Value Based Education (VBE) is an essential element that impacts moral, ethical, cultural, social and spiritual ideals necessary for holistic development of children. Providing an education on values at an early age ensures that children are directed by these ideologies throughout life. Research indicates that children who adopt values at an early age are confident, competent, independent, and exhibit harmonious social interactions throughout life time. Conversely, increase in juvenile delinquency, disrespect, drug abuse, school dropout, and conflicts in schools creates crisis in contemporary society. In such circumstances, VBE assumes a distinctive role to school deterioration process by strengthening morals and ethics within the society. The study explored influence of preschool teachers in spurring VBE among preschool children in Nairobi County focusing on; self control honesty, fairness, compassion and trust. A survey design was adopted with a target population of 36 public preschools. Purposeful sampling technique was then used to obtain data from 36 preschool teachers though use of a questionnaire. The study established that though teachers inculcate values to children both consciously and unconsciously, there is no planned value education program established on formal learning. The study recommends; regular training of teachers on use of VBE to deliberately foster intercultural understanding, social cohesion and inclusion, as well as need for value oriented programmes focusing on effective pedagogy.
<p><em>Value </em><em>C</em><em>reating </em><em>P</em><em>edagogy (VCP) promotes well-being and support for social justice and practices connected with the happiness of both the individual and the society. Effective adoption of VCP promotes educational ideals oriented in dignity and empowerment of all individuals in school and in society. Adherence to principles of VCP through </em><em>P</em><em>roblem </em><em>B</em><em>ased </em><em>L</em><em>earning (PBL) approach creates a meaningful platform for addressing challenges in schools through creative thinking which in turn encourages exploring processes where students are free to voice opinions in an inclusive learning environment. Through VCP, students individually and collaboratively assume responsibility for generating learning issues, uphold respect of individuality, build bonds of lasting relationship and oppose violence. In instances where VCP is implemented appropriately, attitudes towards learning improve and students learn to solve complex and authentic issues independently. By so doing students acquire spontaneous happiness and knowledge to solve new problems as well as competence in confronting emerging issues arising from school and in society. Conversely, in Kenya, examination focus of education system is a deterrent to development of values and ethics required for survival in society. On the other hand, the challenge for many teachers in adopting VCP is in making transition from knowledge provider to facilitator of learning. As a result, development of problem solving skills such as independent learning, critical thinking and decision making become disillusioned. This study explored adoption of value creating pedagogy and problem based learning as a strategy for creating value added education in public secondary schools in Nairobi County. A survey design was adopted with a target population of 80 schools where information was sourced from 40 teachers and 40 students through purposive sampling and simple random technique. Data were collected using an interview schedule and a questionnaire. The study found inconsistencies in the way schools implemented PBL in regard to increasing student knowledge and skills in problem solving. The study recommends that the Ministry of Education should introduce a national policy on VCP and PBL as pedagogical approaches across all curricular that can be adopted to develop relevant and engaging values connected to achievement of Vision 2030.</em></p>
Utilization of electronic resources is a reading culture that benefits bachelor of education teacher trainees (BEDTTs) by directly exposing the learners to up-to-date and vast subject content in motivating multimedia presentations. The BEDTTs benefits from utilizing e-resources by retrieving information faster than print resources. The BEDTTs use the time saved to do more academic work. The study examined the relationship between information searching ability and utilization of e-resources by BEDTTs. The objective of the study sought to establish the relationship between BEDTTs’ searching ability and utilization of e-resources. The study adopted descriptive research design. Data was collected using questionnaires, interview guides and document analysis guides. Stratified random sampling was used to draw a sample of 370 learners. Purposeful sampling method was used to obtain 30 staff who interact with BEDTTs either in class, library or administratively. Validity was ascertained using experts from the department of educational communication. The instrument demonstrated high internal consistency (>.90) using test-retest method. Validity was ascertained using Cronbachs’ alpha coefficient. Data was collected using questionnaires, interview guides and document analysis guide. Data was analyzed using descriptive and inferential statistical techniques. The findings revealed a significant relationship between BEDTTs’ information searching ability and utilization of e-resources. The findings recommended implementation of embedded information skills lessons from first year to fourth year, joint IL curriculum mapping between lecturers, library staff and information skills librarians, intense marketing of the availability of e-resources to the University community and teaching BEDTTs a wide range of searching techniques. The study recommended a replication of a longitudinal study on influence of information literacy instruction on utilization of e-resources.
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