http://hdl.handle.net/123456789/532 2026-04-09T23:37:41Z 2026-04-09T23:37:41Z Kamau S Rambo C, Mbugua J http://hdl.handle.net/123456789/766 2022-03-09T14:00:39Z 2021-03-01T00:00:00Z

Influences of Community Participation on School Infrastructure Policy Implementation and Performance of Construction Projects Kamau S Rambo C, Mbugua J The study sought to determine the methods used to participate the community in school infrastructure projects. It also examined the extent and effectiveness of the community education committee participation process. Done as a cross-sectional survey using mixed methods of inquiry, the study targeted 1002 respondents consisting of 920 headteachers and 82 officers in charge of District Education (DEOs) in Somaliland. The sample comprised 257 headteachers and 22 DEOs. Multi stage sampling was used. Purposive sampling was used to draw a sample of regions, stratified random sampling to draw a sample of headteachers while simple random sampling was used to draw a sample of DEOs. Pilot testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while Headteachers filled questionnaires. Reliability of the questionnaire was ensured using Cronbach alpha. Empirical literature review, peer review and pilot testing were used to ensure validity. The response was received from 20 DEOs and 247 7 7 Rwanda Journal of Social Sciences, Humanities and Business Volume (2) Issue (2), March 2021 headteachers. Thematic analysis was used to analyse interview data collected from DEOs. Headteachers data collected by questionnaire were analysed using descriptive statistics. Participating the community in decision-making, offering free labour and and fundraising were the leading methods of participating communities in school infrastructure projects. Communities perceived full ownership of completed school infrastructure projects. Community members were satisfied with the schools‘ participation process. Most schools had realized their community participation goals. The CEC process was just one of the numerous ways the community participated in school infrastructure projects. The CEC participation method was largely working and realising its goals. More school development could be realised if the CEC participation process was further strengthened. Keywords: community Participation, Headteachers, Primary Schools, Somaliland, Community Education Committees, Education, Public Schools, Infrastructure Facilities, Infrastructure projects

2021-03-01T00:00:00Z Kamau S Rambo C, Mbugua J http://hdl.handle.net/123456789/765 2022-03-09T13:50:50Z 2021-03-01T00:00:00Z

Primary Schools’ Development in Somaliland – The Role of Community Education Committees Kamau S Rambo C, Mbugua J The study sought to determine the methods used to participate the community in school infrastructure projects. It also examined the extent and effectiveness of the community education committee participation process. Done as a cross-sectional survey using mixed methods of inquiry, the study targeted 1002 respondents consisting of 920 headteachers and 82 officers in charge of District Education (DEOs) in Somaliland. The sample comprised 257 headteachers and 22 DEOs. Multi stage sampling was used. Purposive sampling was used to draw a sample of regions, stratified random sampling to draw a sample of headteachers while simple random sampling was used to draw a sample of DEOs. Pilot testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while Headteachers filled questionnaires. Reliability of the questionnaire was ensured using Cronbach alpha. Empirical literature review, peer review and pilot testing were used to ensure validity. The response was received from 20 DEOs and 247 7 7 Rwanda Journal of Social Sciences, Humanities and Business Volume (2) Issue (2), March 2021 headteachers. Thematic analysis was used to analyse interview data collected from DEOs. Headteachers data collected by questionnaire were analysed using descriptive statistics. Participating the community in decision-making, offering free labour and and fundraising were the leading methods of participating communities in school infrastructure projects. Communities perceived full ownership of completed school infrastructure projects. Community members were satisfied with the schools‘ participation process. Most schools had realized their community participation goals. The CEC process was just one of the numerous ways the community participated in school infrastructure projects. The CEC participation method was largely working and realising its goals. More school development could be realised if the CEC participation process was further strengthened. Keywords: community Participation, Headteachers, Primary Schools, Somaliland, Community Education Committees, Education, Public Schools, Infrastructure Facilities, Infrastructure projects

2021-03-01T00:00:00Z Kamau S Rambo C, Mbugua J http://hdl.handle.net/123456789/764 2022-03-09T13:47:27Z 2021-03-01T00:00:00Z

Perception of Head Teachers and District Education Officers (DEOs) on School Infrastructure Policy Governance in Somaliland Kamau S Rambo C, Mbugua J The study examined the effectiveness and shortfalls of the school infrastructure policy governance system in Somaliland. The study was a cross-sectional survey, using mixed methods of inquiry. The target population was 920 headteachers and 82 DEOs. The sample was 257 headteachers and 22 DEOs. Multistage sampling was used. Purposive sampling was used to sample regions. Stratified random sampling was used to sample headteachers and simple random sampling to sample DEOs from the sampled regions. Pilot testing of the questionnaire was done on 28 headteachers. Reliability was ensured by Cronbach alpha while peer review and pilot testing ensured validity. Data were collected from headteachers using self-administered questionnaires while DEOs were interviewed. Twenty DEOs and 247 headteachers responded to the study. Interview data were analysed using thematic analysis while questionnaire data were analysed by descriptive statistics, frequency and percentage distributions. The school infrastructure policy implementation was ineffective, and the policy administrative structure was ineffective but the policy was stable. There is a need for the ministry to review its policy administration structures to make them effective. The school inspection criteria should be made available in all schools. Keywords Education, Headteachers, Infrastructure Facilities, Policy Administration, Policy Governance, Primary Schools, Public Schools, School Infrastructure Policy, Somaliland

2021-03-01T00:00:00Z Cheruiyot, G. J Chemwei, B. http://hdl.handle.net/123456789/747 2022-01-18T07:03:05Z 2021-03-01T00:00:00Z

School Management Attitudes as Determinants of Implementation of Guidance and Counselling Services in Secondary Schools in Baringo Central Sub-County, Kenya Cheruiyot, G. J; Chemwei, B. Guidance and counselling constitute the best approach to help children and their families deal with life’s frustrating issues. In the school context, guidance and counselling services assist the school to manage discipline and deal with the influence of so cial evils on learners and the learning environment. However, for guidance and counselling services to be effective in schools, several factors must be put in place. Among these factors, the key is school management support for guidance and counselling ser vices. In recognition of this fact, the study examined the influence of the schools’ management attitudes towards guidance and counselling on the implementation of guidance and counselling programmes in secondary schools in Baringo Central Sub - County. The study used the descriptive survey research method. It relied on a sample of 36 secondary schools with 36 principals and 72 teacher - counsellors. The research employed a questionnaire to collect the data. The collected data was then analysed using SPSS, vers ion 22. The results of the study revealed that although most schools’ managers had e mbraced and recognised the role of guidance and counselling in their schools , little time and resources were availed to sustain these important services. This situation had negatively affected the implementation of guidance and counselling in schools. Therefore, it was recommended that guidance should be conceptualised in a broader and more comprehensive and holistic view, incorporating vocational and other aspects of

2021-03-01T00:00:00Z