Assessment of Teacher Education Curriculum in Kenya: Transforming for the Future

Dhliwayo Alice, Ojunga Judith, Habimana Athanase Mvukiyehe,
David Okurut, Ndiwalana, Elias W. K, Vencie Allida

Corresponding Author: Muchemwa Stella, muchemwas@solusi.ac.zw

Abstract

The role of a curriculum in university education cannot be overestimated; an appropriate curriculum begets rounded graduates that can suit very well in the national and international society.  This means that a curriculum should be characterized by holistic education. This study focused on the curriculum of PhD, Curriculum and Teaching studies at one university in Kenya. The study used document based design where documents, particularly the Bulletin, lecturers’ notes and lesson plan templates were analyzed based on the Bloom’s Taxonomy of Learning Domains. Findings showed that the university programme affirms a holistic approach to the development of the student by cultivating the intellectual, the physical and the spiritual-social abilities. It has also been observed that the curriculum inclines more toward the cognitive and psychomotor domains; although there are clearly defined courses, few of them deal directly with the affective domain. However, the Integration of Faith and Learning (IFL) is emphasized. Further, it was observed that the university described religion as Christianity ignoring all other religions despite the fact that the trained teachers will live in a multi-religious society. The study recommended, mainstream the affective domain in the curriculum rather than assuming that the student will “catch” the affective from the hidden curriculum. There is also need to include other religions to equip the students for a multi-religious society of work. 

INFLUENCE OF QUALITY OF WORK-LIFE ON EMPLOYEES’JOB SATISFACTION EVIDENCE FROM THE SELECTED MINISTRIES IN KIGALI CITY RWANDA

By
Etienne Niyonshuti Kagaba
Angelina. Pagarigan
Prof Jesse Role Ph.D

Abstract

The purpose of this study was to assess the influence of Quality of work-life on job satisfaction Evidence from selected public ministries in Kigali city Rwanda. This research emanates from the importance of QWL within public institutions and how it influences the employees’ job satisfaction. The research questions were structured to reflect perception and relationship. Hence, the study used a descriptive and correlational research design. The study was guided by the hypothesis that there is no significant relationship between QWL variables and job satisfaction. The research also demonstrated the best predictor variables of job satisfaction within the researched ministries.

The findings demonstrated that there is relationship between QWL and job satisfaction. This is based on the fact that there is a correlation of .098 between Working conditions and job satisfaction, there is a correlation of .182 between workers’ development and job satisfaction, and there is a correlation of .015 between social integration and job satisfaction. It reveled also that there is correlation of .049 between social eminence and job satisfaction and there is a correlation of .053 between task accomplishment and job satisfaction. Thus, the above statistics demonstrated that there is a significant relationship between QWL variables and job satisfaction within selected public ministries in Kigali city Rwanda. The findings reveled also that workers’ development and eminence of work-life are the best predictors of the job satisfaction. The research provided some recommendation about how the public ministries may improve the quality of work-life within workplace.

AN EVALUATION OF THE INTEGRATION OF ENTREPRENEURSHIP COURSE IN SECONDARY SCHOOL CURRICULUM: A CASE OF NYARUGENGE DISTRICT, RWANDA

By
Charles Nzaramyimana
Prof. Elizabeth Role Ph.D
Dr. Lazarus Ndiku Makewa  

Abstract

This study was initiated for the purpose of evaluating the integration of entrepreneurship course in secondary school curriculum in order to assess whether the students who underwent the entrepreneurship course perceive themselves as ready and able to apply entrepreneurship skill after they left secondary school.

The study used a descriptive, comparative and correlational design. Five research questions and two null hypotheses were formulated. Data were collected using a research questionnaire which was administered to 332 students selected from 1935students of secondary school sixth form in 13 schools of Nyarugenge District.

Findings revealed that the entrepreneurship course was well implemented in upper secondary than in lower secondary school. Students expressed their perception on skills got from entrepreneurship course with mostly a “tend to agree” view and students’ ability to apply entrepreneurship skills with an “agree” view. A significant relationship between the students’ evaluation rating on the implementation of entrepreneurship and perceptions on the skills they got from entrepreneurship was observed. However, there was no significant relationship between the evaluation rating on the implementation of entrepreneurship and the ability to apply entrepreneurship skills. Finaly a significant difference was observed from the same variables as the students were grouped according to gender and age range.

Students of sixth form in Nyarugenge district perceive that, to some extent, they have acquired skills from entrepreneurship course and they have a positive perception on their ability to apply skills from entrepreneurship course. Mature students prove to be more skilled and more able to apply entrepreneurship skills, but rated low the implementation of entrepreneurship course.

An Evaluation of the Orientation Program for
Teachers in Seventh-day Adventist Primary Schools in  East Central Rwanda Field

By
NYIRARUKUNDO Delphine
Prof. Jesse A. Role, PhD TM

Abstract

The purpose of the study was to find out whether teachers are implementing the Adventist Philosophy of education in Seventh Day Adventist Primary Schools in East Central Rwanda Field. This field mentioned above is made up of five primary schools with 102 teachers. All teachers (100%) were used as respondents. The study used a descriptive research design. Three research questions and two null hypotheses were formulated. This study followed the theory advanced by John Wesley Taylor that stipulated that Adventist education must nurture faith (Wesley, 2008).

  In this research, purposive sampling technique was used to select the respondents from the target population among teachers. Data were collected through a researcher-made questionnaire from 102 teachers in Seventh Day Adventist Primary Schools in East Central Rwanda Field. The findings of this study indicated that there are more male teachers than female teachers in SDA primary schools.  From the results of this study most teachers studied in Adventist schools. About religion, most teachers in SDA primary schools in Central Rwanda Field were Adventists.

The evaluation rating of the orientation program in the areas such as Knowledge about SDA philosophy of education, instructional practice and outcomes of the orientation program was high. Adventist teachers perceived orientation program to have impact on their Knowledge about SDA philosophy of education, instructional practice and outcomes of the orientation program than non Adventist teachers. Teachers who studied in an Adventist schools perceived orientation program to have impact on their Knowledge about SDA philosophy of education, instructional practice and outcomes of the orientation program than teachers who did not study in Adventist schools.