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Relevant bibliographies by topics / Institute for Education in Democracy (Kenya)

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Academic literature on the topic 'Institute for Education in Democracy (Kenya)'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Institute for Education in Democracy (Kenya)"

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Osler, Audrey. "Education for Development and Democracy in Kenya: a case study." Educational Review 45, no. 2 (January 1993): 165–73. http://dx.doi.org/10.1080/0013191930450208.

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Kubow, Patricia K. "Teachers’ Constructions of Democracy: Intersections of Western and Indigenous Knowledge in South Africa and Kenya." Comparative Education Review 51, no. 3 (August 2007): 307–28. http://dx.doi.org/10.1086/518479.

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Martínez, Plácido González. "Ludwig Hilberseimer at the Illinois Institute of Technology: Architectural Education, Organic Democracy and Colonization." For an Architect’s Training, no. 49 (2013): 34–39. http://dx.doi.org/10.52200/49.a.cb7pfb95.

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Ludwig Hilberseimer’s role at defining trends in architectural education in the United States is a relevant one, and deserves special attention due to its rigorous method. This article aims to cast light at his teaching experience at IIT, where he promoted an integration of urban theory and political ideals. Understood as an act of cultural colonization, architectural education appears as a powerful tool to reshape the territory in the United States and the world, as part of an ongoing process of Modern postwar globalization.

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Kombo, D. K., J. M. Kalai, and A. K. Sang. "Secondary School Principals’ Perceptions of the Influence of KEMI Programmes on Leadership Competence Levels in Two Counties in Kenya." Msingi Journal 1, no. 1 (August 2, 2018): 40–71. http://dx.doi.org/10.33886/mj.v1i1.58.

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Adequate preparation and professional development is imperative for institutional leaders and managers particularly those in the education sector with a view to equipping professionals with requisite knowledge, skills and attitudes to function to the required competency levels. The Ministry of Education (Kenya) has been spending large amounts of money on development of educational managers,through its management training agency Kenya Education Management Institute (KEMI). For instance, in 2006 the annual management training budget was KShs. 250million (Kenya Education Staff Institute, 2006). The budget is likely to have gone up owing to inflation rates and escalating living standards. This study sought to analyse the influence of KEMI management training on secondary school principals‟ management practices in their administrative task areas in Kenya. The study also sought to determine whether significant differences existed in principals‘ management practices scores between principals exposed to management training and those who had not been exposed to KEMI management training. The study also sought to determine whether principals‘ management practices scores differed significantly based on school categories (provincial and district schools). The findings indicated significant differences in principals‘ management practices based on exposure to management training by KEMI, and those not exposed to such training programmes. In particular, principals exposed to KEMI management training exhibited higher scores in all administrative tasks while all principals cited challenges in financial management, legal aspects in education and resource management. Principals in provincial schools indicated having more of the best practices in management than their counterparts in district and private schools.

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Lokina, Razack, and William Musili. "Household’s Choice of Healthcare Provider in Kenya." African Review 48, no. 1 (March 23, 2021): 239–62. http://dx.doi.org/10.1163/1821889x-12340040.

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Abstract People respond in different manners to various injuries or illnesses. Factors that influence response to illness or injuries are usually categorized into enabling factors, predisposing factors and perceived factors. These responses are self-treatment, seeking healthcare services from professional healthcare providers (private, public and mission healthcare facilities), seeking treatment from traditional healers and not seeking treatment at all. Despite an increase in the utilization rate of healthcare facilities, there is still a high prevalence of self-treatment among households in Kenya. This article, therefore, aims to examine the factors that influence household’s choice of the healthcare provider by making use of national household survey data subjected to multinomial probit regression analysis. The article evidences that severity of illness, wealth, health insurance, distance, employment status, education as well as place of residence influences household’s choice of healthcare provider. This implies that government should institute policies aimed at creating employment opportunities, promoting education, construction of additional healthcare facilities and encouraging more households to have health insurance covers.

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Carl, Jim. "Free Marketeers, Policy Wonks, and Yankee Democracy: School Vouchers in New Hampshire, 1973–1976." Harvard Educational Review 78, no. 4 (December 1, 2008): 589–614. http://dx.doi.org/10.17763/haer.78.4.945312181g48285l.

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In this article, Jim Carl uses archival sources and interviews to chronicle the effort to bring school vouchers to New Hampshire. In 1973, the New Hampshire Department of Education initiated a plan, funded by the U.S. Office of Economic Opportunity,to institute vouchers in a handful of school districts. Though the initiative had the support of prominent economists, scholars, and political leaders at federal and state levels, the state's urban districts declined to participate, and in the few rural districts that agreed to the planning phase, voters rejected vouchers in 1976. Although advocates chalked up the reversal of support to voter apathy and opposition from the teachers union, Carl identifies deeper reasons for the rejection of the vouchers, including the exclusion of sectarian schools, concerns about federal interference, and the logistical challenges of implementing vouchers in rural areas. The obstacles in New Hampshire yielded lessons for policymakers seeking to build popular and political support for subsequent voucher plans.

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Bennett, Andrew. "Continuity through Renewal: John Dewey, the International Institute in Spain, and Resisting the Assault on the Humanities." REDEN. Revista Española de Estudios Norteamericanos 2, no. 1 (November 30, 2020): 23–38. http://dx.doi.org/10.37536/reden.2020.2.1380.

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This paper marks the relation between humanities education and democracy as one of mutual necessity, since the pragmatic value of each is dependent on the other to be recognizable and realizable. Such an understanding is drawn from the ideas of the American philosopher and educator John Dewey. Dewey’s system clearly reveals the nature of the stakes of the assault on the humanities; it also indicates the educational measures democratic societies should take in response. By instantiating the “conjoint communicated experience” of democracy in a public, shared space in which differences are respected, human meanings are explored, and the expansion of knowledge and experience is valued as an end in itself, the humanities classroom emerges as a site of social renewal, as well as one of resistance to illiberalism. In order to present such a site in a manner befitting Dewey’s pragmatism, a lesser-known, local example of the value of humanities education is examined in this paper: that of the International Institute in Spain, located in Madrid. Beginning with its founding as a school for girls by Boston missionaries in 1892, and through its role at the center of a network of institutions invested in progressive educational reform in Spain during the pre-civil war period, IIE stands as a testament to the continuity through renewal that defines both liberal democracy and humanities education.

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Rotich, Geoffrey, Benjamin Kyambo, Fredrick M. Awuor, and Felix Obegi. "Effects of E-Learning System on Teacher Orientation Programs: A Case Study of Kenya Institute of Education." World Journal of Computer Application and Technology 1, no. 3 (November 2013): 83–88. http://dx.doi.org/10.13189/wjcat.2013.010304.

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Otindo, Clement, Racheal Mbaire, and Jane Kanina. "Civic pride and tax compliance in Kenya." African Multidisciplinary Tax Journal 2021, no. 1 (February 2021): 149–68. http://dx.doi.org/10.47348/amtj/2021/i1a9.

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Every government aspires to foster voluntary tax compliance; thus, the need to understand what citizens think about paying taxes other than taxes being a legal requirement. This paper analysed data collected through a nationwide survey on tax compliance. An ordered probit regression model was employed to examine the relationship between civic pride and tax compliance in Kenya. The findings indicated that tax compliance pertains to the relationship between individuals and the state. Individuals who are proud to be Kenyan and have faith in both the Kenya Revenue Authority (KRA) and the government depicted higher levels of compliance than those who were not proud and did not have faith in the institutions. Other factors that were found to significantly influence voluntary tax compliance in Kenya included age, gender, satisfaction with democracy, corruption in government and a fair tax system. Therefore, to improve voluntary tax compliance, the government and tax administration should adopt strategies aimed at increasing taxpayers’ confidence in the system. This include improved service delivery to the citizenry especially health and education, fair and equitable distribution of resources, fair treatment to all, eradication of corruption and having a fair tax system.

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Bodewes, Christine. "Civil society and the consolidation of democracy in Kenya: an analysis of a Catholic parish's efforts in Kibera slum." Journal of Modern African Studies 48, no. 4 (November 4, 2010): 547–71. http://dx.doi.org/10.1017/s0022278x10000467.

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ABSTRACTThis article tests the theory of advocates who celebrate the potential of civil society to promote and deepen democracy in Africa, by examining whether the human rights ministry of a Catholic parish in Kibera slum in Nairobi, Kenya was able to consolidate democracy through a civic education programme during 2002–5. It concludes, from an analysis of the social, economic and political environment in Kibera, that parishioners who participated in the programme demonstrated an observable improvement in their democratic values and behaviour at a localised level within their own parish groups. However, civic education did not stimulate most participants to increase their involvement in advocacy and lobbying efforts to hold government officials to account for their abuse of power in Kibera. Parishioners were inhibited from promoting their rights primarily due to fears of violent retaliation by local government officials and politically sponsored youth wingers. Other factors such as apathy, ethnic divisions, limited resources and restrictive church protocols further curtailed parishioners' actions.

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Dissertations / Theses on the topic "Institute for Education in Democracy (Kenya)"

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Njoroge, Rose Woki. "Democracy and education for human development with special reference to women and Kenya." Thesis, University of Hull, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310264.

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Muasya, Juliet Njeri. "Exploring discourses of access and sexual harassment in higher education A study of students' perceptions of University of Nairobi's Institutional Culture, Kenya." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3593.

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Makulilo, Victoria Boniface [Verfasser], and Dieter [Akademischer Betreuer] Neubert. "Private Financing of Higher Education and Democracy: The Case of Tanzania and Kenya / Victoria Boniface Makulilo. Betreuer: Dieter Neubert." Bayreuth : Universität Bayreuth, 2014. http://d-nb.info/1064499910/34.

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Ladan, Mladen. "One Kenya, one people, one nation : strävan efter en kenyansk identitet." Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15621.

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Intentionen med detta arbete är att uppmärksamma citizenship education som blivit allt mer betydande när det gäller skapandet av nationell enighet/identitet i Kenya. Mer specifikt innebär det att arbetets syfte var att undersöka hur utvalda kenyanska gymnasielärare arbetar med att förmedla kunskapen om citizenship education för att skapa nationell identitet och vilket innehåll som presenteras. Bifrågan blir om lärarna därefter uppmanar eleverna på något sätt att praktisera den kunskap som förmedlas i skolan om demokratiska rättigheter i samhället. För att besvara undersökningens frågeställningar har jag granskat dokument, i form av litteratur och databaser samt genomfört intervjuer, vilka sedan har analyserats. Respondenterna i intervjuerna har fått svara på likvärdiga frågor och ämnesområden där sedan dessa har satts i kontrast mot varandra för att frambringa eventuella differenser. En av slutsatserna visade att citizenship educations betydelse är stor när det gäller att bilda en nationell identitet bland eleverna. Lärarnas arbetsmetoder bestod av enkel traditionell klassundervisning där eleverna inte alls praktiserade innehållet utan lärarna uppmanade sina elever att använda kunskapen som förmedlades utanför skolans värld, till exempel i olika föreningar. Innehållet kretsade kring att försöka förmedla kunskaper om vilka rättigheter och skyldigheter en kenyansk medborgare har, förespråka nationalism samt patriotism. Det visade sig att nationalism och patriotism var de viktigaste delarna när det gällde att bygga upp en nationell enighet/identitet i det demokratiska Kenya. Nyckelord: citizenship education, nationell identitet, demokrati, Kenya, lärare, samhälle.
The intention of this work is to draw attention to citizenship education that has become increasingly important in the creation of national unity / identity in Kenya. More specifically, it means that the work was to examine how selected Kenyan secondary school teachers are working to convey the knowledge of citizenship education to create national identity and what content is presented. Second reflection is to see if the teachers in any way invite the students to practice the knowledge that they conveyed in school on democratic rights and practice these in the society. In order to answer the survey questions, I examined the documents in the form of literature and databases, and conducted interviews, which were then analyzed. Respondents in the interviews have been asked similar questions and issues where they have been contrasted with each other to bring forth any discrepancies / affinities. One of the findings showed that citizenship educations are of immense importance in terms of forming a national identity among students. Teachers' practices consisted of simple traditional classroom where students didn’t have the chance to practice the content. Instead the teachers asked their students to use knowledge that was transmitted outside the school context, for example, in various compounds. The content revolved around trying to convey the knowledge of rights and obligations that a Kenyan citizen is holding, and also advocating nationalism and patriotism. It turned out that nationalism and patriotism were the main fragments when it came to building a national unity / identity in democratic Kenya. Keywords: citizenship education, national identity, democracy, Kenya, teachers, society.

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Kowalewski, Daniele Pechuti. "Experiência-Brasil: diversidades, diferenças, educação." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06032015-125524/.

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O tema da mestiçagem sempre faz remissão à pureza. Sua complexidade deriva do embaralhar das origens que seu fruto configura. Questionar aspectos relacionados a esse tema e às permanências não lineares que ele evoca é o principal foco dos escritos aqui reunidos. Tratase, então, de um olhar perspectivo e genealógico, tal como estabelecido por Foucault, acerca da educação, da alteridade e do Brasil, que tem por alvo ideias que mesclam questões metafísicas e empíricas, como a ascendência e a identidade. Para tanto, dois vetores analíticos foram estabelecidos. O primeiro refere-se à emergência do Brasil como lugar de experiência, definida não como realidade, coisa ou fato que possa ser facilmente objetivada, mas como elemento que se conforma a partir dos discursos de verdade e das práticas concretas que dela emanam. O segundo vetor é o enunciado educar para a diversidade, responsável por relacionar as abordagens acerca da alteridade aos quatro vértices componentes da experiência- Brasil: natureza, raça, miscigenação e cultura. Conforme se defende, esses dois vetores operam a partir de três pares justapostos, que implicam passado/futuro, global/local, civilização/cultura. A apreensão de tal tendência somente foi possível com base na sistemática investigação do arquivo composto para a pesquisa. A fonte privilegiada embora não exclusiva foram as revistas do Instituto Histórico e Geográfico Brasileiro, publicadas entre 1839 e 1945. A partir delas e da combinação com diversas outras fontes, foi possível abarcar os enunciados que relacionam o Brasil perante o mundo e o mundo perante o Brasil, com especial destaque para as questões do convívio e das trocas (simbólicas ou comerciais). Diante disso, essas publicações são retomadas ao longo de todo o trabalho, ainda que o espaço de destaque dado a elas seja o primeiro escrito apresentado. Nele, demonstra-se o ensejo do Instituto em dar sentido à história nacional, com o propósito de decidir o lugar dos indígenas e negros na civilização brasileira, resolver os enigmas de seu passado e cultivar um panteão da memória nacional. Essa construção deveria servir para formar um imenso dossiê sobre o Brasil, que conviria a posteriores pesquisadores e daria subsídio à futura instrução pública. O segundo escrito da tese incide sobre os saberes de médicos, antropólogos, filósofos, educadores e pensadores sociais acerca das mestiçagens, nos âmbitos local e global, no passado e na atualidade. Observou-se a reativação, em tempos hodiernos, dos princípios da antropofagia, dos troncos raciais e das mestiçagens, reconfigurados nas atuais diretrizes educativas, que agora incentivam o aprender a conviver na globalização, tanto pelo enaltecimento das misturas culturais quanto pelo incentivo da afirmação identitária. O último escrito relaciona os princípios do reconhecimento, do multiculturalismo e da representação à democracia contemporânea. Nesse regime de verdade que extrapola as funções políticas, a origem e o direito à voz são problematizados a partir de dois mitos fundadores da prática democrática. O primeiro advém da democracia ateniense e o segundo define a chamada democracia racial brasileira. Ambos serão ladeados e contrapostos a partir da ascendência étnica. Ao longo do trabalho, os três escritos relacionam-se a partir da ordenação proposta do arquivo consultado, que faz emergir o Brasil como país do futuro, da convivência e da educação. Sem prescrição ou promessa, a presente pesquisa, busca mapear a emergência de um novo sujeito cosmopolita global, mestiço culturalmente e afirmado numa identidade, que é modelado com base na experiência-Brasil e em suas lições acerca da história e da civilização.
As a theme, crossbreeding always refers to purity. Its complexity derives from the shuffling of origins that is configured by its fruit. Questioning aspects related to this theme and the non-linear permanence it evokes is the main focus of the writings gathered herein. It is, therefore, an angled and genealogical perspective, such as the one established by Foucault, about education, otherness and Brazil, whose target is the ideas that blend together metaphysical and empirical issues, as ascendency and identity. For such, two analytical vectors were called in. The first one is related to the emergence of Brazil as a place of experience, defined not as reality, a thing or fact that may be easily objectified, but as an element that is shaped by the discourses of truth and the tangible practices arising from it. The second vector is the formulation in the phrase educating for diversity, responsible for putting in relation the approaches about otherness involving the four vortices that make up the experience-Brazil: nature, race, crossbreed and culture. As they are advocated, these two vectors operate from three juxtaposed pairs, which allude to past/future, global/local, civilization/culture. Apprehending such tendency was only possible through a systematic investigation of the field built for the research. The privileged source although not exclusively was the journals by the Brazilian Historical and Geographical Institute, published between 1839 and 1945. Based on those journals and by combining other different sources, it was possible to embrace the formulations that relate Brazil before the world and the world before Brazil, with a special highlight for the issues of conviviality and exchanges (either symbolic or commercial). As a result, these publications are resumed throughout the research, even if the highlight they take is the first writing presented. In it, the Institute´s opportunity to assign some meaning to the national history becomes clear, with the purpose of deciding the place of Indians and Blacks in the Brazilian civilization, of resolving the enigmas of its past and of cultivating a pantheon for the national memory. This construction was intended to give rise to a huge dossier about Brazil, which would be convenient to further researchers and would provide subsidy to the future public instruction. The second writing of this dissertation concerns the knowledge of physicians, anthropologists, philosophers, educators and social thinkers about crossbreeding in the local and global scope, in the past and in the current time. It could be noted that the principles of anthropophagy, of racial stems and of crossbreeding were reactivated at the present day, reconfigured in the current educational guidelines which now encourage the idea of learning how to live together in the globalized world, both by the praise of the cultural blending and by the incentives to ethnic affirmation. The last writing relates the principles of acknowledgement, multiculturalism and representation to contemporary democracy. In the regimen of truth which extrapolates the political functions, the origin and the right to be heard are problematized based on two founding myths of the democratic practice. The first myth comes from the Athenian democracy and the second one defines the so-called Brazilian racial democracy. Both will be flanked and opposed by the ethnic ascendency. Throughout the research, the three writings are intertwined by the sorting proposed to the field being consulted, which makes emerge Brazil as a country of the future, of conviviality and education. Without any prescription or promise, this study seeks to map the emergence of a new global cosmopolitan subject, who is culturally halfbreed and statedin an identity, who is modeled on the basis of the experience-Brazil and in itslessons about history and civilization.

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Ooko, Mary. "The adoption of technology to support teaching and learning in a distance learning programme at Africa Nazarene University." Thesis, 2016. http://hdl.handle.net/10500/20687.

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The current increasingly changing world shows the influence and effects of technology in all aspects of learning. In developed Western countries, the Higher Education institutions believe that these developments offer valuable opportunities for improved learning as a result of technological advancements and innovations in the learning environment. This has in turn placed the responsibility on developing countries, in order to strive better competitively in international markets, even under tremendous pressure, to similarly embed suitable blends of technologies within their own learning and curriculum approaches, and consequently enhance and improve new learning opportunities. The positive increasing growth in access to and use of technology has caused more approaches to be developed in e-learning and is manifested in different forms. This has supplemented or replaced the traditional methods in learning, enabling engagement of learners with their learning through various web technologies alongside face-to-face delivery, and sometimes completely replacing direct face-to-face contact. However, the success of use of technology in learning depends, to a significant extent, on how the students actually use them for learning purposes. The purpose of this study isto examine the extent that technology is accepted, adopted and used to enhance learning and teaching in a distance education context.The study employed an extended version of the Technology Acceptance Model (TAM) in its investigation of the underlying factors that affect students’ use of technological systems in learning. It explored students’ perception and experiences of using technology for learning and teaching to guide theInstitute for Open Distance Learning (IODL) in Africa Nazarene University (ANU) to develop strategies for implementation of technology-enhanced learning.This study revealed that students’ attitudes and perceptions on the use of technology in learning and teaching were diverse and were both positive and negative. While positive attitudes and perceptions of users to adopt Technology in learning and teaching can simplify their understanding and use of the technology in learning and teaching, negative attitudes would instead complicate this making adoption difficult. A deeper focus on the factors that affect adoption and technology use in e-learning as well as their associations is a pre-cursor to a better knowledge and understanding of student acceptance of e-learning technological systems.
Curriculum and Instructional Studies
D. Ed. (Didactics)

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Books on the topic "Institute for Education in Democracy (Kenya)"

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(Kenya), Institute for Education in Democracy. Strategic plan, 2003-2008. [Nairobi]: Institute for Education in democracy, 2005.

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Symposium, on Early Childhood Education (1990 Mombasa Kenya). The report of a Symposium on Early Childhood Education: Held at Mombasa Beach Hotel by Kenyatta University and Kenya Institute of Education. [Nairobi]: Kenyatta University, Faculty of Education and Kenya Institute of Education, 1990.

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(Organization), Amkeni Wakenya, National Civic Education Programme (Kenya), and UN Women, eds. The status of governance in Kenya: A baseline survey report 2012. Nairobi, Kenya: Society for International Development, Regional Office for Eastern Africa, 2012.

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Regional Meeting on Early Childhood Care and Education (1990 Kenya Institute of Education). Strategies for Implementation of the Regional Training and Resource Centre (RTRC): 2nd-4th July 1990, Kenya Institute of Education. Nairobi: Regional Training and Resource Centre, 1990.

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V, Wasonga D., and National Museums of Kenya, eds. Proceedings of the National Museums of Kenya First Scientific Conference (NMK-SC): Science for heritage conservation : our heritage our wealth : held on 15th-17th November 2006, at the Kenya Institute of Education (KIE), Nairobi. Nairobi, Kenya: National Museums of Kenya, 2006.

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AfriMAP, Open Society Initiative for East Africa, University of Nairobi. Institute for Development Studies, and Open Society Foundations, eds. Kenya: Democracy and political participation : a review by AfriMAP, Open Society Initiative for Eastern Africa and the Institute for Development Studies (IDS), University of Nairobi. Nairobi, Kenya: Open Society Initiative for Eastern Africa, 2014.

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Office, General Accounting. Foreign assistance: Global Food for Education Initiative faces challenges for successful implemenation : report to congressional requesters. Washington, D.C. (441 G Street NW, Room LM, Washington 20548): GAO, 2002.

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Office, General Accounting. Foreign assistance: U.S. democracy programs in six Latin American countries have yielded modest results : report to congressional requesters. Washington, D.C: GAO, 2003.

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Office, General Accounting. Foreign assistance: Harvard Institute for International Development's work in Russia and Ukraine : report to the Chairman, Committee on International Relations, House of Representatives. Washington, D.C: The Office, 1996.

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Office, General Accounting. Foreign assistance: Strategic workforce planning can help USAID address current and future challenges : report to Congressional Requesters. Washington, D.C: GAO, 2003.

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Book chapters on the topic "Institute for Education in Democracy (Kenya)"

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Aseda, Kennedy Odhiambo, and Meoli Kashorda. "Internet Performance Measurements for Education and Research Network in Kenya." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 358–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98827-6_34.

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Wanjala, Genevieve, and Joseph M. Malechwanzi. "Improving the Quality of Technical Education Through International Standardization: The Case of Coast Institute of Technology, Kenya." In Fast forwarding Higher Education Institutions for Global Challenges, 185–203. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-603-4_16.

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Saiti, Anna. "Education for Economic Development: Can Greece Achieve It?" In The Konstantinos Karamanlis Institute for Democracy Series on European and International Affairs, 161–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34534-0_13.

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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.

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This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.

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Schatteman, Alicia, Deborah Mohammed-Spigner, and George Poluse. "Citizen Participation through Municipal Websites." In Active Citizen Participation in E-Government, 403–14. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0116-1.ch020.

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This study is based on a global survey of municipal websites conducted by the E-Governance Institute at Rutgers University New Jersey and the Global E-Policy E-Government Institute at Sungkyunkwan University, South Korea. The survey evaluated municipal websites in five distinct e-governance categories: (1) security and privacy, (2) usability, (3) content, (4) services, and (5) citizen participation. This chapter examines the area of citizen participation in detail and the analysis found that online citizen participation was highly correlated with both the percentage of Internet users and the percentage of mobile users in a country. In the analysis Seoul, Korea achieved the highest score in this category. Unlike previous research the population of a country was not found to be statistically significant. Overall, this research indicates a strong relationship Internet users and education have with online citizen participation. As the percentage rate of Internet users increases across the globe, along with the rising literacy rates, more countries will progress towards adopting and implementing e-democracy strategies.

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