This paper gives an analysis of the quality issues in the expansion of university education in Kenya examining the human resource challenges and opportunities. It examines a variety of factors that impact the nature, ...This paper gives an analysis of the quality issues in the expansion of university education in Kenya examining the human resource challenges and opportunities. It examines a variety of factors that impact the nature, content, and mode of delivery of the teaching. The paper is an introduction and highlights the importance of higher education to societal development. It observes that higher education enables individuals to develop their capabilities to the highest potential, serves the needs of an adaptive, sustainable and knowledge based economy and plays a major role in shaping a democratic, civilized and inclusive society. It is thus seen as the key to progress in the 21 st century. It examines government policy with respect to education in general and higher education in particular. It is noted that the government recognizes the important role that education plays to foster national development and has therefore through various policy instruments sought to ensure that access, relevance, and quality become the major areas of the development of higher education in the country. The management of the universities in the country has faced serious human resource challenges. These challenges arise from the fact that the rapid expansion of university education in the country has not been accompanied with provision of resources in order to maintain high standards, quality, and relevance. This in turn has negatively affected the quality and relevance of the programmes. It is recommended that in order to enhance the quality of teaching, research, and service delivery.展开更多
This study was conducted to determine the value added by Income-Generating Activities （IGAs） on the financial performance of public secondary schools, in terms of assets, liability portfolio, and net worth. Secondar...This study was conducted to determine the value added by Income-Generating Activities （IGAs） on the financial performance of public secondary schools, in terms of assets, liability portfolio, and net worth. Secondary school managers have the gigantic task of balancing meager resources between subsistence and development needs as well as good performance in national examinations. However, macro-economic shocks such as inflation, fuel shortage, and crop failure, among others, often militate against the success of public schools. School-based IGAs enable public schools to cope with external economic shocks, without necessarily passing down budgetary adjustments to parents. However, the country lacks a clear policy guideline to facilitate the initiation, management, accounting, reviewing, and financial reporting of IGA projects. Besides, there is no documented information regarding the value added by IGA initiatives to the financial performance of public secondary schools. The study found that IGA and non-IGA schools were significantly different in terms of category, student population, age, annual income, and number of paid workers. Schools having IGAs were 1.9 times more likely to own as many assets as schools not having IGAs. Besides, IGA schools were about 2.2 times less likely to have their liability in excess of the median threshold. Regarding net worth, the study found that schools having IGAs were about 2.1 times more likely to be operating above the median threshold; suggesting that schools having IGAs were wealthier than non-IGA schools. Based on the findings, this study concludes that IGA projects were beneficial to schools by improving the ability of schools to accumulate assets and manage their liabilities. The study recommends the need to： formulate an appropriate policy framework to guide and standardize IGA activities; initiate suitable training programs for school IGA managers; as well as engage business development managers to advice schools on IGA matters.展开更多
Instructional planning gives teachers control over teaching/learning process and assures learning achievement. However, instructional planning and the linkage to learning achievement remain deficient in literature. Th...Instructional planning gives teachers control over teaching/learning process and assures learning achievement. However, instructional planning and the linkage to learning achievement remain deficient in literature. This study assessed factors influencing teachers＇ decision to plan lessons, and effect of lesson planning on learning achievement. Primary data were obtained from 341 teachers of business studies. Bivariate analysis obtained cross-tabulations with Chisquare （χ2） and One-way Analysis of Variance （ANOVA）; while multivariate analysis obtained β coefficients and odds ratios. The study found that average workload accounted for the highest variance in the availability of lesson plans at 8.5%, suggesting that reducing workload is likely to increase the proportion of those planning their teaching by up to 8.5%, followed by professional experience （7.6%）, lesson plan inspection frequency （6.9%）, professional training （5.9%）, administrative duties （5.8%）, and teacher motivation （4.7%）. The adjusted regression model explained 46.5% of variance in availability of lesson plans. The study recommends： higher budgetary allocation for Teachers＇ Service Commission to hire more teachers; school boards to generate supplementary resources and hire trained teachers; regular spot checks on lesson plans; and appropriate motivation for teachers.展开更多
Institutional support is an essential antecedent for lecturer＇s preparedness for e-learning. The purpose of this study was to determine the influence of institutional support through appropriate training programs and...Institutional support is an essential antecedent for lecturer＇s preparedness for e-learning. The purpose of this study was to determine the influence of institutional support through appropriate training programs and budgetary allocation on lecturers＇ preparedness for e-learning at the University of Nairobi. A cross-sectional survey design was applied to source data from 212 lecturers and 96 administrative staff. Both quantitative and qualitative techniques were applied to process, analyze, and interpret the data. Quantitative analysis yielded descriptive statistics as well as cross tabulations with Chi-square （x^2） statistic. The study found lack of significant relationship between lecturer＇s preparedness for e-learning and knowledge of the existence of an Information and Communication Technology （ICT） training program. The existing training program was still underdeveloped in terms of funding and strategies. Lecturers＇ preparedness for e-learning was also not significantly associated with perceived effectiveness of the existing training program; but was significantly related to training in software tools, as well as the source of funding for training. Although a team of ICT experts has been mandated to help academic staff prepare for e-learning, the team＇s functionality was constrained by under-funding and multiple roles. Lecturer＇s preparedness for e-learning also significantly associated with perceived adequacy of budgetary allocation for ICT program at the departmental level. Under-funding was a key factor constraining access to computers at the workplace, reliable internet connectivity and timely technical support, all of which significantly associated with lecturers＇ preparedness for e-learning. Universities in resource-poor settings should consider creating necessary partnerships to create avenues for information and resource sharing, revamp existing training programs with fmancial and human resources, create linkages with funding institutions, as well as improve budgetary allocation to ensure universal access to functional computers at the workplace, reliable internet connectivity and timely technical support.展开更多
This study presents the fact that the relationship between the white colonialists and the black indigenous population threw up a myriad of socio-political cross fertilization in Africa. The way and manner the Whites r...This study presents the fact that the relationship between the white colonialists and the black indigenous population threw up a myriad of socio-political cross fertilization in Africa. The way and manner the Whites related with the Black people, the levels of reactions and response of the black population to the invading socio-political values and standards during the colonial era has been the subject of interesting writings in Africa. Of significance in this class of writing in Kenya is Ngugi Wa Thiong＇O＇s works. His profound sympathy with his people in their weaknesses, their poverty in the socio-political development in Kenya, and particularly his hatred of exploitation, cruelty, and injustice are noteworthy. It is the thrust of this work to critically look at the socio-political change in postcolonial Kenya through the literary eyes of Ngugi in his remarkable and compelling work, Petals of Blood （1977）, with a view to establish the contributions of the work to real socio-political development in Kenya through the approaches of textual criticism, interpretation, and post-colonial theory. Thus, the study examines the socio-political development in postcolonial Kenyan society, the lifestyle of people, and the relationships that exist among Kenyan citizens, especially between the rich and the poor, the government （ruling class）, and the governed （masses）. It also establishes the basis for the continued prevalence of the themes of violence, corruption, injustice, disillusionment, decadence, and disintegration in contemporary Kenyan literature, in spite of the transformation and change in the socio-political setting of the State.展开更多
The purpose of this study was to establish factors that lead to poor integration of Information and communication technology （ICT） for teaching and learning in schools in Kenya, despite comprehensive policy, institu...The purpose of this study was to establish factors that lead to poor integration of Information and communication technology （ICT） for teaching and learning in schools in Kenya, despite comprehensive policy, institutional, infrastructural frameworks and capacity building by the Ministry of Education. The subject of this study was administered by use of questionnaires in three categories of public schools： national school, provincial schools and district schools. The respondents were students from each level that is from one, two, three and four and teachers based on the most offered subjects in the secondary schools. The computer assisted learning facilities were classified into computers, internet and content in optical media. In national school Internet based research, optical media content provided by Kenya Institute of Curriculum Development and Cyber School program for science subjects was used in learning. In provincial school, it lacks adequate computers, reliable Internet and content in optical media. In district school, it lacks adequate computer, no internet connection and content in optical media. A learner management system which can be accessed by all learners by use of any internet access devices like mobile phone access will be an ideal tool with over 4,000,000 mobile phone subscribers currently in Kenya.展开更多
Women in Kenya are underrepresented in decision-making positions, which appears as a remnant of persisting cultural gender roles that limit women from participating in activities critical for personal, societal, and n...Women in Kenya are underrepresented in decision-making positions, which appears as a remnant of persisting cultural gender roles that limit women from participating in activities critical for personal, societal, and national development. Such retrogressive ideas regarding a large number of the country＇s citizens have to be addressed early in the life of a girl to build in girls＇ self-esteem and facilitate them to develop leadership skills. This study investigated the extent to which girls in primary schools in Voi sub-county are involved in leadership in their schools. The study was based on the 2010 Kenya＇s constitution which ruled that no more than two-thirds of elected or appointed public institutions leaders should consist of one gender. The new legal framework seeks to break down the barriers women face in realizing their political, civil, economic, and social rights. It also ensures that women are involved in decision-making at all levels of government. In this study, data was collected from three mixed primary schools in Voi sub-county given codes A, B, and C. School A had a total of 470 pupils; 225 were boys and 245 were girls and the school had 21 leadership positions. The findings showed that the majority 14 （66.7%） of the leadership positions were occupied by boys while the few 7 （33.3%） were occupied by girls. In school B, there were a total of 1,056 pupils; 498 were boys and 558 were girls. There were 13 leadership positions. The majority of the positions 7 （53.8 %） were occupied by boys and minority 6 （46.2%） were occupied by girls. In school C, there were a total of 1,450 pupils and 680 were boys and 770 girls. There were 13 leadership positions. The majority 7 （53.8%） of the positions were occupied by boys while 6 （46.2%） were occupied by girls. In all the schools, there were more girls than boys but boys occupied more leadership positions than girls. Boys also took senior positions and girls were their deputies and were not as active as boys in areas such as class discussions and debate. It was recommended that conscious effort should be made to develop leadership skills in girls during their formative years.展开更多
Kenyan universities, as other business entities, are implementing various information systems to facilitate their operations. The systems include enterprise systems which are implemented to enhance institutional manag...Kenyan universities, as other business entities, are implementing various information systems to facilitate their operations. The systems include enterprise systems which are implemented to enhance institutional management given their emphasis on standardisation, streamlining, and integration of business operations. In this study, the authors have established that Kenyan universities have mainly implemented systems for finance and accounting, student admissions, examinations management, and library services. The authors have also established that there are no significant differences in information systems needs among Kenyan universities, but there are significant differences in strengths and weaknesses among the private and public universities in the capabilities of systems they have implemented. The authors have further established that despite fears especially on delays in projects implementation and system costs, Kenyan universities are in a position to implement enterprise systems to facilitate their operations. However, the universities need to allocate more funds to systems implementation if they have to successfully implement enterprise systems which generally require more resources than ordinary software applications.展开更多
An ethnobotanical study was carried out in the sacred forests of Kaya Kauma in Kilifi county and Kaya Tsolokero in Junju location in Kenya between 21st January 2015 to 22nd February 2016. Ethnobotanical data on the kn...An ethnobotanical study was carried out in the sacred forests of Kaya Kauma in Kilifi county and Kaya Tsolokero in Junju location in Kenya between 21st January 2015 to 22nd February 2016. Ethnobotanical data on the knowledge of useful Indigenous Food Plants among the dwelling population in the villages around Kaya Kauma and Kaya Tsolokero were obtained from the using semi-structured questionnaire and interviews of the population in the homesteads around both the forests. The Food Plants included vegetables, fruit or any sort of food if they yield to the society. Results based on a questionnaire survey in 18 villages around Kaya Kauma and 9 villages around Kaya Tsolokero are presented by different stratum of Gender, Age, Tribes, Education level, Relationship to the village, Marital status. Usage of plant as food out of the population interviewed around Kaya Kauma and the total fruit plants mentioned by the villagers dwelling around the forest was 18 belonging to 9 different families. The total vegetable plants which were mentioned by the population around Kaya Kauma were 23 belonging to 12 different families. Other Food Plants mentioned by the community was 36. Out of the population interviewed around Kaya Tsolokero out of the Food Plants mentioned by the community, total fruit plants mentioned by the community was 46 belonging to 19 different families, total vegetable plants mentioned was 20 which belonged to 13 different families and other Food Plants mentioned by the community was 23. Out of the dwelling tribes around Kaya Kanma, Mkauma emerged as the most popular tribe and Mjibana as the most popular tribe around Kaya Tsolokero. The 18 adjoining villages to Kaya Kauma were interviewed for the survey and 9 adjoining villages were interviewed adjacent to Kaya Tsolokero.展开更多
A comparison of field performance of Acacia xanthophloea, Schinus molle, Casuarina equisetifolia and Gravellia robusta plant species was made in an exhausted limestone quarry, backfilled with limestone mine waste in a...A comparison of field performance of Acacia xanthophloea, Schinus molle, Casuarina equisetifolia and Gravellia robusta plant species was made in an exhausted limestone quarry, backfilled with limestone mine waste in a semi-arid area in Athi River, Kenya. The aim of the study was to determine if the tree species had an influence on the soil chemical properties. The soil had alkaline pH ranging from 8.0 to 8.98, low nitrogen content （〈 0.03%）, moderate phosphorus concentrations ranging from 44.15 ppm to 21.33 ppm and high to moderate exchangeable cations （Na, Ca, Mg and K）. All the tree species exerted a positive influence on soil properties necessary for plant growth. The pH values and total phosphorus were relatively lower in soils close to the trees （0.5 m） and increased with distance from the trees, while the soil values for total nitrogen and exchangeable cations were relatively higher close to the trees. C. equisetifolia had the best growth performance and a higher positive influence on the soil chemical properties necessary for plant growth followed by A. xanthophloea. It was concluded that trees should remain a feature of quarry rehabilitation because of their role in maintaining the biophysical environment.展开更多
文摘This paper gives an analysis of the quality issues in the expansion of university education in Kenya examining the human resource challenges and opportunities. It examines a variety of factors that impact the nature, content, and mode of delivery of the teaching. The paper is an introduction and highlights the importance of higher education to societal development. It observes that higher education enables individuals to develop their capabilities to the highest potential, serves the needs of an adaptive, sustainable and knowledge based economy and plays a major role in shaping a democratic, civilized and inclusive society. It is thus seen as the key to progress in the 21 st century. It examines government policy with respect to education in general and higher education in particular. It is noted that the government recognizes the important role that education plays to foster national development and has therefore through various policy instruments sought to ensure that access, relevance, and quality become the major areas of the development of higher education in the country. The management of the universities in the country has faced serious human resource challenges. These challenges arise from the fact that the rapid expansion of university education in the country has not been accompanied with provision of resources in order to maintain high standards, quality, and relevance. This in turn has negatively affected the quality and relevance of the programmes. It is recommended that in order to enhance the quality of teaching, research, and service delivery.
文摘This study was conducted to determine the value added by Income-Generating Activities （IGAs） on the financial performance of public secondary schools, in terms of assets, liability portfolio, and net worth. Secondary school managers have the gigantic task of balancing meager resources between subsistence and development needs as well as good performance in national examinations. However, macro-economic shocks such as inflation, fuel shortage, and crop failure, among others, often militate against the success of public schools. School-based IGAs enable public schools to cope with external economic shocks, without necessarily passing down budgetary adjustments to parents. However, the country lacks a clear policy guideline to facilitate the initiation, management, accounting, reviewing, and financial reporting of IGA projects. Besides, there is no documented information regarding the value added by IGA initiatives to the financial performance of public secondary schools. The study found that IGA and non-IGA schools were significantly different in terms of category, student population, age, annual income, and number of paid workers. Schools having IGAs were 1.9 times more likely to own as many assets as schools not having IGAs. Besides, IGA schools were about 2.2 times less likely to have their liability in excess of the median threshold. Regarding net worth, the study found that schools having IGAs were about 2.1 times more likely to be operating above the median threshold; suggesting that schools having IGAs were wealthier than non-IGA schools. Based on the findings, this study concludes that IGA projects were beneficial to schools by improving the ability of schools to accumulate assets and manage their liabilities. The study recommends the need to： formulate an appropriate policy framework to guide and standardize IGA activities; initiate suitable training programs for school IGA managers; as well as engage business development managers to advice schools on IGA matters.
文摘Instructional planning gives teachers control over teaching/learning process and assures learning achievement. However, instructional planning and the linkage to learning achievement remain deficient in literature. This study assessed factors influencing teachers＇ decision to plan lessons, and effect of lesson planning on learning achievement. Primary data were obtained from 341 teachers of business studies. Bivariate analysis obtained cross-tabulations with Chisquare （χ2） and One-way Analysis of Variance （ANOVA）; while multivariate analysis obtained β coefficients and odds ratios. The study found that average workload accounted for the highest variance in the availability of lesson plans at 8.5%, suggesting that reducing workload is likely to increase the proportion of those planning their teaching by up to 8.5%, followed by professional experience （7.6%）, lesson plan inspection frequency （6.9%）, professional training （5.9%）, administrative duties （5.8%）, and teacher motivation （4.7%）. The adjusted regression model explained 46.5% of variance in availability of lesson plans. The study recommends： higher budgetary allocation for Teachers＇ Service Commission to hire more teachers; school boards to generate supplementary resources and hire trained teachers; regular spot checks on lesson plans; and appropriate motivation for teachers.
文摘Institutional support is an essential antecedent for lecturer＇s preparedness for e-learning. The purpose of this study was to determine the influence of institutional support through appropriate training programs and budgetary allocation on lecturers＇ preparedness for e-learning at the University of Nairobi. A cross-sectional survey design was applied to source data from 212 lecturers and 96 administrative staff. Both quantitative and qualitative techniques were applied to process, analyze, and interpret the data. Quantitative analysis yielded descriptive statistics as well as cross tabulations with Chi-square （x^2） statistic. The study found lack of significant relationship between lecturer＇s preparedness for e-learning and knowledge of the existence of an Information and Communication Technology （ICT） training program. The existing training program was still underdeveloped in terms of funding and strategies. Lecturers＇ preparedness for e-learning was also not significantly associated with perceived effectiveness of the existing training program; but was significantly related to training in software tools, as well as the source of funding for training. Although a team of ICT experts has been mandated to help academic staff prepare for e-learning, the team＇s functionality was constrained by under-funding and multiple roles. Lecturer＇s preparedness for e-learning also significantly associated with perceived adequacy of budgetary allocation for ICT program at the departmental level. Under-funding was a key factor constraining access to computers at the workplace, reliable internet connectivity and timely technical support, all of which significantly associated with lecturers＇ preparedness for e-learning. Universities in resource-poor settings should consider creating necessary partnerships to create avenues for information and resource sharing, revamp existing training programs with fmancial and human resources, create linkages with funding institutions, as well as improve budgetary allocation to ensure universal access to functional computers at the workplace, reliable internet connectivity and timely technical support.
文摘This study presents the fact that the relationship between the white colonialists and the black indigenous population threw up a myriad of socio-political cross fertilization in Africa. The way and manner the Whites related with the Black people, the levels of reactions and response of the black population to the invading socio-political values and standards during the colonial era has been the subject of interesting writings in Africa. Of significance in this class of writing in Kenya is Ngugi Wa Thiong＇O＇s works. His profound sympathy with his people in their weaknesses, their poverty in the socio-political development in Kenya, and particularly his hatred of exploitation, cruelty, and injustice are noteworthy. It is the thrust of this work to critically look at the socio-political change in postcolonial Kenya through the literary eyes of Ngugi in his remarkable and compelling work, Petals of Blood （1977）, with a view to establish the contributions of the work to real socio-political development in Kenya through the approaches of textual criticism, interpretation, and post-colonial theory. Thus, the study examines the socio-political development in postcolonial Kenyan society, the lifestyle of people, and the relationships that exist among Kenyan citizens, especially between the rich and the poor, the government （ruling class）, and the governed （masses）. It also establishes the basis for the continued prevalence of the themes of violence, corruption, injustice, disillusionment, decadence, and disintegration in contemporary Kenyan literature, in spite of the transformation and change in the socio-political setting of the State.
文摘The purpose of this study was to establish factors that lead to poor integration of Information and communication technology （ICT） for teaching and learning in schools in Kenya, despite comprehensive policy, institutional, infrastructural frameworks and capacity building by the Ministry of Education. The subject of this study was administered by use of questionnaires in three categories of public schools： national school, provincial schools and district schools. The respondents were students from each level that is from one, two, three and four and teachers based on the most offered subjects in the secondary schools. The computer assisted learning facilities were classified into computers, internet and content in optical media. In national school Internet based research, optical media content provided by Kenya Institute of Curriculum Development and Cyber School program for science subjects was used in learning. In provincial school, it lacks adequate computers, reliable Internet and content in optical media. In district school, it lacks adequate computer, no internet connection and content in optical media. A learner management system which can be accessed by all learners by use of any internet access devices like mobile phone access will be an ideal tool with over 4,000,000 mobile phone subscribers currently in Kenya.
文摘Women in Kenya are underrepresented in decision-making positions, which appears as a remnant of persisting cultural gender roles that limit women from participating in activities critical for personal, societal, and national development. Such retrogressive ideas regarding a large number of the country＇s citizens have to be addressed early in the life of a girl to build in girls＇ self-esteem and facilitate them to develop leadership skills. This study investigated the extent to which girls in primary schools in Voi sub-county are involved in leadership in their schools. The study was based on the 2010 Kenya＇s constitution which ruled that no more than two-thirds of elected or appointed public institutions leaders should consist of one gender. The new legal framework seeks to break down the barriers women face in realizing their political, civil, economic, and social rights. It also ensures that women are involved in decision-making at all levels of government. In this study, data was collected from three mixed primary schools in Voi sub-county given codes A, B, and C. School A had a total of 470 pupils; 225 were boys and 245 were girls and the school had 21 leadership positions. The findings showed that the majority 14 （66.7%） of the leadership positions were occupied by boys while the few 7 （33.3%） were occupied by girls. In school B, there were a total of 1,056 pupils; 498 were boys and 558 were girls. There were 13 leadership positions. The majority of the positions 7 （53.8 %） were occupied by boys and minority 6 （46.2%） were occupied by girls. In school C, there were a total of 1,450 pupils and 680 were boys and 770 girls. There were 13 leadership positions. The majority 7 （53.8%） of the positions were occupied by boys while 6 （46.2%） were occupied by girls. In all the schools, there were more girls than boys but boys occupied more leadership positions than girls. Boys also took senior positions and girls were their deputies and were not as active as boys in areas such as class discussions and debate. It was recommended that conscious effort should be made to develop leadership skills in girls during their formative years.
文摘Kenyan universities, as other business entities, are implementing various information systems to facilitate their operations. The systems include enterprise systems which are implemented to enhance institutional management given their emphasis on standardisation, streamlining, and integration of business operations. In this study, the authors have established that Kenyan universities have mainly implemented systems for finance and accounting, student admissions, examinations management, and library services. The authors have also established that there are no significant differences in information systems needs among Kenyan universities, but there are significant differences in strengths and weaknesses among the private and public universities in the capabilities of systems they have implemented. The authors have further established that despite fears especially on delays in projects implementation and system costs, Kenyan universities are in a position to implement enterprise systems to facilitate their operations. However, the universities need to allocate more funds to systems implementation if they have to successfully implement enterprise systems which generally require more resources than ordinary software applications.
文摘An ethnobotanical study was carried out in the sacred forests of Kaya Kauma in Kilifi county and Kaya Tsolokero in Junju location in Kenya between 21st January 2015 to 22nd February 2016. Ethnobotanical data on the knowledge of useful Indigenous Food Plants among the dwelling population in the villages around Kaya Kauma and Kaya Tsolokero were obtained from the using semi-structured questionnaire and interviews of the population in the homesteads around both the forests. The Food Plants included vegetables, fruit or any sort of food if they yield to the society. Results based on a questionnaire survey in 18 villages around Kaya Kauma and 9 villages around Kaya Tsolokero are presented by different stratum of Gender, Age, Tribes, Education level, Relationship to the village, Marital status. Usage of plant as food out of the population interviewed around Kaya Kauma and the total fruit plants mentioned by the villagers dwelling around the forest was 18 belonging to 9 different families. The total vegetable plants which were mentioned by the population around Kaya Kauma were 23 belonging to 12 different families. Other Food Plants mentioned by the community was 36. Out of the population interviewed around Kaya Tsolokero out of the Food Plants mentioned by the community, total fruit plants mentioned by the community was 46 belonging to 19 different families, total vegetable plants mentioned was 20 which belonged to 13 different families and other Food Plants mentioned by the community was 23. Out of the dwelling tribes around Kaya Kanma, Mkauma emerged as the most popular tribe and Mjibana as the most popular tribe around Kaya Tsolokero. The 18 adjoining villages to Kaya Kauma were interviewed for the survey and 9 adjoining villages were interviewed adjacent to Kaya Tsolokero.
文摘A comparison of field performance of Acacia xanthophloea, Schinus molle, Casuarina equisetifolia and Gravellia robusta plant species was made in an exhausted limestone quarry, backfilled with limestone mine waste in a semi-arid area in Athi River, Kenya. The aim of the study was to determine if the tree species had an influence on the soil chemical properties. The soil had alkaline pH ranging from 8.0 to 8.98, low nitrogen content （〈 0.03%）, moderate phosphorus concentrations ranging from 44.15 ppm to 21.33 ppm and high to moderate exchangeable cations （Na, Ca, Mg and K）. All the tree species exerted a positive influence on soil properties necessary for plant growth. The pH values and total phosphorus were relatively lower in soils close to the trees （0.5 m） and increased with distance from the trees, while the soil values for total nitrogen and exchangeable cations were relatively higher close to the trees. C. equisetifolia had the best growth performance and a higher positive influence on the soil chemical properties necessary for plant growth followed by A. xanthophloea. It was concluded that trees should remain a feature of quarry rehabilitation because of their role in maintaining the biophysical environment.
