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Open Access
Childhood theology and implications for pedagogy
(Nathan Chiroma, 17-02-22) Chiroma, Nathan H.; Chiroma, Jane A.
This article argues for a childhood theology informed by systematic theology, which enabled the researcher to mould the concepts of childhood theology to understand in order to use it. Child theology has been a neglected study in most African scholarship. Systematic theology guided the analysis of data as objectively as possible and contributed to the development of a childhood theology model that best accounts for all the data, showing that how childhood theology can be constructed in the African setting. The philosophy of Christian education aided the analysis of childhood theology and to assess the pedagogical relevance towards maximising a child’s potential in learning. Considerations of African theological perspectives, western perspectives and biblical evidence for childhood theology are explored to configure its significance to African childhood theology and the implications for pedagogical practices that are holistic, God-centred and transformative.
Open Access
Promoting traditional trees and food plants in Kenya.
(Intermediate Technology Publications, 1992-01-02) Kiambi, D. K.; Opole, M.
Genetic resources of local crops and trees play an important role in subsistence farming in Kenya. However, the colonial legacy (clearing of large areas of indigenous forests to grow uniform monocultures of fast-growing species such as pine, eucalyptus and cypress for timber export, and the use of high yielding varieties) continues to under-rate and undermine these resources. In a broad attempt to reverse these trends, Kenya Energy and Environment Organizations (KENGO) has been promoting the conservation and use of traditional trees and food crops in Kenya by supporting the practical activities of its member groups, through raising public awareness of the value of indigenous knowledge about traditional plants, and through joint research activities with national institutions.
Open Access
KENGO's Genetic Resources Conservation Project
(CAB international, 1995-11-01) Arum, G.; Kiambi, D. K.
Open Access
Re-introducing crop genetic diversity in post-war Somalia In: Participatory approaches to the conservation and use of plant genetic resources
(International Plant Genetic Resources Institute, 2000) Kiambi, D.K; Friis-Hansen, E.
Open Access
Predicting the Longevity of Finger Millet and Vegetable Amaranth Seeds During Storage Under Controlled Temperature and Moisture Content Conditions
(Association of Official Seed Analysts and the Society of Commercial Seed Technologists, 2001-01-31) Mutegi, E.; Misra, A. K.; Kiambi, D.K.
Seeds of finger millet (Eleusine coracana (L.) Gaertn. var. KAT/FM-1) and those of Amaranth (Amaranthus hybridus (L.) ssp. cruentus (L.) Thell.) were stored in hermetically sealed, laminated aluminum foil packets, for up to 252 days at different constant conditions, which included combinations of temperatures ranging from 15° C to 40° C and moisture contents ranging from 5.3% to 17.3% (fresh weight basis). Seeds were sampled from storage for viability determination at different intervals depending on the storage regimens. Viability decline during storage was generally rapid at higher temperature and/or moisture content combinations. The effect of storage conditions on viability was quantified using viability equations. For each of the two species, the estimated periods for viability to fall to 50% (p50 value) decreased with an increase in the storage temperature and/or moisture content. Viability constants for each of the two species were obtained and used to predict longevity at various non-extreme hypothetical storage conditions. At comparative storage temperature and moisture content combinations, seeds of the two species differed considerably in longevity. The constants obtained in the present study could be applied in predicting storage life of seeds of the two species, especially under short to medium-term storage conditions.
Open Access
The demands of a changing society: English in education in Kenya today
(2001-03-01) Kioko, Angelina N.; Muthwii, Margaret J.
English plays a key role in Kenya's educational system, not only as an important subject but especially as the medium of instruction. It has been claimed that the model and the norm of the English used in Kenya, apart from pidgin varieties, is the British Standard variety and in particular, Received Pronunciation (RP) (Schmied, 1990; Zuengler, 1982). Is this indeed the case? If not, what are the actual norms of correctness and appropriateness with regard to pronunciation, grammar, semantics, or pragmatics within the Kenyan community? There exists a discrepancy between the theoretical norm and the actual language behaviour, what challenges does this state of affairs present to an education system that relies heavily on the use of the English language? In examining these issues the paper adopts a historical perspective and discusses the factors that indicate the presence of a discrepancy between a theoretical norm and the actual language behaviour and then explores the consequences of such a situation. It also considers the valuable lessons that could be learnt, firstly from local creative writers' adaptation to the sociolinguistic/sociocultural reality, secondly from the move towards the democratisation and Africanisation of education in Kenya's history, and thirdly from what is happening in other non-native English contexts
Open Access
English variety for public domain in Kenya, speakers' attitudes and views
(Multilingual matters Ltd, 2004-01) Muthwii, Margaret J.; Kioko, Angelina N.;
The study sought to establish the attitudes of Kenyan speakers (n=210) towards 3 varieties of English: 1) ethically marked Kenyan English, 2) standard Kenyan English and 3) native speaker English (British, American, Australian etc) of the three varieties, the most preferred by both rural and urban respondents for use in the media and education was standard Kenyan English. Most of the respondents also considered this as the variety used by successful professionals like lawyers, doctors, engineers and successful business people. Contrary to expectation, intelligence, ambition, expertness are attributed to speakers not when they use native varieties of English but when they use the non ethnic marked variety of Kenyan English. The study suggests that further research should be less concerned about the deviation of Kenyan English from native speaker norms and concentrate more on the formal description of the variety of English that Kenyan speakers overwhelmingly prefer
Open Access
A Fresh Quest for New Language Bearings in Africa
(Multilingual matters Ltd, 2004-01) Muthwii, Margaret J.; Kioko, Angelina N.
Open Access
Socio-cultural and gender issues in substance abuse in Kenya
(Association of third world studies-Kenyan chapter, 2004-11-01) Njoroge, Martin C.
In the global scene, today substance abuse is said to contribute to many social problems, including the break-up of family structures, decreased productivity, injuries and automobile accidents. Criminal activity is often the result of substance abuse or the desire of money to purchase drugs. There are many factors that lead members of a specific society to abuse drugs. These could be religious, curative, cultural, social or recreational. However, some questions do arise: are there any gender disparities in substance abuse? Are there socio-cultural factors that, for example, push a man to substance abuse and leave out a woman or vice versa? What socio-cultural and gender issues do children, adults and the elderly face that predispose them to substance abuse in Kenya? What does the current literature on substance abuse say as regards gender disparity in the field? In this paper, we purpose to address the problem of substance abuse in Kenya and discuss how socio-cultural and gender disparities interplay in pushing both male and female members of society into substance abuse den. There is also a review of literature on gender and substance abuse specifically highlighting any disparities in how society generally view men and women who abuse drugs. In our discussion, the term social denotes all that relates to human society while culture summates the total range of the inherited ideas, beliefs and knowledge which constitutes the shared basis of social action. In discussing gender issues, we take account of special pre-dispositions or strengths that come about because of being male or female.
Open Access
Translator training: The on-going search for relevance and appropriateness in anglophone Africa
(The bible translator, 2006-04-02) MUTHWII, MARGARET J.
The term “Anglophone” is misleading because many languages are spoken in each of the nations of “Anglophone Africa.” The people are not English speaking or Anglophone. A high percentage of them often are not proficient in English. Rather, in most speech domains, they speak their native tongues or local regional languages of wider communication. What makes these nations “Anglophone” is that they are countries in which English was the former language of the colonial power. And my colleagues would agree that the same can be said about both “Francophone” and ”Lusophone” Africa as well (see the two articles to follow). So in this case, whether we talk of “English-speaking” or “Anglophone” to refer to these nations, both are a misnomer. However, since the term “Anglophone” is widely used in UBS literature, it is also used in this article for ease of discussion. There are several Bible translation agencies in Anglophone Africa but the work done by Bible Societies exhibits the longest tradition and most varied products. Often there is collaboration and fellowship among these agencies in the training of translators. Some agencies work with the smaller language communities while the Bible Societies traditionally tend to work with larger language communities. Initial translator training needs vary from one community to another depending on the education level of the members of these communities. The small language communities have often been marginalized while larger groups have enjoyed more advantages, such as early exposure to schooling and literacy. Today, there are more openings for higher education in most of these English-speaking nations than in the past. What does this mean for training of translators? It means that increasingly Bible Societies no longer need to give potential translators a “basic higher education.” There are many Christians with training in theology, linguistics, and related fields. It is important to note also that theological training in Africa has expanded tremendously over the last few decades in keeping with the growth of the church on the continent. Biblical studies are taught in most of the theological institutions; however, many of them have not yet seen the need to include Bible translation components. A few universities and colleges have designed programs that focus on Bible translation. This is a great move in the continent, but these programs must be evaluated in terms of relevance of the course content itself, and the way they respond to the needs on the ground. More specifically, we need to ask whether these programs are flexible enough to meet the needs of translators who work with Bible Societies. Is the philosophy by which they were designed and structured still applicable to the African communities of today? Since in some cases a basic higher education is no longer an adequate prerequisite for translation, are the training institutions sensitive enough to run programs that equip graduates to produce diverse products as the church may have need of? In this article, we will suggest that when the recruiting and training process is sensitive to local conditions, not only as perceived by foreign agencies but by informed local leadership as well, then the road to adequate training of translators need not be that long.
Open Access
A Response to the Biblical Question: “How many Times Shall I Forgive My Brother?” (Matthew 18:21– 22): Its Implications on Kenyan Communities.
(PACU, 2008) Moenga, Micah Onserio
One of the questions that has become of a major concern among political and religious leaders is: How can we build strong community bonds? Shockingly, Kamaara notes, “While Christian values are expected to foster national cohesion and identity, more often than not Christianity has provided a convenient rallying point around which ethnic conflicts are mobilized.” It is true that national cohesion in Kenya remains a challenge five decades after independence. This is due to a number of factors such as political, economic and socio-cultural challenges. These factors have hampered efforts towards building one nation as was envisioned by the founding fathers. Hence, the theological question: How many times shall I forgive my brother? This question needs an investigation in order to address the problem of disintegration of the Kenyan community. The subject of forgiveness has attracted the attention of scholars in the recent years. Schaeffer-Duffy, for instance, writes “forgiveness began to attract attention of researchers in academia. Prior to 1985, the total number of forgiveness studies completed was five. Today there are approximately 55, and research continues, according to A Campaign for. Forgiveness Research, a non-profit organization directed by Worthington.”3 This was, then, three decades ago. I am sure studies on forgiveness have burgeoned. The world today is in dire need of forgiveness. This is because forgiveness, peace and reconciliation constitute the very essence of community existence and cohesion. While forgiveness, peace-making and reconciliation are fundamental for the wellbeing of any society, they still remain a challenge in many societies. This paper, therefore, assesses Kenya’s history since independence to ascertain some of its challenges to national cohesion. As a response to the identified challenges, the paper examines relevant biblical passages related to the subject of forgiveness. This is done within the biblical exegetical framework. Thus, the study is a historical, exegetical and theological one aimed at providing possible applicable solutions to the challenge of cohesion in the Kenyan context and Africa at large.
Open Access
The question of the standard English model in the achievement of universal primary education in Kenya
(Journal of language, technology and entrepreneurship in Africa, 2008-09-01) Njoroge, Martin C.; Nyamasyo, Eunice A.
English language is not only one of the official languages in Kenya but also a medium of instruction in Kenyan schools. The assumption is that at all school levels, the teachers, who are also the main linguistic models to the learners are excellent in their command of the language. There is need to investigate the reality of the English classroom in Kenya since this assumption may not necessarily be a representation of the actual reality. With variation in the Kenyan classrooms mainly because of other international languages spoken in Kenya and the fact that the ethnicity variable impacts on the spoken English used by the teachers within their classrooms, it is a requirement to determine an exact model that learners can be presented with when their teachers are speaking the language in classroom. The second millennium development goal targets the achievement of universal primary education by 2015. In order to achieve this, better education is crucial since it enhances economic and social development of a country as one of the ways of ending poverty. Kenya's ministry of education has implemented the Kenya Education Sector Support program as a road map to universal primary education, yet other issues such as language in education are yet to be addressed. For instance, the English syllabus used in Kenyan schools states clearly that the model language to be used in schools should be the commonwealth variety derived from British standard English.
Open Access
Christian Assurance and Crippling Introspection
(Testamentum Imperium, 2009) Chiroma, Nathan H.
This paper discusses the idea of Christian assurance and crippling introspection. It is quite common for Christians to look back at their supposed time of salvation and because they did not have some dynamic emotional experience wonder whether they were genuinely saved. Furthermore, the various uncertainties in life often make believers to question the factuality of their assurance. It is true that abeliever does experience problems, tragedies, dejection, discouragement and sometimes even depression; and this makes him or her to wonder if he or she is still saved. This paper argues that Christian assurance is based on God’s character, on God’s promises, and on the completed work of Christ on the cross; hence and encouragement to the believer to forge ahead in the Christian race. The paper also highlights the need for perseverance in the midst of crippling introspection.
Open Access
Learners' acquisition of English vocabulary: Challenges and implications for classroom teaching practice (Kenya)
(Teachers of English to speakers of other languages, 2009-09) Njoroge, Martin C.; Ndungu, Ruth W.
The Kenyan learner of English acquires his or her vocabulary without overt structured instruction. The learning of vocabulary is a continuous process, through listening, speaking, reading, and writing activities. The lexicon to be learned, therefore, depends on the learner. What the syllabus implies is that the Kenyan learner of English is capable of acquiring on his or her own an English vocabulary of the ideal depth and breadth. The argument in this research is that this may not be the case. The research therefore seeks to investigate what English lexical items the Kenyan learner acquired against such a pedagogic background with the aim of arguing for different lexical pedagogy. This research observes that learners display difficulties in the acquisition and use of vocabu-lary. The research mainly places focus on the use of synonym interchangeability and synonym substitution.
Open Access
CONTRIBUTORS TO STUDENTS’ USE OF COUNSELLING SERVICES IN KENYAN UNIVERSITIES
(Research on Humanities and Social Sciences, 2010) Kamunyu, Ruth N.; Ndungo, Catherine; Wango, Geoffrey
Transition to university life can be stressful for all students. In mitigation, most universities including those in Kenya offer social support to students in form of counselling, financial assistance, health and academic support. Despite this it has been documented that only a minority of university students who experience psychological distress seek professional counselling. This paper looks at contributors to students’ use of counselling services in Kenyan universities. These are classified into four: the social and behavioural issues, academic issues, psychological issues and economic issues. The study applied descriptive survey research design guided by Person Centred and Social Learning Theories. Data was collected using questionnaires, in-depth interview schedules and Focus Group Discussions. The study findings indicate that both male and female students are faced with many counselling issues such as academic, psychological, social, personal, economic, health, physical, vocational and spiritual. It can be concluded that the threat to masculine ideology encourages males to have more positive attitude towards seeking help for academic issues and that female students seek social psychological counselling to help them gain understanding of root causes of their problems.
Open Access
REASONS WHY UNIVERSITY STUDENTS DO NOT SEEK COUNSELLING SERVICES IN KENYA
(Research on Humanities and Social Sciences, 2010) Kamunyu, Ruth N.; Ndungo, Catherine; Wango, Geoffrey
Transition to university life can be stressful for all students. In mitigation, most universities in Kenya offer social support to students in form of counseling, financial assistance, health and academic support. Despite this it has been documented that only a minority of university students who experience psychological distress seek professional counseling (Khan and Williams, 2003, Raunic and Xenos, 2008) a situation that is the same in Kenya. According to university counselors, university students undergo tremendous stress from personal issues, academic pressure, career emphasis and social problems. Counseling is meant to provide linear paths for students to address their problems. However, some students are reluctant to seek help from counselors. This paper is a report on a study that sought to establish the reasons why university students in Kenya do not seek counseling services.
Open Access
PREVALENCE OF COUNSELLING SERVICES AMONG UNIVERSITY STUDENTS IN KENYA
(Research on Humanities and Social Sciences, 2010) Kamunyu, Ruth N.; Ndungo, Catherine; Wango, Geoffrey
Transition to university life can be stressful for all students. In mitigation, most universities both private and public, including those in Kenya offer social support to students in form of counselling, financial assistance, health and academic support. Despite this it has been documented that only a minority of university students who experience psychological distress seek professional counselling. This paper aimed at establishing the prevalence of counselling services among university students in Kenya. The study applied descriptive survey research design and guided by Person Centred and Social Learning Theories. Data was collected using questionnaires, in-depth interview schedules and Focus Group Discussions. Findings reveal that university students are faced with various life challenges such as academic, psychological, social, personal, economic, health, physical, vocational and spiritual. However, only 35% of students with issues in both private and public universities seek counselling services, either frequently or rarely, majority of which are females. The study recommends that university counsellors should initiate vigorous campaign to encourage male/female students to seek for counselling services.
Open Access
Plant Genetic Resources in Africa: Opportunities, Challenges and Priorities
(AGRA, 2010-07-19) Kiambi, D K; Attere, F.; Mgonja, M.
Africa’s strength lies in its natural resources, including the genetic resources that are the foundation for growth and stability in agriculture, forestry, adaptation to climate change and environmental conservation in its entirety. Africa’s economies, cultures and political systems are primarily dependent, albeit precariously, on how well plant genetic resources are conserved and utilized. In the light of this, the continent’s economic transformation and its ability to integrate itself into the evolving global system, to a large measure, depends on agricultural transformation that is based on plant genetic resources (PGR). Plant genetic resources are a key component of global biodiversity and it lends itself as a resource to be tapped as human needs and economic demands change. Humanity derives most of its food, many medicines and industrial products from both wild and domesticated components of plant genetic resources. However, the reduction of this biodiversity has been an inevitable consequence of human development as species-rich forests and wetlands are converted to relatively species-poor farmlands and plantations. It is now believed that 17 million hectares of tropical forests are being cleared annually and scientists estimate that at this rate roughly 5-10% of the tropical forest species may face extinction within the next 30 years (IUCN, 1990). Overall, scientists believe that about 60,000 of the world’s 240,000 plant species that have been described could be lost within the same time unless deforestation is slowed. This may lead to the loss of vital genetic resources especially wild relatives of crops and other economically important species. The many values of plant genetic resources and its importance for agricultural and economic development are sufficient incentives for development of articulate conservation measures. Their conservation entails a shift from protection to efforts that seek to meet people’s needs and economic development from biological resources while ensuring the long-term sustainability of this important biotic wealth and heritage. This involves not only the conservation of natural habitats and wild plants but also safeguarding the genetic diversity of economically important plants. Plant genetic resources are the biological basis of the world’s food security and directly or indirectly support the livelihoods of every person on earth. The International Treaty on Plant Genetic Resources (ITPGR) defines plant genetic resources as “any genetic material of plant origin that is of actual or potential economic value”. They consist of the diversity of genetic material contained in traditional varieties and modern cultivars grown by farmers as well as crop wild relatives and other wild plant species that can be used as food, medicines, essential oils, gums and resins, fodder and forages, fibres, shelter, wood, timber and fuel wood among others. The conservation and utilization of this vital component of biodiversity is therefore imperative for people’s sustainable livelihood, agricultural productivity and economic development. Today, access to food around the world is not secure Eight hundred million people are undernourished and 200 million children under five years of age are underweight. In the next 30 years, the world’s population is expected to grow by over 2,500 million to reach 8,500 million. Reliable and sustainable improvements in yield will be needed to meet the demands of this growing population. The conservation and sustainable utilization of plant genetic resources are the keys to improving agricultural productivity and sustainability, thereby contributing to national development, food security and the alleviation of poverty. As the worldwide loss of plant genetic resources accelerates, awareness has grown of the potentially disastrous consequences of this trend for the earth’s ecological functions and the fulfillment of basic human development needs. This trend is especially important in sub-Saharan Africa where people depend on plant genetic resources to a far greater extent than most other parts of the world. However, ways must be found to raise production and incomes while at the same time developing better biological resources management options.
Open Access
A linguistic analysis of HIV/ AIDS messages in Kenyan Primary school textbooks
(Egerton journal of Humanities, social sciences and Education, 2011-03-02) Kinuthia, Jane Wanjiku; Chai, Furaha; Yieke, Felicia Arudo
In Kenya, government agencies, line ministries and non governmental organizations have for several decades now made concerted efforts aimed at prevention of HIV/AIDS through increased awareness about the risk of transmission and promotion of positive behavior change. One such effort was the introduction, in 2003, by the Kenya Institute of Education, of the integrated HIV/AIDS syllabus in both primary and secondary schools. This study was conceived with the objectives to identify and analyse the language used in primary school textbooks in order to determine its suitability in communicating the HIV/AIDS message, and to provide empirical data on the kind of language used. Six class seven textbooks used in three compulsory subjects in six percent of primary schools from Nakuru municipality, and the views and comments of ten class seven teachers yielded the data. The data was analysed according to the Mills (1995) model of stylistic analysis. The findings were that most of the HIV/AIDS related concepts feature in science textbooks, and that of all stylistic forms, transitivity choices are the most popular with textbook writers. The study also established that the stylistic forms used have a bearing on how the readers process and interpret the information presented in the text. The study recommends that to make the integration of HIV/AIDS messages a successful venture, textbook writers need to consider what is the appropriate amount of information on HIV/AIDS in each subject and the suitable stylistics (style of language usage in different contexts) for the level of the reader. It is hoped that the implications of the study will be useful to teachers, textbook writers and the general society.
Open Access
Teachers' perceptions on the use of African languages in the curriculum: A case study of schools in Kenya, East Africa
(Journal of the National council of less commonly taught languages, 2011-09-01) Njoroge, Martin C.; Gathigia, Moses G.
In order to revitalize African languages and advocate for their use as media of instruction in Kenyan schools, it is important to investigate and document the teachers’ attitude towards the use of these languages in teaching. The research on which this paper is based set forth to explore teachers’ perceptions on the use of the mother tongue as the language of instruction in Kenya, East Africa. Six schools out of 54 public schools in the Gatundu district were randomly sampled. 32 teachers of Grades 1—3 were interviewed to find out the actual practices in their classrooms, the challenges they faced, and the perceptions they held in relation to the use of the mother tongue in their teaching. The data were qualitatively analyzed and the emergent findings support the claim that the use of learners’ mother tongue is beneficial to learners. In addition, the paper discusses the findings and proposes recommendations for pedagogy.