Volume 10, Issue 1, January 2015, Pages 15–20
Keziah Wanja Mwaura1, Dolphine A. Odero-Wanga2, and Milcah Mulu-Mutuku3
1 Department of Applied Community Development Studies, Egerton University, PO Box 536-20115, Egerton, Kenya
2 Department of Applied Community Development Studies, Egerton University, Egerton, Kenya
3 Department of Applied Community Development Studies, Egerton University, PO Box 536-20115, Njoro, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Youths, aged between 15 and 24 years, in secondary schools in Kenya, have been facing challenges such as drugs and substance abuse; negative peer pressure; unemployment and societal negative perceptions among others. This has led to the youth being labeled as source of society's problems rather than its potential asset. Various interventions have been established such as talent nurturing programs, revival of youth polytechnics, entrepreneurship trainings and youth mentoring programs. In Kenya, mentoring is a relatively new concept though studies done in developed countries have shown that mentoring has resulted to youth empowerment. However, little has been documented about mentoring relationships in Kenya; hence this study established the influence of type of mentoring relationship on youth empowerment. A sample of 107 youth was randomly sampled from the purposively selected secondary schools with mentoring programs. Majority of the respondents were involved in more than one type of mentoring relationship at any given time. Those involved in traditional mentoring which is an informal type of mentoring relationship were 98.1%; they were also in formal type of mentoring relationships; peer and reverse mentoring were common at 91.6%; team mentoring (78.5%); situational mentoring (69.2%); group mentoring (57.0%); flash mentoring (56.1%) and E/tele mentoring (44.9%). Despite the youths being involved in various mentoring relationships, only traditional, peer mentoring, team mentoring, group mentoring and flash mentoring resulted to youth empowerment. There is need for interventions in which the policy makers develop a framework for mentoring programs as a key component in the school curriculum.
Author Keywords: Youth, Mentoring relationship, Youth empowerment, Formal mentoring, Informal mentoring.
Keziah Wanja Mwaura1, Dolphine A. Odero-Wanga2, and Milcah Mulu-Mutuku3
1 Department of Applied Community Development Studies, Egerton University, PO Box 536-20115, Egerton, Kenya
2 Department of Applied Community Development Studies, Egerton University, Egerton, Kenya
3 Department of Applied Community Development Studies, Egerton University, PO Box 536-20115, Njoro, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Youths, aged between 15 and 24 years, in secondary schools in Kenya, have been facing challenges such as drugs and substance abuse; negative peer pressure; unemployment and societal negative perceptions among others. This has led to the youth being labeled as source of society's problems rather than its potential asset. Various interventions have been established such as talent nurturing programs, revival of youth polytechnics, entrepreneurship trainings and youth mentoring programs. In Kenya, mentoring is a relatively new concept though studies done in developed countries have shown that mentoring has resulted to youth empowerment. However, little has been documented about mentoring relationships in Kenya; hence this study established the influence of type of mentoring relationship on youth empowerment. A sample of 107 youth was randomly sampled from the purposively selected secondary schools with mentoring programs. Majority of the respondents were involved in more than one type of mentoring relationship at any given time. Those involved in traditional mentoring which is an informal type of mentoring relationship were 98.1%; they were also in formal type of mentoring relationships; peer and reverse mentoring were common at 91.6%; team mentoring (78.5%); situational mentoring (69.2%); group mentoring (57.0%); flash mentoring (56.1%) and E/tele mentoring (44.9%). Despite the youths being involved in various mentoring relationships, only traditional, peer mentoring, team mentoring, group mentoring and flash mentoring resulted to youth empowerment. There is need for interventions in which the policy makers develop a framework for mentoring programs as a key component in the school curriculum.
Author Keywords: Youth, Mentoring relationship, Youth empowerment, Formal mentoring, Informal mentoring.
How to Cite this Article
Keziah Wanja Mwaura, Dolphine A. Odero-Wanga, and Milcah Mulu-Mutuku, “Influence of Type of Mentoring Relationship on Youth Empowerment in secondary schools in Njoro Sub-County, Nakuru County, Kenya,” International Journal of Innovation and Applied Studies, vol. 10, no. 1, pp. 15–20, January 2015.
