The contribution of the church missionary society to the development of education: a case of Ng’iya girls school of Siaya county, Kenya 1923-1967

Abstract

The study set out to establish the contribution of Christian missionaries in the development of education in Kenya. The study focused on the contributions of C.M.S in the development of education, a case study of Ng’iya Girls School of Siaya County, Kenya, 1923-1967. The study was guided by the following objectives; to examine the contributions of the C.M.S in the development of education in Siaya County with particular reference to N.G.H.S. To trace and examine the historical development of N.G.H.S. To examine the challenges N.G.H.S faced in its growth and development of education in Siaya County of Kenya. To establish the impact of C.M.S established schools on socio-economic developments to the local community of Siaya County of Kenya. Historical method of research was extensively employed since it is a historical study. The case study approach was blended by the researcher with the historical method of research culminating to a case study approach which ensured intensive investigations of the phenomenon under study. The main sources of data were primary and secondary, primary data mainly involved oral interview, data from the Kenya National Archives, the school archives and secondary sources included books and other written records. Non random selection technique called purposive sampling and snowballing technique was employed. The guiding principal to the process of data verification was subjecting the gathered information to historical techniques of internal and external criticism in the process of determining authenticity of the data collected. The main community that was examined in relation to the school was the Luo. The study has demonstrated the fact that by producing substantial African elites the school under the auspices of C.M.S largely accounts for socio-economic transformation of local community as well as at the national level. This class of educated elites acted as agents of transformation while performing their roles such as administrators, teachers, and doctors, religious leaders among others. The findings further demonstrate that C.M.S, as a forerunner has greatly contributed to literacy development in colonial as well as post colonial Kenya. Ng’iya Girls as a school was responsible for socioeconomic and political changes ‘modernization’ which emerged in the traditional set up of the Luo as well as the neighboring communities and the nation as a whole. The study is significant since it reveals important aspects relevant to the establishment and growth of secondary education and further expansively identified major historical problems hindering the growth and development of secondary education and the solutions sought. The study is resourceful to Ng’iya girls’ high school in developing its history and the recommendations will be of great importance to education stakeholders and Historians. The study therefore calls for recognition of the role played by the C.M.S among other missionary groups in the development of education in Kenya