The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa

Joseph Karani Kataka

doi:doi:10.11648/j.edu.20140305.14

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The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa

Joseph Karani Kataka

Published in Education Journal (Volume 3, Issue 5)

Received: 8 August 2014 Accepted: 21 August 2014 Published: 20 September 2014

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Abstract

The aim of this study was to try and establish the influence of the quota system of education in Kenya on national unity. The study’s target population was four thousand one hundred and seventy one (4171), and the sample of four hundred and thirty (432), who include three hundred and ninety one (391) learners and forty nine (49) lecturers from The Catholic University of Eastern Africa. The study employed a combination of descriptive survey and naturalistic design, employing both qualitative and quantitative approaches in research. The instruments of data collection were the questionnaire and interview guide to enhance comprehensive data collection. Statistical procedures were used to sort, analyze and summarize the data into frequencies and percentages. The qualitative data generated in the research was analyzed thematically. Analysis was done using Microsoft Word (a word processing program) and two statistical analysis software PSPP and R. From the research findings, on the quota system of education and its influence on national unity, the researcher was able to identify the following: teacher employment, student selection process and poverty as factors leading to minimal or lack of student / teacher interaction with other cultures and exposure to different environments giving rise to closed societies, closed cultures and teachers who are not globally exposed. These factors may give rise to a closed individual who might end up not being fully acculturated to different environments lacking the necessary skills to foster harmony in society.

Published in	Education Journal (Volume 3, Issue 5)
DOI	10.11648/j.edu.20140305.14
Page(s)	278-292
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), 2014. Published by Science Publishing Group

Keywords

Education, Secondary Education and Training, Quality and Relevant Education, National Cohesion, Standardization of Educational Systems, Educational Reforms and Development, Quota Education System, Quota System, Quota System in Education

References

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[3]	Ominde, S. H. (1964). Kenya Education Commission Report. Republic of Kenya, Nairobi: Government Printers.
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[5]	Gachathi, P. (1976). Report of the National Committee on Educational Objectives. Republic of Kenya. Nairobi: Government Printers.
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[7]	Government of Kenya (1964). Kenya Education Commission Report: Part I. Nairobi: Government Press.
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[11]	Awolowo, O. (1981). Voice of Wisdom. Akure: Fagbamigbe Publishers, Nigeria.
[12]	Dwyer P. (2004, Cited in Vol 2; 2010). Understanding Social Citizenship: Themes and perspectives for policy And Practice. 2nd Edition, Bristol: Policy Press.
[13]	Wedgwood, R. (2005). Post-Basic Education and Poverty in Tanzania: Post-Basic Education and Training Working Paper Series - Nº1. Centre of African Studies: University of Edinburgh.
[14]	Marcella Mwaka., et al (2013). The National Goals of Education in Kenya: Interrogating the Achievement of National Unity. Journal of Education and Practice, Vol.4, No.4, 2013. School of Education, Moi University. www.iiste.org/Journals/index.php/JEP/article/viewFile/4530/4598
[15]	Symaco, L. (2010). Higher Education and Equity in Malaysia: The International Journal of Educational and Psychological Assessment September 2010, Vol. 5(2). University of Oxford. ISSN 2094-0734.
[16]	Gall, M. D., Borg, W. R., Gall, J. P. (2003). Educational Research: An Introduction (7th ed). Longman, White Plains: New York.
[17]	Ogula, P. A. (1998). A handbook on educational research. Longman Publishers: Nairobi.
[18]	Psacharopoulos, G. (1994). Returns to investment in education: A global update. World Development, vol. 22(9), pp 1325-1343. Elsevier: World Bank.
[19]	Brock, G., & Brighouse, H (2005). The Political Philosophy of Cosmopolitanism. pp 272, ISBN 0521846609. Cambridge University Press: Cambridge.
[20]	Moland, L. (2011). Hegel on Political Identity: Patriotism, Nationality, Cosmopolitanism. Northwestern University Press.
[21]	Miller, D. (2002). Cosmopolitanism: A Critique. Critical Review of International Social and Political Philosophy 5 (3):80-85.
[22]	Nachmias D., and Nachmias, C. (1996) Research Methods in the Social Sciences (5th Ed.).
[23]	Sarantakos, S. (1996). Social Research. Sydney: Macmillan Education Australia PTY Ltd.
[24]	Kochar, A. (2009). Affirmative Action through Quotas: The Effect on Higher Education in India. Stanford Center for International Development: Stanford University. National Cohesion and Integration Commission (2013). Consolidating the Foundations of a Cohesive Nation within a Devolved System of Governance. Strategic Plan July 2013 - June 2016

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Joseph Karani Kataka. (2014). The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa. Education Journal, 3(5), 278-292. https://doi.org/10.11648/j.edu.20140305.14

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ACS Style

Joseph Karani Kataka. The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa. Educ. J. 2014, 3(5), 278-292. doi: 10.11648/j.edu.20140305.14

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AMA Style

Joseph Karani Kataka. The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa. Educ J. 2014;3(5):278-292. doi: 10.11648/j.edu.20140305.14

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@article{10.11648/j.edu.20140305.14,
  author = {Joseph Karani Kataka},
  title = {The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa},
  journal = {Education Journal},
  volume = {3},
  number = {5},
  pages = {278-292},
  doi = {10.11648/j.edu.20140305.14},
  url = {https://doi.org/10.11648/j.edu.20140305.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140305.14},
  abstract = {The aim of this study was to try and establish the influence of the quota system of education in Kenya on national unity. The study’s target population was four thousand one hundred and seventy one (4171), and the sample of four hundred and thirty (432), who include three hundred and ninety one (391) learners and forty nine (49) lecturers from The Catholic University of Eastern Africa. The study employed a combination of descriptive survey and naturalistic design, employing both qualitative and quantitative approaches in research. The instruments of data collection were the questionnaire and interview guide to enhance comprehensive data collection. Statistical procedures were used to sort, analyze and summarize the data into frequencies and percentages. The qualitative data generated in the research was analyzed thematically. Analysis was done using Microsoft Word (a word processing program) and two statistical analysis software PSPP and R. From the research findings, on the quota system of education and its influence on national unity, the researcher was able to identify the following: teacher employment, student selection process and poverty as factors leading to minimal or lack of student / teacher interaction with other cultures and exposure to different environments giving rise to closed societies, closed cultures and teachers who are not globally exposed. These factors may give rise to a closed individual who might end up not being fully acculturated to different environments lacking the necessary skills to foster harmony in society.},
 year = {2014}
}

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T1  - The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa
AU  - Joseph Karani Kataka
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PY  - 2014
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AB  - The aim of this study was to try and establish the influence of the quota system of education in Kenya on national unity. The study’s target population was four thousand one hundred and seventy one (4171), and the sample of four hundred and thirty (432), who include three hundred and ninety one (391) learners and forty nine (49) lecturers from The Catholic University of Eastern Africa. The study employed a combination of descriptive survey and naturalistic design, employing both qualitative and quantitative approaches in research. The instruments of data collection were the questionnaire and interview guide to enhance comprehensive data collection. Statistical procedures were used to sort, analyze and summarize the data into frequencies and percentages. The qualitative data generated in the research was analyzed thematically. Analysis was done using Microsoft Word (a word processing program) and two statistical analysis software PSPP and R. From the research findings, on the quota system of education and its influence on national unity, the researcher was able to identify the following: teacher employment, student selection process and poverty as factors leading to minimal or lack of student / teacher interaction with other cultures and exposure to different environments giving rise to closed societies, closed cultures and teachers who are not globally exposed. These factors may give rise to a closed individual who might end up not being fully acculturated to different environments lacking the necessary skills to foster harmony in society.
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Author Information

Joseph Karani Kataka

Department of Undergraduate Studies in Education, The Catholic University of Eastern Africa, Nairobi, Kenya

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Joseph Karani Kataka. (2014). The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa. Education Journal, 3(5), 278-292. https://doi.org/10.11648/j.edu.20140305.14

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ACS Style

Joseph Karani Kataka. The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa. Educ. J. 2014, 3(5), 278-292. doi: 10.11648/j.edu.20140305.14

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AMA Style

Joseph Karani Kataka. The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa. Educ J. 2014;3(5):278-292. doi: 10.11648/j.edu.20140305.14

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@article{10.11648/j.edu.20140305.14,
  author = {Joseph Karani Kataka},
  title = {The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa},
  journal = {Education Journal},
  volume = {3},
  number = {5},
  pages = {278-292},
  doi = {10.11648/j.edu.20140305.14},
  url = {https://doi.org/10.11648/j.edu.20140305.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140305.14},
  abstract = {The aim of this study was to try and establish the influence of the quota system of education in Kenya on national unity. The study’s target population was four thousand one hundred and seventy one (4171), and the sample of four hundred and thirty (432), who include three hundred and ninety one (391) learners and forty nine (49) lecturers from The Catholic University of Eastern Africa. The study employed a combination of descriptive survey and naturalistic design, employing both qualitative and quantitative approaches in research. The instruments of data collection were the questionnaire and interview guide to enhance comprehensive data collection. Statistical procedures were used to sort, analyze and summarize the data into frequencies and percentages. The qualitative data generated in the research was analyzed thematically. Analysis was done using Microsoft Word (a word processing program) and two statistical analysis software PSPP and R. From the research findings, on the quota system of education and its influence on national unity, the researcher was able to identify the following: teacher employment, student selection process and poverty as factors leading to minimal or lack of student / teacher interaction with other cultures and exposure to different environments giving rise to closed societies, closed cultures and teachers who are not globally exposed. These factors may give rise to a closed individual who might end up not being fully acculturated to different environments lacking the necessary skills to foster harmony in society.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - The Quota System of Education and its Influence on National Unity: A Study of the Catholic University of Eastern Africa
AU  - Joseph Karani Kataka
Y1  - 2014/09/20
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140305.14
DO  - 10.11648/j.edu.20140305.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 278
EP  - 292
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140305.14
AB  - The aim of this study was to try and establish the influence of the quota system of education in Kenya on national unity. The study’s target population was four thousand one hundred and seventy one (4171), and the sample of four hundred and thirty (432), who include three hundred and ninety one (391) learners and forty nine (49) lecturers from The Catholic University of Eastern Africa. The study employed a combination of descriptive survey and naturalistic design, employing both qualitative and quantitative approaches in research. The instruments of data collection were the questionnaire and interview guide to enhance comprehensive data collection. Statistical procedures were used to sort, analyze and summarize the data into frequencies and percentages. The qualitative data generated in the research was analyzed thematically. Analysis was done using Microsoft Word (a word processing program) and two statistical analysis software PSPP and R. From the research findings, on the quota system of education and its influence on national unity, the researcher was able to identify the following: teacher employment, student selection process and poverty as factors leading to minimal or lack of student / teacher interaction with other cultures and exposure to different environments giving rise to closed societies, closed cultures and teachers who are not globally exposed. These factors may give rise to a closed individual who might end up not being fully acculturated to different environments lacking the necessary skills to foster harmony in society.
VL  - 3
IS  - 5
ER  -

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