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Publications


2016

I., A, G. W, M. M.  2016.  Financial Resource Mobilization Strategies and Internal Efficiency of Public Secondary Schools in Rachuonyo South Sub-County , Homabay County. Kenya Journal of Educational Planning , Economics and Management . 10(1)abstract.pdf
Wanjala, G, Malechwanzi J.  2016.  Improving the Quality of Technical Education through International Standardization : the case of Coast Institute of Technology, Kenya. Fast-forwarding Higher Education Institutions for Global Challenges: Perspectives and Approaches . , Singapore: Springer abstrac3.pdf

2015

Wanjala, G, Phylister D. Matula, Ankomah YA.  2015.  Instructional Supervision: A Text for the M.Ed. Degree Programme of the University of Nairobi. , Nairobi: CODL: University of Nairobi
I.W.,  K, G.W. W, G. N, Khatete DI, W.I A.  2015.  Preparedness of Public Secondary School in Integration of Information Communication Technology in Teaching-Learning Process in Nyeri South District. .” Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) . 6 (5):371–382.

2014

Wanjala, G.  2014.  Monitoring and Evaluation . A Text for the M.Ed. Degree Programme of the University of Nairobi . , Nairobi: CODL: University of Nairobi
M., NA, and AD, G W.  2014.  Factors affecting use of Radio Broadcasting in Public Primary Schools in Tharaka Nithi Division , Tharaka District , Kenya. International Journal of Education & Research. . 2(6):53-62.abstrac2.pdf
G., W.  2014.  The Role of the University Lecturer. Interactive Teaching Materials for University Lecturers and Professors in Pedagogy . , Nairobi: CODL: University of Nairobi
G., W.  2014.  Programme Design at University : A Prelude to Pedagogy. Interactive Teaching Materials for University Lecturers and Professors in Pedagogy . , Nairobi: CODL: University of Nairobi

2013

2011

Wanjala, G, undefined.  2011.  Extent of Secondary School Teachers' involvement in Instructional Supervision and its effect on KCSE performance in Gucha South District , Kenya.. THE FOUNTAIN , Journal of Educational Research. v(1):31-43. Abstract

This paper discusses the research that was carried out in order to determine the extent of teachers' involvement in instructional supervision and its effects on KCSE performance in Gucha-South District. The purpose of the research was to establish whether there existed a significant correlation between teacher involvement in instructional supervision and students' performance in KCSE. Using a descriptive survey research design , data were collected from 266 teachers in 13 secondary schools and 8 Quality Assurance Officers. Data were collected using a variety of techniques and analyzed using appropriate descriptive statistics. A major finding of the research is that schools where teachers' involvement in supervision was higher registered better grades in the Kenya Certificate of Secondary Examination.

Wanjala, G.  2011.  “The Meaning of Quality in Teacher Education : Some Policy Implications for Educational Planning .”. The Fountain : Journal of Educational Research . 5 (1):1-10. Abstract

Decline in quality education has become one of the major challenges facing the education sector as the government tries to widen access to basic education. To address these challenges , the major thrust has been to develop feasible policies , objectives , strategies , programmes and activities to guide the development of the sector. For instance , the strategies proposed by MPET for primary education included increasing access and participation as well as raising relevance and quality. However , the quality of education cannot be improved without improving the teacher. Consequently , many primary school teachers went back to school and enrolled in degree courses at universities.This paper discusses the attempt to assess the extent to which the teachers who enrolled in the B.Ed.(Arts) programme of the University of Nairobi have been able to expand their knowledge and pedagogical skills in different subjects. Can these teachers contribute to improved efficiency and effectiveness with respect to the provision and delivery of education? In what ways have they contributed to increased quality in education at the primary school level?

2010

Wanjala, G, Otieno DO.  2010.  Factors influencing Demand for Bachelor of Education degree by Distance Learning at the University of Nairobi.. Journal of Continuing , Open and Distance Education. 1(1):1-24. Abstract

The development of the distance mode of teacher training can be characterized as an attempt to resolve the conflict between aspiration for more education by an ever increasing number of Kenyans and the need to broaden the base of high level human resources for national development and that of resource constraint - both human and financial. This paper discusses a research study that was carried out to establish the factors influencing the demand for the Bachelor of Education (B.Ed.) Arts Degree Programme by Distance Learning mode at the University of Nairobi. It was a descriptive survey and had seven objectives and seven hypotheses to test. The target population for the research study comprised all the students enrolled in the B.Ed. (Arts) programme of the University of Nairobi who were studying through the distance learning mode. Through stratified random sampling , the study focused on the 2002 cohort that was undergoing part six semester in the School of Continuing and Distance Education. Chi square tests were used to analyze the relationship between demand for distance learning considered as a dependent variable and the independent variables of gender , age , income level , admission criteria , employment status and source of finance. A 0.1 level of significance was used to determine the acceptance level in all the hypotheses.

Wanjala, G, Onyango MA.  2010.  Factors influencing Participation Rates in Public Primary Schools in Rangwe Division of Homa-Bay District , Kenya.. THE FOUNTAIN , Journal of Educational Research. iv(1):104-128. Abstract

According to the Education Sector Report (2007 : 12) the primary school completion rate (PCR) has grown from 52.5% in 2001 to 67.4% in 2005. The primary net enrollment rate (NER) similarly increased from 82.1% in 2004 to 83.2% in 2005. This is a clear indicator that nationally , Kenya is yet to achieve full participation rates because there are gaps between NER and PCR worth assessing. This paper discusses a research study whose purpose was to unearth the factors influencing participation rates in public primary schools in Rangwe Division of Homa-Bay District in Kenya. Using a descriptive survey research design , in which data were collected and analyzed from 20 head-teachers , 20 class teachers and 100 pupils by means of questionnaires , interviews and direct observation; it was established that provincial differences in terms of poverty index , persistent drought , insecurity , cultural and religious beliefs , have a bearing on primary schooling , hence creating complexity in achieving 100% primary school participation rates by province , district or division. It was also observed that processes undertaken by school adminstrators and QASO officials in ensuring that teaching and learning is provided according to required standards played a major role in influencing participation rates in public primary schools in Rangwe Division.

Wanjala, G, Luchu SB.  2010.  Factors influencing implementation of the Integrated English curriculum in Public Secondary Schools in Kanduyi Division , Bungoma South District , Kenya.. THE FOUNTAIN , Journal of Educational Research. iv(1):66-77. Abstract

The teaching of English using the Integrated Approach at secondary school has been an issue of concern to both Linguists and Literary Scholars as well as Educators for quite some time now due to poor performance of students in KCSE , coupled with their inability to communicate effectively in English. This research study investigated factors that influence the implementation of the Integrated English Curriculum in public secondary schools in Kanduyi Division of Bungoma District. Using a descriptive survey research design , the study had two objectives and two corresponding research questions. This paper discusses the said research study and its findings , key of which was that the training that English teachers received at pre-service level does not much the requirements of teaching Integrated English in public secondary schools. Thus , the need for the Kenya Institute of Education (KIE) to liaise with teacher training colleges and Schools of Education in the universities to ensure there is harmony between pre-service teacher training programmes for teachers of Integrated English and the implementation of the curriculum in secondary schools. This will empower them to be better placed in implementing the curriculum with competence and confidence.

Wanjala, G, Okinda R.  2010.  The Implications of Decentralised Teacher Recruitment in Public Secondary Schools in Kisumu District , Kenya.. THE FOUNTAIN , Journal of Educational Research. 4(2):75-90. Abstract

Decentralization of teacher recruitment in Kenya was as a result of World Bank/IMF policies which support projects that guarantee direct net economic returns by productivity and indirect returns or externalities. The projects are also expected to meet the private demand for education and inter-regional distribution (Psacharapoulos & Woodhall , 1985; and Psacharapoulos , 1994) These strategies that have been successful elsewhere are not necessarily appropriate for Kenya. Any meaningful interventions in Kenya ought to be based on research data from within the country's education system. These paper , thus , discusses a research study that set out to assess the implications of decentralizing teacher recruitment for secondary schools to the Boards of Governors in Kisumu District. The research study analyzed data gathered from head-teachers who are secretaries to the recruitment panels , seniour education officials and trade union officials at the district. Data were collected through questionnaires , interviews and document study and were analyzed using descriptive statistics. The findings indicate that decentralization reduces the workload at the Teachers' Service Commission headquarters while also satisfying the staffing needs of the schools. However , the respondents were dissatisfied with current staffing trends and were in agreement that the recruitment panel members' capacity be enhanced to enable them carry out the tasks bestowed upon them effectively and efficiently.. Thus , decentralization of teacher recruitment should not take place when institutional capacity is weak , democratic institutions are fragile and resources are scarce.

Wanjala, G.  2010.  An Assessment of the contribution of Education to Entrepreneural Development in Kenya : The case of the Kenya Institute of Management. THE FOUNTAIN , Journal of Educational Research. 4(2):10-35. Abstract

This paper discusses the research that was carried out to assess the usefulness of the educational solutions that were adopted to respond to government policy of enhancing entrepreneurial development. The main arguement of the thesis is that entrepreneurs are not always born , they can be made and developed through appropriate education and training. The purpose of the study was to determine whether there is a causal relationship between entrepreneurial development and education using the Entrepreneural Development Unit (EDU) of the Kenya Institute of Management (KIM) as an illustrative case. Taking the conceptual perspective that human capital formation is an essential process to the socio-economic development of nations , the study had five objectives and three research questions. It was a qualitative study looking at a single institution as an illustrative case of a policy intervention to enhance entrepreneurship. The study used the poisson process of the stochastic family of models to assess the contribution of education to entrepreneural development. The sample size for the study included 50 EDU graduates sampled using cluster sampling techniques such as area sampling and systematic list sampling ; 10 government officials , 15 trainers and other staff from KIM and 2 officials from the sponsoring body - all of whom were purposively sampled because they were viewed as information-rich cases. Questionnaires , interviews , observation checklists and document study were the instruments that were used to collect data.

2009

Wanjala, G.  2009.  The Effectiveness of the Teachers' Service Commission in maintaining a Balanced Teaching Force at the Secondary School Level.. The Fountain , Journal of the Faculty of Education.. 3(1):1-11. Abstract

This paper discusses the research study that was carried out in an effort to assess the effectiveness of the Teachers' Service Commission in maintaining a balanced teaching force in all secondary schools in Kenya. The research had two main hypotheses : Ho1 : Teachers are equitably distributed in all provinces in Kenya ; and Ho2 : Teacher related factors have an impact on the role of the Commission in teacher distribution. The analysis of the data revealed that there are disparities in teacher distribution between subject areas and regions. These disparities can be viewed as indicators of potential ineffectiveness in the Teachers' Service Commission's role in maintaining a balanced teaching force at the secondary school level.

2002

Wanjala, G.  2002.  Educational Planning : Lecture Series. , Nairobi: University of Nairobi Press-CEES Abstract

The module as a whole is designed to provide both the student and the lecturer/professor with a descriptive account of the content of planning and its application to education and national development. it is divided into four sections. Section One comprises of the first six lectures of the unit and is intended to introduce the learner to the study of educational planning. Lecture 1 deals with the general concept of planning ; its characteristics and scope. The concept of planning as applied to education is described in Lecture 2 and Lecture 3 deals with the concept of modelling in educational planning. Lecture 4 discusses the historical background and rationale for educational planning while the social and psychological factors affecting educational planning are dealt with in Lecture 5 and the final lecture in this section discusses the process of educational planning.
Section Two covers three lectures which , taken together intend to introduce the learner to methodologies of educational planning with particular reference to developing countries , that is the Social Demand Approach covered in in Lecture 7 ; the Labour Requirements Approach covered in Lecture 8 and the Cost/benefit Analysis Approach covered in Lecture 9.
Section Three has three broad lectures , which give some highlights on the need to plan for changes in the educational system. They focus on the issues of efficiency and equity as a measure of the success of an educational system.
Section Four has three lectures dealing with population , education and national development. Apart from considering demographic factors and how they affect educational planning , we also examine matters dealing with the location of schools.

Wanjala, G.  2002.  An analysis of How Post-colonial Educational Policy Implementation in Higher Education has contributed to Socio-economic Transformation of Kenya.. The Fountain , Journal of the Faculty of Education.. 1(1):46-52. Abstract

Planners attempting to influence the course of a country's educational development can expect to confront a wide variety of problems which are sometimes difficult to formalize. Many of these challenges involve the most significant decisions in determining an effective sectoral growth strategy. Examples that come readily to mind for higher education include an assessment of the optimal level of resources to be devoted to research and extension activities , estimated rates of return , demand-adapted education policies , employment promotion of programmes as well as fostering marketable occupational capacities particularly of young people.
This paper tries to describe and analyze educational policy formation , planning and implementation in higher education showing its contribution to the socio-economic transformation of Kenya. The central proposition in this paper is that educational endeavour - whether conceived as an activity of colonizing powers or as the unfolding of the aspirations of the African peoples - has shown itself as an important vehicle for the transformation of society. Thus , the process of educational policy formation is necessarily an exercise in social learning whereby technical expertise is required to establish information requirements and the parameters of reasonable choice. Nevertheless , this analysis must be embedded in a process of social dialogue , negotiation and learning.

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