Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County

Kiarie Moses Karunda; John Shiundu; Mukasa Simiyu

doi:doi:10.11648/j.ijsedu.20221001.14

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Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu

Published in International Journal of Secondary Education (Volume 10, Issue 1)

Received: 3 January 2022 Accepted: 22 January 2022 Published: 9 February 2022

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Abstract

The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.

Published in	International Journal of Secondary Education (Volume 10, Issue 1)
DOI	10.11648/j.ijsedu.20221001.14
Page(s)	29-34
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Curriculum Accountability, Novel Curriculum Insights, Participant Observer, Visible Body Language, Dressing Code, Shifting Curriculum Domain, Sitting Lay out Attributes

References

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[2]	Government of Kenya: The Basic Education Act 2013: Supplement No. 26 Kenya (2013) (Act No. 14).
[3]	Kiarie, M. K, (2021) Accountability of the Boards of Management in the Implementation of Curriculum in the Public Secondary Schools in Kenya: A Case of Nakuru County (Unpublished PhD Thesis; Masinde Muliro University of Science and Technology, Kakamega-Kenya.
[4]	Kindiki, J. N & Chumba S. K (2011) Investigating Policy Implications for the, Abolition of Corporal Punishment in Secondary Schools in Kenya; In the Journal of Education Management. Nairobi. Kenya Education Staff Institute (Pages 71-96).
[5]	KORIR, T. P. (2010). EFFECTIVENESS OF COST-SAVING MEASURES IN IMPROVING KCSE PERFORMANCE IN PUBLIC SECONDARY SCHOOLS: THE CASE OF MARAKWET WEST DISTRICT, KENYA.
[6]	Marsh, C. (2009). Key concepts for understanding curriculum. Routledge.
[7]	MOEST (2007) Education Sector Governance and Accountability Action Plan Revised 2007. Nairobi. MOEST, Jogoo House B.
[8]	Mugalavai, V. K. (2012). Challenges and reforms facing Kenyan education system in the 21st century: Integrating the principles of vision 2030 and constitution 2010. Journal of Emerging Trends in Educational Research and Policy Studies, 3 (4), 471-478.
[9]	Mugenda, O. M., & Mugenda, A. G. (1999). Research methods: Quantitative and qualitative approaches. Acts press.
[10]	Njuguna, E. W. (2010). Human Resource Management practices in public secondary schools in Kiambu East District (Doctoral dissertation, University of Nairobi, Kenya).
[11]	Okumbe, J. A. O. (1998). Educational Management: Theory and Practice. African Books Collective Ltd., The Jam Factory, and 27 Park End Street, Oxford OX1 1HU, United Kingdom (paperback: ISBN-9966-846-42-5, $18).
[12]	Otunga, R. N. (2015). Dynamism in curriculum and instruction. Eldoret: Utafiti Foundation.
[13]	Pinar, W. F et al (1995) Understanding Curriculum. New York. Lang.
[14]	Rosenholtz, S. J. (1989). Teachers' workplace: The social organization of schools. Addison-Wesley Longman Limited.
[15]	Shiundu, J. S., & Omulando, S. J. (1992). Curriculum: Theory and practice in Kenya. Oxford University Press.
[16]	Simiyu, M. A. (2001). The Systems Approach to Teaching: A handbook for teachers. Eldoret: Western Educational Publishers.
[17]	Ziganyu, J. K. (2010). Factors affecting curriculum implementation in secondary schools in Kenya: a case of kakamega south district (Doctoral dissertation).

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Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. (2022). Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County. International Journal of Secondary Education, 10(1), 29-34. https://doi.org/10.11648/j.ijsedu.20221001.14

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ACS Style

Kiarie Moses Karunda; John Shiundu; Mukasa Simiyu. Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County. Int. J. Second. Educ. 2022, 10(1), 29-34. doi: 10.11648/j.ijsedu.20221001.14

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AMA Style

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County. Int J Second Educ. 2022;10(1):29-34. doi: 10.11648/j.ijsedu.20221001.14

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@article{10.11648/j.ijsedu.20221001.14,
  author = {Kiarie Moses Karunda and John Shiundu and Mukasa Simiyu},
  title = {Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {29-34},
  doi = {10.11648/j.ijsedu.20221001.14},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.14},
  abstract = {The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.},
 year = {2022}
}

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TY  - JOUR
T1  - Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County
AU  - Kiarie Moses Karunda
AU  - John Shiundu
AU  - Mukasa Simiyu
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DO  - 10.11648/j.ijsedu.20221001.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 29
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PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.14
AB  - The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.
VL  - 10
IS  - 1
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Author Information

Kiarie Moses Karunda

Department of Curriculum and Instructional Technology, School of Education, Masinde Muliro University of Science and Technology, Kakamega, Kenya
John Shiundu

Department of Curriculum and Instructional Technology, School of Education, Masinde Muliro University of Science and Technology, Kakamega, Kenya
Mukasa Simiyu

Department of Curriculum and Instructional Technology, School of Education, Masinde Muliro University of Science and Technology, Kakamega, Kenya

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APA Style

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. (2022). Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County. International Journal of Secondary Education, 10(1), 29-34. https://doi.org/10.11648/j.ijsedu.20221001.14

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ACS Style

Kiarie Moses Karunda; John Shiundu; Mukasa Simiyu. Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County. Int. J. Second. Educ. 2022, 10(1), 29-34. doi: 10.11648/j.ijsedu.20221001.14

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AMA Style

Kiarie Moses Karunda, John Shiundu, Mukasa Simiyu. Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County. Int J Second Educ. 2022;10(1):29-34. doi: 10.11648/j.ijsedu.20221001.14

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@article{10.11648/j.ijsedu.20221001.14,
  author = {Kiarie Moses Karunda and John Shiundu and Mukasa Simiyu},
  title = {Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {1},
  pages = {29-34},
  doi = {10.11648/j.ijsedu.20221001.14},
  url = {https://doi.org/10.11648/j.ijsedu.20221001.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.14},
  abstract = {The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.},
 year = {2022}
}

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TY  - JOUR
T1  - Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County
AU  - Kiarie Moses Karunda
AU  - John Shiundu
AU  - Mukasa Simiyu
Y1  - 2022/02/09
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221001.14
DO  - 10.11648/j.ijsedu.20221001.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 29
EP  - 34
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221001.14
AB  - The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.
VL  - 10
IS  - 1
ER  -

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