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Impact of Development of Tea Plantation Economy from 1927 to 1963 on Social and Economic Status of Nandi East Sub-County, Kenya

Posted on October 14, 2020September 9, 2022 by African Research Journal of Education and Social Sciences

Authors: 1 Victor Kipkoech Mutai, 2 Samuel Nyanchoga, 3 Melvin Lilechi
1,2,3 The Catholic University of Eastern Africa,
P.O. Box 62157 – 00200, Nairobi, Kenya
Email: lixella6@gmail.com

Abstract

This paper examined the impact of the development of the tea plantation economy from 1927 to 1963 on the social and economic status of Nandi East Sub-county, Kenya. The paper reviewed land alienation policies on the development of the tea plantation economy, the colonial labour, and taxation policies on the development of the tea plantation economy. The review showed that tea was introduced by the British through various policies. The growth of tea was introduced by the British through policies like land alienation, forced labour, taxation, and missionary education. Nandi East Sub-County was fundamentally impacted by the introduction of tea and this was more the case with communities closer to the tea estates. Due to the colonial establishment, Africans were driven to reserves. African land was taken away; many Africans died, some migrated out of their homes hence family separation and integrated Africans into the cash crop economy.

Keywords: Tea plantation, land alienation, tea labour policies, tea taxation policies, tea plantation development  social impact,  tea plantation development economic impact 

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Suggested Citation

Kipkoech, M.V., Nyanchoga, S., & Lilechi, M. (2020). Impact of development of tea plantation economy from 1927 to 1963 on social and economic status of Nandi East Sub County, Kenya. African Research Journal of Education and Social Sciences, 7(3), 1-8. Available online at http://arjess.org/social-sciences-research/impact-of-development-of-tea-plantation-economy-from-1927-to-1963-on-social-and-economic-status-of-nandi-east-sub-county-kenya.pdf

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  • CURRENT ISSUE (12)
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  • Teachers Perspectives on Inclusive Education in Secondary Schools in Sierra Leone
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