Peter Otiato Ojiambo Livres

Joseph Kamiru Gikubu significantly influenced youth education in Kenya through his extensive career, focusing on both practical and theoretical aspects of learning. His involvement in juvenile rehabilitation programs and youth clubs highlights the importance of educational institutions in nation-building. This work explores the challenges and transformations in Kenya's educational landscape, while also contributing to the scholarship on African-centered educational biographies and their impact on the continent's socio-political and economic development during both colonial and post-colonial eras.

Focusing on Geoffrey William Griffin's influence, this study delves into the interplay between individual experiences and societal impact, particularly in Kenyan education. It employs leadership and relationality theories to analyze Griffin's contributions, including the establishment of Starehe Boys Centre, while reflecting on Kenya's educational evolution. Through qualitative inquiry, the book explores Griffin's insights on education's purpose and effective management, highlighting the critical role of educators in driving social change. It serves as a vital resource for educational biography, administration, and African educational history.

This book investigates the relationship between a given individual's life experiences and how those experiences determine, shape, and impact on his society. Specifically, it examines the role of Geoffrey William Griffin in the evolution and growth of Kenyan education. It uses leadership and relationality theories to interpret his involvement in Kenyan education. In this exploration, the study seeks to gain an understanding of the person of Griffin, identifies and examines forces that accounted for his involvement in Kenyan education and interprets how his establishment of Starehe Boys Centre reflects Kenya's educational history. It further examines his insights on the purpose of education and effective management of educational institutions. Methodologically, the book uses qualitative inquiry approach and is designed as an interpretive educational biography. Overall, the study argues that individual educators play a significant role in the process of social change. Their study illuminates complex historical, social, political, and economic contexts of their societies. This is a must book for courses on educational biography, administration, leadership and curriculum. It is a valuable resource for all stakeholders in the education process, researchers engaged in educational thought, theory, and practice, colonial, and post-colonial Kenyan and African educational history.