Abstract:
The growth and development of education in most parts of Kenya are intertwined
within mission stations' establishment. This study sought to explore the role of
Friends African Mission in the historical development of Lugulu and Chwele Girls
Secondary Schools from 1902-1988 in Bungoma County, Kenya. It mainly focused
on Lugulu and Chwele girls’ secondary schools. The two girls' schools were selected
using the purposive sampling method since they are the oldest and most prominent
Friends African Mission sponsored girls secondary schools in Bungoma county. The
study was inspired by the urgent need to bridge the gap in knowledge regarding
Friends African Mission's influence upon education in Western Kenya. The study
sought to achieve the following objectives; to examine the status of girl-child
education in Bungoma County under the Friends African Mission., to trace the
historical development of Lugulu and Chwele girls’ high schools, and to establish the
influence of Lugulu and Chwele girls high schools on the local community. The study
was carried out within the context of modernization theory. The target population of
participants were sdrawn from Lugulu and Chwele girls’ secondary schools and the
neighbourhood, included former and current school administrators, teachers, students,
local community leaders, and education officials. The sample size of 43 participants
was employed with the purposive sampling technique, utilized in order to identify the
key informants. The study being historical in nature, basically used historical methods
of research as its research design. The main sources of data informing the study were
primary and secondary. Primary sources included historical documents found in
Kenya National Archives, such as official school records, official and private
correspondence, and minutes of annual church meetings. Apart from written sources,
oral testimonies were also used as primary evidence for the study. To this end,
different categories of informants were identified using the snowball technique and
subsequently interviewed. Their testimonies were critical in either reporting or
corroborating evidence from archival sources. After the details had been checked and
confirmed, it was acknowledged as empirical proof for the analysis. This proof was
then qualitatively examined. This coincided with creating a coding scheme in which
those topics covered by the said proof were described. The study unearthed several
findings when considered in light of its objectives and theoretical framework. The
Friends African Mission played an important role in the Historical development of
Lugulu and Chwele Girls High Schools in Bungoma County. The colonial
government and the local native council also played a key role in the establishment of
the two girls’ school. The study has revealed that the schools have transformed the
lives of girls and women in the community and in Kenya at large. In conclusion the
study recommended that the government should provide scholarships to needy girls
and allow those who become pregnant to go back to schools after delivery, then
ensure their safety and security. There should be a review of the curriculum for
gender responsive school environment including separate toilets of boys and girls, the
two schools should find ways of keeping school records safely because they are vital
for understanding of the historical development of the schools. The Alumni of Lugulu
and Chwele Girls High Schools should take an active role in management of the two
schools to uplift the performance of the schools. The old girls should go out of their
way to support and nature young girls at these institutions.