Undergraduate Projects/Long Essays

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    The Advantages of Coeducation in Kenyan Colleges.
    (Tangaza University College, 2001-05) waeni kamweli, Rosa
    The aims of this research was to find out the advantages of coeducation in Kenyan colleges. To be able to make the study, two religious-run colleges with males and females studying together were chosen. The colleges were Marist International Centre and Tangaza Colleges. The objectives of the study included finding out ways in which coeducation fosters maturity in a person and its social context. To identify the problems that inhibit the learning process due to coeducation. To find out if the students have particular difficulties in relating together. To find out which particular problems the administration encounters because of co-education. To be able to achieve these objectives, four research questions were used in all the findings in order to help the researcher prove if coeducation has advantages in Kenyan colleges. They were also prepared to know from the respondents if they approve or disapprove the researchers hypotheses. The researcher used one instrument to be able to gather the information; the questionnaire. These questionnaires were sent to the students only. They were composed of open-ended questions and closed-ended questions. Open-ended questions helped to give more information since the students showed their broad ideas on the subject. The outcome of the study shows that coeducation in Kenyan colleges has many advantages that have been proved correct by the respondents Through coeducation, one learns to relate better with the opposite sex, self-awareness that takes place Some students even feel that coeducation helps them to shape the way they expose themselves and their behaviour towards others. If coeducation reduces taboos that had been developed before, then this is a great advantage. Most students expressed that; it raises their self-esteem. The study then gives some recommendations to the students themselves, the administration in both colleges and to the formators. Students should learn to integrate what they learn in academic so that they can apply in their daily lives. The formators should also help them to do the same. The administration must help the students to have a holistic kind of education by increasing the number of female students and lay students. Finally, the researcher suggests some areas of further study on coeducation. For instance, the research is limited to a religious run College. It would be very interesting to conduct the same research on other public universities both within Nairobi and even outside of Nairobi. Since the researcher was limited by time, few instruments of data were used to be able to get the data for analysis, it would be interesting to conduct the same research and collect data from neighbours of any university.
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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.