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Cases of student’s unrest are on the rise despite the spirited effort by the education stakeholders to curtail them. They have recently taken a violent dimension, leading damage of property and even loss of life during fires in school. This is an indicator of a relationship gone sour right from orientation, where the learners neither connect nor associate themselves with the school community, facilities and the programmes offered. The researchers used critical analysis research methodology to critically analyse the impact of secondary schools orientation programmes dynamics on the student’s school connectedness in secondary schools in Kenya. Using this method, the researchers assessed the various orientation programmes dynamics and how they impact on the students’ school connectedness against the backdrop of the induction programmes currently undertaken in secondary schools. The study found out that the orientation programmes offered in secondary schools exclude key stake holders, facilities and educational programmes. They also lack support mechanisms to sustain the momentum of the orientation week. Further, they run in the same way over time and hardly involve any feedback or evaluation processes. The study concluded that secondary schools recognise the importance and carry out a form of orientation for new students. These induction programmes achieve the intended short term goals but lack sustainability. Among the recommendations made is that school administrations should have orientation programmes which include parents and school community, allow feedback and equate the process. The ministry of education should also do budgetary allocations that would cater for orientation programmes and capacity building in schools. This would facilitate funding of more comprehensive and sustainable orientation programmes, which would in turn raise the level of school connectedness.
Journal of Education and Practice
Influence of Guidance and Counselling Programmes on Secondary Students School Connectedness. A Case Study of Nyamira County, Kenya2019 •
The purpose of the study was a critical analysis on stakeholders' interrelation and students discipline in Kenyan schools. For discipline to be upheld different stakeholders have to come together and forge a healthy interrelation. That is the; Government, Board of management, parents, teachers and students stakeholders contribute to discipline of any learning institution. Every stakeholder has a role to play as the findings bring out. Every stakeholder participates in policy making and healthy interrelation aids smooth running of schools. Without good interrelation between stakeholders the findings show that school unrest rise and student disagree by protesting. Good interrelation is seen to improve learning environment which leads to improved discipline. The findings established that not only is unhealthy interrelation between students and other stakeholders but also between parents, Board of management, Government and teachers. Indiscipline on any part of stakeholder has resulted to conflict and unhealthy interrelation. The purpose of the study critically analyzes the stakeholders' interrelation and students discipline in Kenyan schools. The study aims at analyzing the Board of Management, Parents, Teachers, Students and The Ministry of Education interrelation and students discipline in Kenyan schools. The study recommends a comprehensive policy by all stakeholders and guidelines that would inform and improve the need to interrelate among the stakeholders. In conclusion the role of all stakeholders in maintaining the students discipline in Kenyan schools wholly depends on interrelation between the stakeholders.
2016 •
The Department of Education in South Africa has adopted the concept of whole school development in the delivery of basic education. Social connectedness in the school environment is central to this concept and is protective of mental well-being and can contribute to reducing high risk behaviour in adolescents. The aim of this study was to develop an in-depth understanding of factors impeding school connectedness in a public South African school as a case study, with the view to making recommendations for interventions for school connectedness. The study utilised an ecological perspective. In gauging participants' perceptions offactors that impede school social connectedness, four focus groups with Grade 10 learners and seven individual interviews with teachers and managers, were conducted. Factors impeding school connectedness at the communityschoolmanagement level were education policies, management practices and discipline strategies. Education policies were viewed as non-reflective of the diversity of South African schools. " Top-Down " Management practices were viewed as creating communication barriers, and discipline strategies were viewed as contributing to deviance. At the interpersonallevel, peer pressure to belong to groups where learners resist school regulations were highlighted. It also emerged that adolescents are more likely to seek help for inter-personal problems or issuesfrom informal sources such as peers and family. At the intrapersonallevel self-regulation skills, emotional competence and a positive future orientation were reportedly poorly developed amongst learners and attributed to poor discipline and a lack of warmth at home, a focus on academics and assessment at school and perceptions of limited post-school opportunities. Key recommendations include the formation of a school liaison group to promote policies and management practices: building protective peer networks, and programmes to develop emotional competence, self-regulation skills and a sense of positive future orientation.
The International Journal of Humanities & Social Studies
The Nature of Conflicts and Discipline Issues Encountered in Public Secondary Schools in Kakamega County, Kenya2021 •
The International Journal of Social Sciences and Humanities Invention
Nature of Student Unrest in Secondary Schools in Kericho County KenyaStudent conflicts in secondary schools are one of the most common challenges faced in the 21st century in the modern world. Kenya has faced several incidents of student conflicts in Secondary schools mainly attributed to the cases of indiscipline and conflicts among students in the schools. In Kericho County, several incidences of student conflicts have been witnessed in the different schools, which have caused widespread material losses and other social impacts. The Specific objective was to examine the nature of Student Unrest in secondary schools in Kericho County. The study was underpinned by participative leadership theory and the functionalism theory. The study utilized the evaluation research design. The study was conducted in Kericho County. The study targetedthe following categories of respondents; students, teachers, school principals or head teachers, School boards of management, County director of education and Sub-county directors of education in Kericho county. Only 14...
2015 •
Education is the primary means of promoting national cohesion, international cooperation as well as socio-economic development. Through school curriculum, education enables a country to achieve its needs and aspirations. Despite the comprehensive school curriculum, the country is faced with ethnic divisions, religious intolerance and violence and this raises concern on relevance of the school curriculum content in promoting national cohesion. The objective of this study was to investigate the relevance of secondary school curriculum content in promoting national cohesion. The study was based on the ideals and principles of a school curriculum as advocated by reconstructionism philosophy. Descriptive survey research design was adopted for the study. A sample size of four hundred and nine (409) respondents comprising of three hundred and sixty (360) student leaders, Forty eight (48) teachers and Sub-County Quality Assurance and Standards Officer (QASO) was used for the study. Purposiv...
2020 •
Student participation in management of the secondary schools they attend is construed to include aspects of school curriculum management. The main objective of this study was to determine the extent to which student participate in management of school curriculum in secondary schools. The study employed mixed method design, specifically triangulation method. Stratified random sampling, simple random sampling, purposive and convenience sampling were used in drawing the samples. The Krejcie and Morgan‟s table for determining large sample size was used to determine the sample size of students. The sample consisted of 38 secondary schools, 38 head teachers, 293 teachers, 753 students, 72 student leaders and 24 parents. Data collection instruments included questionnaires, interview guide and Focus Group Discussion (FGD) guide. Content validity was determined by seeking expert judgement from educational management. Cronbach's alpha was used to establish the reliability of the instrumen...
The International Journal of Humanities & Social Studies
The Implications of School Unrest on Students’ Academic Performance in Secondary Schools in Bondo Sub-County, KenyaSchools are called to effectively assess and monitor school climate given its potential ability to enhance positive student outcomes and mitigate risk behaviors. When a positive school climate exists, students, staff members and parents feel safe, included and accepted. The school community demonstrates respect, fairness and kindness in their interactions and builds healthy relationships that are free from discrimination and harassment. This study sought to examine the Implications of school unrest on students' academic performance in secondary schools in Bondo sub-County Kenya. The study was guided by the System Theory of biologist Ludwig Von Bertalanffy. A descriptive research design was used in this study. The study adopted the mixed method of study. This study population comprised 3159 Form 3 students, 49 principals, 49 teachers of Guidance and Counseling and 1 sub-county Quality Assurance and Standards Officer in Bondo sub-county. Stratified sampling, purposive sampling and...
Innovare Journal of Education
Quality Education in Kenya: Perspectives for the Transition of Students from Secondary Schools to UniversitiesSustainable Development Goal Four (SDG 4) on education ensures inclusive and equitable quality education opportunities for all. United Nations (UN) member states had to adopt the SDGs protocol. Kenya, like any other country in Sub-Sahara Africa, domesticated the SDG. Consequently, this study investigated factors influencing students’ transition from day and boarding schools to University in Mutomo Sub-county, Kenya. The study was based on the system theory propounded by Scott (1987), who adopted a system perspective in analyzing organizations. The study adopted a descriptive survey research design. The target population for the study was 15 secondary schools, 15 Curriculum Support Officers (CSOs), 128 teachers, 15 principals, 15 chairmen of School Management Boards (CSMBs), and 925 Form four students. Random sampling was used to select 150 students and 45 teachers. Census sample of 15 Principals, Five CSOs. The total sample size was 230. This corresponded to a confidence interval of...
2014 •
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