Journal of Education and Learning (JEL)

Contributions of Africa Inland Mission to the development of Western Education in terms of Curriculum in Kericho District Kenya, 1919 to 1963

Boniface Kiplangat, George Makori, Margaret Ayub — Fri, 14 Mar 2025 00:00:00 +0000

The purpose of the study was to assess the contributions of the Africa Inland Mission (AIM) to the development of Western education in Kericho District, Kenya, from 1919 to 1963. When AIM arrived in the interior part of Kenya, they built mission stations and schools where African converts were taught Western education. They arrived in the Kericho District and established schools in 1919. The study used historical research design. The study's target population were all retired teachers, community elders and retired education officers. The study used purposive and snowballing techniques of sampling. Primary data was collected using Interview schedules, while secondary and archival data was collected using documentary analysis. The study established that AIM in their curriculum taught subjects which attracted many students to attend their schools. Ex-students of carpentry and brickmaking worked together with AIM Missionaries by constructing enough classes in all AIM schools. The availability of constructed classes made Western education to be well in AIM schools. AIM Missionaries taught curriculum which produced trained labour. Carpenters, teachers, tailors, agricultural farmers and officers employed by the colonial government majority were ex-students of AIM. The findings further indicated that AIM Missionaries developed a curriculum in the Kericho District which taught various subjects, which led to the acquisition of industrial and technical skills. AIM provided industrial and technical education skills, which prepared Kericho District residents for self-reliance. The government should also promote vocational training that prepares students to be self-employed. Through this, the problem of unemployment will be reduced.

Exploring the Influence of Students’ Welfare on the Efficacy of 100 Per Cent Transition in Secondary Schools in Kisii County, Kenya.

Jared Momanyi Mauti — Mon, 28 Apr 2025 00:00:00 +0000

Despite the Kenyan government's initiative to implement a 100 per cent transition policy from primary to secondary education, concerns persist regarding the role of students' welfare in sustaining this transition effectively. Many secondary schools face challenges related to inadequate physical facilities, lack of support for learners with disabilities, and neglect of student health, which may compromise the intended outcomes of the transition policy. The purpose of this study was to explore the influence of students’ welfare on the efficacy of 100 per cent transition in secondary schools in Kisii County. Both descriptive survey and mixed methods research designs were employed to capture quantitative and qualitative data comprehensively. A stratified random sampling technique was used to select a sample of 380 students, 357 teachers, and 27 principals from a population of 33,593 students, 4,986 teachers, and 186 principals. Data were collected using questionnaires and interviews. The validity of research instruments was ensured through expert review by research supervisors, while the reliability yielded a Cronbach’s alpha coefficient of 0.83. Quantitative data were analysed using ANOVA and p-values to test hypotheses, while thematic analysis was used for the qualitative interview data. Findings revealed that public secondary schools lacked critical infrastructure, such as ramps and Braille machines, and had poorly maintained facilities. ANOVA results (F(1,206)=48.860, p=.716) indicated a statistically insignificant influence of welfare on transition efficacy. Interviews exposed widespread teacher negligence regarding student health issues. The study recommends substantial investment in improving physical facilities and welfare programs to enhance the success of the 100 per cent transition policy.

Ethics in Teacher Education: Key to 21st Century African Development Agenda

Anthony Mangoka Somba, Jean Claude Zigama — Mon, 12 May 2025 00:00:00 +0000

The purpose of this article is to critically examine whether ongoing education reforms in Africa, particularly the implementation of Competency-Based Education (CBE), can establish a robust foundation for sustainable development by transforming the design, delivery, and management of Teacher Education programs. The teaching profession remains central to societal progress, yet it faces numerous systemic challenges that threaten its ability to meet contemporary demands. Despite CBE's alignment with the Sustainable Development Goals (SDGs) and its potential to prepare African nations for meaningful participation in the global economy, there are doubts about whether current reform efforts are sufficient to professionalise and ethically ground the teaching workforce. This review article adopts a qualitative analytical methodology, synthesising existing scholarly literature, policy frameworks, and reform reports related to Teacher Education in Africa. The analysis focuses on identifying structural gaps and ethical shortcomings in current Teacher Education practices and policies. The findings reveal a host of persistent challenges, including the lack of standardised Teacher Education program design, chaotic institutional management, politicised and corrupt teacher recruitment processes, and a fragmented approach to advocating for teachers' welfare and rights. These issues collectively undermine the effectiveness of education reforms and the professional stature of teachers. The article concludes that transformative change in Teacher Education is essential for the success of CBE and the broader sustainable development agenda. It recommends the mainstreaming of professional ethics into Teacher Education curricula, the establishment of harmonised regulatory systems, and the strengthening of unified advocacy mechanisms for the teaching profession as key strategies for revitalising education in Africa.