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Kenya's urban high school teachers' perceptions of diversity : implications for curriculum implementation and pedagogyOwuor, Jenipher 11 1900 (has links)
This study focuses on illuminating Kenya's urban high school teachers' perceptions of
students' diversity and how these differences influence their curriculum implementation,
pedagogy, and students' classroom interactions in the learning process. Located within
theoretical frameworks of intersectionality and critical pedagogy, the study shows how multiple
layered identities and differences identified by teachers interplay and intersect to influence their
performance and students' academic success. The theoretical debate over critical pedagogy in
diverse contexts shows how Kenya's high school teachers effectively develop classroom
environments that address differences and acknowledge arrays of factors that create inequalities.
Findings also show that teachers' work continue to be informed by government and institutional
policies that favor uniformity and conformity creating contradictions and dilemmas for them.
The study applies a mixed qualitative methodology based on interpretive and descriptive
phenomenology to inform the study. Participants were selected based on purposive sampling
from urban high schools in western Kenya. Data for the study were generated through baseline
questionnaires, field interviews, classroom observations, and analysis of archival documents.
Findings highlighted arrays of factors identified by participants as contributing to students
differences in their specific context. Differences identified by teachers that were common across
institutions were academic abilities, entry behavior, primary education backgrounds, proficiency
in English language, socio-economic status, and students' motivational status. Some of the
factors perceived to influence teaching and learning differed across disciplines, gender of the
participants, and the nature of the schools. It was concluded that the impact of these differences
on teaching and learning needs to be addressed if high school access, quality, and subsequent
academic performance is to be realized for all students in Kenya's high schools.
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Kenya's urban high school teachers' perceptions of diversity : implications for curriculum implementation and pedagogyOwuor, Jenipher 11 1900 (has links)
This study focuses on illuminating Kenya's urban high school teachers' perceptions of
students' diversity and how these differences influence their curriculum implementation,
pedagogy, and students' classroom interactions in the learning process. Located within
theoretical frameworks of intersectionality and critical pedagogy, the study shows how multiple
layered identities and differences identified by teachers interplay and intersect to influence their
performance and students' academic success. The theoretical debate over critical pedagogy in
diverse contexts shows how Kenya's high school teachers effectively develop classroom
environments that address differences and acknowledge arrays of factors that create inequalities.
Findings also show that teachers' work continue to be informed by government and institutional
policies that favor uniformity and conformity creating contradictions and dilemmas for them.
The study applies a mixed qualitative methodology based on interpretive and descriptive
phenomenology to inform the study. Participants were selected based on purposive sampling
from urban high schools in western Kenya. Data for the study were generated through baseline
questionnaires, field interviews, classroom observations, and analysis of archival documents.
Findings highlighted arrays of factors identified by participants as contributing to students
differences in their specific context. Differences identified by teachers that were common across
institutions were academic abilities, entry behavior, primary education backgrounds, proficiency
in English language, socio-economic status, and students' motivational status. Some of the
factors perceived to influence teaching and learning differed across disciplines, gender of the
participants, and the nature of the schools. It was concluded that the impact of these differences
on teaching and learning needs to be addressed if high school access, quality, and subsequent
academic performance is to be realized for all students in Kenya's high schools.
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Kenya's urban high school teachers' perceptions of diversity : implications for curriculum implementation and pedagogyOwuor, Jenipher 11 1900 (has links)
This study focuses on illuminating Kenya's urban high school teachers' perceptions of
students' diversity and how these differences influence their curriculum implementation,
pedagogy, and students' classroom interactions in the learning process. Located within
theoretical frameworks of intersectionality and critical pedagogy, the study shows how multiple
layered identities and differences identified by teachers interplay and intersect to influence their
performance and students' academic success. The theoretical debate over critical pedagogy in
diverse contexts shows how Kenya's high school teachers effectively develop classroom
environments that address differences and acknowledge arrays of factors that create inequalities.
Findings also show that teachers' work continue to be informed by government and institutional
policies that favor uniformity and conformity creating contradictions and dilemmas for them.
The study applies a mixed qualitative methodology based on interpretive and descriptive
phenomenology to inform the study. Participants were selected based on purposive sampling
from urban high schools in western Kenya. Data for the study were generated through baseline
questionnaires, field interviews, classroom observations, and analysis of archival documents.
Findings highlighted arrays of factors identified by participants as contributing to students
differences in their specific context. Differences identified by teachers that were common across
institutions were academic abilities, entry behavior, primary education backgrounds, proficiency
in English language, socio-economic status, and students' motivational status. Some of the
factors perceived to influence teaching and learning differed across disciplines, gender of the
participants, and the nature of the schools. It was concluded that the impact of these differences
on teaching and learning needs to be addressed if high school access, quality, and subsequent
academic performance is to be realized for all students in Kenya's high schools. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Safeguarding access to essential generic medicines in Kenya's anti-counterfeit act : implementing P.A.O & 2 other V AG decisionOgendi, Paul Omondi January 2012 (has links)
No abstract available / Dissertation (LLM)--University of Pretoria, 2012. / gm2014 / Centre for Human Rights / Unrestricted
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Foreign Aid in Kenya: Its Applications and Effects on Kenya's Economic Development, 1963-1975Munywoki, Mathenge 05 1900 (has links)
Primary sources were provided by the Kenyan Embassy to the U.S.A., Kenya tourist offices in the U.S.A. and West Germany, the Economics Department at the University of Nairobi, the Ministry of Finance in Kenya, the Institute of South Africa, and the United Nations. The first chapter provides a brief explanation of the historical and economic development Kenya has experienced since independence. Chapter II deals with the historical development of Kenya's economy. Chapter III discusses the major countries' donation of aid to Kenya. Chapter IV focuses upon aid from international organizations. Chapter V develops Kenya's efforts to use foreign aid efficiently. Chapter VI looks into Kenya's prospects for development through foreign aid. Chapter VII is the conclusion.
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Social protection policy-making in Kenya : a study of the dynamics of policy transferOuma, Marion Atieno 04 1900 (has links)
Power, and how it is exercised within social relations is pivotal in explaining policy change. Hence, this dissertation explores policy change in Kenya by examining the transfer and subsequent adoption of social protection policies in the form of cash transfer schemes. Instead of the current analytical frameworks drawing from political settlements, political institutions, and ideational approaches in explaining policy uptake, the research studies policy making from a policy transfer and power nexus. The study examines power relations among multiple actors in the national context to explain the adoption of social protection policies. Hence this dissertation articulates power dynamics and asymmetries inherent in policy-making involving national and transnational actors as underpinning policy transfer processes. The thesis is premised on the following interrelated arguments; firstly, I show how transnational actors created and manipulated interests and incentives based on their resource base in three significant ways: controlling the policy agenda, constraining the agency of other actors and influencing the preferences of actors in the policy space. The interaction of interests and resources – financial, and ideas and knowledge – converged to bring about policy change. Secondly, I focus on the role of ideas and knowledge within policy space to show how the creation of a discursive hegemony and a structure of knowledge, social construction and policy narratives played a significant role in shaping learning and influencing national actors. Thirdly, I argue that transnational actors used structural mechanisms based on financing and coerced government to adopt social protection policies through a catalysing mechanism and imposition of conditionalities. The study depicts how transnational actors conditioned and manipulated national context and institutions to align with the idea of cash transfers. This thesis employs a qualitative approach to study policy transfer and subsequent adoption of two cases of transfer schemes in Kenya, the Cash Transfer for Orphans and Vulnerable Children (CT-OVC) and the Hunger Safety Net Programme (HSNP). / Sociology / D. Phil. (Sociology)
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