Bachelor Of Arts In Social Ministry In Mission

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1998 - 199912000 - 20031

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    Promoting Technical Education for Self-Reliance A Case Study of Chaminade Training Centre (CTC) Mukuru Slum.
    (Tangaza University College, 2003) Simiyu, Augustine
    In 2002 the researcher wrote the long essay on Promoting Technical Education in Kenya: A Social Ministry Challenge in an Urban Slum. In 2003, we would like to continue with the same topic but with a new emphasis on Promoting Technical Education for Self- Reliance. The slum focused on in our discussion is Mukuru Kwa Njenga (herein referred to as Mukuru). In particular, an attempt is made to look at the technical education as a response to the plight of young people in this slum. The youth (between 16 and 30 years of age) are the living force of their countries and how they are formed, determines what the country will be now and even in future. The Youth constitute a large percentage of the population around the world and especially in the developing regions, Africa included. Ojore rightly intimates, "Currently more than half of the world population is below the age of twenty five years and 29% are between ages ten to twenty five; 80% of these live in developing countries." Pope John Paul II is on record having noted that, "The church in Africa knows very well that youth are not only the present but above all the future of humanity."2 With regard to Kenya, Colin notes that the youth " form 61% of the population."3 This means that no holistic development worth its name can exclude the youth. This same segment of the population, potential as it obviously is, however, is confronted with diverse crises situations worldwide. These include, educational bottlenecks in their yearning to pursue further education; untold and alarmingly growing number of school drop-outs; adverse effects of drug abuse; pre-marital related problems such as sex, sexually transmitted diseases (STDs), and unplanned pregnancies and abortions; dehumanising effects of child labour and street life; HIV/AIDS pandemic; and rising levels of unemployment, among others. All are linked to abject poverty. This is what this work would like to put into light and make some proposals. It has generally been assumed and is readily expected that the government, the church and Non- Governmental Organizations (NG0s) give proper attention to the young people and their concerns, and, therefore, set a large financial budget for their integral formation. However, the reality on the ground negates this assumption. In many areas, overcome by the increasing number of young people and their demands, the government, church, NGOs fail to set practical ways of meeting the youth's basic needs such as food, shelter, education, security, employment and recreational facilities among others.
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    The Church and Human Promotion in Technical Education
    (Tangaza University College, 1998-04) Aringo, Margaret
    The subject of this essay is technical education. The Church has always shown a keen interest in the development of technical education. When talking of the Church, we are particularly referring to the Catholic Church, whose major aim is at creating and elevating the dignity of the poor, and raising their status in the Kenyan society as elsewhere. The Church aims at making a major contribution to the objectives above, through involvement in technical education, hence the titteThe Church and I luman Promotion in Technical Education'. This essay is an attempt to bring out the contribution and role of the Church in technical education, and the challenges facing this education in Kenya at present. My main aim in ' exploring this area is to provide some elements of reflection on these challenges, not only for local Churches and religious institutes, but also for the Kenyan government. I also hope to offer some possible orientations and proposals for action to improve technical education in institutions that are already in existence. The essay is as a result of both primary and secondary data collection. Primary sources of information involved: going out and visiting different technical training institutions run by the Church. This included interviewing those in administration of these institutions about the group of people (street children, orphans, primary or secondary school leavers), they are training; some government owned institutions were also visited and those in charge were interviewed. The secondary source of information is mainly from periodicals and a survey on the industrial training needs assessment and institutional capacity and capability in Kenya prepared by the Federation of Kenya Employers (EKE). This essay is divided into three chapters with two sections in each chapter. The methodology followed in this study is that of see, judge and act. In chapter one, I have attempted to give the meaning, role and trace the history of technical education in Kenya. It is a fact that the history of this education cannot be written without reference to the Christian missionaries and the colonial government. All these, up to the present existing institutions offering technical education in Kenya, will be seen in the first section. That the Church has always been concerned in the development of technical education is clearly set out in the second section of chapter one. This concern stems from the vision of her mission to care for the poor. To pursue this concern, the Church has contributed to this education through her dioceses, parishes and religious congregations in Kenya, by setting up technical training institutions. Some of these institutions are strictly for the Church, and others are in partnership between the Church and the government of Kenya. They include youth polytechnics, Christian vocational training centres and technical training institutes among others. We cannot treat the Church owned government due to partnership pointed above. does she control the policies concerned with institutions separately from those run by the Moreover the Church has no monopoly, neither technical education in Kenya. For this reason, chapter two examines sonic of the challenges facing technical education in Kenya. Section one of this chapter deals with technical training institutions while section two is concerned with disharmonies that underlie technical training in Kenya. In response to the challenges pointed out in chapter two, concrete measures and proposals to improve technical education have been discussed in chapter three in the first section. Citizens of any country need a training that will enable them earn a living and transform their lives. It is in this context that the Church insists on the promotion of training for transformation. Hence section two gives the Church some guidelines in this underlying task. Finally, there is a curious illusion that a more complete research is possible when there is less to know. My point here is that no course of study, neither does this essay claim any position of ideal completeness nor are the omitted facts of surbodinate importance. Therefore, this essay is only but a stepping stone to further research.