ShahidiHub International Journal of Education, Humanities & Social Science

Massification and Employability of University Graduates in Kenya

Wilberforce Njeru — 2025-02-28

Massification is a significant enrolment of students in universities over available resources. Kenya has expanded student enrollment in universities beyond the available educational resources, thus raising quality concerns. Quality of education in the universities is related to the judicious use of resources in the institutions, that is, efficiency in the university system. Quality of education enhances efficiency in the university education system and the economy. This study evaluated the impact of massification on external efficiency in universities in Kenya. It sought to determine its impact on the employability of graduates in public and private universities in Kenya. The study adopted a causal-comparative research survey design. The population of the study was 194,852 respondents consisting of 190,674 students and 4,178 lecturers in the eight randomly sampled universities in Kenya. A sample of 437 respondents consisting of 409 students and 12 lecturers from four public and four private universities in Kenya were proportionally derived, and 16 heads of academic departments were selected for the study through a simple random sampling technique. Questionnaires and interviews were used to collect data. According to the findings, students’ questionnaires had a reliability coefficient index of 0.854, and lecturers’ questionnaires had a reliability coefficient index of 0.766, which were deemed reliable, being on the threshold at 0.7 Cronbach Alpha coefficient index. Data was analyzed using descriptive and inferential statistics. The study showed no significant statistical difference in the impact of massification on external efficiency between public and private universities in Kenya. University graduates face uncertainties about employment after graduation. The study recommends that universities encourage labor market surveys to match their courses to improve the employability of university graduates.

A Conceptual Approach to Integrating Multidimensional Theories in Psychological Interventions for Schizophrenia

Aline Kandeleni Masika — 2025-05-12

Schizophrenia is a complex mental disorder that affects thoughts, emotions, and behaviour. Traditional treatments often focus mainly on biological factors like brain chemistry and medication. However, this approach does not consider a person as a whole; it overlooks the other vital aspects in the treatment of Schizophrenia. Research shows that psychological, social, cultural, and spiritual factors also play a key role in recovery. Thus, a more holistic approach is needed to improve treatment outcomes. This paper explores how integrating biological, psychological, social, cultural, and spiritual perspectives can enhance psychological interventions for Schizophrenia. It highlights the importance of treating the whole person rather than just focusing on symptoms. It reviews existing theories and research on Schizophrenia and combines insights from different fields to create a more complete treatment approach. Also, it argues that using a Bio-Psycho-Socio-Cultural-Spiritual (BPSS) model helps improve treatment by addressing multiple aspects of a person’s life. The biological factors (such as medication) are combined with psychological therapies, social support, cultural understanding, and spiritual well-being. This approach leads to better treatment engagement, reduced symptoms, and improved quality of life. The holistic approach to schizophrenia treatment can lead to a better recovery-oriented approach.

The Impact of the 100% Transition Policy from Primary School to Secondary School on Instructional Methodologies in Public Secondary Schools in Koibatek Sub-County, Kenya

Dorcas J. Kiprop — 2025-11-14

The implementation of the 100% transition policy in Kenya represents a significant effort to achieve universal secondary education. This study investigated the policy’s impact on instructional methodologies in public secondary schools in Koibatek Sub-County, Kenya, following complaints made by teachers about congestion and an increase in behavioural problems among learners due to large class sizes and poor infrastructural provision. A descriptive survey design was employed, collecting data from 29 principals and 87 teachers through questionnaires and interviews. Key findings revealed a significant shift in teaching practices due to increased student enrollment. Results from regression analysis indicated a strong positive relationship between the policy and instructional methodologies (R = 0.596, p < 0.05). This implies that a well-structured policy will lead to effective instructional methods in the classroom, with the policy explaining 35.6% of the variance (R² = 0.356). Teachers predominantly adopted more interactive, group-based strategies, such as class discussions and demonstration methods, moving away from traditional lectures. School principals reported a push towards technology-driven and inclusive methods, although constrained by resource limitations and training gaps. The study concludes that the 100% transition policy has been a significant driver of pedagogical innovation in secondary schools. Key recommendations include enhancing teacher training programs that focus on managing large classes and integrating technology, alongside increased government investment in teaching resources and school infrastructure to sustain instructional quality amid expanded access.

Community Perceptions of the Redemptive Works of Christian Ministries in Post-Genocide Rwanda: A Case Study of Africa New Life Ministries

Johnson Karamuzi — 2025-11-28

The 1994 Rwandan genocide against the Tutsi left the country with deep social, emotional, and spiritual wounds, raising questions about the role of Christianity in national healing in a predominantly Christian nation. This study explored how communities perceive the redemptive work of Africa New Life Ministries (ANLM) and its role in promoting both spiritual and social restoration in post-genocide Rwanda. The study employed a mixed-methods case study approach, integrating ethnographic observation, semi-structured interviews, and surveys. Data were gathered from 81 participants, including ANLM leaders, staff, and beneficiaries across three ministry locations. Findings showed that while the long-term effects of the genocide remain visible in ongoing poverty, trauma, and fractured trust, participants perceived that ANLM’s holistic model, combining evangelism, education, healthcare, vocational training, and women’s empowerment, has played a significant role in individual and community healing. The participants described redemptive ministry as helping people move from painful memories toward renewed faith, self-worth, and restored relationships. The study concludes that Christian ministries in post-conflict contexts can drive meaningful transformation when they combine spiritual renewal with material empowerment, align their work with local cultural values, and foster self-reliance grounded in faith and divine grace.