Academic literature on the topic 'Environmental education – Kenya'
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Journal articles on the topic "Environmental education – Kenya"
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Dogbey, James, Cassie Quigley, Megan Che, and Jeffrey Hallo. "Using Smartphone Technology in Environmental Sustainability Education." International Journal of Mobile and Blended Learning 6, no. 1 (January 2014): 1–16. http://dx.doi.org/10.4018/ijmbl.2014010101.
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This study engaged key stakeholders in an economically and environmentally fragile region in Kenya in a unique, interdisciplinary, and integrative approach to explore the extent to which the use of smartphone technology helps access the environmental values and sustainability perspectives of the people of the Maasai land. The results of the study indicate that the participants' environmental values and sustainability perspectives, exposed through photovoices, pertain mainly to issues regarding livestock grazing, deforestation, soil erosion, wildlife and human co-habitation, waste management, afforestation, and the conservation of the natural vegetation. A common theme permeating the participants' photovoices was their awareness of the intertwining effects of these major environmental issues on the environment. The results also suggest a strong understanding of ecological compositions and connections in the environment by the participants.
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Manyasi, Beatrice Namusonge. "DEVELOPING COGNITION OF ENVIRONMENTAL SUSTAINABILITY THROUGH EDUCATION." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 88–100. http://dx.doi.org/10.31686/ijier.vol5.iss7.726.
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Environmental sustainability focuses on protecting environmental resources such as water, land, forests and biodiversity, among others. The relationship between human beings and nature is essential. Human beings need a healthy productive life without undermining the environmental needs of present and future generations. Social communities ought to develop their economy making intellectual decisions pertaining to the management of their natural resources so as not to compromise the needs of future generations. The study sought to establish the effectiveness of the approach used in teaching environmental education in secondary schools in Kenya by investigating the cognition of first year university students about environmental concerns and their effects. Qualitative research methodology was used. The techniques used to generate data were interviews and audio-recording. Findings revealed that respondents lacked cognition about how human beings negatively affect the environment and the challenges experienced by them as a result of the negative effects. The approach used in teaching environmental education in secondary schools in Kenya is not effective. It goes against the principle of using the preventive approach to protect the environment through education. It is essential to develop appropriate policies and reform the curriculum in basic education to enable learners to move from nature appreciation and awareness to education for an ecologically sustainable future. Environmental Education can be used as a context of integration for learning with other subjects including English Language Teaching.
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Katsivo, Melanie Nyambura. "Health education in rural kenya." Psychology & Health 12, no. 1 (November 1996): 43–48. http://dx.doi.org/10.1080/08870449608406920.
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Bruselius-Jensen, Maria, Kerry Renwick, and Jens Aagaard-Hansen. "Cross-cultural school-based encounters as global health education." Health Education Journal 76, no. 3 (November 24, 2016): 349–61. http://dx.doi.org/10.1177/0017896916676209.
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Objective: Drawing on the concepts of the cosmopolitan person and democratic health education, this article explores the merits of primary school–based, cross-cultural dialogues for global health education. Design: A qualitative study of the learning outcomes of the Move|Eat|Learn (MEL) project. MEL facilitates cultural meetings, primarily Skype-based, between students from Kenya and Denmark, with the aim of promoting reflection on differences and similarities in everyday living conditions and their impact on health practices. Setting: Three Danish and one Kenyan primary schools. Methods: Qualitative analysis of 18 focus group discussions with 72 Danish and 36 Kenyan students. Results: Cross-cultural dialogues promoted students’ engagement and reflections on their own and peers’ health condition, access to education, food cultures, gender and family structures. Conclusion: Findings indicate the merits of cross-cultural dialogues as a means of educating students to become global health agents with a cosmopolitan outlook.
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Berman, Nina. "Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya." Sustainability 13, no. 15 (July 29, 2021): 8501. http://dx.doi.org/10.3390/su13158501.
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The Diani-Ukunda area on the Kenyan coast is one of the main tourism centers of the country. Over time, individuals who originally visited the area as tourists have started sustainability initiatives that are in part funded through donor networks from abroad (drawing on individuals who visited the country initially as tourists). This essay explores select German initiatives in the educational sector that have emerged in the context of the area’s tourism industry. Diani Maendeleo Academy (a secondary school for girls) and the six primary and secondary schools known as Mekaela Academies collectively serve a significant portion of the population of the larger Diani-Ukunda area, including the hinterland extending widely into Kwale County. The study was designed to assess the schools’ approach toward sustainability and ecoliteracy, and centered on the following questions: 1. What kinds of sustainable practices are promoted in the select schools? 2. In what ways do students who attend these schools display environmental literacy? 3. Do these initiatives address UN SDGs, known as Education for Sustainable Development (ESD)? The study follows an interdisciplinary mixed method approach and is based on interviews, survey instruments, research on ecoliteracy and educational policy, and fieldwork data from previous stays. Findings reveal a lesser-known dimension of tourism: namely, the successful pursuit of ESD in schools thriving in the context of tourism through an integrated approach towards teaching ecoliteracy.
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Ndaruga, Ayub Macharia. "Use of Environmental Days to Foster Environmental Conservation by Primary Schools in Kenya." Applied Environmental Education & Communication 2, no. 2 (January 2003): 107–17. http://dx.doi.org/10.1080/15330150390208334.
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McDuff, Mallory D., and Susan K. Jacobson. "Participatory Evaluation of Environmental Education: Stakeholder Assessment of the Wildlife Clubs of Kenya." International Research in Geographical and Environmental Education 10, no. 2 (April 2001): 127–48. http://dx.doi.org/10.1080/10382040108667432.
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Agyei, William K. A., and Joseph Mbamanya. "Determinants of cumulative fertility in Kenya." Journal of Biosocial Science 21, no. 2 (April 1989): 135–44. http://dx.doi.org/10.1017/s0021932000017831.
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SummaryThis paper analyses the effects of age at first marriage, level of education, place of residence, marriage disruption, religion, contraceptive use, and work status on cumulative fertility in Kenya, using data from the 1977–78 Kenya Fertility Survey. Age at first marriage is the main determinant of cumulative fertility, but there are significant effects of level of education and marriage disruption. Place of residence is only significant for the Coast province. The implication of the findings is that to promote any real decline in fertility, emphasis should be placed on providing higher education and work opportunities for young women as an alternative to early marriage.
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Hyatt, D. E., and W. J. Milne. "Determinants of Fertility in Urban and Rural Kenya: Estimates and a Simulation of the Impact of Education Policy." Environment and Planning A: Economy and Space 25, no. 3 (March 1993): 371–82. http://dx.doi.org/10.1068/a250371.
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The continuing high fertility rate in Kenya is of considerable concern as the resulting high rate of population growth makes improvements in living standards difficult, if not impossible. In this paper, the determinants of fertility in urban and rural areas of Kenya are examined through estimation of a probit model which includes variables in three categories: economic, biological, and social or cultural. Also simulated is the effect of increasing the levels of female education on the total fertility rate and the total number of births. Results show that improvements in female education can result in a substantial decrease in the number of births in Kenya, thereby suggesting that formulation of government policy in this area is desirable.
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Tanui, Julius Gordon. "Integrated environmental education for sustainable forest management: the case of Nandi Hills Forests, Kenya." Forest Science and Practice 15, no. 2 (May 2013): 152–59. http://dx.doi.org/10.1007/s11632-013-0203-0.
Full textDissertations / Theses on the topic "Environmental education – Kenya"
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Atiti, Abel Barasa. "Review and development of environmental interpretation resources to foster environmental learning in two Kenyan schools." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003627.
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This participatory action research study involved a group of teachers in transforming school grounds into interpretation resources. Approached from a critical perspective, it challenged the conventional top-down approaches to interpretation resources and materials development. Through a teacher-centred approach, a school-based ‘botanic garden’ and ‘arboretum’ were developed at Samaj and Kenya High respectively. Teachers were further actively engaged in developing a variety of interpretive materials that might engage learners in socially critical environmental education processes at the transformed sites. A process in which educators from five non-formal education organisations shared their skills and knowledge on environmental interpretation with teachers preceded the development of interpretation resources and materials. Drawing on Latour (1999), I have applied the notion of mobilising interpretive capital when describing this process. Interpretive capital within the non-formal education sector was mobilised and made available through social interactions between teachers and non-formal educators. This occurred during workshops, organisational visits and critical reviews of a sample of interpretive materials. I provide insights into how the interpretive capital was mobilised and later drawn on by teachers during the development processes in their schools. This study argues that mobilising interpretive capital with teachers through partnerships can enhance the transformation of school grounds to foster environmental learning. It shows how attempts to find solutions with teachers were made in response to pedagogical and curriculum tensions that arise around the implementation of environmental education processes in their schools. To provide orientation in environmental education processes in schools, analyses of socially critical environmental education processes and a review of theoretical perspectives on interpretation as an environmental education process are presented. I have viewed interpretation and environmental education as reciprocally necessary aspects for enabling the development of critical environmental literacy and action competence. To explain this view, the notion of environmental interpretation and education processes has been applied and presented in this study. Finally, practical outcomes of the study on transformation of school grounds, improved education practice, enhanced professional competencies amongst teachers, new interpretive materials in schools and the establishment of partnerships are examined.
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Ginter, Carolyn G. "An overview of environmental development in the game parks of Kenya." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1278.
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Kenya has one of the oldest and most developed national park and reserve systems among developing nations in Africa. Kenya's ecosystems have felt the impact of tourists, from big game hunters to photographic safaris, for over a century. This project contains the research on which the author intends to base a future book about Kenyan ecoturism for the general public.
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Wojnowski, David. "Traditional and Scientific Conceptions of Snakes in Kenya: Alternative Perspectives for Teaching." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207830544.
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Oteki, Jane Bosibori. "An exploration of an environmental resource management course for sustainable development practitioners in Kenya : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011611.
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Environmental challenges facing the world currently call for efforts that can avert eminent disasters related to these challenges. In an effort to engage in conservation, the Environmental Resource Management course at Technical University offers an opportunity to train for sustainable development in the country. However, the development and implementation of courses aimed at developing careers in sustainability in institutions of higher learning are coming under scrutiny as questions are being asked about their contributions to sustainable development. This research explored the Environmental Resource Management course to understand how it was developed and implemented to address a practitioner in the environmental resources conservation sector. The study surfaced the contradictions in the course which can be used as a lens to re-orient the course to enable a practitioner in education for sustainable development to emerge. In Kenya, vocational courses in environmental education are a career choice for secondary school leavers and those engaged in the environmental conservation sector. This study carried out at Technical University of Kenya (TU-K) between January 2009 and April 2012 aimed at exploring how a diploma course: Environmental Resource Management (ERM) enabled the learners to become practitioners in environmental resource management. It surfaced contradictions and suggested transformative approaches to re-orient the course for sustainable development. This was necessitated by the paradigm shift in environmental education from environmental conservation education that emphasised ecological studies to Education for Sustainable Development that is broader and more holistic, encompassing social, economic and environmental aspects. The course has to be re-orientated to enable a practitioner in Education for Sustainable Development (ESD) to emerge considering the United Nations Decade of Education for Sustainable Development (UNDESD, 2005-2014). The course aims at training personnel for deployment in environmental conservation and management organisations to work as resource officers/supervisors in national parks, forestry management, water management, energy development projects officers, etc. Data was gathered through document analysis, questionnaires, interviews, observation and focus group discussions. Cultural Historical Activity Theory (CHAT) was engaged in surfacing contradictions in the Environmental Resource Management learning system in terms of its development and implementation. While Communities of Practice (COP) principles were used as the ontological underpinning for the ERM course. The results indicate that the ERM course was revised between 1998 and 2002 by experts from Saskatchewan Institute of Science and Technology (SIAST) in collaboration with TU-K staff under the programme, enhancing environmental management in Kenya. The research also established that the ERM course review process was informed by sustainable development principles, as outlined in Agenda 21. Further it was realised that the Develop a Curriculum (DACUM) process was engaged to develop the learning units. This course development envisaged Competency Based Education (CBE) as the main mode of the ERM delivery. CBE is student centred and allows for multi-entry and exit. The study however realised that at implementation this approach was partially incorporated, as the country’s education system is examination oriented and time bound. The study findings indicate that most of the units taught were on ecosystem management with the social and economic aspects having less space and time, therefore the three pillars of Education for Sustainable Development were not adequately addressed in the course to enable a practitioner in the concept to emerge. Also teaching and learning in the course was found to be more theoretical than practical with little hands-on activities because the main focus of the course was to enable the learners to acquire a certificate through examination rather than gain the appropriate competencies. Although the course was found to be enhancing ESD in relation to global and local sustainability issues, there were contradictions or challenges in the system that affected full realisation of the skills, knowledge, values and attitudes. For example the exclusion of the recipient staff in the planning of the course, lack of training of the lecturers on how to train on CBE, insufficient practical field excursions devoid of community engagement, lack of funds, lack of equipment and poor coordination. This study recommends a re-orientation of the course to a more practical approach to teaching such as: • Engagement of students with the community to solve real-life environmental problems; • Mainstreaming ESD in all courses in the institutions of higher learning so that environmental concerns are addressed by everyone; • Reviewing the educational policy to encourage solving of real-life environmental problems rather than passing theoretical examinations; • Enhancing competency based learning to enable students to become competent in their areas of specialisation; • Encouraging networking and direct involvement of the students in the community instead of spending more time in class; and • Establishing a Community of Practice among the students in Higher Education Institutions to enhance conservation practices. The study contributes in-depth insight into exploring courses in Technical Vocational Education and Training institutions using Communities of Practice as a lens within the Kenyan context. It gives some empirical and explanatory insight into how learning can emerge and be expanded in Education for Sustainable Development through relevant courses such as tje Environmental Resource Management course. It also provides learning tools to work with contradictions that arise from socio-cultural and historical dimensions of learning about natural resources in the Kenyan context. Its other key contribution is that it provides further insight into the re-orientation of the ERM courses to embrace ESD for a broader and a more holistic approach to natural resources conservation and poverty alleviation processes that are critical for responding to socio-ecological issues and risks and development challenges in Kenya.
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Tanui, Julius Gordon. "Towards community environmental education using current institutional resources, GIS and remote sensing, and local knowledge: a case of the Nandi Hills and Nandi Forests, Western Kenya." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1016074.
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The Nandi Hills and Nandi Forests in Nandi County, Kenya are major water catchments for Lake Victoria. However, these resources have faced significant decline and degradation in recent times, thereby impacting the hydrological quality and quantity in the Lake Victoria Basin. This study was informed by the observed degradation of the Nandi Hills and Nandi Forests, epitomized by the receding forest cover, drying up of previously permanent streams, instances of mudslides and rock falls, and downstream flooding. The study therefore sought to interrogate the current institutional environmental and educational arrangements and practices which are pertinent to the sustainable management of the Nandi Hills Forests, the perceptions and understandings of the local population in terms of forest resources and land use, and the information that can be provided by GIS and Remote Sensing data, in order to produce a heuristic for planning community environmental education in the Nandi County. To achieve this, a mixed methodological design which incorporated both qualitative and quantitative data was embraced. The mixed method approaches used in this study were the concurrent triangulation and nested/embedded designs. A four-tier analysis was carried out once all the data had been coded and grouped. The analysis covered three categories of the population in the study area; namely the households, institutions and community groups, and analysis of Landsat images for change detection. The study reveals that there are several state and non-state institutions that are involved in the management of the Nandi Hills Forests and that their efforts have seen an improvement in the perceptions of the local population in terms of the importance of environmental management of the forests. Analysis of the Landsat images has revealed receding natural forest cover. The contribution of informal, local and indigenous knowledge to sustainable management of the Nandi Hills Forest was notable (85 percent of the population attribute their knowledge on forests and forestry to informal knowledge sources). These results informed the development of a heuristic to enable the adoption of strategies using readily accessible, though loosely applicable, information for problem solving in developing and implementing community environmental education practices for effective forest management and conservation practices that are responsive to the needs of the Nandi Forest community.
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Mwania, Daniel K. "Distribution and Density of the Invasive Plant Species, Prosopis juliflora, in the Western Turkana Region of Northern Kenya." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1493904103917399.
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Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.
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This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
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Ndaruga, Ayub Macharia. "An exploration of teacher perceptions and actions to conserve wetlands in Kenya." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003417.
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This thesis presents the findings of an exploration of teacher perceptions and actions to conserve wetlands in Kenya. It reports findings of a case study survey done with 54 primary school teachers from seven of eight Kenyan provinces. The teachers were sampled from a larger group of 242 teachers who participated in an in-service course on wetlands conservation. The in-service course engaged teachers in exploring various aspects of wetlands and how they could enhance their conservation using both formal and non-formal contexts. The survey approach was used in the research and was augmented with a reflective process. Survey tools used were the questionnaires and interviews. The reflective process entailed observation, document analysis, field notes and the researcher’s diary. Research data was analysed in several stages. The study revealed that teachers were users of local wetlands just like other members of their communities. The teachers differed among themselves with respect to their perceptions of the value and threats to their local wetlands. The teachers also differed in their perceptions of community awareness of their local wetlands. The teachers’ perceptions about environmental education and wetlands were not holistic. The teachers recorded various opportunities to foster wetlands conservation in their local contexts at school and the community. These were their fellow teachers, the pupils, the subjects taught, clubs, environmental days and the community. The relative importance of these opportunities differed among the teachers. Many teachers claimed being motivated to promote wetlands conservation using both formal and non-formal contexts. Their motivation was based on diverse aspects of wetlands, education and the in-service training they attended in 1999. However, the intensity of motivation differed for each aspect. For instance, at community level in-service training was a major motivator while the curriculum aspects were not mentioned at all. Teachers reported having involved their pupils and the community in several activities to conserve the local wetlands. These activities seemed to be dominated by theoretical approaches, eco-management activities and visits to wetlands. There was little evidence to indicate the teachers being engaged in addressing the implications for sustainability of the perceived local wetland values and threats. The activities reported also failed to show engagement with local environmental problems as a deliberate proactive process involving exploration, discussion, action taking and reflection. Most of the activities were presented as one off activities rather than as a cyclic continuously improving series of interventions. The overall scenario presented by the teachers is one of inadequacy in addressing the sustainable use of wetlands. Teachers suggested various constraints that affect their realisation of environmental education for wetlands sustainability. The constraints traverse various aspects of the economic, biophysical, political, educational and social aspects of wetlands conservation. The study suggested the need for teachers to treat their contextual and personal conceptions as problematic rather than as simplistic or linear issues and to formulate ways to address them. This study suggests a potential but under-utilised opportunity to promote wetlands sustainability. The overall picture generated by the data in this study is a need to consider wetland training for teachers that integrates the holistic aspects of wetlands as well as the environmental education for sustainability perspectives grounded in local contexts.
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Cunningham, Shala. "Influence of a post-graduate physical therapy residency program on clinical reasoning, professional development, and career advancement in Nairobi, Kenya." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_pt_stuetd/64.
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Problem Statement
Residency programs that emphasize clinical reasoning and manual therapy can provide a means to optimize the outcomes of physical therapy without the need for or access to expensive equipment. The residency format of continuing education could allow physical therapists in developing countries access to specialty training and ongoing mentorship. However, there are limited studies that investigate the influence of residency training on the progression of clinical reasoning, professional development, and career advancement.
Purpose
The purpose of this study was threefold. The first objective was to describe the outcome of a post-graduate orthopaedic manual therapy residency program on development of knowledge and clinical reasoning skills by physical therapists in Nairobi, Kenya. The second objective was to explore the influence of the residency program on the participants’ professional development and career advancement. The last objective was to explore the residency experience from participants’ perspectives.
Methodology
This mixed methods study utilized a sample of convenience that included residents in the third (n=14) and fourth (n=13) cohorts of the orthopaedic manual therapy residency program in Kenya. Data collection included an assessment of clinical reasoning through a live patient examination, a survey on professional and career development, and qualitative interviews.
Results
There was a significant improvement in clinical reasoning development as measured by an assessment of a live patient examination (p
Discussion
The residency program in Nairobi, Kenya may serve as a framework for the formation of post-graduate education programs in other developing countries. The development of residency programs that can influence the ability of physical therapists to provide treatment efficiently and effectively may ultimately assist in serving community physical therapy needs.
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Ali, Ibrahim Mohamud. "A study of Kenyan pupils ideas of parks and wildlife and the consequent implications for conservation education." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302083.
Full textBooks on the topic "Environmental education – Kenya"
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Price, Sandra. Directory of environmental education programmes in Kenya. Nairobi, Kenya: Kenya Indigenous Forest Conservation Programme, 1993.
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Kanini, Mbwesa Joyce. Integration of environmental education into the primary school curriculum in Kenya: Strategies and constraints. [Addis Ababa?: s.n.], 1997.
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Baseline survey on awareness of education for sustainable development in learning institutions in Kenya. Nairobi, Kenya: National Environment Management Authority (NEMA), 2012.
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UNICEF, Sub-regional Workshop in Support of Child Survival and Development through Environmental Education Including Population Education in Eastern and Southern Africa (1987 Nyeri Kenya). UNICEF Sub-regional Workshop in Support of Child Survival and Development through Environmental Education, Including Population Education in Eastern and Southern Africa, Green Hills Hotel, Nyeri, Kenya, 6-12 September 1987: Workshop report. [Nairobi]: ASSP, 1988.
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Global Consortium of Higher Education and Research for Agriculture. Conference. Proceedings of the 6th Global Consortium of Higher Education and Research for Agriculture Conference: 'food, health and energy : challenges for sustainable agriculture' : 23rd-27th November, 2009, Nairobi, Kenya. Nariobi: Jomo Kenyatta University of Agriculture and Technology, Research Production and Extension Division, 2010.
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Forum for African Women Educationalists. Creating a conducive school environment: Kenya, Rwanda, Senegal, Tanzania : centres of excellence. Nairobi: Forum for African Women Educationalists (FAWE), 2004.
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Deutscher Akademischer Austauschdienst. Regional Office for Africa and Kenya--DAAD Scholars Association. Kenyatta University Chapter, eds. German Academic Exchange Service (DAAD) in collaboration with Kenya DAAD Scholars Association (KDSA)---Kenyatta University Chapter hosted a conference on re-invigorating the university mandate in a globalizing environment: Challenges, obstacles, and way forward at Kenyatta University, Nairobi, 26th and 27th May 2005. Nairobi: DAAD, Regional Office for Africa, 2005.
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Environmental education: Experiences and suggestions : report from a regional workshop in Nyeri, Kenya, 4-10 October 1992. Nairobi: Regional Soil Conservation Unit, Swedish International Development Authority, 1993.
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Campbell, Chloe. Eugenics in Colonial Kenya. Edited by Alison Bashford and Philippa Levine. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195373141.013.0017.
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The application of eugenics to a new environment raises questions about the individuals who served as conduits for these ideas. This article discusses eugenics as a serious preoccupation within the medical profession in Kenya. It is concerned with native development and welfare, issues that were dismissed by more politically extreme settlers for whom African welfare was a waste of resources. It states that eugenics and its application to race and intelligence took root in the Kenyan medical profession because it promised biological solutions to perceived social problems, in particular African backwardness and the shape of future African development. This article also provides an understanding of the demise of the Kenyan eugenics movement and ends with the discussion of the Kenyan eugenics movement supported by successive governors, directors of education and health, the acting chief native commissioner, as well as district commissioners.
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Experiences in creating a conducive environment for girls in school: Case studies from Kenya, Rwanda, Senegal, and Tanzania. Nairobi, Kenya: Forum for African Women Educationalists, 2001.
Find full textBook chapters on the topic "Environmental education – Kenya"
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Nzengya, Daniel M., and John K. Maguta. "Gendered Vulnerability to Climate Change Impacts in Selected Counties in Kenya." In African Handbook of Climate Change Adaptation, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-42091-8_169-1.
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AbstractExtreme climate change events such as frequent and prolonged droughts or floods associated with climate change can be very disruptive to peoples’ livelihoods particularly in rural settings, where people rely on the immediate environment for livelihood. Shocks in the people’s livelihoods can trigger diverse responses that include migration as a coping or adaption strategy. Migration takes many forms depending on the context and resources availability. Very few studies in Kenya have used qualitative analysis to bring up women’s voices in relation to gender, climate change, and migration, especially along hydrological gradient. This chapter presents results of qualitative research conducted from 58 participants in 2018 in three counties in Kenya, namely, Kiambu County, Machakos, and Makueni. The study sought to examine gender perceptions related to climate-induced migration, that is: whether climate change is perceived to be affecting women’s livelihood differently from that of men; examine in what ways experiences of climate induced migration differed for men and women; explore perceptions on the county government efforts to cope with climate-induced migration; and examine perceptions of the role of nongovernmental agencies in helping citizens cope with climate change. From the results obtained on ways in which climate change affected women livelihoods more than men had four themes: (1) women exerted more strain in domestic chores, child/family care, and in the farm labor; (2) women also experienced more time demands. The sources of water and firewood were getting more scarce leading to women travel long distances in search to fetch water and firewood; (3) reduced farm yields, hence inadequate food supply; and (4) the effects of time and strain demands on women was a contributory factor to women poor health and domestic conflicts. Several measures that the county government could take to assist women to cope with climate change-induced migration had five themes which include the following: (1) developing climate change mitigations, and reducing deforestation; (2) increasing water harvesting and storage; (3) develop smart agriculture through the use of drought-resistant crops and drought mitigation education; (4) encourage diversification of livelihoods; and finally (5) providing humanitarian assistance to the most vulnerable populations such as orphans and the very poor. Thirdly, the measures mentioned that NGO’s could take to assist rural communities to cope with climate change-induced migration did not vary significantly from those mentioned for county government, except probably for a new theme of increasing advocacy for climate adaption policies.
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Nzengya, Daniel M., and John Kibe Maguta. "Gendered Vulnerability to Climate Change Impacts in Selected Counties in Kenya." In African Handbook of Climate Change Adaptation, 2045–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_169.
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AbstractExtreme climate change events such as frequent and prolonged droughts or floods associated with climate change can be very disruptive to peoples’ livelihoods particularly in rural settings, where people rely on the immediate environment for livelihood. Shocks in the people’s livelihoods can trigger diverse responses that include migration as a coping or adaption strategy. Migration takes many forms depending on the context and resources availability. Very few studies in Kenya have used qualitative analysis to bring up women’s voices in relation to gender, climate change, and migration, especially along hydrological gradient. This chapter presents results of qualitative research conducted from 58 participants in 2018 in three counties in Kenya, namely, Kiambu County, Machakos, and Makueni. The study sought to examine gender perceptions related to climate-induced migration, that is: whether climate change is perceived to be affecting women’s livelihood differently from that of men; examine in what ways experiences of climate induced migration differed for men and women; explore perceptions on the county government efforts to cope with climate-induced migration; and examine perceptions of the role of nongovernmental agencies in helping citizens cope with climate change. From the results obtained on ways in which climate change affected women livelihoods more than men had four themes: (1) women exerted more strain in domestic chores, child/family care, and in the farm labor; (2) women also experienced more time demands. The sources of water and firewood were getting more scarce leading to women travel long distances in search to fetch water and firewood; (3) reduced farm yields, hence inadequate food supply; and (4) the effects of time and strain demands on women was a contributory factor to women poor health and domestic conflicts. Several measures that the county government could take to assist women to cope with climate change-induced migration had five themes which include the following: (1) developing climate change mitigations, and reducing deforestation; (2) increasing water harvesting and storage; (3) develop smart agriculture through the use of drought-resistant crops and drought mitigation education; (4) encourage diversification of livelihoods; and finally (5) providing humanitarian assistance to the most vulnerable populations such as orphans and the very poor. Thirdly, the measures mentioned that NGO’s could take to assist rural communities to cope with climate change-induced migration did not vary significantly from those mentioned for county government, except probably for a new theme of increasing advocacy for climate adaption policies.
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Adhiambo Amimo, Catherine. "From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96950.
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As teachers in Kenya begin to migrate from the classroom to virtual learning spaces following COVID 19 pandemic, there is pressing need to realign Teacher Education to requisite Knowledge, competences, skills, and attitudes that will support online teaching. This chapter explores these needs using a combination of lived experiences and literature review that captured a meta-analysis of research trends on e-learning. While trends in Teacher Education indicate progression towards adoption of technology, there are disparities between the theory and practice. Evidence from recent research and reports; and the recollected experiences confirmed knowledge, competence, skills and pedagogical gaps in the implementation of online learning, that have been exacerbated by COVID-19. The researcher recommends that teacher education should sensitize and train teacher trainees on how to access, analyze and use new knowledge emerging with technology; they also should be coached on how learners learn with technology and on fundamentals of the communication process. Particularly the course on educational technology, should focus on how to create and manage online courses. The 5-stage E-Moderator Model and Universal Design for Learning (UDL) are recommended as effective pedagogical scaffold for online teaching.
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Rugutt, John K., and Caroline C. Chemosit. "Achievement Differences Between Students in Single-Sex Schools and Students in Coeducational Schools." In Advances in Educational Technologies and Instructional Design, 317–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch017.
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This study used hierarchical linear modeling (HLM) approach to investigate relationships between student achievement and single-sex school status with a sample of 57,041 students in 996 secondary schools in Kenya. An ANOVA was conducted to compare achievement levels of student enrolled in computer science courses and those who are not. The results showed that students enrolled in computer science courses achieved at a higher level whether in single-sex or coeducational schools. Students in single-sex schools achieved at a significantly higher level than those in co-education schools across all counties studied and across all subjects. The study concluded with a discussion of the importance of the study findings and call for the education stakeholders to be cognizant of the contribution the variables discussed in this study make to teaching and learning environment so that they are fully involved in providing the kinds of educational experiences that promote student learning.
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Obayelu, Abiodun Elijah. "Sustainable Consumption and Green Marketing in Developing Countries." In Advances in Marketing, Customer Relationship Management, and E-Services, 429–51. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0282-1.ch019.
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This chapter provides an insight into why Green Marketing (GM) and Sustainable Consumption (SC) of green products are subject of research and discussion in contemporary society. It analyzed the extent of GM in developing countries using cases of Nigeria and Kenya, factors influencing GM, the benefits of GM on the environment and firms, and the challenges. The study is both exploratory with the use of structured literature review of publications in peer reviewed academic journals on GM and SC, and empirical in nature. The findings on respondents rating of factors influencing green purchase behavior showed that concern for health and environment was considered as the most important in Nigeria, while in Kenya it was social awareness and value. For an effective GM and SC, government at all levels has a role of creating awareness to boost green knowledge through educative campaign programs and enforcing green agenda. Government can make regulations relating to GM and ensure SC by lowering the cost when compared to the conventional marketing
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Obayelu, Abiodun Elijah. "Sustainable Consumption and Green Marketing in Developing Countries." In Green Business, 1523–44. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7915-1.ch074.
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This chapter provides an insight into why Green Marketing (GM) and Sustainable Consumption (SC) of green products are subject of research and discussion in contemporary society. It analyzed the extent of GM in developing countries using cases of Nigeria and Kenya, factors influencing GM, the benefits of GM on the environment and firms, and the challenges. The study is both exploratory with the use of structured literature review of publications in peer reviewed academic journals on GM and SC, and empirical in nature. The findings on respondents rating of factors influencing green purchase behavior showed that concern for health and environment was considered as the most important in Nigeria, while in Kenya it was social awareness and value. For an effective GM and SC, government at all levels has a role of creating awareness to boost green knowledge through educative campaign programs and enforcing green agenda. Government can make regulations relating to GM and ensure SC by lowering the cost when compared to the conventional marketing
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Mukiri, Irene Mwingirwa, and Bonface Ngari Ireri. "Technology Integration in Digital Learning Environments." In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education, 165–84. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch009.
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Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).
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Walimbwa, Michael. "Application of E-Learning in Teaching, Learning and Research in East African Universities." In Cases on Interactive Technology Environments and Transnational Collaboration, 360–72. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch019.
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The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.
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Gitonga, Rhoda K., and Elizaphan Maina. "Students' Experiences in Using Chat Rooms as Virtual Classrooms." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 242–56. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch013.
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This chapter shares experiences from a group of students who were using the chat rooms as part of instruction in their course work. It also attempts to explain the lessons learnt when one exposes the distant learning students to a different method of facilitation. The respondents were 51 university distance learning students from Kenyatta university in Kenya whose lecturer had created chat rooms as virtual classrooms in their coursework during the May to August 2012 semester. The lecturer's availability at all times was vital to students' success in using the chat room. Using chat rooms as virtual classrooms gave every student in the class room an equal voice as students engaged the lecturer and each other on a common playing ground. This chapter underscores the importance of chat rooms as environments that supports virtual learning for distance learners and encourages learners' participation hence enhancing learner-centered learning.
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Adenle, Ademola A. "Linking Solar Energy Systems to Sustainable Development Goals in Africa." In Science, Technology, and Innovation for Sustainable Development Goals, 64–84. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190949501.003.0004.
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Energy was not stated as one of the millennium development goals (MDGs) but played an indirect role in helping meet the MDGs especially in the areas of housing, health, education, and poverty reduction in Africa. In contrast, the United Nations’ 2030 agenda includes 17 sustainable development goals (SDGs), one of which is devoted to energy. SDG7 seeks to ensure “access to affordable, reliable, sustainable, and modern energy for all,” thereby creating a vital role for the energy sector to join in the task of achieving SDGs. Renewable energy including solar energy will play a significant role in improving energy security in Africa and diversifying the energy mix by reducing reliance on fossil fuels. This chapter examines the advantages of solar technologies in the context of social, economic, and environment benefits using case studies from Kenya and South Africa. This chapter also examines some of the key challenges that are associated with the application of solar energy technologies in these countries. Finally, the chapter discusses how solar energy technologies can help meet SDGs and summarizes policy and programs targeting the promotion of solar energy technologies for the implementation of SDGs.
Conference papers on the topic "Environmental education – Kenya"
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Vargas, Ilana, Sienna Levine, Glenn Stearns, Mason McKinzie, Aaron Hargis, Ryan Bridges, and Sarah Carroll. "Forest Change Analysis of the Loita and Mau Forests, Kenya." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/56.
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"The Competencies Required for the BPA Role: An Analysis of the Kenyan Context." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4292.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: This study aims to answer the research question titled What are the competencies required for the Business Process Analyst (BPA) role in organizations with ERP systems in Kenya. Through 4 hypotheses, this study focuses on two specific aspects: (1) Enhancing BPM Maturity and (2) ERP implementation. Background: The emergence of complex systems and complex processes in organizations in Kenya has given rise to the need to understand the BPM domain as well as a need to analyze the new roles within organizational environments that drive BPM initiatives. The most notable role in this domain is the BPA. Furthermore, many organizations in Kenya and across Africa are making significant investments in ERP systems. Organizations, therefore, need to understand the BPA role for ERP systems implementation projects. Methodology: This study uses a sequential mixed methods approach analyzing quantitative survey data followed by the analysis of qualitative interview data. Contribution: The main contribution of this study is a description of competencies that are critical for the BPA in Kenya both in terms of enhancing BPM maturity and for driving ERP systems implementations. In addition, this study sheds light on critical BPA competencies that are perceived to be undervalued in the Kenyan context. Findings: Findings show that business process orchestration competencies are important for driving BPM maturity and for ERP systems implementations. This study found that business process elicitation, business analysis, business process improvement and a holistic overview of business thinking are often overlooked as critical competencies for BPAs but are nevertheless critical for building the BPA practitioner. Recommendations for Practitioners: From this study, practitioners such as top managers and BPAs can be enlightened on the specific competencies that require focus when carrying out BPM and when implementing ERP systems projects. Future Research: The next step is to investigate the interventions that organizations implement to build their BPA competencies. The main aim of this would be to describe those interventions that impact the requisite BPA competencies especially those competencies that were seen to be undervalued within the Kenyan context.
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Patel, Aman. "Local ocean conservation- a Kenyan marine-life NGO." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/39.
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Mayaka, Abel N., Dickson Andala, Moses Mwangi, and Keziah N. Ngugi. "Improved design of ecosan toilets and their impact on the economy and environment in Kenya." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629731.
Full textReports on the topic "Environmental education – Kenya"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.