Browsing by Author "Kaberia, Isaac K."

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    Healing The Human Person ―― Post-Traumatic Counselling: Healing of Wounds caused by Violence
    (2018) Kaberia, Isaac K.
    The healing of wounds caused by violence provides a space for recovery from emotional and psychological harm caused to victims and offenders. Trauma is an experience of both victims and offenders. Meeting such needs creates an environment conducive to the reconciliation process. The discussion of post-traumatic counselling as the process of healing the wounds is addressed from both the restorative and reconciliation perspectives. Involvement of victims, offenders and community members in a quest to identify needs and responsibilities promotes healing among the parties involved.
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    The Relationship between Agricultural Teaching Approaches and Food Security in Kenya
    (Hindawi, 2020-07) Njura, Hellen J.; Kaberia, Isaac K.; Thuranira, Simon T.; Khakame, Kakai Shem
    (e continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. (ere is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. (e teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. (e study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. (e research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. (ough recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. (ere are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. (is paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.
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    Teaching secondary school agriculture at the psychomotor domain: a conceptual framework for enhanced skills development for food security
    (Routledge, 2020-09) Njura, Hellen J.; Kaberia, Isaac K.; Taaliu, Simon T.
    Purpose: To develop a conceptual framework that can be employed in secondary school agriculture classes on skills development for food security. Design/Methodology/Approach: The conceptual framework was developed from the findings of an earlier study by the authors on the effect of agricultural teaching approaches on skills development for food security. Qualitative data were collected and analysed through descriptive statistics. Findings: Skills development can be enhanced at the psychomotor domain of Bloom’s taxonomy through integration of practical agricultural activities as guided by the conceptual framework. The skills developed at secondary school level can be timely applied for food security and nutrition which can ultimately reduce poverty and boost economic development in any country. Practical implications: The conceptual framework can be used as a guide to developing agricultural skills which can be the drivers of economic development in any country. Such a transition can be an avenue for ultimate achievement in eradicating extreme poverty and hunger by the year 2030. Theoretical Implications: The paper makes a contribution to the growing body of knowledge by highlighting practical learning opportunities that can be incorporated within the psychomotor domain. The hands-on-skills developed are applicable at meeting the four pillars of food security. Originality/value: In the current studies on secondary school agriculture a conceptual framework that incorporates learning at the psychomotor domain of Bloom’s taxonomy is hardly found. When incorporated into the theory, the framework can be a guide to skills development for enhanced food security and nutrition.