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Kenyan Youth Education in Colonial and Post-Colonial TimesConclusion: Thoughts on Youth Education and School Leadership

Kenyan Youth Education in Colonial and Post-Colonial Times: Conclusion: Thoughts on Youth... [This chapter examines Joseph Gikubu’s thoughts and insights on youth education and school leadership. It demonstrates that his views were shaped by his experiences in Manyani, Wamumu, Othaya Approved School, and Starehe Boys Centre and School (SBC). Although originally not educated beyond junior high school, he spent most of his life in the practice of education confronting the many educational challenges that were being experienced in Kenya. Gikubu’s thoughts on youth education recognized the need to provide an education that was rich and creative, that incorporated African indigenous education, was development centered, holistic, nationalistic, efficient in the management of school resources, entrepreneurial, and committed to youth education. He believed that school leadership should be purpose-driven, enhanced longevity of leadership and open management, and also foster strong bonds with the alumni, providing individual attention and care to students, enhancing collaboration in school leadership, encouraging good relationships and servant leadership, and enhancing commitment to community engagement.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Kenyan Youth Education in Colonial and Post-Colonial TimesConclusion: Thoughts on Youth Education and School Leadership

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Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s) 2017
ISBN
978-3-319-59989-2
Pages
169 –182
DOI
10.1007/978-3-319-59990-8_6
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter examines Joseph Gikubu’s thoughts and insights on youth education and school leadership. It demonstrates that his views were shaped by his experiences in Manyani, Wamumu, Othaya Approved School, and Starehe Boys Centre and School (SBC). Although originally not educated beyond junior high school, he spent most of his life in the practice of education confronting the many educational challenges that were being experienced in Kenya. Gikubu’s thoughts on youth education recognized the need to provide an education that was rich and creative, that incorporated African indigenous education, was development centered, holistic, nationalistic, efficient in the management of school resources, entrepreneurial, and committed to youth education. He believed that school leadership should be purpose-driven, enhanced longevity of leadership and open management, and also foster strong bonds with the alumni, providing individual attention and care to students, enhancing collaboration in school leadership, encouraging good relationships and servant leadership, and enhancing commitment to community engagement.]

Published: Aug 5, 2017

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