ROLE OF THE SEVENTH DAY ADVENTIST CHURCH IN

THE DEVELOPMENT OF TEACHER EDUCATION IN

KENYA: A CASE STUDY OF NYANCHWA TEACHERS

COLLEGE, KISII COUNTY.

BY

FRANCIS ONWONGA SITIMA

THIS PROJECT IS SUBMITTED IN PARTIAL

FULFILMENT OF THE REQUIERMENTS FOR THE DEGREE OF

MASTER OF EDUCATION (HISTORY OF EDUCATION) OF THE

UNIVERSITY OF NAIROBI

JULY, 2013

i
 Declarations

Declaration by student

This proposal is my original work and has not been presented for a degree in any other

university.

Sign……………………………………………………………DATE……………………

FRANCIS ONWONGA SITIMA

E56/62497/2010

Declaration by supervisor

This proposal has been submitted with my approval as the University Supervisor

Sign………………………………………………………DATE……………………

ATIENO KILI K’ODHIAMBO

Lecturer, Department of Educational Foundations

University of Nairobi

i
 Table of contents

DECLARATIONS .......................................................................................................................................... I

TABLE OF CONTENTS ............................................................................................................................... II

TABLE OF TABLES ..................................................................................................................................... V

TABLE OF FIGURES ................................................................................................................................. VI

ABBREVIATIONS ..................................................................................................................................... VII

OPERATIONAL DEFINITIONS OF TERMS .......................................................................................... VIII

CHAPTER ONE .............................................................................................................................................1

INTRODUCTION ...........................................................................................................................................1

1.1 BACKGROUND TO THE STUDY .........................................................................................................1

1.2 STATEMENT OF THE PROBLEM .........................................................................................................7

1.3 PURPOSE OF THE STUDY ....................................................................................................................7

1.4 OBJECTIVES OF THE STUDY ..............................................................................................................8

1.5 RESEARCH QUESTIONS .......................................................................................................................8

1.6 HYPOTHESES OF THE STUDY ............................................................................................................8

1.7 JUSTIFICATION OF THE STUDY .........................................................................................................9

1.8 SCOPE ......................................................................................................................................................9

1.9 LIMITATIONS OF THE STUDY ............................................................................................................9

1.10 ASSUMPTIONS OF THE STUDY ...................................................................................................... 10

1.11 THEORETICAL FRAMEWORK .................................................................................................. 10

1.12 ORGANIZATION OF THE OF THE STUDY ..................................................................................... 12

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CHAPTER TWO........................................................................................................................................... 13

LITERATURE REVIEW .............................................................................................................................. 13

2.0 INTRODUCTION ................................................................................................................................... 13

2.1 HISTORICAL DEVELOPMENT OF ADVENTIST EDUCATION IN KENYA .............................. 13

2.2 THE AIM OF ADVENTIST EDUCATION ....................................................................................... 15

2.3 THE DEVELOPMENT OF NYANCHWA TEACHERS’ COLLEGE IN TEACHER

EDUCATION……………. ........................................................................................................................... 16

2.4 CHALLENGES FACING TEACHER EDUCATION DEVELOPMENT IN KENYA...................... 17

CHAPTER THREE ....................................................................................................................................... 21

3.0 RESEARCH DESIGN AND METHODOLOGY ............................................................................... 21

3.1 INTRODUCTION ............................................................................................................................... 21

3.2 LOCATION OF THE STUDY-MAP IS NECCESSARY ................................................................... 21

3.3 RESEARCH DESIGN ......................................................................................................................... 22

3.4 TARGET POPULATION.................................................................................................................... 22

3.5 STUDY SAMPLE AND SAMPLING TECHNIQUES....................................................................... 22

3.6 RESEARCH INSTRUMENTS ............................................................................................................ 23

3.7 RELIABILITY AND VALIDITY OF THE QUESTIONNAIRE ....................................................... 24

3.8 3.7.1 RELIABILITY............................................................................................................................ 24

3.7.2 VALIDITY OF RESEARCH INSTRUMENTS ............................................................................... 26

3.9 DATA COLLECTION PROCEDURES ............................................................................................. 26

3.10 DATA ANALYSIS AND TECHNIQUES ..................................................................................... 27

CHAPTER FOUR ......................................................................................................................................... 28

4.1 DATA ANALYSIS, PRESENTATION AND INTERPRETATION. ................................................. 28

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4.2 INTRODUCTION ............................................................................................................................... 28

4.3 THE ROLE OF NYANCHWA TEACHERS’ TRAINING COLLEGE IN THE DEVELOPMENT

OF TEACHER EDUCATION IN KENYA. ................................................................................................. 28

4.4 THE CHALLENGES FACING NYANCHWA TEACHERS COLLEGE IN TEACHER

EDUCATION DEVELOPMENT ................................................................................................................. 33

CHAPTER FIVE ........................................................................................................................................... 37

SUMMARY, CONCLUSION AND RECOMMENDATIONS .................................................................... 37

5.1 INTRODUCTION ............................................................................................................................... 37

5.2 SUMMARY OF THE FINDINGS ...................................................................................................... 37

5.3 CONCLUSIONS ................................................................................................................................. 40

5.4 RECOMMENDATIONS ..................................................................................................................... 42

5.5 SUGGESTIONS FOR FURTHER STUDY ........................................................................................ 42

APPENDIX I: QUESTIONNAIRE FOR THE TUTORS ............................................................................. 46

APPENDIX II: BUDGET FOR THE STUDY........................................................................................... 51

APPENDIX III: MAP OF THE STUDY AREA-KISII CENTRAL DISTRICT……………….52

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 TABLE OF TABLES

Table 3.1: Reliability correlationsa ………………………………………………25

Table 4.1: Graduands per course …………………………………………………29

Table 4.2: Challenges facing Nyanchwa TTC …………………………………..33

Table 4.3: Solutions to challenges of Nyanchwa TTC………………………….. 34

Table 4.4: Prospects of Nyanchwa College….……………………………………35

Table 4.5:chi-square reresult………………………………………………………36

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 Table of figures

FIGURE 4.1: CHART OF GOVERNMENT SUPPORT NYANCHWA TTC ................................... 32

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 Abbreviations

S.D.A -Seventh Day Adventist

M.O.E.S.T -Ministry of Education Science and Technology

U.S.A.I.D -United States Agency for International Development

U.N.E.S.C.O -United Nations Educational, Scientific and Cultural Organization

T.T.C –Teacher Training College

K.E.S.S.P -Kenya Education Sector Support Program

G.O.K -Government of Kenya

F.P.E -Free Primary Education

C.M.S -Church Missionary Society

T.S.C -Teachers Service Commission

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 Operational definitions of terms

Tutor -A person well trained to teach in a teachers training college

Teacher - A person whose job is teaching

Teacher trainee -A person who is under instruction on how to teach or

a student teacher

viii
 CHAPTER ONE

INTRODUCTION

This chapter deals with the background to the study, the statement of the problem,

purpose of the study, and the objectives of this study. It also examines the hypotheses of

the study, justification of the study, scope and limitations of the study; finally the

theoretical frame work and organization of the rest of the study.

1.1 Background to the study

Education is the acquisition of knowledge, desired skills and attitudes (Oluoch, 1982).

William and Hellen (1980), defines education as the transmission of values and

accumulated knowledge of society. In this sense, it is equivalent to socialization or

enculturalization. Education has been there in existence since time immemorial due to its

necessity in society.

Human societies have mainly carried out education informally and formally. Formal

education is the school system that was introduced mainly by the western world to Africa

while the informal system is the indirect and incidental education that was characteristic

of African indigenous education.

1
Rosalind (1975) asserts that in the multi-tribal society of Kenya, tribal cohesion was vital

and that this was achieved through the informal education offered at that time. The

education system of this period was geared towards maintaining their unity as a tribe and

prepares individuals for their rights and responsibilities within the family, clan and tribe.

The colonialists and missionaries were responsible for the introduction of education in

Kenya. Africans were given education that would provide them with skills that fitted

them as labourers on the European farms. Okeyo (1989) explains further that when

Europeans came they made an effort to teach people how to read and write. They started

with this kind of education because they perceived that it was the only way people would

receive and pass on information. It is therefore the missionaries (specifically the Church

Missionary Society) which started formal education in Kenya .The Church Missionary

Society first reached Kenya in 1846 and settled at Rabai Mpya near Mombasa.

The SDA involvement in education started in America in 1871 when they set up an

education center which became the present day St. Andrew University (Mayer,

1961).Therefore, when in 1903 the general conference of SDA decided to send

missionaries to Africa; they were extending their education services to the Africans who

were illiterate at that time. The pioneer seventy day Adventist missionary sent to Kenya

by the general conference of SDA was Arthur Grandville carscallen.Carscallen was A

Canadian born in 1879.He received his college education at the Adventist New bold

College in England between 1904-1906.It was during his last year in college that he

received the Adventist missionary call to come to Kenya. During this time Pastor

Carscallen and his wife together with Pastor Peter Nyambo were sent by the SDA

General conference to Africa as the first missionaries. Pastor Nyambo was the first SDA

2
black African pastor .Pastor Nyambo was a Malawiani citizen who had gone to Britain

for studies shortly after the Adventist work had began in his home country in 1902.As a

teacher he was sent by the general conference of SDA to accompany Carscallen to Kenya

to start missionary work (Okeyo, 1989).Carscallen and Peter Nyambo reached Mombasa

in 1905 and found that the Church Missionary Society had a centre at the coast and Islam

religion was dominant there. When they reached Mombasa they found that Muslims had

already settled there. Dr.Johann Krapf of the Church Missionary Society (C.M.S) had

reached Kenya in 1844 when the Adventist movement was being formed in America. He

set up his first mission at Rabai near Mombasa in 1846.The Catholic Church reached

Kenya in 1890 and in 1902 it became the first Christian organization to settle at Kisumu

in Nyanza province. Though the Catholic Church reached earlier, they never established

schools. It was therefore the Adventists who were the first to establish formal education

in Nyanza. The SDA settled in South Nyanza –Kavirondo in 1906 and started Gendia

Mission, opening their first school there. The SDA Church has also established several

secondary schools .Some of these are Kamagambo High School, Chebwai SDA

Secondary, Nyanchwa, Nyabola, Ranen, Segero and Wang’apala SDA secondary schools

among others (Amayo 1973).

The aim of schooling was to produce people who would work for the missionaries and

settlers (Mwangi, 2008). Bogonko (1992) also argues that the coming of western

education system not only led to the abolition of the indigenous education system but also

affected the perception of Africans towards technical and vocational education as a

whole. As the demand for missionary education increased, many schools were set up at

mission stations. This, therefore, led to the need to train more teachers. The training of

3
teachers by missions was allowed in 1952 through the recommendations of the Beecher

Report (G.O.K 1968).

Teacher education is a well designed, developed and administered programme to produce

school teachers for the established education system (Kafu, 2003).Since independence,

Kenya has continued to invest heavily in education due to shortages in skilled manpower

and the need for a more educated workforce to fill the human resource gap left behind by

the colonial government. Education was further expected to eliminate poverty, disease

and ignorance.

The Report on primary teacher education in Kenya (G.O.K, 1968), whose terms of

reference were to consult with the government of Kenya with a view to examining

problems related to primary education and teacher training in particular, notes that after

independence the country was faced with the challenge of changes in methods of

production, patterns of life, change in transport, insurance and new systems of land

tenure. This therefore needed a well trained and effective teaching force that was not

available.

The purpose of teacher education development is to improve the practices and

competencies of teachers while also building stronger links between the pre-service and

in-service systems of teacher education in Kenya (USAID Kenya, 2011). In recognition

of the value of teacher education, the MOEST (2004) recommend that the process of

quality education begins with proper planning for financial, human and physical

resources including the curriculum. This involves all stakeholders and it is in-cooperated

in the teaching and learning process. The government notes that the role of teachers is not

4
only in imparting knowledge but helping students learn how to learn as agents of life

transmission.

Currently the recruitment of teachers is demand driven as teachers are only recruited to

fill vacancies in schools where the vacancies exist due to transfer, death or resignation.

UNESCO (2010), in its report on National Education Support Strategy(UNESS) for the

republic of Kenya (2010-2011) states that in 2008 there were 28 teacher training colleges

in Kenya of which 20 were public and 8 were private. There were three diploma teacher

colleges and these are Kagumo, Kibabii and Kenya Technical Training College. These

colleges by then had a total enrolment of 26,124 trainees of which 60% are in public

colleges. As regards gender equity, the number of male trainees was equal to females.

This number cannot satisfy the demand for teachers in the education sector and

consequently calling for a more concerted effort by many stake holders if the government

was to offer quality education in Kenya today.

By 2005, the enrolment in primary stood at 7.2 million pupils in public primary schools

and 300,000 in the non–formal schools in Kenya (G.OK 2005). This massive enrolment

in public primary schools was due to the Free Primary Education Programme that was

introduced by the government in 2003.This big enrolment has put a lot of pressure on

existing infrastructure, teachers, text books and other teaching and learning materials

(G.O.K, 2005). To solve this problem, various strategies have been put in place.

Currently the Teacher’s Service Commission of Kenya is employing the demand –driven

policy to address the uneven distribution of teachers and shortages in various institutions-

they employ teachers only in those subjects which are understaffed. However, due to the

freeze in employment of teachers, the Teachers Service Commission has only been

5
replacing teachers who exit service through natural attrition –teachers who leave the

service due to death, retirement or resignation. Hence there is a growing need to recruit

more teachers to cope with the demand occasioned by the implementation of Free

Primary Education among other factors. To do this, the government is working in

partnership with parents, communities, civil society, development partners, private sector

and other stakeholders to ensure effectiveness of Free Primary Education (MOEST

2004).

Despite all these efforts by the government to solve the issues of understaffing, teachers

still continue to press for the recruitment of more teachers.

For example, in 2011 there were many strikes geared towards this goal as noted by

Samwel (2011). Teachers’ strike paralyzed learning in Kenya over inadequate staffing

which affected quality of teaching especially with the influx of students to schools since

the introduction of free basic education in 2003. For the government to allow

participation of other bodies in production of teachers, it means that it is already

overburdened. The church for a long time has been an active partner in education but

both the government and the private colleges do not have documented history of the

number of people they have trained, the challenges faced and how they envisage facing

the future.

History seen as a study of the past is an integral part of many education systems across

the world. Many countries spend huge amounts of money and resources to uncover their

past. Every year, new historical sites are uncovered, excavations on those sites are

conducted and the results are studied by archeologists throughout the world. Historical

6
research is vital in the judicial system. History sets precedents of judicial cases, which are

studied by judges before they make decisions in similar cases themselves. The

effectiveness of certain punishments for offences is also evaluated through history.

Thus we study history in order to learn from it, improve our past experiences and avoid

repeating past mistakes. However this is not always the case. In Kenya though there has

been several strikes over poor remuneration and lack of proper staffing in the education

sector, the government has never taken measures to solve the problem once and for all

.(http://www.123HelpMe.com/view.asp?id)

1.2 Statement of the problem

Training of teachers by both the government and private colleges in Kenya does not meet

the national demand and the role each college plays in this exercise lacks historical

documentation. Nyanchwa had been training teachers since 1989 but the supply of

teachers in Kenya was still below the demand. This study uses historical methodology to

find out the contribution of Nyanchwa SDA College in the training of teachers in Kenya.

1.3 Purpose of the study

The purpose of this study was to find out the role of Nyanchwa teachers training college

in teacher education in Kenya

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1.4 Objectives of the study

The objectives of this study were;

a) To find out the role Nyanchwa Teachers’ Training College played in the

development of teacher education in Kenya.

b) To establish the challenges the College was facing in the process of

teacher education.

1.5 Research questions

The research questions to this study are:

a) What role has Nyanchwa teachers training college played in the

development of teacher education in Kenya?

b) What challenges does Nyanchwa Teacher’s College face in the process of

teacher education?

1.6 Hypotheses of the study

The hypothesis of this study is:

Nyanchwa SDA Teachers College plays a significant role in teacher education in Kenya.

8
1.7 Justification of the study

Teacher education development is very important as it helps in preparing the manpower

for the established school systems. This study may be helpful as it may enable the college

authority to assess their contribution in teacher production.

The findings of this study may enable the management of Nyanchwa College to

understand the challenges it is facing in its bid to provide teacher education in Kenya

.This will enable them to look for appropriate strategies to solve the problems in time.

The study can be replicated in other colleges so that their historical contributions could be

documented and methods in addressing challenges in teacher education formulated.

1.8 Scope

The study was done in Nyanchwa College only. The respondents were tutors of

Nyanchwa College. Records of the College graduates from 1989 to date formed part of

the literature.

1.9 Limitations of the study

The study is limited to information provided by the College since no documented history

about the College is available.

9
1.10 Assumptions of the study

The assumptions of this study were:

a) The respondents would be able to read and understand the questionnaires

on their own.

b) College authorities were to be cooperative and provide the information

needed.

1.11 Theoretical framework

This study is based on the production function model. It is generally believed that

Philip Wicksteed (1894) was the first economist to algebraically formulate the

relationship between output and inputs as P = f (x1, x2,..., xm) (Humphrey, 1997). The

proponent of the Education Production was James.S. Coleman in 1966 in his report

referred to as, ‘The Coleman Report”, published in 1966,in which he concluded that the

marginal effect of various school inputs on student achievement was small compared to

the impact of families and friends. The study’s greatest contribution was directing

attention to the distribution of student performance, the outputs as opposed to the inputs.

The resulting model shows that the achievement of individual students is directly related

to inputs, that is characteristics of schools, teachers, books available, desks and other

school resources (Wikipedia, 2007).

10
Humphrey (1977), defines an education production function as the application of the

economic concept of a production function to the field of education. It relates various

inputs affecting a student’s learning such as schools, families, peers, neighborhoods, etc.

to measure outputs including subsequent labour, market success, college attendance,

graduation rates, and, standardized test scores.

This model takes education institutions as production units. This production unit utilizes

inputs which are pupils, teachers, classrooms, lockers etc; to produce outputs in form of

graduates at different levels of the education system.

This relationship between inputs into the education system and output from the education

system is what is referred to as the production function (Psacharapoulos and Woodhall,

1985 and Todaro, 1992)

This relationship can be represented symbolically as follows:

q= f (a b c d-------). Whereby,

q- is the output which is a function of (a b c d)

f- means function of (a b c d)

a- these are a variety of measures of college environment like; physical facilities, quality

of tutors, availability of the tutors, number of text books available, amount of time

teacher trainees are exposed to the above variables and quality of college facilities.

b- this represents individual and family background characteristics like: family income,

social class and parental educational attainment

11
c- This represents the teacher trainee’s ability and initial level of education

d- it represents influences by peers. This can be either positive or negative in nature. All

this variables help in the production of the finished product in form of primary teachers.

1.12 Organization of the of the study

Chapter one covers the background to the study, the statement of the problem, the

purpose of this study and objectives of the investigation. It also covers the research

questions, hypotheses of the study, justification and scope of the study. Finally, it consists

of limitations of the study, assumptions and the theoretical frame work.

Chapter two examines the literature review. This covers the historical development of

Adventist education in Kenya, the aim of Adventist education and the challenges faced in

teacher education development in Kenya. Chapter three is methodology that comprises

the description of research area, target population, study sample and sampling techniques.

Data collection instruments, reliability and validity of research instruments including data

collection procedures, analysis and interpretation of data are also addressed in chapter

three. Chapter four deals with data analysis, presentation and interpretation of the

findings based on the responses to the items in tutors’ questionnaire. Chapter five gives a

summary of the findings, draws conclusions based on the findings and makes

recommendations based on the conclusions drawn.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter reviews literature that is related to this study. Specifically it will deal with

the historical development of Adventist education in Kenya, the aim of Adventist

education, the development of Nyanchwa Teachers’ College in teacher education and

finally the Challenges facing teacher education development in Kenya.

2.1 Historical development of Adventist education in Kenya

The missionaries were the pioneers in introducing formal education in Kenya .The main

objective of the missionaries was to spread the Christianity. However, this objective

could not be achieved without educating the Africans. Consequently, the various

denominations were ready to send missionaries to Africa for purposes of evangelizing the

continent. This is how Johann Ludwig Kraph, one of the earliest missionaries

representing the Church Missionary Society, found his way to Kenya where he started his

work among the Galla people along the Kenyan coast in 1844 (Sifuna and Otiende

1994).Later, in 1846 he was joined by Johannes Rebmann and the two started the work of

preaching, exploration, education and translation. They opened their first mission at

Rabai near Mombasa (Bogonko, 1992)

13
Due to poor transport network, little progress was made as the missionaries sometimes

met with hostile communities such as the Masai. Therefore, it was not until the

completion of the Kenya Uganda railway in 1901 that the missionaries entered the

hinterland of Kenya (Otiende and Wamahiu 1992).The seventh Day Adventist church

started its first work in Africa in 1894 in Zimbabwe where it also started its first college

at Solusi for training pastors and other personnel. In 1903 the general conference of SDA

decided to send missionaries to Africa to spread the gospel. As a result Pastor Carscallen

and his wife together with Pastor Peter Nyambo were sent to Kenya by the SDA General

Conference as the first missionaries. Pastor Nyambo was the first SDA black African

pastor. Pastor Nyambo was a Malawiani citizen who had gone to Britain for studies

shortly after the Adventist work had began in his home country in 1902.As a teacher he

was sent by the general conference of SDA to accompany Carscallen to Kenya to start

missionary work in Kenya (Okeyo, 1989) .

Carscallen and Peter Nyambo reached Mombasa in 1905.By this time the railway had

reached Kisumu and they travelled by rail to Nairobi and finally to Kisumu (Okeyo

1989). Pastor Carscallen and Nyambo started the first SDA mission South Kavirondo at a

place called Gendia near HomaBay in 1906. Therefore the SDA became the first church

to establish formal education in today’s Nyanza province (Amayo 1973, Okeyo

1989).The establishment of the mission led to the teaching of reading and writing .This

was because many of the Africans were illiterate and therefore being an impediment in

the evangelization process. This therefore forced the missionaries to teach the Africans

the art of reading and writing before converting them to Christianity. This is why Okeyo

(1989) observes that after setting up a mission at Gendia lessons on reading and writing

14
were started. He argues that all teaching was done in Dholuo. Later various schools were

started. This was followed by Wire mission school (1909), Rapedhi Mission School

(1912), Nyanchwa mission school (1912) and Kamagambo mission school (1912).The

SDA church has also established several secondary schools .Some of these schools are

Kamagambo high school, Chebwai SDA secondary, Nyanchwa, Nyabola, Ranen, Segero

and Wangapala SDA secondary schools, among others (Amayo 2003)

2.2 The aim of Adventist education

Nyanchwa College was started in 1912 as a mission centre by Carscallen. The main

purpose of missionary education was to enable the local people to be literate so that they

could be able to spread the gospel. Okeyo (1989) states that nobody was allowed to

become a Christian before mastering the art of reading and writing for this was the best

way to spread the gospel according to early missionaries. The Adventist church hence

intended to offer a true wholistic education-an education that can harmoniously develop

all the faculties of a person.

White (1903) asserts that education has to do with the whole being and with the whole

period of existence possible to a human being. It is the harmonious development of the

physical, the mental and spiritual powers. It prepares the student for the joy of service in

this world and for the higher joy of the wider service in the world to come. Consequently

the vision and mission statement of the college which are anchored in this philosophy are:

Vision: To be a Fountain of True and Quality Christian Education, while the Mission

statement is: To Promote Proper Mental, Spiritual, Physical and Social Development

(Nyanchwa 2012)

15
2.3 The development of Nyanchwa Teachers’ College in teacher

education

Nyanchwa College was started in 1912 as a mission centre by Carscallen with the main

objective of spreading the gospel. However; it was difficult to preach to illiterate people.

Hence after putting up the mission, lessons of reading and writing were started

.Therefore, wherever there was a church building there had to be a school building too

(Okeyo 1989). This policy of the SDA church to teach the local people formal education

before converting them into Christians has continued till today and consequently all

church missions have a school close to it.

Nyanchwa teachers college is a Seventh Day Adventist church institution opened in the

year 1987.It is a complex institution of learning consisting of a primary, a secondary

school, a teachers training college, a technical institute and finally a satellite campus of

Baraton University. It is registered by the Ministry of Education to offer certificate and

diploma courses in teaching, medical courses and science and technology and it is

officially registered by the pharmacy and poisons board. The college has ultramodern

science and medical laboratories, two large modern computer laboratories, big library

with e-library and a TV station-Hope channel for training mass communication.

The college in collaboration with The University of Eastern Africa (Baraton) has started

offering degree courses as from September 2011.These programmes are open to all

students irrespective of their religious affiliations (Nyanchwa 2012).

16
Nyanchwa teachers college offers the following courses:

Diploma in teacher education

Primary teacher one course (p1)

Diploma in Early childhood Development Education (ECDE)

Certificate in ECDE

Degree courses in education in collaboration with university of eastern Africa -Baraton

Other courses offered in the technical institute are:

Diploma in pharmacy

Diploma in medical laboratory technology

Diploma in analytical chemistry

Diploma in mass communication

Diploma in information technology

Diploma in computer studies among many others

The courses offered in the teachers college testify the efforts of the college in teacher

development (Nyanchwa 2012).

2.4 Challenges facing teacher education development in Kenya.

Teachers are the back bone of any education system .The quality of the teachers therefore

plays crucial role in determining the level of economic development of any country

17
.Despite this, teachers in many countries continue to face various challenges .Some of

these challenges are discussed below.

2.4.1 Poor perception of the teaching profession.

Many people in the society see the profession as mere training of teachers. That is, an

education programme that equips the teachers with pedagogical content only. Then there

are some who regard teacher education as preparation of teachers or training (Karanja,

1995). This concept of teacher education focuses on preparing school teachers in

pedagogical content as well as academic content. Here, the emphasis is laid on equipping

a school teacher with adequate competencies in both pedagogical and academic contents

that prepare the teacher for challenges of modern life. The negative attitude that many

people have towards education has forced many bright students who wanted to join

teaching to shift to other careers and therefore hindering teacher development (Kafu

2003).

2.4.2 Lack of enough resources

Lack of resources in our teacher training colleges is another challenge that the

development of teacher education faces. The issue of facilities and resources for

preparing school teachers is critical. Kafu (2003) observes that the status of the materials

for preparing school teachers is pathetic.

They are inadequate, obsolete, dilapidated and unsuitable resources for producing a

competent teacher who can operate in this century. This state of affairs raises a lot of

concern about the quality of teachers serving in the school system and has negatively

affected the self-esteem and integrity of the teachers.

18
2.4.3 Management

The management of teacher education is also an area of concern. Teacher education was

left in the hands of the so-called “experienced” primary and secondary school teachers

who did not have proper skills in the field of teacher education. It is from this pool, that

teacher education administrators and teacher-trainers were appointed to run the

programme (Kafu 2003) .These inexperienced administrators have immensely

contributed in tainting the good name of teaching profession. The situation is worsened

by the mass enrolment in schools especially following the introduction of free basic

education in Kenya in 2003.UNESCO (2005) states that the pupil teacher ratio for some

schools was70: 1 which is far beyond the recommended maximum ratio of 40:1. Such a

high ratio has got its own challenges. For instance, teachers find it impossible to pay

attention to all learners, especially the slow ones. Also teachers are not able to give

adequate assignments to the pupils, as they cannot cope with the marking and teaching

workload.

This scenario has made the teaching profession unattractive and consequently less

competitive when compared with the other professions.

2.4.4 Teaching ethics

Many teacher trainees are never taught the teaching ethics in the education sector.

Wilkins (1975), observes that these ethics have never been formally designed and taught

to teacher-trainees since colonial period. They are normally, casually mentioned in

passing as aspects of principles and practices of teaching by the teacher-trainers .This has

led to a situation where by teachers who are produced do not understand the teaching

19
profession and its demands. They do not likewise understand their role in the profession

other than instructional responsibilities in teaching profession. This is one of the reasons

why many teachers in the field normally find themselves doing what is not expected of

them as teachers by their employer and the society in general. Some of the teachers

misconduct includes being drunk while on duty, refusing to execute duty assigned to

him/her, fighting in school, chronic absenteeism among many others.

2.4.5 Terms and conditions of services for teachers

Teachers are also poor when considered against the other professions. As a result this has

demoralized all the serving teachers in the field while it has barred potential teacher

trainees from venturing into teaching. Due the poor working conditions in the teaching

sector, teachers are ever at war with their employer, the TSC. For example, several strikes

have been organized that are geared towards better pay, demand for employment of more

teachers to lower the teacher: pupil ratio which is very high. Likewise as observes

Buchere (2009), workshops aimed at making the teaching profession attractive have been

organized in order to retain the serving teachers and make the sector appealing to new

trainees. This involves creating awareness among teacher promotional opportunities in

the education sector and other opportunities for personal development as professionals.

One such workshop held in Nairobi at the Multimedia University of Kenya whose main

theme was ‘‘Linking primary teacher training to University education’’ on

25/8/2009,emphasized on the need for a search for new approaches that are appropriate to

cater for expanding needs of teachers and removing all barriers to and on job training of

serving teachers.

20
 Chapter Three

3.0 Research Design and Methodology

3.1 Introduction

This chapter deals with the research design, location of the study, target population, study

sample, sampling techniques, research instruments, reliability and validity of the research

instruments. It also deals with data collection procedures and finally data analysis and

presentation.

3.2 Location of the Study

The study was carried out in Kisii Central district of Kisii County at Nyanchwa SDA

Teachers Training College(Appendix iii). The county was selected because it was

accessible and familiar to the researcher. The county encompassed the following

districts: Kisii Central, Kisii South, Gucha South, kenyenya, Gucha, Sameta, Nyamache,

and Masaba South. The county shares a common border with Nyamira district and Manga

district to the east, Masaba district to the North, Migori to the Southwest, Rachuonyo to

the North and Gucha to the South West (District commissioner’s office, Kisii,

2012).Currently the county has two teacher training colleges. These are Nyanchwa and

St. Pauls- Nyabururu teachers training colleges.

The region is mainly hilly and the entire population depends on agricultural produce for

their livelihood. The cash crops grown in the region are tea, coffee, pyrethrum and sugar

cane. The main stable food crop is maize.

21
3.3 Research Design

A research design is a plan for carrying out the study. Orodho (2003) defines research

design as the scheme, outline or a plan that is used to generate answers to the research

problems. On the other hand Kombo and Tromp (2006) observe that a research design is

the ‘glue’ that holds all the elements in the research project together. This study adopted a

descriptive survey design. This approach attempts to describe the state of affairs as it

exists. A survey is an attempt to collect data from members of a population in order to

determine the current status of that population with respect to one or more variables

(Mugenda and Mugenda, 2003, Kothari 1990, Orodho 2005). This design was found

to be suitable for this study for it would enable the researcher to collect original data from

the respondents. It was also less costly and it took less time to collect a lot of data that

was required

3.4 Target Population

The study focused on the principal and the college tutors of Nyanchwa Adventist

College. The College has 21 tutors and 1 principal for the academic year 2011/2012.

3.5 Study Sample and Sampling Techniques

Sampling is a process of selecting a number of individuals from a population such that

the selected group contains elements representative of the characteristics found in the

entire group (Orodho, 2005,Mugenda and Mugenda 2003). Simple random sampling was

used in selecting the number of tutors to participate in the study.

22
Simple random sampling was applied for it would give all the individuals in the

population an equal and independent chance of being selected as a member of the sample

(Kombo and Tromp, 2006).

In this case the principal/Deputy principal and twenty other tutors chosen randomly took

part in the study. A total of 21 participants participated of 22; In this case we had 21

tutors responding to the research instruments. This formed 95% of the population

selected .Mugenda and Mugenda (2003) notes that where time and resources allow, a

researcher should take as a big sample as possible. With large samples the researcher is

confident that if another sample of the same size were to be selected, findings from the

two samples would be similar to a high degree.

3.6 Research instruments

This study used questionnaires and interview schedules in collecting data. Data

collection refers to the gathering of specific information aimed at proving or refuting

some facts (Kombo and Tromp, 2006). This study used questionnaire method and an

interview schedule. A questionnaire is a research instrument that gathers data over large

sample (Kombo and Tromp, 2006) .These questionnaires contained structured questions

to which respondents’ were required to respond to. Structured questions are those

questions which are accompanied by a list of all possible alternatives from which

respondents select the answer that best describes their situation (Mugenda and Mugenda,

2003).There was one questionnaire. This was tutors questionnaire and an interview

schedule for principal.

23
3.7 Reliability and validity of the questionnaire

3.7.1 Reliability

Reliability is a measure of the degree to which a research instrument yields consistent

results or data after repeated trials (Mugenda and Mugenda, 2003).In this study the

reliability of the research instruments was determined through the test- retest method. A

pilot study was conducted at Nyabururu teachers training college in Kisii County. The

instruments were administered to the respondents by the researcher. After two weeks the

researcher again administered the instruments to the same respondents- tutors and the

principal. The responses obtained were subjected to the spearman rank order correlation.

The reliability of coefficient was computed at 0.05 level of significance, which was taken

to be reliable as noted by Orodho (2005).Table 3.1 below shows that the pairs of

variables for this study were significantly correlate. The strongest positive correlation

being between future prospects of Nyanchwa college and the challenges facing

Nyanchwa college, r (73) =.657,p<0.001.This therefore indicates that the items used for

this study were to gather the required information as the p value was less than 0.05.

24
 Table 3.1: Reliability correlations

Do teacher College Governmen Challenge Solutions Future

trainees catchment t support to s facing to prospects
come from teacher teacher challenges of
outside training training facing Nyanchw
Kenya colleges colleges teacher a
training teachers
colleges collge

Do teacher Correlation 1.00 -1.00 -.213 .163 .248 -137

trainees come coefficient
from outside .00 .00 .412 .533 .338 .599
Kenya Sig.1-tailed
17 17 17 17 17 17
N

College Correlation -1.00 1.00 .213 -.163 -.248 .137

catchment coefficient
.00 .00 .412 .533 .338 .599
Sig.1-tailed
17 17 17 17 17 17
N

Government Correlation -.213 .213 1.00 .452* .399 .058

support to coefficient
teacher training .412 .412 .00 .068 .113 .824
colleges Sig.1-tailed
17 17 17 17 17 17
Spearman’s N
rho
Challenges Correlation .163 -.163 .452 1.00 .295 .657**
facing teacher coefficient
training .533 .533 .068 .00 .250 .004
colleges Sig.1-tailed
17 17 17 17 17 17
N

Solutions to Correlation .248 -248 .399 .295 1.00 .336

challenges coefficient
facing teacher .338 .338 .113 .250 .00 .187
training Sig.1-tailed
colleges 17 17 17 17 17 17
N

Future Correlation -.137 .137 .058 .657 .366 1.00

prospects of coefficient
Nyanchwa .599 .599 .824 .004 .187 .00
teachers collge Sig.1-tailed
17 17 17 17 17 17
N

Correlation is significant at 0.01 level (2-tailed)

25
3.7.2 Validity of research instruments

This is the degree to which results obtained from an analysis of the data actually

represent the phenomenon under study (Mugenda and Mugenda, 2003, Kothari 2003). It

is thus to do with how accurate the data obtained in the study represents the variable of

the study. To assess the content validity of the research instruments, the researcher

presented the instruments to the experts in the school of Educational Foundations who

assessed them and gave the required feedback for implementation. This enabled the

researcher to identify loopholes in time in order to make the necessary adjustments. Such

loopholes included items that could call for the same response, ambiguals items that

could force respondents to give different responses for the same item while some items

had been repeated unnoticed by the researcher.

3.8 Data collection procedures

Data collection refers to the gathering of information to serve or prove some facts

(Kombo and Tromp, 2006). This is actually the real process of going to the field to get

the required information from the selected population. Before proceeding to the field the

researcher sought permission from the Dean, School of Education in written to enable

him to get a research permit from the ministry of education. After acquiring the permit

the researcher got further permission from the District commissioner and the District

Education officer to enable him conduct research in the college. This was done through a

letter stating the area of research, purpose of the research and the exact dates when the

research would take place. It was also vital to inform the college principal of the

intended exercises two weeks prior to the actual study in order to allow time for any

26
changes in the schedule. On the actual dates of the study the researcher visited the college

to conduct the research. The questionnaires were issued to selected respondents who

were given time to complete them.

3.9 Data Analysis and Techniques

This refers to the examination of coded data critically and making inferences (Kombo

and Tromp, 2006). In this study descriptive and inferential statistics were used.

Descriptive statistics includes frequencies, pie charts and percentages which were used to

compute the enrolment of teacher trainees over years while inferential statistic was Chi

–squire which was computed at 0.05 level of significance.

27
 CHAPTER FOUR

4.1 DATA ANALYSIS, PRESENTATION AND INTERPRETATION.

4.2 Introduction

This chapter deals with data analysis, presentation and interpretation of the findings

based on the responses to the items in tutors questionnaires. The chapter basically deals

with analysis of respondents views on the role of the Seventh Day Adventist Church In

the development of teacher education in Kenya. The data collected included information

on the role of Nyanchwa teachers training college in the development of teacher

education in Kenya and the challenges the College has faced in the process of teacher

education. The paper also looked into the future prospects of the college apart from

identifying the ways of alleviating the challenges faced by the college. The data collected

were analyzed and presented according to research objectives and hypotheses.

4.3 The role of Nyanchwa teachers’ training college in the

development of teacher education in Kenya.

The first objective of the study was to establish the role of Nyanchwa College in the

development of teacher education in Kenya. In regard to this, respondents were asked

various questions to assist the researcher gather the relevant information. The items posed

in regard to these objectives were as follows;

28
When tutors were asked whether their teacher trainees came from outside Kenya?

The responses to this question were as follows; 1 (5.9%) accepted while 16 (94.1%) said

no. This implied that not all teacher trainees were Kenyans. The tutors were also

requested to state where they got their teacher trainee from. The responses received

indicate that though most trainees were from Kenya that is 16 (94.1%), a significant

percentage 1 (5.9%) came from East Africa. This therefore indicated that the college has

an international capture of learners.

What education course do you offer? The respondents’ answers to this item showed

that the college offered other teacher education courses. The courses were as indicated

below; Bachelor of education, diploma in education, primary teacher one course (p1),

Diploma and certificate in Early Childhood Development and education.

The respondents were also required to state the number of teachers who had

graduated from the college since its inception in various educational courses. Their

responses were as indicated in the table 4.1 below.

29
Table 4.1: Graduands per course

Year Graduates per course

Degree Diploma P1 Total
1989
1990
1991
1992 120 120
1993 168 168
1994 195 195
1995 194 194
1996 167 167
1997 153 153
1998 183 183
1999 215 215
2000 178 178
201 175 175
202 186 186
203 191 191
204 127 127
205 177 177
206 196 196
207 196 196
208 264 264
209 288 288
2010 403 403
subtotal 3776 3776 (97.01%)
2011 24 (0.62%) 42 (1.08%) 66 (1.69%)
212 12(0.31 %) 38 (0.98) 50 (1.28 %)
Total 36 80 3776 3892 (100%)

From table 4.1 above, it can be observed that the college had been offering primary

teacher education (P1) since 1992 when it conducted its first graduation. The total (P1)

graduands were 3776 which made 97.01% of the total graduands for the period under

study, which is from 1989 to 2012. The college also offers Bachelor of education arts. In

2011, Bachelor of education arts graduands were 24 (0.62%) of the total graduands. while

Diploma in education also had 42 (1.08%). In 2012 the college conducted its second

30
graduation of degrees and diplomas. During this year those who graduated with degrees

and diplomas in education arts in total were 50 (1.28%) of the total graduands. From the

foregoing information, it is clear that the college’s contribution towards teacher education

in Kenya is worthy nothing having graduated a total of 3892 teachers at various levels.

What support does the government give to the college in relation to teacher

education development? This study also sought to find out how the government was

supporting Nyanchwa teachers training college in teacher education development .To

achieve this, the respondents were requested to respond to the above question. Based on

the responses received it was found out that the government did support the colleges’

teacher development efforts by sponsoring teacher trainees at different levels and also by

giving support to the college through the implementation of the curriculum. Also the

government does organize workshops for the lecturers and supervising the

implementation of the curriculum through the quality assurance officers as shown in the

Figure 4.1 below;

31
 Figure 4.1: Chart of government support Nyanchwa TTC

11.8 %

35.3 %

29.4 %

23.5 %

KEY

Helps in curriculum implementation

It provides Bursaries to needy teacher trainees through CDF

It organizes workshops for lectures/tutors

It supervises implementation of the curriculum

From the chart above it can be noticed that there were 11.8 % of the respondents who

said that the government assisted the college in curriculum supervision while 35.5 % said

it helped in curriculum implementation .The remaining 29.4 % were of the opinion that

the government also organized workshops for the lecturers. Finally, 23.5 % agreed that

the government gave bursaries to teacher trainees to enable them complete their courses.

32
4.4 The challenges facing Nyanchwa teachers college in teacher education

development

The second objective to this study was to examine the challenges the college was facing

in the process of teacher education development in Kenya. From the respondents’ views

it was noted that the college faced several challenges which sometimes made the

achievement of its objectives cumbersome. Table 4.2below highlights these impediments;

Table 4.2: Challenges facing Nyanchwa TTC

Valid
Percent Percent
Challenges Frequency (%) (%)
Low enrolment 2 11.8 11.8
Emergence of many colleges
7 41.2 41.2
offering the same programmes
Inadequate teaching facilities 6 35.3 35.3
Overloading of lecturers 2 11.8 11.8
Total 17 100.0 100.0

From table 4.2 above, it can be observed that the major problem facing the college was

the emergence of many colleges offering the same programmes. This identified by 7 of

the respondents. This represented 41.2% of the total respondents. Inadequate teaching

facilities were also identified as a problem in the college .It was confirmed by 35.3% of

the respondents. This was closely followed by low enrolment and overloading of the

tutors both taking 11.8% respectively of the total response received. The observation

from the respondents indicates that the college needs to come up with more attractive

courses in order to compete favourably with the many similar colleges.

33
How do you overcome the challenges stated above?

The other item in this part was expected to gather information on the

strategies the college was using to overcome the challenges the college was

facing .From the responses received it emerged that the college employed

the various methods indicated in table 4.3 below to counter the problems

they were facing.

Table 4.3: Solutions to challenges of Nyanchwa TTC

Percent Valid
solution Frequency (%) Percent (%)
Intensive advertisement of the college 8 47.1 47.1
Proper management of college resources 5 29.4 29.4
College to give lecturers incentives in
4 23.5 23.5
order to retain them
Total 17 100.0 100.0

Table 4.3 above shows that the college intends to intensively publicise itself both locally

and internationally. This will enable it to attract aspiring teacher trainees. Also they will

be able to make well informed decisions before applying .This was identified by 8 (47.1

%) of the respondents. Proper management of college resources was also taken to be vital

if the college was to improve in enrolment and performance at all levels .This was put

forward by 5 (29.4 %) of the respondents. It was also important that the lecturers needed

34
to be motivated by being given incentives so that the college may be able to retain high

quality tutors .This was said by 4 (23.5 %) of the respondents.

As a teacher training college what are your future plans?

Finally, the respondents were required to state the future prospects of Nyanchwa teachers

training college .Their responses were as indicated in table 4.4 below;

Table 4.4: Prospects of Nyanchwa College

Valid
Future prospects Frequency Percent (%) Percent (%)
T o improve the quality of results 1 5.9 5.9
The college to be advertised abroad 1 5.9 5.9
To expand the college enrolment 2 11.8 11.8
The college to be elevated to university
13 76.5 76.5
status
Total 17 100.0 100.0

Table 4.4 above shows that many of the respondents were quite optimistic that the

college would soon become a university .This is because most of them indicated that they

wished the college to be elevated to university status. Out of the total 13 respondents

(76.5%) strongly felt that it should be elevated to university level. Another 2 (11.8 %)

were of the view that the college should expand its enrolment levels which were very

low. Finally, the remaining 1(5.9 %) respondents wanted the college to intensify

advertisement abroad while the other 1 (5.9 %) respondents also felt that the college

should put more effort in improving the college examination results. From the foregoing

35
assertion, it is clear that most of the respondents were quite eager to see the college

attaining university status.

The hypothesis for this study was; Nyanchwa SDA Teachers College plays a significant
role in teacher education in Kenya. To test this hypothesis a chi-square test comparing the
role of Nyanchwa College with the challenges it was facing was conducted. The result
was as indicated in table 4.5 below

Table 4.5:chi-square result

Asymp. sign.
Exact sign. 1
2 sided sided
Exact sign. 2
value df sided

Pearson chi-square x2 17.000b 1 .000

Continuity correlation 3.735 1 .053 -

Likelihood ratio 7.606 1 .006 -

Fisher’s exact test - - - .059 .059

Linear by linear association 16.00 1 .000 .-

N valid cases 17

Table 4.5 shows that the chi-square value was (x2 ) =17.00b , df=1 while p=0.00. This

result shows that the p value was less than 0.05 implying that there was a significant

relationship between the role played by Nyanchwa college in teacher education and the

challenges it was facing in the process of teacher education preparation.

36
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter gives a summary of the findings, draws conclusions based on the findings

and makes recommendations based on the conclusions drawn.

5.2 Summary of the findings

The findings of this study can be summarized as follows:

To find out the role Nyanchwa Teachers’ Training College has played in the development

of teacher education in Kenya.

From the findings of this study it emerged that Nyanchwa played a very important role in

teacher education development in Kenya because it produces teachers who help to reduce

the understaffing problem at different levels of the education sector. The study noted that

most teacher trainees in the college were Kenyans. This was supported by 16 (94.1%) of

the respondents who confirmed that most of trainees were Kenyans .This shows the

immense contribution of Nyanchwa as a college towards teacher education in Kenya. It

was found out that the college also offered various teacher education courses. These

courses were: Bachelor of Education (Arts), Diploma in Education, Primary Teacher

Education (P1), Diploma and Certificate in Early Childhood Development and Education.

37
All these courses are teacher oriented and therefore this means the college is geared

towards improving the teacher production levels in the country.

Nyanchwa College has been producing quality teachers in the different fields mentioned

above. This study found out that since its inception the college had graduated a total of

3892 teachers in its different fields of study. Primary Teacher Education (P1) was found

to be the main course offered in the college. It was the first to be started and in 1992

when it conducted its first graduation. Since inception the college had graduated 3776

(P1) teachers which made 97.01% of the total graduands for the period under study. The

college also offers Bachelor of Education (Arts). In 2011, bachelor of education arts

graduands were 24 (0.62%) of the total granduands while diploma in education also had

42 (1.08%). In 2012 the college conducted its second graduation of degrees and

diplomas. During this year those who graduated with degrees and diplomas in education

arts in total were 50 (1.28%) of the total graduands. From the foregoing information it is

clear that the college’s contribution towards teacher education in Kenya is worthy

nothing.

The study also found out that the government assisted the college in the process of

teacher education production .From the findings it was noted by a significant number of

respondents (35.3%) that the government was responsible for providing the required

curriculum for all courses offered. It also helped in conducting workshops for the

lecturers in order to promote their skill development .This was supported by 29.4% of the

respondents who accepted that the government did finance skill development workshops

in the college.

38
To establish the challenges the College is facing in the process of teacher education.

The Nyanchwa teachers college’s contribution towards teacher education in Kenya is

quite significant. It is thus not possible to wish away its input without having a major

impact in the entire sector of education in Kenya. However, it is important to note here

that despite the positive contribution towards education, Nyanchwa College was found to

be facing several challenges that hindered its level of teacher production. The major

challenges that were found to impact negatively on the performance of Nyanchwa

College were: the emergence of many colleges that offered the programmes which made

the competition for trainees to be stiff. This was mentioned by 7 (41.2%) of the

respondents in the study area. This was closely followed by inadequate facilities which

was mentioned by 6 (35.3%) of the respondents. This was in line with other studies done

which showed that lack of enough learning facilities did affect the learning process. Kafu

(2003) observes that the status of the materials for preparing school teachers is pathetic.

They are inadequate, obsolete, dilapidated and unsuitable resources for producing

competent teachers who can operate in this century.

It was also found out that it was vital for the college administration to conduct intensive

advertisement locally and abroad in order to counter the stiff competition created by the

mushrooming of many colleges offering the same course .This was put forward by eight

respondents representing 47.1 % of all the respondents in the study area. It was also

closely followed by five other respondent who were of the opinion that proper

management of the college’s available resource was paramount if the college was to

regain its initial glory. This represented 29.4 %.

39
It also emerged that many of the respondents in the study area were of the view that

Nyanchwa College should be elevated to university status .Out of the total respondents

interviewed, 75.5% were of this view. Also 11.3% felt that the college should first work

had to expand the enrolment which had dropped so much due to competition from other

colleges

5.3 Conclusions

The following conclusions were made based on the findings of this study;

One of the objectives of this study was to establish the role of Nyanchwa College in the

teacher education development in Kenya. Based on the findings of this study it was

concluded that the college had appositive contribution towards teacher development since

it emerged that since its inception it had graduate a total of 3892 teachers who were

taking different courses.

The main teacher education course offered at Nyanchwa College was Primary Teacher

Education (P1).In this course only the college had managed to graduate 3776 teachers

which made 97% of the total college graduates. Other courses offered in the college

were: Bachelor of Education (Arts), Diploma in Education and Certificate and Diploma

in Early Childhood Development and Education.

It was also clear that most of the teacher trainees were Kenyans as it was realized that

94.1% agreed that many of the trainees were from Kenya.

40
Apart from the foregoing, the government was also found to be supporting Nyanchwa

College in the process of teacher development. It was noted that the government

developed all the curricula that were being followed in the college .This was supported

by 35.3% of all the respondents. Likewise, it conducted workshops for the lecturers in

order to improve on their teaching skills .This was supported by 29.4 % of all the

respondents in the study area.

The coming up of many colleges offering similar courses was found to be the main

challenge that Nyanchwa college was facing .From the findings, it was noted that 41.2 %

of the total respondents were of this opinion. This was closely followed by inadequate

teaching facilities with 35.3 %.

To overcome the challenges the college was facing, it was suggested that the college

should conduct intensive advertisement at the local and international levels. This

opinion was supported by 47.1 % of the respondents in the study area. It was closely

followed by properly managing the available college resources which took 29.4%

Finally, the study found out that many of the respondents had high hopes that Nyanchwa

College would be elevated to university status soon .This views were shared by 76.4 % of

all the respondents in the study area.

41
 5.4 Recommendations

Following the outcome of this study the researcher made the following recommendations:

1) The college administration should look for modalities of ensuring that Nyanchwa

college is well known nationally and internationally in order to improve on the

dwindling enrolment .This will finally improve the production level of teachers.

2) The quality of lecturers and the teaching and learning materials do affect directly the

production level of teachers .In regard to this it is imperative that the college must

provide adequate materials and also ensures that it employs adequate teaching staff.

5.5 Suggestions for further study

1) A study should be conducted to examine the impact of facilities on performance of

teacher trainees in Kenya.

2) A study should be done to assess the impact of colonial government on teacher

training Kenya today.

42
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Wilkins, E. (1975). Education in Practice: A Handbook for Teachers. London. Evans

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"The Importance of History." 123HelpMe.com. 01 Jun 2013

<http://www.123HelpMe.com/view.asp?id=23553>.

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Appendix I: Questionnaire for the tutors

This questionnaire is intended to gather information on the contribution of Nyanchwa

SDA College in Teacher Education Development in Kenya. All the information received

shall be confidential and shall be used only for the purpose of this study. Kindly respond

to all items as requested.

1. Do your teacher trainees come outside Kenya?

Yes No

2. If your answer is YES in the above question, where do your teacher trainees come

from? Please state the countries and the number from each.

……………………………………………………………………………………………

……………………………………………………………………………………………

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3. Which teacher education courses do you offer?

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 ....................................................................................................................................

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4. How many teachers have graduated from the college since its inception in different

teacher education courses?

Table: Graduands in different courses

GRADUATE PER COURSE

Year DEGREE DIPLOMA P1 TOTAL

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

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2005

2006

2007

2008

2009

2010

TOTAL

5. What support does the government give to the college in relation to teacher education

development?

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6. What are the challenges the college is facing in teacher education?

........................................................................................................................................

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 ........................................................................................................................................

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7. How do you overcome the challenges stated above?

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………………………………………………………

8. As a teacher training college what are your future plans?

Please state.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

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…………………………………………………………………………………………

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Appendix II: Budget for the study

Budget for the study

Item Cost in ksh.

Stationary 15000/=

Commuter 10,000/=

Research assistant 15000/=

Computer services 12000/=

Printing 10,000/=

Food 8000/=

Total Ksh.70,000/=

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APPENDIX iii : MAP OF THE STUDY AREA-KISII CENTRAL DISTRICT

Nyanchwa College

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