...1. THE MOTIVATED SEQUENCE * Basic steps of a motivated sequence. Motivated sequence is a technique for organizing persuasive speeches that inspire people to take action. It consists of the following steps : 1. Attention. Get the attention of your audience using a detailed story shocking examples quotations etc. 2. Need or Identify the problem Show how the topic applies to the phsychological need of the audience members.The audience needs what motivates the action therefore go beyond establishing their significant problem.Show that the need will not go away by itself ,therefore convince your audience that each one of them has a personal need to take action. 3. Satisfaction You need to solve thios issue.Provide specific and available solutions that individuals or communities can implement to solve problems 4. Visualization Tell the audience what will happen if the solution is implemented or does not take place be visual and detailed. 5. Action Tell the audience what action they can take personally to solve the problem * Structure and development of the steps in the motivated sequence Step 1: Getting Attention You must change the attitude at the very beginning if you hope to persuade your listeners to believe or act. Sometimes using methods like rhetorical questions, startling statements, or narratives can accomplish this mission. But sometimes this may be more subdued or low-key. However you open the presentation, remember that you cannot persuade...
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...Kenya has adopted the education systems since the early times of missionaries. For instance this can be traced back as far as 1728 with a Swahili manuscript “Utendi wa Tambuka” (book of Heraclius. Since then what followed was the chain of evolution in the Kenya education system with great determination to break from the cocoon of illiteracy. The missionaries set up the stepping stones which could later be used as a catapult in the education standard when they up one of the earliest mission schools in the country at Rabai in 1846 in coast region. With the improvement in infrastructure including roads and communication networks, the new revolution of the mind started penetrating to the interior of the Kenya. Instantly many people became aware of the necessity of education and people like Jomo Kenyatta, Charles Njonjo, peter Koinange, Tom Mboya among others Kenyans political icons furthered their education abroad. Earliest schools in Kenya included the school of Rabai near Mombasa established in 1846, Nairobi school established in 1902, friends school Kaimosi, now the Kaimosi friends primary school established in 1906. There were a total of 18 schools by the year 1932. After independence what followed was tremendous campaigns that acted to be an eye opener for all Kenyans. Most individuals in the political spheres started the new hunger and craving for education that helped them retain political power. Kenya adopted various forms of education system including the 7-4-2-3 system...
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...Introduction The right to quality education is one of the basic human rights stipulated in the universal declaration of human rights 1948.In Kenya this right was be recently livened through the launch of free primary education program by the National Rainbow Coalition government (NARC) when it took power in 2002. Compulsory free primary school education for Kenyan children was one of the key pre election promises that made the government of President Mwai Kibaki to ascend to power in December 2002. Since then an estimated 1.5 million children who were previously out of school have turned up to attend classes. Though education is normally considered the responsibility of the state, the community should also realize their role in development of education (sifuna 1999).This section of the chapter aims to introduce the topic under study in an explicit manner. To achieve this, it has been divided into the following sections: background of the study, statement of the problem, objectives of the study, research questions, significance of the study, limitations of the study and finally scope of the study. 1.2 Background of the Study Primary education in Kenya begins at the age of 6 or 7 years after completion of kindergarten commonly known as pre-unit. The first class or year of primary school is known as standard one and the final class or year as standard eight. Primary school children are known as pupils. The schooling year for both secondary and primary school begins at January and...
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...1.0 INTRODUCTION Kenya Vision 2030 is based on three pillars;economic, social and political. The social pillar seeks to build a just and cohesive society with social equity in a clean and health environment. The pillar aims to transform eight key social sectors including; education and training, health, water and sanitation, environment, housing and urbanization. The Kenya Vision 2030 identifies the education sector as key within the social pillar to steer Kenya into middle-level income country in 20 years. 1.1 Overall Goal on Education and Training Under education and training, Kenya aims to provide a globally competitive and quality education, training and research. Kenya aims to be a regional centre of research and development in new technologies. This will be achieved through: i) Integrating early childhood education into primary education ii) Reforming secondary school curricula iii) Modernizing teacher training iv) Strengthening partnerships with the private sector v) Developing key programmes for learners with special needs vi) Rejuvenating ongoing adult training programmes vii) Revising the curriculum for university and technical institutes to include more science and technology; and viii) In partnership with the private sector, the Government will also increase funding to enable all these institutions to support activities envisaged under the economic pillar 1.2 Medium Term Plans Vision 2030 is being implemented...
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...Actualizing Free Primary Education in Kenya for Sustainable Development by Mbatha Mathooko, Ph.D. pmathooko@yahoo.com Jomo Kenyatta University of Agriculture and Technology, Nairobi, Kenya Abstract The right to education is one of the basic human rights stipulated in the Universal Declaration of Human Rights, 1948. In Kenya, this right has recently been livened through the launch of the Free Primary Education program (hence FPE) by the newly elected NARC government. The FPE program is faced with major challenges that range from lack of facilities, few teachers, over-age children, street children, no books, lack of finances and socio-cultural impediments such as HIV-AIDs. The FPE has been received with mixed feelings from different sections of the society. While some have expressed feelings of discontentment, failure, betrayal among others, many low income members of the population view it as a God sent opportunity. While a lot of concern has been raised, little has been advanced concerning the propagation of the actual learning itself. This paper seeks to underscore some of the pertinent issues concerning actual instruction in the FPE program. A glaring gap, which poses a major challenge to the success of the FPE, exists in terms of the language of instruction. The existing language policy disregards mother tongues as tools of disseminating knowledge and does very little to promote them. The paper suggests the training of teachers to equip them with skills in mother tongue instruction...
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...........4 Challenges facing education in Kenya……………………………………..4 Financing education……………………………………………………......6 Alternative methods of financing education…………………………….....7 Recommendation…………………………………………………………..14 Education task force on free secondary education………………………...15 Conclusion……………………………………………………………….....17 Reference …………………………………………………………………..18 Definition of terms Education- Education is a form of learning in which the knowledge, skills and habits of a group of people are transferred from one generation to the next through teaching, training or research. A right of education has been recognized by some governments ( article13 of UN 1966 International covenant on Economic, social and cultural Rights) recognize the right of every one to an education. Finance- related to money or how money is managed. Is a field that deals with allocation of assets and liabilities over time under conditions of certainty and uncertainty. Is also a science of money management. Key point in finance is the time value of money, which states that purchasing power of one unit of currency can vary over time It can be broken down into 3 different sub- categories; Beneficiary- a person/ group who receives money, advantage etc. Introduction In Africa countries large investment is done in education and is a concern for many because on the one hand resources are scarce. However a greater concern in recent years is that the demand of education is feeds on its self’, this...
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...MAJOR FORCES THAT HAVE DETERMINED THE DIRECTION OF THE CHANGES IN THE EDUCATION SECTOR A foundation has been laid down for the development of sustainable education worldwide. There has been specialize in literacy and skills therefore enabling the expansion and development of the education sector in Kenya and therefore the world at large. Over the years Kenya has noted plenty of changes that have helped improve the education system considerably within the last decade. I’ll begin with a significant ground changer that was the introduction of free primary education. 1. Introduction of Free Primary Education Unfavorable political and economic conditions in Africa throughout the 1990s hindered the expansion of the basic education that was undergoing numerous reforms. As noted, throughout the 1990s basic education went through numerous reforms however the unconducive political and economic conditions at the time were unable to support its growth. Having to rely on restricted resources and donor funding, the government experienced difficulties maintaining academic standards. Afterward the standard of education deteriorated and there was a rise within the numbers of school-age kids who weren't receiving formal education. Figures as an example show that huge school dropouts were recorded which out of about one million students who registered in standard one in 1993 and in 1998, but half a million got to standard eight (Oketch...
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...Question: Using three (3) Millennium Development Goals discuss how a country can achieve sustainable development Introduction The Millennium Development Goals (MDGs) are eight international development goals that were established following the Millennium Summit of the United Nations in 2000, following the adoption of the United Nations Millennium Declaration. All 189 United Nations member states at the time (there are 193 currently) and at least 23 international organizations committed to help achieve the following Millennium Development Goals by 2015: 1. To eradicate extreme poverty and hunger 2. To achieve universal primary education 3. To promote gender equality and empower women 4. To reduce child mortality 5. To improve maternal health 6. To combat HIV/AIDS, malaria, and other diseases 7. To ensure environmental sustainability 8. To develop a global partnership for development The Millennium Development Goals (MDG) gives governments a common framework for structuring policies and practices. The MDGs highlight the key priority areas of focus for development and also outlines the roles and responsibilities of key government actors. MDGs provide a framework for government planning, budgeting and monitoring development initiatives. The MGDs can also be used as a tool by the government to measure progress they have achieved in improving the livelihood of its citizens. Sustainable development is development that meets the needs of...
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...The Strengthening of Mathematics and Science in Secondary Education (SMASSE) initiative in Kenya was in response to the continuous poor performance in Mathematics and Science despite the effort of employing qualified teachers, increasing salary, providing equipments and constructing laboratories and Mathematics classrooms. SMASSE-INSET program was made available and compulsory to all serving Mathematics and Science teachers in the country in 2004 at the district level. The Activity, Student, Experiment and Improvisation (ASEI) through Planning, Doing, while Seeing then Improving (PDSI) approach introduced through the SMASSE project is an attempt to improve performance. The purpose of this study was to evaluate the attitudes of teachers toward SMASSE-INSET and establish the relationship between attitudes and implementation of SMASSE-INSET resolutions. Evaluation research design was adopted and the target population included all mathematics teachers of Nandi Central District secondary schools. Sixty (60) mathematics teachers participated in the study. The data were collected using questionnaires and analyzed using descriptive and inferential statistics. The findings of the study show that Mathematics teachers tend to have a positive attitude toward the SMASSE-INSET project and despite the challenges they face, they work hard to implement ASEI/PDSI pedagogy, which is a student-centered approach. Teachers with a more positive attitude toward SMASSE-INSET program tend to apply the...
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...Table of Contents THE CURRENT SITUATION OF SPECIAL NEEDS EDUCATION IN KENYA 2 BACKGROUND INFORMATION 2 Governmental support for people with disabilities 2 Other legislation to promote opportunities for people with disabilities has been drafted. These include: 3 Legislation 4 Key ministries and agencies responsible for disability issues 5 Policies 5 Programmes 6 Challenges 8 Recommendations by The National Council for Persons with Disabilities 10 THE CURRENT SITUATION OF SPECIAL NEEDS EDUCATION IN KENYA BACKGROUND INFORMATION There is no recent data on the situation of people with disabilities in Kenya. Some numbers are available, although these do not give an accurate picture of the number of disabled people living in the country. Applying the WHO recommended 10 per cent to today’s Kenyan population of approximately 40 million this would indicate that there may be some 4 million disabled people. Many disabled people in Kenya, as in most developing countries in the world, live in poverty have limited opportunities for accessing education, health, suitable housing and employment opportunities. * Recently Kenya inaugurated the African union specialized agency for disability prevention and research in the continent-the east African region office serves 12 countries that include; Uganda, Kenya, Tanzania, Rwanda, Burundi, Sudan, Djibouti, Ethiopia ,the Comoros, Somalia Seychelles and Eritrea. The office provides a unified approach to issues of disabilities in all aspects...
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...A CASE OF POVERTY IN KENYA INTRODUCTION MEANING OF POVERTY The synonyms of poverty can be said to be beggary, indigence, neediness, hardship, a state of being extremely poor inferior in quality and in amount or the scarcity and deficiency, shortages, absence or lack more in amount. Therefore is a condition where people’s basic needs for food, clothing and shelter are not being met. Poverty is generally of two types i.e. absolute and relative poverty. Absolute poverty is synonymous with destitution and occur when people cannot obtain adequate resources (measured in terms of calories or nutrition) to support a minimum level of physical health. It also includes deprivation of basic human needs including food, safe drinking water, sanitation facilities, health, shelter, education and information. The graph below shows the proportion of the world population in extreme poverty between 1981-2008 according to the World Bank . Relative poverty occur when people do not enjoy a certain minimum level of living standards as determined by the government (enjoyed by the bulk of the population that vary from country to country or within the same country. 1964, in a joint committee, economic presidents’ report in US, Republicans endorsed the concept of relative poverty, ‘no objective definition of poverty exists… The definition varies from place to place and time to time. Different people and organizations view poverty differently. For example, Adam Smith in 1776 in Wealth...
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...FACTORS INFLUENCING CHILDREN ENROLMENT IN PRE-SCHOOL EDUCATION IN MOLO DISTRICT, ELBUGON DIVISION KENYA DECLARATION This Research is my original work and has not been submitted to any other university or college for the award of a degree or any other assessment in part or whole. DEDICATION This research work is dedicated first to the Almighty God who gave me the life, strength, patience and whose word has been a booster to my ego. ACKNOWLEDGEMENTS TABLE OF CONTENTS ………………………………………………. PAGE Declaration ……………………………………………………………………….ii Dedication ………………………………………………………………………. iii Acknowledgements ……………………………………………………………... iv Table of contents ……………………………………………………………..….. v Abstract ………………………………………………...………………………...vi Acronyms………………………………………………………….…………… vii CHAPTER ONE - INTRODUCTION 1.1 Background of the Study..…………………………………………………….1 1.2 Statement of the problem.………………………………………….………….5 1.3 Purpose of the study…….…………………………………….……………….6 1.4 Objectives of the study………………………………………………………...6 1.5 Research Questions…….……………………………………………………...7 1.6 Significance of the study.…………………………………………………..….7 1.7 Scope of the study….……………………………………………………..…...8 1.8 Limitations of the study..……………………………………………………...8 1.9 Definition of Terms ……………………………………………….……….....9 1.10 Organization of the study ……………………………….……………….…10 vi CHAPTER TWO – LITERATURE REVIEW 2.1 Historical Development of Early Childhood Care & Education in Kenya……………………………………………………………………...17 2.2 Importance in ECE…………………………………………………...
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...American International Journal of Contemporary Research Vol. 4 No. 1; January 2014 Kenya’s Social Development Proposals and Challenges: Review of Kenya Vision 2030 First Medium-Term Plan, 2008-2012 Ezekiel Mbitha Mwenzwa Department of Social Sciences Karatina University P. O. Box 1951, Karatina, Kenya. Joseph Akuma Misati Department of Sociology Maasai Mara University P. O. Box 861 20500, Narok, Kenya. Abstract Kenya faces several development challenges including poverty, disease, unemployment, negative civic engagement among others. The development bottlenecks worsened following the introduction of the IMF/World Bank-propelled Structural Adjustment Programmes (SAPs) of the late 1970s and early 1980s. While the SAPs had envisaged benefits, they largely became part of the problem rather than the solution to development in Kenya. Accompanying these were negative civic engagements, particularly, ethnic conflict and political maladministration especially after the re-introduction of multiparty politics in the early 1990s. These drawbacks notwithstanding, development planning went on culminating in the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC) 2003-2007 in 2002 and its successor, the Kenya Vision 2030 in 2007. While the former was implemented, the latter is on course with the First Five Year Medium-Term Plan running from 2008 to 2012 recently concluded. The blueprint is driven by three pillars, namely; The economic, social and...
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...EFFECTIVENESS OF HOMEWORK; IN TEACHING AND LEARNING IN PRIMARY SCHOOLS IN KENYA. Homework is such a stress! Teachers, pupils and parents often make this statement. Considering homework as part of schooling, it is fascinating how much everybody finds it stressful and uncomfortable. Except for the occasional projects, primary school pupils in Kenya, from pre- school, lower primary and upper classes, think of homework as boring, repetitative and a waste of their leisure, T.V, story, movie and playtime. In addition, for some it prevents them from exploring and discovering new stuff. For them homework, is an obstacle and not part of learning. The teachers also continuously complain about the coverage of the extensive Kenyan syllabus in relation to the time they spend on checking, marking, correcting and grading homework. On the other hand, parents consider the duty of supervising homework as a burden; an alternate between household chores and fury mixed with tears. If pupils cannot stand it, teachers do not like marking and parents do not like standing over their children, why do we still want to stress on its ultimate effectiveness in teaching and learning in primary schools? The primary school pupils may not always view homework as a pleasant experience, but if the assignment serves, a good purpose and parents are involved in reinforcing the completion of the tasks, and then homework becomes an effective tool in learning and teaching. Pupils in turn benefit by gaining high grades...
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...after day. Who can stand there and see it happen and still do nothing.., just standing there and let those things happen without feeling pity for those people? This is what happens in some schoolsin Kenya. Quite a number of the children come to school with little or no food for breakfast, just chewing some bush fruits, if they found any on the way to school. Getting in class with an empty stomach surely is not the right start for a day at school; concentration is lacking, attention is drawn to that gnawing feeling inside. These children don’t have the energy for sports; fall sick more often as their resistance is undermined by under-nourishment and drop out more easily from school. What would you do if you saw it happening? Would you just be the bystander or the one that would take action? Surely it is impossible to help the whole world but this doesn’t mean that we don’t have the obligation to help, even with just the little bits we can share. That is why our organization (Mireco Development Organization) has the plan to incorporate a school feeding programme in Migori Primary School, Migori Town in Migori County. This is after we saw the constraints caused by the post election violence that left more people homeless and less fortunate. We want to give every child in Migori Primary school, breakfast and lunch, every school day.., throughout the year....
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