Most societies around the world strive to transmit their culture and world view to succeeding generations through education. This is important because individuals with strong cultural identities become independent and self-reliant people who are functional in their own environment. People who have little sense of their cultural identity or have been alienated from their culture often become dependent and lack the skills of meaningful survival in their own environment. Societies that have suffered colonial domination in the past can find themselves socializing their children with the cultural values and world view of the colonizing power which obviously undermines their own cultural identity. In the republic of Kenya, this problem has been acknowledged and documented by academics and educators but there seems to be a lack of political will to make effective and lasting changes to the curriculum. This study explored the kind of curriculum that fosters cultural relevance. It examined ways in which curriculum can become a place in which cultural values, knowledge, skills and beliefs that provide foundations for identity can be understood, defined and interpreted. Five teachers and I came together to explore the possibilities of tapping the local resources to enrich the school curriculum in Kenya so that teachers begin to use both material and human resources which are locally available to meet curriculum goals. By using the local resources, the learners began to view the local knowledge and skills as being important to school knowledge. The study employs participatory action research which derives strength from its emphasis on shifting the power balance between the researcher and researched, encouraging dialogical relationships, providing a voice and feelings to disenfranchised peoples and showing commitment to social transformation through action and reflection. The research methods were primarily dialogue and conversations, discussions, creation of discourses and reflections. The thesis documents some of the struggles, tensions and frustrations associated with participatory action research for educational change. This research makes clear that experiential knowing emerges through participation with others and people can learn to be self-reflexive about their world and their actions within it.

This was an investigation of the ways in which firms, in the developing nations during the 1980's, have adapted production technologies in their efforts to expand the production capacities and to contribute towards the nation's capability for self-sustaining industrial operations. The study was undertaken in the bakery industry in Kenya, between 1984 and 1991, in two phases that involved a survey of 82 firms and an in-depth case study of six firms. One of the principal aims of the study was to identify a more promising strategy between the small-scale operations and the Big-Push model. The argument in this study, however, is that these two models of economic growth are subject to limitations that arise essentially from their lack of treatment of the attributes of entrepreneurs as determinant factors. / Examined under the modified versions of these models are the effects of the varied characteristics of the entrepreneurs, the nature of investment and location of the firms on the types and the levels of equipment adopted, capacity utilization, labour requirements and ways for skills development. Results indicate that the modified models, to incorporate entrepreneurs among the casual factors, improve prediction of the nature of investment as well as adaptation of the production technologies. With regard to the relative advantages, it was found that while small-scale operations encouraged adoption of locally manufactured equipment and utilization of considerably higher ratio of skilled labour, they are significantly constrained by limited capabilities for adoption of advanced equipment. In contrast, whereas large-scale operations adopted modern equipment and absorbed substantially greater number of the labour force, they exerted overwhelming negative impact on local technical capabilities and entrepreneurial activities. / In light of these findings it is suggested that medium size operations that offset extreme disadvantages of the two conventional models would be more favourable with respect to adaptation of the production technologies for purposes of achieving self-sustaining industrial operations in the context of the developing countries. In addition, attention should be given to policy measures that enable entrepreneurs to acquire capabilities for undertaking competitive industrial enterprises, particularly adoption and management of technically efficient techniques. One of the potential approaches is promotion of the cooperative industrial endeavour through which recent entrepreneurs can mobilize resources and operation skills

Diss. Göteborg : Univ., 2003.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 296-318).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 213-221).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Texte remanié de: Th. Ph. D.--University of Augsburg, 1978. / Bibliogr. p. [257]-270. Index.

The dissertation presents the life and writings of a major and the most prolific writer and publisher in Gikuyu, Gakaara wa Wanjau, whose activity has never ceased in the last fifty years. The thesis is structured in two parts with appendices; Part One, "Gakaara and the History of Kenya" sketches a historical background to the activities of Gakaara from his childhood days at Tumutumu Church of Scotland mission station to the early nineties. It also outlines the early studies of the Gikuyu language and traditions and early writings in Gikuyu by other Gikuyu authors. Part Two, "Gakaara and His Writings", introduces Gakaara's linguistic and orthographic concerns. It also analyses his primers and his pamphlet on English linguistic interferences in Gikuyu. It examines the impact of the Bible on Gakaara in his formative years and the vernacular press which flourished in the forties; it assesses the influence of the short story correspondence course he received from Britain, while in detention, in the early fifties. Part Two goes on to examine the nature and structure of Gakaara's fictional writings. It singles out their most relevant stylistic features and suggests a possible framework which can be applied to Gakaara's narratives. It -3- also focuses on the presentation of characters and on those "human types" which recur most often in his works. The dissertation also includes three appendices: an extensive interview with Gakaara, English translations of selected writings by Gakaara and a bibliography of Gikuyu studies.

The groundwork for this study was established between 1955 and 1964 when the writer was employed as an expatriate Education Officer in Kenya. This was a period which covered the final years of colonialism, internal self-government, final Independence, and the formal beginning of the Republic of Kenya. The writer's first appointment was to the Teacher Training College at Meru in the Central Province, prior to helping to set up the Government Secondary School in adjacent premises belonging to the Intermediate School. Later, completely new premises were designed and built for the secondary school, which had been in full operation for one year before the writer was transferred to the Government Teacher Training College at Kagumo on the western side of Mount Kenya, This was a larger college with a wider range of students. As head of the Mathematics Department, and one of the senior members of the college staff, the writer was responsible for the arrangement and supervision of much of the practical teaching experience of two hundred students in schools from primary to secondary level. It was only after some three or four years in Kenya that the writer became aware of the complete absence of relevance of the whole educational system to local and traditional social or economic structures. Even in the matter of teaching primary arithmetic, no attempt was made to incorporate local number concepts, and the skill of the children in learning by rote, and extensive memorising covered up the lack of understanding of fundamental concepts. A tentative study of tribal number systems—as yet unpublished—led to further study, at U.B.C. in anthropology in an attempt to relate what had been achieved in the field of education in Kenya with what might have been achieved, had colonial educators and administrators been more aware of their African charges as tribal individuals and groups. Purpose The purpose of this study is to consider: 1. The effects of colonial influence on the social structure, education and economic structure of the many and varied tribal groups of Kenya. 2. The extent to which these effects are reversible if considered to be undesirable for the future development of the country. 3. The extent to which such effects are considered to be desirable and advantageous to the future development of independent Kenya. 4. The extent to which traditional values, perhaps long neglected under colonial and missionary influence, may yet be incorporated into the social, educational and economic structures of an identifiable national Kenya, Format The study will be divided into three separate, but closely related sections: 1. Society 2. Education. 3. Economic Structure. Each section will follow the same basic pattern, and to the extent that all three sections are related and interdependent, treatment will be cyclical, and to some extent, repetitive. (a) The traditional structure, organisation and function. (b) The immediate effects of colonialisation. (c) The persistent effects of colonialisation. (d) The present situation. (e) Future trends. Detail Since the Kikuyu represent the largest single tribal unit in Kenya, and also the most closely associated with, and directly influenced by the early European missionaries and administrators, examples of traditional structures and practices will be of Kikuyu origin. Ethnography of many of the tribes of Kenya is limited and not readily available, but the Kikuyu life-style has been clearly and comprehensively detailed by Jomo Kenyatta—presently, His Excellency Mzee Jomo Kenyatta, President of the Republic of Kenya—in his book "Facing Mount Kenya"₁ which has been used extensively for reference / Education, Faculty of / Graduate