Causes of unrest in secondary schools in Njumbi zone,Muranga north disrict, Kenya
| dc.contributor.author | Kamau, Daniel W | |
| dc.date.accessioned | 2020-07-28T12:31:20Z | |
| dc.date.available | 2020-07-28T12:31:20Z | |
| dc.date.issued | 2008-11 | |
| dc.description | A research project submitted to the College of Education open and distance learning in partial fulfillment of the requirements for award of a Bachelors Degree in Education (Science) of Kampala International University | en_US |
| dc.description.abstract | Each year about 50 schools go on strike during the month of July, this year (2008) over 300 schools were on revolt during the second term. lt is a tension filled month because of the mocks, schools running out of money and meals way below standard. Students have endured six months of what they consider ill treatment, incompetence and absenteeism of teachers, administrative corruption, poor maintenance of buildings and no one to listen to their nominally reasonable complaints and suggestions. It is also the cold season in the highlands and students have little to keep themselves warm, physically and morally. The only way to attract attention they reason is by radical means: striking though rarely with arson until recently. Post-election violence could be a cause. Some student's moral responsibility was totally killed during the 'troubles'. They burnt houses; saw people running away, children falling from exhaustion, from hunger and thirst for water. They became immune to any feelings of humanity. They regarded their deeds as successful when they saw people being killed or maimed and property destroyed. The perpetrators of such deeds (who included students) were not reprimanded but were regarded as heroes, some students got an idea that in order to successful, one needed to disrupt and destroy systems. The study adopted a Descriptive research design. This enhanced the researcher to obtain a better understanding of the causes, problems and impact of schools unrest on academic performance of the students of Njumbi zone. The method chosen allowed a collection of comprehensive and intensive data and provided an in-depth understanding of the topic under study. Information collected was analyzed and edited to create consistency and completeness. After collecting the questio1maires they were edited for completeness and consistency Information collected was analyzed and edited to create consistency and completeness. After collecting the questionnaires they were edited for completeness and consistency across the• respondents and to locate omissions. Information obtained from the research study was presented and analyzed using bar charts, narratives, and statistical figures. This report provides suggestions for more effective measures to curb student’s unrest in the country. It is designed for policy makers, planners and stakeholders in the education sector in the country. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/11956 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education Open and Distance Learning | en_US |
| dc.subject | unrest | en_US |
| dc.subject | secondary schools | en_US |
| dc.subject | Njumbi zone,Muranga | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Causes of unrest in secondary schools in Njumbi zone,Muranga north disrict, Kenya | en_US |
| dc.type | Other | en_US |