth and Sport (MoEYS) alongside relevant stakeholders made significant efforts to adopt distance
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of eng
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Gendered effects of COVID-19 school closures: Kenya case study. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1003.

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This brief summarizes a case study that assessed the gendered impact of COVID-19 school closures in Kenya. COVID-19 school closures escalated education inequalities especially for girls and young people in rural areas. These closures exacerbated adolescent mental health issues, food and economic insecurity, and experiences of violence. COVID-19 response programs implemented by both the Government of Kenya and non-state actors were not able to fully mitigate the impacts of school closures for adolescents, teachers, or schools. Continued efforts to understand the implications of school closures
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