Occupational and Educational Aspirations and Expectations of Kenyan Secondary School Students: realism and structural inequalities

Manpower Planning with Occupational Choice: A Nigerian Example of Mismatch

“…This is consistent with a large body of research dealing with occupational choice in both developed and developing countries (e.g. Wellings [11], Mondart [15], and Geo-JaJa [1]). Having determined the occupational preference of youths and the degree of consistency of their choices, an additional calculation was required to relate occupational choice to national manpower needs -a major concern of this article.…”

“…The method has been used in numerous studies elucidating the hypothesised relationships between socio-economic variables and occupational choice [11,1]. This implies that the causal comparative method is best when the selecting, controlling and manipulating factors necessary to study cause and effect relationships are not suitable.…”

“…The studies of Geo-JaJa [1] in Nigeria, Klingehofer [10] in Tanzania and Wellings [11] in Kenya suggest that aspirations are unrealistic and educational systems inadequate to satisfy national goals. The study described below illustrates the problem of the mismatch of national need and occupational choice in Nigeria and recommends a realistic solution.…”

Major influences on science achievement in a developing country: Kenya

“…At the top are the National schools, while at the bottom are the private and 'harambee' schools, with the government schools in-between. A major characteristic of the National schools is their greater human and material resources, a factor suggested in the literature as of great importance in achievement in developing countries (Lillis 1983, Wellings 1982, Heyneman 1976,1979. These facilities diminish drastically as we go down the type of school hierarchy.…”

Rethinking Regional Inequality: The Case of Kenya

“…In the early 1970's, regional educational inequality·, measured with reference to both access and performance indices, attracted a good deal of attention (Anderson 1971;Godfrey and Mutiso, 1974;Kinyanjui, 1974) but its significance has decreased considerably through the decade (Makau and Somerset, 1978;Wellings, 1980a). Structural inequalities in the educational system and their role in perpetuating an elitist class structure deserve much closer examination Court, 1973;Kinyanjui, 1978;Martin, 1982;Wellings, 1980aWellings, , 1980bWellings, , 1982aWellings, , 1982bWellings, , 1982c.…”