Moses Ngware
Biographic Data
| ID | 296453 |
|---|---|
| NAME | Moses Ngware |
| GIVEN NAMES | Moses |
| FAMILY NAME | Ngware |
| SIGNATURE | NGWARE M |
| AFFILIATIONS | African Population and Health Research Center |
| ORCID | 0000-0002-0508-1773 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
This is like a church - You come with an offering
This reflective article centres on the controversy surrounding the practice of compensating research participants, drawing on insights gained from data collection experiences in rural, non-affluent schools in Kenya. The practice of going to the field 'empty-handed' is explored, shedding light on participants' reactions. To comprehend the foundational issues embedded in our field experiences, we employ perspectives from decolonial and post-colonia…
Assessing the acquisition of whole youth development skills among students in TVET institutions in Kenya
Economic growth is dependent on well-skilled human capital. Technical and Vocational Education and Training (TVET) programmes are paramount in provision of the requisite capabilities which encompass both academic and non-academic skills also known as whole youth development (WYD) skills. Youths leaving training institutions in Kenya experience various challenges associated with skills gap including incapacity to access, sustain and progress in th…
Demystifying Privatization of Education in Sub-Saharan Africa
This article examines why poor urban households utilize low-fee private schools despite the government’s pro-poor free primary education program in Kenya. Cross-sectional data collected in 2010 through a demographic surveillance survey is analyzed. Students’ parents responded to questions concerning their perceptions of the quality of schooling after the introduction of free primary education. In total, 6,660 students living in 4,220 households a…
The Mediating Effects of Aspiration, Self-Confidence, Interest in Schooling, and Peer Influence on the Relationship Between Teen Girls’ Behavior and Academic Performance
Indulgence in risky behavior is a reason for low academic performance. We hypothesized that four constructs including academic aspiration, self-confidence, interest in schooling, and peer influence mediate the relationship between risky behavior and academic performance. Data are from 1256 school-going girls in urban slums who came from the lowest 40% of poor households. Results show that indulgence in risky behavior leads to low aspiration, low …
Increasing collaborative research output between early-career health researchers in Africa
In 2008 nine African Universities and four African research institutions, in partnership with non-African institutions started the Consortium for Advanced Research Training in Africa (CARTA) to strengthen doctoral training and research capacity on health in Africa. This study describes particular aspects of the CARTA program that promotes collaboration between the PhD fellows in the program, and determines the patterns of collaborative publicatio…
Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya
Research shows that children living with two biological parents outperform those raised in other family structures. A growing number of children do not live with two biological parents in sub-Saharan Africa, but few studies have examined the consequences. In this article, data from the African Population and Health Research Center collected in the slums of Nairobi are fitted to a logistic regression model to test the hypothesis that two-parent fa…
The Role of Parental Leadership in Academic Performance
The study examines the combined effects of key elements in parental leadership on academic performance. In the wake of inadequate learning resources, parental leadership becomes an indispensable learning input for children’s academic performance. The discourse utilized data collected from 2005 to 2010 in a longitudinal study involving 1,549 children who sat for the national standardized examination in Kenya. Our findings showed that monitoring an…
Reflections of Teachers in the FPE Era
The free primary education policy has led to a significant increase in primary school enrollment in the country, from 8.6 million children in 2008 to 9.9 million in 2012. Increased enrollment complicated the work of teachers in the classrooms in the wake of FPE. This article seeks to document the challenges that teachers face in Kenyan classrooms across six urban sites in Kenya. Data come from the Education Research Program at the African Populat…
Household food (in)security and nutritional status of urban poor children aged 6 to 23 months in Kenya
Our results shed light on the joint effect of food security and wealth status on stunting. Study findings underscore the need for social protection policies to reduce the high rates of child malnutrition in the urban informal settlements
Free Primary Education and Implementation in Kenya
Free primary education policy has substantially increased school enrollment rates in Sub-Saharan African countries. The success and sustainability depend on teachers' perception, motivation, and proper implementation of the policy in the classroom. Few studies focus on teachers' experiences and challenges in the process of implementing the policy. The current study presents theoretical reviews using the "bottom-up," "top-down," and incremental po…
Does teaching style explain differences in learner achievement in low and high performing schools in Kenya
Examining the impact of age on literacy achievement among grade 6 primary school pupils in Kenya
Social relations as predictors of achievement in math in Kenyan primary schools
Improving Early‐grade Literacy in East Africa
Primary school enrollments have increased rapidly in sub‐Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early‐grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller eff…
When to Randomize
In East Africa, there is great effort directed toward ensuring that there is learning and value for money invested in universal education policies initiated over the past decade. Kenya and Uganda are two countries that typify this effort. The effort includes the work of research organisations such as Uwezo, which assess learning levels; RTI, which assesses language and early grade reading; and the work of African Population and Health Research Ce…
The effect of free primary education policy on late school entry in urban primary schools in Kenya
Factors Associated With Low Achievement Among Students From Nairobi’s Urban Informal Neighborhoods
This article contributes new evidence on factors associated with low achievement among pupils in urban informal neighborhoods in Nairobi, Kenya. The authors use three different data sets to examine the effect of residence in particular neighborhoods, pupil gender, primary school type, and household socioeconomic status on pupil achievement in the Kenya Certificate of Primary Education (KCPE) examination results for 2005 and 2006. Results suggest …
Quality of Primary Education Inputs in Urban Schools
This article examines the quality of primary school inputs in urban settlements with a view to understand how it sheds light on benchmarks of education quality indicators in Kenya. Data from a school survey that involved 83 primary schools collected in 2005 were used. The data set contains information on school quality characteristics of various types of schools in Nairobi. On the basis of the national benchmarks, the quality of education provide…
Free primary education still excludes the poorest of the poor in urban Kenya
The Kenyan government introduced free primary education in 2003 in order to universalise access to primary education. Although the policy allows universal coverage, it ought to benefit the poor most as they are the ones who were excluded from the education sector before the policy was introduced. Using household-survey data collected in Nairobi, this contribution assesses the impact of the policy on schooling outcomes of the poor. The findings re…
Why are there proportionately more poor pupils enrolled in non-state schools in urban Kenya in spite of FPE policy
Why are there proportionately more poor pupils enrolled in non-state schools in urban Kenya in spite of FPE policy
Improving Early‐grade Literacy in East Africa
Primary school enrollments have increased rapidly in sub‐Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early‐grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller eff…
Examining the impact of age on literacy achievement among grade 6 primary school pupils in Kenya
Social relations as predictors of achievement in math in Kenyan primary schools
Quality of Primary Education Inputs in Urban Schools
This article examines the quality of primary school inputs in urban settlements with a view to understand how it sheds light on benchmarks of education quality indicators in Kenya. Data from a school survey that involved 83 primary schools collected in 2005 were used. The data set contains information on school quality characteristics of various types of schools in Nairobi. On the basis of the national benchmarks, the quality of education provide…
Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya
Research shows that children living with two biological parents outperform those raised in other family structures. A growing number of children do not live with two biological parents in sub-Saharan Africa, but few studies have examined the consequences. In this article, data from the African Population and Health Research Center collected in the slums of Nairobi are fitted to a logistic regression model to test the hypothesis that two-parent fa…
Does teaching style explain differences in learner achievement in low and high performing schools in Kenya
The effect of free primary education policy on late school entry in urban primary schools in Kenya
The Role of Parental Leadership in Academic Performance
The study examines the combined effects of key elements in parental leadership on academic performance. In the wake of inadequate learning resources, parental leadership becomes an indispensable learning input for children’s academic performance. The discourse utilized data collected from 2005 to 2010 in a longitudinal study involving 1,549 children who sat for the national standardized examination in Kenya. Our findings showed that monitoring an…
Factors Associated With Low Achievement Among Students From Nairobi’s Urban Informal Neighborhoods
This article contributes new evidence on factors associated with low achievement among pupils in urban informal neighborhoods in Nairobi, Kenya. The authors use three different data sets to examine the effect of residence in particular neighborhoods, pupil gender, primary school type, and household socioeconomic status on pupil achievement in the Kenya Certificate of Primary Education (KCPE) examination results for 2005 and 2006. Results suggest …
Free primary education still excludes the poorest of the poor in urban Kenya
The Kenyan government introduced free primary education in 2003 in order to universalise access to primary education. Although the policy allows universal coverage, it ought to benefit the poor most as they are the ones who were excluded from the education sector before the policy was introduced. Using household-survey data collected in Nairobi, this contribution assesses the impact of the policy on schooling outcomes of the poor. The findings re…
Why are there proportionately more poor pupils enrolled in non-state schools in urban Kenya in spite of FPE policy
Free primary education still excludes the poorest of the poor in urban Kenya
The Kenyan government introduced free primary education in 2003 in order to universalise access to primary education. Although the policy allows universal coverage, it ought to benefit the poor most as they are the ones who were excluded from the education sector before the policy was introduced. Using household-survey data collected in Nairobi, this contribution assesses the impact of the policy on schooling outcomes of the poor. The findings re…
Factors Associated With Low Achievement Among Students From Nairobi’s Urban Informal Neighborhoods
This article contributes new evidence on factors associated with low achievement among pupils in urban informal neighborhoods in Nairobi, Kenya. The authors use three different data sets to examine the effect of residence in particular neighborhoods, pupil gender, primary school type, and household socioeconomic status on pupil achievement in the Kenya Certificate of Primary Education (KCPE) examination results for 2005 and 2006. Results suggest …
Quality of Primary Education Inputs in Urban Schools
This article examines the quality of primary school inputs in urban settlements with a view to understand how it sheds light on benchmarks of education quality indicators in Kenya. Data from a school survey that involved 83 primary schools collected in 2005 were used. The data set contains information on school quality characteristics of various types of schools in Nairobi. On the basis of the national benchmarks, the quality of education provide…
The effect of free primary education policy on late school entry in urban primary schools in Kenya
Does teaching style explain differences in learner achievement in low and high performing schools in Kenya
Examining the impact of age on literacy achievement among grade 6 primary school pupils in Kenya
Social relations as predictors of achievement in math in Kenyan primary schools
Improving Early‐grade Literacy in East Africa
Primary school enrollments have increased rapidly in sub‐Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early‐grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller eff…
When to Randomize
In East Africa, there is great effort directed toward ensuring that there is learning and value for money invested in universal education policies initiated over the past decade. Kenya and Uganda are two countries that typify this effort. The effort includes the work of research organisations such as Uwezo, which assess learning levels; RTI, which assesses language and early grade reading; and the work of African Population and Health Research Ce…
Household food (in)security and nutritional status of urban poor children aged 6 to 23 months in Kenya
Our results shed light on the joint effect of food security and wealth status on stunting. Study findings underscore the need for social protection policies to reduce the high rates of child malnutrition in the urban informal settlements
Free Primary Education and Implementation in Kenya
Free primary education policy has substantially increased school enrollment rates in Sub-Saharan African countries. The success and sustainability depend on teachers' perception, motivation, and proper implementation of the policy in the classroom. Few studies focus on teachers' experiences and challenges in the process of implementing the policy. The current study presents theoretical reviews using the "bottom-up," "top-down," and incremental po…
Reflections of Teachers in the FPE Era
The free primary education policy has led to a significant increase in primary school enrollment in the country, from 8.6 million children in 2008 to 9.9 million in 2012. Increased enrollment complicated the work of teachers in the classrooms in the wake of FPE. This article seeks to document the challenges that teachers face in Kenyan classrooms across six urban sites in Kenya. Data come from the Education Research Program at the African Populat…
The Role of Parental Leadership in Academic Performance
The study examines the combined effects of key elements in parental leadership on academic performance. In the wake of inadequate learning resources, parental leadership becomes an indispensable learning input for children’s academic performance. The discourse utilized data collected from 2005 to 2010 in a longitudinal study involving 1,549 children who sat for the national standardized examination in Kenya. Our findings showed that monitoring an…
Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya
Research shows that children living with two biological parents outperform those raised in other family structures. A growing number of children do not live with two biological parents in sub-Saharan Africa, but few studies have examined the consequences. In this article, data from the African Population and Health Research Center collected in the slums of Nairobi are fitted to a logistic regression model to test the hypothesis that two-parent fa…
Increasing collaborative research output between early-career health researchers in Africa
In 2008 nine African Universities and four African research institutions, in partnership with non-African institutions started the Consortium for Advanced Research Training in Africa (CARTA) to strengthen doctoral training and research capacity on health in Africa. This study describes particular aspects of the CARTA program that promotes collaboration between the PhD fellows in the program, and determines the patterns of collaborative publicatio…
Demystifying Privatization of Education in Sub-Saharan Africa
This article examines why poor urban households utilize low-fee private schools despite the government’s pro-poor free primary education program in Kenya. Cross-sectional data collected in 2010 through a demographic surveillance survey is analyzed. Students’ parents responded to questions concerning their perceptions of the quality of schooling after the introduction of free primary education. In total, 6,660 students living in 4,220 households a…
The Mediating Effects of Aspiration, Self-Confidence, Interest in Schooling, and Peer Influence on the Relationship Between Teen Girls’ Behavior and Academic Performance
Indulgence in risky behavior is a reason for low academic performance. We hypothesized that four constructs including academic aspiration, self-confidence, interest in schooling, and peer influence mediate the relationship between risky behavior and academic performance. Data are from 1256 school-going girls in urban slums who came from the lowest 40% of poor households. Results show that indulgence in risky behavior leads to low aspiration, low …
Assessing the acquisition of whole youth development skills among students in TVET institutions in Kenya
Economic growth is dependent on well-skilled human capital. Technical and Vocational Education and Training (TVET) programmes are paramount in provision of the requisite capabilities which encompass both academic and non-academic skills also known as whole youth development (WYD) skills. Youths leaving training institutions in Kenya experience various challenges associated with skills gap including incapacity to access, sustain and progress in th…
This is like a church - You come with an offering
This reflective article centres on the controversy surrounding the practice of compensating research participants, drawing on insights gained from data collection experiences in rural, non-affluent schools in Kenya. The practice of going to the field 'empty-handed' is explored, shedding light on participants' reactions. To comprehend the foundational issues embedded in our field experiences, we employ perspectives from decolonial and post-colonia…
Poverty, Education, and Child Welfare (15 works) · Psychology (15 works) · School Choice and Performance (12 works) · Sociology (12 works) · Political science (11 works) · Economic growth (9 works) · Pedagogy (9 works) · Economics (8 works) · Mathematics education (8 works) · Medicine (8 works)