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