Likuyani patterns of education

micah asamba
PATTERNS AND TRENDS OF EDUCATION AND SPORTS IN
LIKUYANI AREA: EMERGING PROBLEMS AND POSSIBLE SOLUTIONS

A STUDY REPORT OF A SURVEY CARRIED OUT IN PRIMARY AND SECONDARY SCHOOLS IN SINOKO AND NZOIA LOCATIONS BETWEEN JULY 13TH -JULY 24TH 2011.
SPONSORED BY FICAM (USA)
THE SURVEY WAS CRRIED OUT AND THE REPORT COMPILED BY:
MICAH NYABIBA ASAMBA
this report was compiled by micah asamba from brikenam education centre and submitted. this is just one of the great scientific research work carried out by micah asamba.
ABSTRACT
This report was compiled and submitted on completion of Field survey carried out in Likuyani District (Sinoko and Nzoia Locations) for a period of two weeks (12th-24th July 2011).The purpose of the research was to collect information on education and sports in the Area, analyze it and share with concerned parties in seeing the best way to improve education and sports in the area.
Survey (by use of questionnaires) was used as a method of collecting data. The questionnaires were designed to collect information such as student population, number of teachers, state of physical infrastructure, performance and the problems facing the schools. The study found out that there are high cases of dropouts and absenteeism in schools in the area. The sudy also revealed that there is an acute shortage of teachers in the study area. The study identified several factors that contributed to pupils non enrolment, repetition and dropout from schools .the factors were: parental negligence of education, poor economy and increased poverty, child labor and teenage pregnancies and marriages. Others included truancy and irregular school attendance, children involvement in domestic chores, insecurity and inadequate school facilities. Also discovered were poor school administration, indiscipline, long distance to school and high cost of schooling.
The study identified several measures that can help solve the problems. They include that requiring government intervention, to those requiring teachers, parents, pupils and other stakeholders.
TABLE OF CONTENTS
TITLE PAGE
ABSTRACT
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION…………………………………………………………………………………………….
CHAPTER TWO: RESULTS…………………………………………………………………………………………………………
CHAPTER THREE: DISCUSSION…………………………………………………………………………………………………
CHAPTER FOUR: RECOMMENDATIONS……………………………………………………………………………………
CONCLUSION………………………………………………………………………………………………………………………….
ACKNOWLEDGEMENT…………………………………………………………………………………………………………….
REFERENCES……………………………………………………………………………………………………………………………
APPENDIX…………………………………………………………………………………………………………………………………
CHAPTER ONE: INTRODUCTION
1.1 PURPOSE OF THE RESEARCH
The purpose of the research was to collect data, analyze it and share with concerned parties in seeing the best way to improve education and sports in Likuyani area and its environs.
1.2 DELIMITATIONS OF THE STUDY
The study was carried out in primary schools and secondary schools in Nzoia and Sinoko Locations of Likuyani District, Kakamega County. It is based on case studies carried out in selected schools; as well as extensive literature review. The schools in the study include:
1.21 PRIMARY SCHOOLS
1. Mwiba primary school
2. Bondeni primary school
3. Nzoia academy
4. Brainard academy
5. Sinoko primary school
6. Ludodo primary school
7. Brikenam educational centre
1.22Secondary schools
1. St. peters moi’s bridge secondary school
2. St Henry saisi wabuge secondary school
3. Matunda highway complex.
1.3 LIMITATIONS OF THE STUDY
1. The study limits itself only to two locations in Likuyani District.
2. There is a dearth of literature on likuyani area in respect to access to education and sports.
3. It was not possible to cover the opinion of parents and other stakeholders in the community because tracing them was difficult.
4. There was little support from local leaders.
5. The research was carried out in an expansive area, that is cosmopolitan, and with a high rate of migrations: hence difficult to establish the real culture and nature of the community.
6. The study was carried out within a short period of time hence it was not possible to collect all the required information.
1.4 OBJECTIVES OF THE STUDY
1. To analyze the enrolment rate of students in primary and secondary schools in Likuyani district.
2. To find out the current status of physical facilities and instructional materials in the study area.
3. To analyze the performance of students in KCPE/KCSE in the study area, and compare it with the rest of the county and the country.
4. To investigate the major problems facing the schools and the surrounding community.
5. To uncover the critical non-school based factors causing regional inequalities in students’ access and participation in primary and secondary education in Kenya.
1.5 BACKGROUND INFORMATION
(i) Geography
Likuyani District is One of the districts that make up Lugari constituency in Kakamega county. The district has four locations. Likuyani is a settlement scheme.
(ii) Population demographics
Likuyani area is a settlement area with migrants from different communities: Luhya, kikuyu.Luo.Kisii and Kalenjin ethnic communities. the Luhya is the dominant community, with the maragori and bukusu groups having a substantial presence. Others include the tachuni and banyala.
(iii) Socio-economic activities
The main economic activity in the area is crop farming, especially large scale maize growing. Other crops crops grown in the area include beans, groundnuts,potatoes,tomatoes and onions.
Other economic activities include:
• Livestock farming
• Bee keeping
• Brick making
• Boda boda transport business
• Quarrying.
(iv) Administration structure
Likuyani District
Lugari constituency-MP is Cyrus Jirongo (KADDU)
Likuyani has four locations
• Sinoko
• Nzoia
• Likuyani
• Kongoni
Sinoko location is divided into four sub locations
• Mwiba
• Nzoia
• Milimani
• Namnyiri
(v) Religion
Majority of the residents are Christians. The dominant denominations are the Catholic, Friends, PCEA, SA and the SDA.
1.70 METHOD OF STUDY
Survey was done by use of In-depth questionnaires in school case studies.
The questionnaires were designed to collect quantitative data about the schools and the surrounding community.
The main information gathered through the questionnaires included:
1. School population and proportion per gender for the last eight years.
2. Number of teachers and their qualifications.
3. Available facilities including sports facilities and equipment.
4. The type of school, whether public or private, mixed or single gender, day or boarding.
5. School performance for the last eight years and the number of students admitted to the next level of education.
6. School fees
7. Problems facing the school.
8. Presence of library and laboratory.
9. Cases of drugs and pregnancy among students.
The information was obtained by interviewing headteachers, staff members and students. Some of the information was collected from community members and area Chief. In depth study of the schools and the surrounding community was done.
CHAPTER 2: RESULTS
GENERAL OBSERVATIONS
In general total numbers of 9 schools were studied. These included 7 primary schools and two secondary schools. Of the primary schools visited three were private while four were public schools.
The two secondary schools visited were public schools.
The following general observations were made:
• There was no university, college, or any other institute of higher learning in the study area. This was found to be the case In the whole of Likuyani district.
• There was no boarding primary school in the study area.
• There was only one single gender secondary school in the area.
THE FOLLOWING WERE THE RESULTS OBTAINED DURING THE STUDY:
2.1. SPORTS.
All the schools visited engage in some kind of sports. Most of them participate in interschool competitions, especially ballgames and athletics.
Most of the schools do not have enough sports facilities and teachers. Table 1 below gives a summary of the information collected concerning sports.
TABLE 1.0
SCHOOL NUMBER OF SPORTS TEACHERS SPORTS FACILITIES COMPETITIONS PARTICIPATED TYPE OF SPORTS SPORTS EQUIPMENT
BONDENI 2 Field, Balls Interschool games Volleyball,football,athletic Inadequate
NZOIA ACADEMY 2 Fields, balls ,nets Interschool games Football,netball,volleyball,athletics Adequate
SINOKO 2 FIELD,BALLS Interschool competitions Ballgames,athletics Inadequate
LUDODO 4 Balls, nets Interschool games Football,volleyball,athletics Inadequate
BRAINARD 2 Balls, nets Interschool competitions Football,volleyball,athletics Inadequate
BRIKENAM 1 FIELD,BALLS,nets,skipping rob, rugby None so far _ Adequate
MWIBA 4 Field,balls,nets Interschool competitions Football,volleyball,netball,athletics Adequate
St.PETERS 4 Fields,balls,nets Interschool games Football,volleyball,netball,handball adequate
St Henry 6 Field,balls,nets Interschool games Football,volleyball,athletic Inadequate.
2.2 SCHOOL FACILITIES
2.21. SCHOOL ACREAGE
Being a settlement area most schools have enough land. There are a few cases where the schools have land problems. Below is a summary of school acreage:
• Ludodo-3 acres
• Nzoia academy-3 acres
• Mwiba-5 acres
• Sinoko-3.5 acres
• Brainard-4 acres
• Brikenam-5 acres
• Bondeni-5 acres
• St peters -2.76 acres
• St henry-32 acres
2.22 .LIBRARY AND LABORATORY
None of the primary schools visited had a library nor a laboratory. No school had enough books for the pupils, hence they share. In public schools the books are provided for by the school through the free primary education fund.
The secondary schools had libraries and laboratories. Although they did not have enough books, nor enough laboratory equipment. Saisi Wabuge had 2 laboratories while St Peters had only one general laboratory.
None of the schools had a computer laboratory.
2.23. CLASSROOMS
Primary schools that had enough classrooms as compared to the number of students include:
• Mwiba-16 classrooms for 870 pupils
• Sinoko-15 classrooms for 550 pupils
• Ludodo-18 classrooms for 664 pupils
• Brikenam-8 classrooms for 35 pupils.
The primary schools that had deficiency of classrooms include: Brainard academy. Bondeni, Nzoia academy.
The secondary schools had all 8 classrooms, two streams for each form.
2.24. FARM
All the secondary schools had a farm and they all teach Agriculture.
For primary schools, only Bondeni had a farm for pupils. Primary schools offer agriculture blended in science and not as an independent discipline.
2.3 PROBLEMS FACING THE SCHOOLS
The following were identified as the general problems facing the schools in the area.
PRIMARY SCHOOLS
• Lack of morale and support from the community, the parents and the local leaders.
• Poverty of the parents, and the high cost of living. These affect payment of fees and hence hindering the smooth learning of pupils
• For public schools that depend on free education fund, the money provided is not enough, and sometimes it delays.
• Lack of enough and qualified teachers.
• High cases of dropouts and school transfers among the pupils, caused by early marriages, pregnancy and child labor.
• Absenteeism as a result of high cost of living, negligence and child labor.
• Lack of learning facilities such as stationery, classrooms and libraries.
• Insecurity in the community.
• High cases of migration causing a high turn over of pupils in the schools.
• Lack of essential amenities such as latrines.
• Most primary schools have water problems.
• No primary school visited had electricity.
• The primary schools do not have computers.
• Most primary schools have inadequate sports facilities.
• Cases of pregnancy and early relationships among the pupils.
• Indiscipline.
SECONDARY SCHOOLS
• Students do not pay their fees in time.
• There are no enough teachers.
• Lack of computers and ICT making learning difficult.
• Books are not enough in the libraries.
• Cases of dropouts, pregnancy and drugs among the students.
• Inadequate learning facilities.
2.4 PROBLEMS FACING THE COMMUNITY
• Poverty and high cost of living.
• Poor infrastructure, such as poor roads and lack of electricity.
• Insecurity in the area.
• Drunkardness
• Illiteracy among the adults.
• Immorality
• Diseases such as HIV/AIDS.
• Unemployment.
2.5 SUGGESTIONS GIVEN ON HOW TO SOLVE THE IDENTIFIED PROBLEMS
• Encouraging parents to pay fees for their children.
• Getting more funds from the government, the NGOs and other donors.
• Conducting a parents’ awareness seminar, to teach the parents on the importance of education.
• Improving infrastructure
• Introduction of computers and ICT.
• Increasing number of teachers.
• Parents participation
• Buying more books.
• Getting donors’ support
• Curbing absenteeism and dropouts.
2.6 STUDENTS POPULATION
Most of the schools visited had an average number of students. There were only two schools that had low number of students: brainard academy (101 pupils), and brakeman centre(35 pupils). However there are high cases of dropouts absenteeism and transfers of students in the schools visited. The tables below summarize the information obtained concerning student population.
POPULATION FOR THE YEAR 2011
TABLE 2.1 (a) PRIMARY SCHOOLS
SCHOOL BOYS GIRLS TOTAL NO.OF CLASSROOMS
MWIBA 407 463 870 16
BONDENI ------- ---------- 300 9
NZOIA 325 9
SINOKO 266 284 550 15
LUDODO 353 311 664 18
BRAINARD 62 39 101 8
BRIKENAM 17 18 35 8
TABLE2.1(b)SECONDARY SCHOOS
SCHOOL BOYS GIRLS TOTAL NO.OF CLASSROOMS
ST HENRY 161 168 333 7
ST PETERS 190 207 397 8
POPULATION PER CLASS
TABLE 2.2(a) PRIMARY SCHOOLS.
SCHOOL ECD 1 2 3 4 5 6 7 8
MWIBA 120 123 110 135 91 98 88 64
BONDENI 30 42 48 40 40 50 25 40 25
NZOIA 20 21 25 20 26 15 26 23 39
SINOKO 52 70 79 91 62 94 58 42
LUDODO 56 103 113 110 89 72 72 67 38
BRAINARD 23 18 16 9 8 12 5 -------- 15
BRIKENAM 10 5 6 3 3 2 2 3 --------
TABLE 2.2(b) SECONDARY SCHOOLS
SCHOOL FORM 1 FORM 2 FORM 3 FORM 4
ST PETERS 93 103 107 72
ST HENRY 92 67 88 86
TABLE 2.3 POPULATIONS FOR THE LAST 8 YEARS.
SCHOOL 2010 2009 2008 2007 2006 2005 2004 2003
MWIBA 870 830 800 760 810 800 800 800
BONDENI 320 290
NZOIA 270 270 259 250 250 270 290 290
SINOKO 511 615 608 588 542 540 496 441
LUDODO 660 664 664 651 635 624 635 635
ST HENRY 278 289 288 166 138 112 107 103
ST PETERS 378 387 387 360 320 280 240 180
Generally the data shows a growing trend in enrolment rates in most schools as evidenced in the table above.
2.7 SCHOOL PERFOMANCE IN NATIONAL EXAMS
BEST PERFOMING PRIMARY SCHOOL:
BEST PERFOMING SECONDARY SCHOOL:
PRIMARY SCHOOLS PERFOMANCE
TABLE3.1: HIGHEST GRADE
SCHOOL 2010 2009 2008 2007 2006 2005 2004 2003
SINOKO 378 376 394 357 389 362 390 417
LUDODO 350 348 366 379 358 364 365 352
BRAINARD 337
MWIBA 390
NZOIA ACADEMY 384
BONDENI 370

NB ; some information about past performance was not obtained from some schools, hence some spaces are blank.
TABLE 3.2 LOWEST GRADE
SCHOOL 2010 2009 2008 2007 2006 2005 2004 2003
BONDENI 155
SINOKO 187 198 176 151 119 133 158 171
NZOIA 229
BRAINARD 248
LUDODO 150 143 191 185 167 161 139
MWIBA 220

SECONDARY SCHOOLS PERFOMANCE
TABLE 3.3
SCHOOL HIGHEST GRADE LOWEST GRADE MEAN GRADE MEAN MATHS MEAN ENGLISH MEAN KISWAHILI
ST HENRY A- D+
ST PETERS B+ D- C- D+ C C-
2.8SCHOOL FEES
All schools in the region are fee based. Government schools in the region charge some fee although there are free primary education funds provided by the government. However the exact amount charged was not obtained during the study. The table below summarizes school fees charged by the schools, excluding exams fees.
1. PRIMARY SCHOOLS
TABLE 4.1
SCHOOL ECD 1 2 3 4 5 6 7 8
NZOIA 1500 2500 2500 2500 3000 3000 3000 4700 4700
BRIKENAM 1500 4700 4700 4700 5700 5700 5700 6300 ---
BRAINARD 2000 4750 4750 4750 5750 5750 5750 ------- 6050
LUDODO xx xx xx xx xx xx xx xx xx
BONDENI xx xx xx xx xx xx xx xx xx
MWIBA xx xx xx xx xx xx xx xx xx
SINOKO xx xx xx xx xx xx xx xx xx
NB The cells marked XX indicate cases in public primary schools in which the exact amount of fees charged was not given. The school heads only reported charging activity fee (Ksh 49.00) set by DEB.
2. SECONDARY SCHOOLS
TABLE 4.2
SCHOOL FORM ONE FORM TW FORM THREE FORM FOUR COMMENTS
ST PETERS 9788 9288 9288 9288
ST HENRYS

2.9 STAFF AND THEIR QUALIFICATIONS
The table below summarizes the information obtained as concerns to the number teachers and their qualifications.
SCHOOL NO.OF TEACHERS UNTRAINED P1 DIPLOMA BACHELORS MASTERS PHD
BRIKENAM 7 4 1 0 2 0 0
BRAINARD 9 5 4 0 0 0 0
LUDODO 13 0 13 0 0 0 0
SINOKO 13 1 12 0 0 0 0
MWIBA 15 _ _ _ _ _ _
BONDENI 10 3 5 0 2 0 0
NZOIA 11 0 0 0 0 0 0
ST PETERS 18 0 0 0 18 0 0
ST HENRY 9 0 0 0 9 0 0
NB; The exact qualification of teachers in Mwiba primary was not obtained.
2.10 CASES OF PREGNANCY AND DRUG ABUSE.
There were no major cases reported concerning drugs and pregnancy in both primary and secondary schools in the study area.
CHAPTER 3 DISCUSSION
GENERAL OBSERVATIONS
1. GENDER ISSUES
A unique observation that was made in the study is that, in both primary and secondary, the number of boys is lower than that of girls. This is a reverse of the statistics from other regions in the country. It is only in two schools; of all the 9 visited was the number of boys more than that of girls. A number of factors contribute to the higher enrolment of girls, especially in primary schools. They include:
• According to 2009 census, apparently there are more girls being born in the region than boys.
• Boys get engaged in labor earlier than girls in the region. Some boys drop out of school earlier to work as casual laborers in the neighboring farms. Others engage in the Boda Boda transport business. Yet others drop early to seek a source of livelihood in nearby quarries.
In secondary schools, the ratio of boys to girls seems to balance, although girls are still slightly more than boys. This could be as a result of teenage pregnancies among girls or early marriages. The parent preference of boy education can also contribute, since secondary education is somehow expensive, as compared to primary school education.
2. THE GAP BETWEEN PRIMARY AND SECONDARY SCHOOLS.
Apparently there are far more primary schools in the study area as compared to secondary schools. For instance in Sinoko location, there are only $ secondary schools as compared to the more than 15 primary schools. This means that the secondary schools are not enough to absorb all the candidates who qualify from nearby primary schools. Therefore some of the students seek secondary education outside the region, while others are forced to drop out of school.
3. PARENTS AND THE COMMUNITY
The main occupation of the parents in the study area is peasant farming, with others working as casuals in big farms. Hence the parents are poor. They do not afford to pay fees in time. This greatly affects the learning process in the schools.
Most parents are illiterate. They are thus ignorant on the importance of education for their children. It emerged that others are simply negligent. They do not encourage their children to go to school. Some of them let them miss school to assist them in farming.
There is a fallacious perception that there is enough land for farming and that they can depend on Agriculture, hence they tend to underrate the role of education in the society.
The surrounding community does not therefore offer a conducive environment for learning. In some cases there is conflict between the community and the school. A good example is Sinoko primary in which there is a land dispute.
Almost all schools in the study area have a PTA (parents teachers association) .
4. PERFOMANCE
Primary schools in the study area are above average schools. They perform better as compared to others in the region in national exams. Most of their pupils (approximately 80%) get admissions to secondary schools. Some of the pupils even get admissions to national schools and provincial schools. It was noted however that some schools use unorthodox methods to boost their performance. For instance the schools register a low number of pupils for KCPE, making others to repeat in standard 7. This is evidenced by the wide gap between the number of students in standard 7 and the registered standard 8 candidates.
For the secondary schools, not much information was collected as pertaining to performance. However, from literature review, it was observed that the secondary schools do not do well as compared to others in the region.
Performance could be affected by the following factors:
• Lack of adequate learning materials such as books and laboratory equipment.
• Lack of enough qualified teachers.
• High cases of absenteeism and dropouts.
5. THE ILLUSION OF FREE PRIMARY/SECONDARY EDUCATION
Despite the rationale for attaining universal primary and secondary education, most schools are still fee based. Although the school Heads for public schools in the study area denied ever charging fees, it was discovered from other sources, and from students that they do charge some fees. This is despite the government making basic education free in all public schools. These illegal fees may be hindering student enrolment since most students in the study area come from poor backgrounds.
6. TEACHING AND NON-TEACHING STAFF
Schools in Likuyani area have an acute deficient of teachers. More especially in primary schools. In some schools such as Ludodo, Mwiba and Sinoko the number of classrooms was more than the number of teachers. This creates a great workload for the teachers since some have to combine classes.
It was observed that in some government schools, teachers have overstayed in one school for up to more than 15 years. For example in sinoko primary school. This may affect the management and performance of the schools.
7. THE LUNCH FEEDING PROGRAM
All schools visited, both primary and secondary, have a feeding program for lunch. In some schools pupils bring foodstuffs while in others they are supposed to contribute some amount of much. The feeding program is effective since most pupils come from far away from schools.
A major setback of the program is that some pupils fail to contribute.
8. ABSENTISM AND DROPOUTS
Some schools reported high cases of absenteeism and dropouts. They include Bondeni primary and Sinoko primary. The main cause of absenteeism was found to be parent’s negligence. Most parents involve their children in household chores and in farm labor, especially during the planting and harvesting seasons.
9. COMPUTERS AND ICT
There is no school in the study area that has a computer laboratory for the students. In the secondary schools there were computers in offices that help in the management and record keeping.
10. SANITATION AND HYGIENE.
Of all the schools visited, St Peters secondary and St Henry secondary were cleaner and more hygienic as compared to the primary schools. The two had better toilet facilities and cleaner classrooms. For the primary schools, Mwiba primary and Sinoko primary beat the rest in terms of cleanliness.

CHAPTER FOUR: RECOMMENDATIONS
THE STUDY RECOMMENDED THE FOLLOWING MEASURES TO BE TAKEN IN ORDER TO SOLVE THE IDENTIFIED PROBLEMS.
1. INTRODUCTION OF ICT IN BOTH PRIMARY AND SECONDARY SCHOOLS
There are obvious benefits for integrating computers into secondary schools as students at this age need to focus on subject-specific content, greater critical thinking skills, scientific inquiry, and math, science and languages. Students will benefit greatly with the analytical, creative, and collaborative power of computers to map out and analyze assumptions, present ideas, and participate in projects with peers from around the country and around the world. It should be the priority of the government with the assistance of development partners, to ensure that this is possible.
Pupils at primary school levels should also be introduced to the basics of ICT in their own category.
2. CONDUCTING PARENT AWARENESS SEMINARS IN THE STUDY AREA
There is need to educate parents in the region on the importance of their children’s education. Parents should participate fully in the development of their children. The participation:
• Enhances the child’s self esteem
• Improves the child’s academic achievement.
• Improves the relationship between parent and child.
• Promotes effective school administration
• Creates a good relationship between the parent and the teachers.
Parents can participate through the PTA, by helping with homework, or by working as school volunteers, for example in fencing or repairing.
Since parents in the area have a negative attitude towards education, this cannot be possible without conducting extensive adult seminars and workshops in the area.
3. INTROCUCTION OF STUDENT MENTORSHIP PROGRAMMES.
There is need for mentorship programs to be introduced in both secondary and primary schools in the study area. Counseling helps to solve student problems as compared to actual discipline.students, just like other human beings have personal needs, challenges and perplexities that interfere with their learning. Teachers can serve as good mentors and advisors to the students.
4. TEACHING OF TECHNICAL DISCIPLINES
Though not examinable by KNEC, technical subjects such as Agriculture, arts and craft are important subjects for primary school kids. The disciplines help to nurture the talents of the pupils.
In addition, a farm should be set aside for the kids to practice farming. Music should also be given a priority.
5 ENCOURAGING SPORTS AND CO-CURRICULA ACTIVITIES
Students should be encouraged to participate in games and other physical activities. Games help to boost a child’s self esteem. Students should also be given a chance to participate in co curricula activities such as Drama and music, symbosia and educational contests.
Trips should also be encouraged as they are an important part of learning.
6. ENCOURAGING BETTER LOCAL MANAGEMENT OF SCHOOLS
These include BOG and PTA. Each of these can have significant ampact on the quality of schooling offered, if they understand and embrace their roles. Selection of the members should be based on competence rather than political affiliation.
CONCLUSION
It cannot be disputed that education is necessary for productive employment and that educated citizens are important for democratization. It is equally true that national economic well being is intimately linked to an educated, employed populace. The main purpose of this research was to identify the gaps that exist in education, especially in Likuyani area so as to come up with possible solutions. Many problems were identified and recommendations given on how to solve them.
ACKNOWLEDGEMENT
I am particularly grateful for the time and information provided by the school heads, staff members and students from schools in the case studies. Their information made it possible to gather data unavailable in any published studies.
I thank the local chiefs ( for Sinoko and Nzoia locations) for giving me the permission to do the research in the area.
Praised be the almighty, who guided me and gave me the wisdom to collect and compile these information.

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