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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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Ichinose, Yoshio. "Kenya Research Station and its Research Activities." Journal of Disaster Research 9, no. 5 (October 1, 2014): 807–12. http://dx.doi.org/10.20965/jdr.2014.p0807.
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The Institute of Tropical Medicine Kenya Research Station of Nagasaki University (NUITM) was established in 2005 with Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) funds. The station involves clinical and epidemiological research programs focusing on tropical medicine and emerging infectious diseases based on education and research exchanges between Africa and Japan. This project is supported by about 22 Japanese staff members, including short-termers, in addition to 85 Kenyan staff members. It has at least 12 research groups studying the prevention of tropical and emerging diseases in collaboration with stakeholder institutions. The station also implements a JICA grassroots technical cooperation project since 2012. In April 2010, the Nagasaki University Africa Research Station was incorporated into the Kenya Research Station, enabling other faculties to conduct research in Kenya. The Nagasaki University School of Dentistry then started an oral health survey in Mbita and the Schools of Fisheries, Engineering, and Health Sciences have started joint research projects conserving and managing Lake Victoria basin water and fishery resources. Our aim is to develop a foundation enabling researchers from all different fields to conduct research for improving local community health and living standards. The NUITM was invited to become an associate member of the Japan Initiative for Global Research Network on Infectious Diseases (J-GRID) in 2011.
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Chabeda-Barthe, Jemaiyo, Timothy Wambua, Wangui Chege, Dan Hwaga, Timothy Gakuo, and Gladys Rotich. "Child Developmental Disabilities, Caregivers’ Role in Kenya and Its Implications on Global Migration." International Journal of Environmental Research and Public Health 16, no. 6 (March 20, 2019): 1010. http://dx.doi.org/10.3390/ijerph16061010.
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Background: This paper is a summary of the findings from an ethnographic study on child developmental disabilities conducted partly in Nairobi and Kiambu Counties in Kenya. Methods: Quantitative and qualitative data collection methods were applied for the period between mid August and mid November 2018. The study was conducted through the Kenya Institute of Special Education (KISE) situated in Nairobi County. Results: There are parents who are willing to migrate in search of better education and healthcare options for their children who have developmental disabilities (DDs). However, there are also government reforms taking place in the field of disability that may help to support the caregiving role for children with special needs. The challenges, bargaining position and power play between parents or guardians and other actors implicated in the debates on inclusion and integration of persons with developmental disabilities in Kenya has been brought to the forefront. Conclusions: In Kenya, more needs to be done to change the attitude towards disability from the medical and moral (religious/cultural) models to an approach leaning towards the social model, so that developmental disabilities are not viewed negatively.
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Finkel, Steven E., and Amy Erica Smith. "Civic Education, Political Discussion, and the Social Transmission of Democratic Knowledge and Values in a New Democracy: Kenya 2002." American Journal of Political Science 55, no. 2 (January 13, 2011): 417–35. http://dx.doi.org/10.1111/j.1540-5907.2010.00493.x.
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Macharia, Muriu Stephen. "Dr Reengineering mass career acquisition through technical vocational education training counseling in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 8, no. 6 (October 26, 2019): 212–18. http://dx.doi.org/10.20525/ijrbs.v8i6.533.
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Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve the Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at the secondary school level. According to KCSE results released every year, the majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirement for entrance for proficiency level for TVET courses. However, the majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at the secondary school level. Counselors have expectations and premise that the majority of the candidates join training at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories, and models that guide career choices formed the foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that the majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.
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Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.
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Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
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Puaca, Brian M. "We Learned What Democracy Really Meant”: The Berlin Student Parliament and Postwar School Reform in the 1950s." History of Education Quarterly 45, no. 4 (2005): 615–24. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00058.x.
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On January 28,1953, the RIAS-Schulfunkparlament (Berlin Student Parliament) celebrated its fifth anniversary. Despite the distractions of having important West German politicians in their midst as a sign of support, the young parliamentarians handled that day's business with their usual mix of enthusiasm and determination. These elected secondary school students debated five bills that afternoon, agreeing upon four of them. Among those that passed was a commitment to assist in the construction of a new library for pupils living in the Soviet sector of Berlin. Wilhelm-Dietrich von Thadden, a member of the cabinet, reported on his successful work with school authorities to institute the parliament's proposal for changes in school menu offerings. Another representative, Hanna Gätke, informed her colleagues about the Christmas activities of the parliament, which had raised 450 Deutsche Marks for charity and provided over 900 gifts to elderly Berliners. Before adjourning the meeting, the students discussed the activities of student government in each section of the city and continued their debate about the parliament's larger goals.
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Mbunde, John M., and Jackson M. Njage-Rwito. "Characteristics of Head Teachers in Management of School Facilities in Kenya." European Scientific Journal, ESJ 14, no. 25 (September 30, 2018): 227. http://dx.doi.org/10.19044/esj.2018.v14n25p227.
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This paper discusses the characteristics of head teachers in management of school facilities in Kenya. The objective was: to determine the characteristics of head teachers in management of school facilities. The research employed descriptive survey design. The research instrument used was a questionnaire. Descriptive statistics technique was used to analyze the data. Then the data was presented in tables. Conclusions: Age is an important factor in school administration as it influences the authority and experiences of the head teacher; higher levels of education correlate with levels of productivity; qualification and experience enhance the head teachers’ expert power, credibility, confidence and decisiveness in managerial practice; head teachers’ administration and experience play a pivotal role in determining their attitudes and approaches as well as their problem solving techniques in their schools and participation in in-service training makes head teachers more effective and efficient in management. Recommendations: The Kenya Education Management Institute should organize in-service training programmes targeting head teachers’ management; the Ministry of Education, Science and Technology should provide adequate funding to enable the head teachers to participate in the in-service training programmes; also the ministry should reinforce the existing policies laws and enactments to enhance gender equity and the head teachers should be encouraged to continue upgrading their education level and professional qualification to enhance their knowledge, skills, attitudes and competencies in management and head teachers need to have Masters level expertise if they are to lead their schools and help their teachers become fully proficient.
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Orvis, Stephen. "Kenyan civil society: bridging the urban–rural divide?" Journal of Modern African Studies 41, no. 2 (May 20, 2003): 247–68. http://dx.doi.org/10.1017/s0022278x03004245.
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While African civil society seemed a beacon of hope for democracy in the early 1990s, by the end of the decade many scholars had come to view it as extremely weak, lacking a domestic constituency and therefore any significant political or civic impact. Critics have been particularly concerned about urban-based ‘democracy and governance’ NGOs' limited influence on and connection with the rural majority of the citizenry. This article examines this question in Kenya, looking at four NGOs that have used civic education and paralegal programmes to establish a rural presence. Based on a survey of participants, it concludes that although the programmes are relatively new, they have begun to have a measurable impact on citizen understanding of politics, and have given the NGOs a noticeable rural presence. They have done so, however, by relying on ethnic, clan, partisan and other ‘non-civil’ networks to build supporters.
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Chang, Jun-Ho. "Demokratische Erinnerung 2.0: Digitale Politische Bildung der KOCEI (Korean Civic Education Institute for Democracy) für die Erinnerung der Demokratischen Wahlen." Zeitschrift der Koreanisch-Deutschen Gesellschaft fuer Sozialwissenschaften 23, no. 4 (December 31, 2013): 123. http://dx.doi.org/10.19032/zkdgs.2013.12.23.4.123.
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Karagu, A., M. Cira, M. Akhavan, and K. Duncan. "Mapping Stakeholders to Enhance Coordination of Cancer Prevention and Control: The Kenyan Experience." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 93s. http://dx.doi.org/10.1200/jgo.18.57100.
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Background: Coordination of stakeholders in cancer prevention and control ensures prudent use of available resources toward a common goal while limiting overlaps and redundancies. The National Cancer Institute of Kenya (NCI-K) is a statutory body with an overall mandate to coordinate and centralize all activities related to cancer prevention and control in Kenya. To identify baseline status of cancer control stakeholder activity to guide implementation of the National Cancer Control Strategy, NCI-K collaborated with US National Cancer Institute (NCI-US) to map stakeholders involved in cancer control in Kenya. Aim: The survey set out to determine the geographical distribution, scope of cancer prevention and control activities, and sources of financing for identified stakeholders involved in cancer prevention and control in Kenya. Methods: Between October 2017 and March 2018, we conducted an online survey among stakeholders involved in cancer prevention, research and control in Kenya adapted from similar stakeholder mapping activities coordinated by NCI-US in other settings. Using attendance lists to past multisectoral forums organized by NCI-K, Kenyan Ministry of Health, and NCI-US, a Google link to a standard pretested questionnaire was circulated. Descriptive analysis was conducted using Microsoft Excel. Results: A total of 52 responses were received with 38 respondents reporting Kenya as their institution country. Twenty (38%) had ongoing activities in all the counties in Kenya. Nairobi County had the highest reported number of active institutions (19) followed by Kisumu (16) and Uasin Gishu (10). The three program focus areas most reported were training 28 (54%), clinic-based screening 27 (52%) and advocacy/information and educational 26 (50%), while the least reported was financing 12 (23%). For organizations involved in cancer screening, 22 (81%) focused on breast cancer while 18 (67%) prioritized cervical cancer. Among the programs that identified cancer prevention as one of their focus areas, a large majority (91%) were involved in health education, while only 1 organization focused on environmental control activities. The most reported source of funding for the cancer programs was grant funding 17 (33%). Conclusion: This stakeholder mapping activity has identified a strong stakeholder presence in most parts of the country while also highlighting gaps in the focus of cancer prevention and control programs. This baseline information on stakeholder activity will help shape future collaborations in cancer prevention and control and will guide NCI-K in developing appropriate policies and ensuring effective coordination.
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Mungai, Joseph, and Wanjiku Nganga. "Benchmarking of Undergraduate Computing Curricula in Kenya." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 6, no. 1 (September 30, 2013): 727–37. http://dx.doi.org/10.24297/ijmit.v6i1.754.
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This study investigated the quality of undergraduate computing curricula at Kenyan universities, how they compare locally and regionally with equivalent programs and how closely they meet the ICT sector needs. It was guided by four objectives i.e. to undertake an ontological mapping of computing curricula, to identify appropriate benchmarking criteria, to develop and test a benchmarking tool, and to investigate the alignment of these curricula to computing skills requirement. The study was deemed important by the plethora of academic computing programs of varying degrees of utility and credibility, which are a product of the escalating demand for computing education in Kenya given the development of Vision 2030 and the rapid growth of the ICT industry. To achieve its objectives, the study adopted a quantitative and qualitative cross-sectional descriptive survey of computing curricula offered locally (in Kenya) and regionally (from best practicing countries, USA and India). A sample of 70.3% was drawn from the target population for ontological mapping. Two research instruments, i.e. a questionnaire and a document analysis framework that were administered to a cross-section of 11 public/private universities. The study established that there are 24 undergraduate computing programs under 6 titles, viz. BSc., BCom., BTech., BB., BEd. and BEng. The two most populous programs are BSc. Computer Science (CS) and BSc. Information Technology (IT), which were selected to help identify two benchmarking criteria: Percent weight allocation of core hours within ACM knowledge areas and Relative performance capabilities of computing graduates. Using these criteria a benchmarking tool was developed and tested, which depicted disparities among the respondents in the percent weight allocation of core hours in CS programs. Similarly, it portrayed overlaps in the relative performance capabilities of CS and IT graduates, an outcome that queried the uniqueness of these programs. As such, its results indicate that the quality of the two computing programs is relatively insufficient. However, it further establishes that the computing curricula are aligned to meet the top 3 highly demanded computing skills i.e. Networking, Software development and Internet skills albeit insufficient percent weight allocation of core hours in Software development. It therefore recommends further testing and refining of the established benchmarking tool, the need to re-focus the computing programs and supports the call to institute a regulatory body and qualifications framework for computing education and skills.Â
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Chesaro, Daniel Kipyegon. "Teaching Strategies as Stimulus of Integrated HIV/AIDS Education in the Secondary School Curriculum in Kenya." Editon Consortium Journal of Arts, Humanities and Social Studies 1, no. 2 (September 30, 2019): 92–105. http://dx.doi.org/10.51317/ecjahss.v1i2.80.
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The purpose of the study was to establish the influence of teaching strategies on the implementation of integrated HIV/AIDS education in the secondary school curriculum. In Kenya, HIV/AIDS remains a significant challenge in all sectors of the economy; education is included. Failure in addressing the impact of HIV/AIDS would, therefore, put the country at the high risk of losing all the gains it has made in the education sector. The Innovation Decision Process Theory and the Health Belief Model guided the study. The study adopted a postpositivist philosophy paradigm. The mixed research design was adopted. The selection of 30 headteachers was made using purposive sampling, whereas 120 teachers stratified sampling and 528 students were selected using simple random sampling. Students’ and teachers’ questionnaire and head teachers interviews were used to obtain the required data from the respondents. Cronbach’s Coefficient Alpha was used to establish the reliability and validity of the research instrument determined using expert judgment. The data was therefore analyzed using inferential statistics and descriptive statistics with the aid of Statistics Packages for Social Sciences version 21. The inferential statistics comprised of Spearman’s rank correlation, t-test and multiple regression. From the multiple regression model, (R2 = .810) showed that all the predictors used the account for 81% variation in the implementation of the integrated HIV/AIDS education. The study recommends that the Kenya Institute of Curriculum Development provide in-service training for teachers on HIV/AIDS education. The study also suggests that high priority must be given to training teachers to teach HIV/AIDS.
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Sutter, Florence, and Dr Allan Kihara. "DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA." Journal of Entrepreneurship and Project Management 4, no. 1 (May 21, 2019): 96–117. http://dx.doi.org/10.47941/jepm.297.
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Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey research design. Methodology: The study targeted 612 stakeholders in the implementation of the Digital Literacy Project in public schools including the Ministry of education Science and Technology representative who is the Sub county Directors, the TSC Sub County Directors, curriculum support officers in the County, the Kenya Institute of Special Education Sub County coordinators, the Kenya Primary Schools Head Teachers Association Sub County coordinators, the Kenya National Union of Teachers Sub County coordinators and the head teachers of the public primary schools in Baringo county. Yamane formula was used to determine a sample size of 150 respondents. Structured questionnaire presented in likert scale were used in collecting primary data. Descriptive statistics such as percentages, mean and frequency was used to analyze the collected data. The study also used inferential statistics such as correlation and regression. Results: The study found that school leader of technology encourage use of technology in teaching and learning and help teachers establish goals to implementation of technology in achieving their instructional strategies and that school leader’s interest; their commitment and championing implementation of ICT programs in schools positively influenced the whole process. The study concluded that school leadership had the greatest influence on implementation of digital literacy project in public primary schools in Baringo County in Kenya in Kenya followed by ICT infrastructure, then teachers ICT competence while teachers’ workload had the least influence on the implementation of digital literacy project in public primary schools in Baringo County in Kenya.Contribution to policy and practice: The study recommends that the school leaders should increase their compliance with the various policies so as to ensure more effective integration of learning and teaching in primary schools and that school administration and stakeholders in education needs to be more supportive towards implementation of ICT programs.
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Butler, Sydney J. "Lifestorying and Drawing in a Czech EFL Class." TESL Canada Journal 9, no. 1 (October 26, 1991): 57. http://dx.doi.org/10.18806/tesl.v9i1.596.
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This article describes a "lifestorying" activity for developing oral communication in an EFL classroom. The instructor, a volunteer teacher for the Canadian "Education for Democracy" organization in Prague, Czechoslovakia, was teaching four courses at the intermediate level of English for post-secondary students at the Prague institute of Chemical Technology. The article includes samples of the students' drawings which were used in the class to enable the students to generate ideas and build vocabulary for their personal stories, in the re-telling of which they gained confidence and improved their oral fluency in everyday English.
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Shitambasi, Sumba B. "Effect of Aural Tests on Choice of Music as a Study Subject by Muslim Students in Mombasa County, Kenya." European Journal of Education and Pedagogy 2, no. 3 (July 20, 2021): 137–40. http://dx.doi.org/10.24018/ejedu.2021.2.3.134.
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Music education has a global acceptance as it helps improve and promote/ develop creativity and language skills among students. However, among the Muslim community, excessive instrumental music is not given prominence. This comes from the Hadiths by the prophet Muhammad that forbid music. In Kenya, the coastal region is mostly comprised of the Muslim community who hardly choose to pursue Music subject. This prompted this study that evaluated the effect of the inclusion of the aural tests in the curriculum on the choice of Music as a study subject by Muslim students in Mombasa County, Kenya. The study used a survey research design. The sample population consisted of 27 participants as follows: 2 music teachers, 8 students, 8 parents, 1 Kenya Institute Curriculum Development Officer at the national level, 1 Quality Assurance and Standard Officer and 7 career masters. Data was collected through questionnaires and interviews, which was analysed using both qualitative and quantitative methods. Findings show that there were negative perception aural tests (listening and notating non-Islamic music) due to religious requirement as well as ignorance that led to Muslim students dropping Music subject. In conclusion, despite the knowledge of the Muslim parents at the coast region of Kenya on their children choice of Music as a stud subject, they do not influence them from dropping it at senior secondary. The teaching by Prophet Muhamad against Music and its propagation by the Imams and other Muslim leaders at the coast of Kenya led to most Muslim sponsored schools in Kenya to disadvantage against choosing Music subject as a career path. The study recommends that priority should be given to Islamic content in music studies and encouraging Muslim communities in Kenya to embrace music as a career subject.
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Ngure, Susan W. "Where to Vocational Education in Kenya? Is Analysing Training and Development Needs the Answer to the Challenges in this Sector?" Journal of Education and Vocational Research 4, no. 6 (June 30, 2013): 193–204. http://dx.doi.org/10.22610/jevr.v4i6.119.
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This paper examines training and development (T&D) systems in the technical, vocational education and training (TVET) in Kenya. It is in response to the Kenya Vision 2030 document that identifies TVET as the anchor of its economic pillar through science, technology and innovation to boost Kenya’s industrialisation status. The document notes that skills training faces challenges such as mismatch of skills between the training institutions and the industry, and disparities in accessibility at all levels. This paper seeks to explore whether the accurate assessment of training needs is the answer to the challenges faced by the training program. Data for this study were collected from scrutinising previous research papers and government documents, interviews with four senior education officers drawn from the education ministries and the Kenya Institute of Curriculum Development (KICD), six trainers from technical training institutes and two from a youth polytechnic. Observations were made in the TVET institutions participating in this study. Data were analysed using content analysis and presented by means of description. Findings identified the following challenges: a rigid and unresponsive curriculum, inadequate methods of training and development needs assessment (T&DNA), lack of stakeholder involvement in curriculum design, inadequate numbers of specialised staff at the KICD, poor training methods, obsolete tools and insufficient equipment, political interference and multiple providers. The author concludes that the introduction of a comprehensive T&DNA is indeed a prerequisite for a relevant and adaptive T&D program; however, additional factors such as the right equipment, qualified trainers, a conducive economic, social and political environment, and sound program coordination are also essential to its success. The paper is divided into seven sections: introduction, background to the research, problem statement, methodology, findings, discussion and research conclusions.
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Chesaro, Daniel Kipyegon. "Influence of Teacher Preparedness in the Implementation of the Integrated HIV/AIDS Education in Secondary School Curriculum in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (April 30, 2019): 1–13. http://dx.doi.org/10.51317/ecjces.v1i1.95.
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The study aimed at establishing the influence of teacher preparedness in the implementation of the integrated HIV/AIDS education curriculum in secondary school. The study was guided by the Innovation-Decision Process Theory and the Health Belief Model. The mixed research design was adopted where purposive sampling was used to select 30 head teachers and stratified and simple random sampling used to select 120 teachers and 528 form-four students. Students and teachers questionnaire and head teachers’ interviews were used to obtain the required data from the respondents. Cranach’s Coefficient Alpha was used to establish the reliability and validity of the research instrument determined using expert judgment. The data collected was analysed using inferential and descriptive statistics with the aid of SPSS. The nferential statistics comprised of Spearman’s rankcorrelation, t-test and multiple regression. From the multiple regression model, (R2= .810) showed that all the predictors used account for 81% variation in the implementation of the integrated HIV/AIDS education. Teachers were appropriately qualified to teach integrated HIV/AIDS in their subjects. The study recommends that the Kenya Institute of Curriculum Development should provide more resource materials and in-service training for teachers on HIV/AIDS education.
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Gains, Paula, and Barbara Graham. "Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa." Reading & Writing 2, no. 1 (May 25, 2011): 77–95. http://dx.doi.org/10.4102/rw.v2i1.14.
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Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.
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Othieno, H. "Energy Conservation as the Basis for Appropriate Technology Development for Kenya." Energy Exploration & Exploitation 7, no. 2 (April 1989): 103–15. http://dx.doi.org/10.1177/014459878900700204.
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An innovative and cooperative effort by the Kenyan government to involve practicing engineers in Kenya in the evolving developments in energy consdervation is described. The effort resulted from the question of how to moderate oil imports and yet maintain growth in a growing industrial sector. As part of a broad program on energy use, the Ministry of Energy and Regionl Development, in a cooperative effort with a U.S. base organization, initiated a program to further the understanding of energy conservation in Kenyan industry and government. The project described here had four interconnected components: a) The identification of key energy users in Kenya, b) A seminar series of energy conservation to engineers and managers from industry and government, c) The formation of a specialized energy audit team to analyze ten cooperating companies and institutions and provide explanations and recommendations with regard to energy conservation, and d) The introduction of special courses and curriculum modification at Kenya Polytechnic Institute to highlight energy conservation and energy auditing for post graduates as well as for current students. The paper concludes with a synthesis of these components and an analysis of how the effort may be interpreted as an innovative effort in engineering education. In addition, the paper looks at domestic energy consumption supplied mainly by wood and its conservation and regeneration measures.
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Ndiritu, Anne Wairimu, Willy Kimani Gichimu, and Caroline Njoki Ndiritu. "Transformational School principals: the missing piece of puzzle in ICT integration in teaching and learning." International Journal for Innovation Education and Research 6, no. 4 (April 30, 2018): 26–35. http://dx.doi.org/10.31686/ijier.vol6.iss4.988.
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ICT is a critical tool for expanding human skills and rests largely on a system of producing, distributing and utilising information and knowledge that in turn plays a great role in driving productivity and economic prosperity. Kenya as a developing country realizes this importance and has a ministry specifically dealing with ICT. The vision statement of the ministry of information and Technology as stated in its strategic plan 2013-2018 is to make Kenya a globally competitive knowledge-based economy. This vision aims at shifting the current industrial development path towards innovation where creation, adoption, adaptation and use of knowledge remain the key source of economic growth. Research has shown that countries which have invested a lot in their human capital are far ahead of others in development. This development is likely to be an illusion unless Kenya is able to achieve its educational goals. Education and training has been isolated in the vision 2030 as the only mechanism that will translate Kenya into a middle-income economy. This is because education is fundamental to development of human resource capacities for sustainable economic growth and development.
Through impartation of new skills and knowledge in people, education is able to improve human capabilities and labour productivity. It is in this regard that the Kenyan government has invested a lot of funds in ICT infrastructure including digitization of educational materials through Kenya Institute of curriculum Development. Kenya’s vision of education service provision is to have a globally competitive quality education, training and research for Kenya’s sustainable development. This study focused on the influence of secondary school managers on integration of ICT in teaching and learning in Githunguri subcounty, Kiambu County in Kenya. The study targeted 40 schools with a total population of 245 male teachers and 282 female teachers. teachers. A researcher developed questionnaire was issued to all the 40 school managers and to 100 teachers for triangulation purposes. Data analysis was done using statistical package for social sciences (SPSS).The study sort to establish if there is a relationship between management support and ICT integration in teaching and learning. Pearson correlation coefficient was used in the analysis. A positive correlation coefficient of 0.560 was obtained between the level of school management support and the use of ICT in teaching and learning. The findings indicated that school managers influenced integration of ICT in teaching and learning. The study therefore suggested that effort should be made by all stakeholders to ensure that school managers come up with policies on ICT integration in their schools which should be in line with the National ICT policy.
KEY word: ICT integration, Teaching and learning, school managers, transformational leadership, challenging the process, secondary schools
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Njagi, Catherine Wambui. "Vision 2030 and the Gender Question in Kenya." Jumuga Journal of Education, Oral Studies, and Human Sciences (JJEOSHS) 1, no. 1 (December 12, 2018): 18. http://dx.doi.org/10.35544/jjeoshs.v1i1.8.
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The article sets out to demonstrate the question of gender violence as a critical concern as Kenya seeks to implement her ambitious vision 2030. In other words, how can gender based violence affect the Implementation of Kenya vision 2030? Can it hinder Kenya’s ambitious enterprises in the 21st century? Certainly, Kenya’s Vision 2030 is a long term development blue print that seeks to transform Kenya into a newly industrializing middle income country. In so doing, it aims at providing a high quality life to all its citizens in a clean and secure environment. The plan is anchored on three pillars, economic, social and political governance. The economic pillar aims to achieve an economic growth rate of 10% per annum; and sustaining the same till 2030 in order to generate more resources that will eventually address Kenya’s development goals. In turn, the social pillar seeks to create just, cohesive and equitable social development in a clean and secure environment; and the political pillar seeks to realize an issue based, people centered, result oriented and accountable democratic system. In view of this, Gender Based Violence is an umbrella term for any harmful act that is perpetrated against a person’s will and which is based on socially ascribed (gender) differences between men and women. Gender-based Violence (GBV) describes the specific type of violence that is linked to the gendered identity of being a woman or man. Gender based Violence traumatizes men, women and children. It destroys careers, and hurts the national economies among other negative effects. The main objective of this article is to show the link between Gender Based Violence and Kenya vision 2030. Methodologically, it starts by summarizing the vision 2030 highlighting its major strategies like education and training, health sector, Equity and poverty reduction, environment management, tourism, water and sanitation, electoral and political processes, democracy and public service, gender and youth among others and major flagship projects like Konza Techno city, expansion of port of Mombasa, the building of standard gauge railway, modernization of Jomo Kenyatta airport, expansion of Lamu port among others. Using the society of International development report and other organizations who have constantly audited the implementation of the vision 2030 since it began in 2008, the article will show how gender based violence will slow the achievement of the vision 2030. It will also show how reducing gender based violence would help in its achievement. The materials in this article have been methodologically gathered through participant observation, reading of relevant literature, field research conducted in 2015 and sampling the city of Nairobi which largely speaks for Kenya and the larger East Africa.
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Ayaga, Godfrey Nyaoga, and Edward Khasakhala Okaya. "Implication of outdoor Environment on Children’s Learning Experiences in Public Preschools in Borabu Sub-County, Kenya." Global Journal of Transformative Education 2, no. 1 (December 29, 2020): 4–17. http://dx.doi.org/10.14434/gjte.v2i1.31198.
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ABSTRACTBased on the findings of the Kenya Institute of Curriculum Development (KICD) needs assessment study carried out in 2016, international best practices in education systems and curriculum reforms, and a desire to make learning more meaningful for the Kenyan scholar Government's initiated an overhaul the 8–4–4 education structure to Competency-based learning because it did not promote wholesome learning. Competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. Early Childhood Development and Education has greatly been compromised globally. The EFA’s first goal stipulated that it is the responsibility of every Government to expand and enhance comprehensive Early Childhood Education. In this regard, provision of quality of the environment is very key in enhancing learning. This paper presents results from a study that was conducted in Borabu Sub-county in Kenya to determine the implication of outdoor environment on children’s learning experiences in public preschools. The major findings includes: the general state of outdoor environment component was unsatisfactory; there was a positive relationship between the state outdoor environment and pre-schoolers learning experiences related to preschool children’s ability to performing various loco-motor activities and rhythmic movement activities and general academic achievement. The results further indicated that when all the four states of outdoor (the site, availability, adequacy and effectiveness) investigated combined together explained 35.2% of the variance in the preschool overall learning experiences. The results from observation and interview schedules indicated that a rich outdoor environment had a positive influence on preschool children‘s development of various social, emotional and cognitive skills. The study recommends that teachers and pupils should participate in outdoor play. In addition, the government should put in place policy guidelines to all pre-schools with regard to the availability, adequacy and effectiveness of outdoor environment.Key Words: Competency-Based Curriculum; Outdoor Environment; Availability; Adequacy; Effectiveness; Learning Experiences
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Geva, Dorit, and Felipe G. Santos. "Europe's far-right educational projects and their vision for the international order." International Affairs 97, no. 5 (September 2021): 1395–414. http://dx.doi.org/10.1093/ia/iiab112.
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Abstract Figures like Hungarian Prime Minister Viktor Orbán and former French National Front leader Marion Maréchal are seeking to establish what we call a new globalist illiberal order. The globalist illiberal agenda extends elements of the globalist project while reclaiming a radicalized view of Christian democracy. Europe's far-right views the global order as composed of strong nations who need to defend their sovereignty on ‘cultural’ issues while protecting their common Christian roots. We trace their project by focusing on two new institutions of higher education, Hungary's National University of Public Service Ludovika (Ludovika-UPS) and the Institut de sciences sociales, économiques et politiques (Institute of Social Sciences, Economics and Politics—ISSEP), based in France and Spain. Through these institutions, globalist illiberals aim to cultivate new leaders outside the liberal ‘mainstream’ and redefine the meaning of Christian democracy. We conclude that surging nationalism among mid- to small powers is not resulting in deglobalization but is fostering illiberal globalization, which has no place for those who do not fit in their exclusionary vision of Christian Europe.
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Piquer, José, Mubashir Mahmood Qureshi, Paul H. Young, and Robert J. Dempsey. "Neurosurgery Education and Development program to treat hydrocephalus and to develop neurosurgery in Africa using mobile neuroendoscopic training." Journal of Neurosurgery: Pediatrics 15, no. 6 (June 2015): 552–59. http://dx.doi.org/10.3171/2014.10.peds14318.
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OBJECT A shortage of neurosurgeons and a lack of knowledge of neuroendoscopic management of hydrocephalus limits modern care in sub-Saharan Africa. Hence, a mobile teaching project for endoscopic third ventriculostomy (ETV) procedures and a subsequent program to develop neurosurgery as a permanent specialty in Kenya and Zanzibar were created and sponsored by the Neurosurgery Education and Development (NED) Foundation and the Foundation for International Education in Neurological Surgery. The objective of this work was to evaluate the results of surgical training and medical care in both projects from 2006 to 2013. METHODS Two portable neuroendoscopy systems were purchased and a total of 38 ETV workshops were organized in 21 hospitals in 7 different countries. Additionally, 49 medical expeditions were dispatched to the Coast General Hospital in Mombasa, Kenya, and to the Mnazi Moja Hospital in Zanzibar. RESULTS From the first project, a total of 376 infants with hydrocephalus received surgery. Six-month follow-up was achieved in 22%. In those who received follow-up, ETV efficacy was 51%. The best success rates were achieved with patients 1 year of age or older with aqueductal stenosis (73%). The main causes of hydrocephalus were infection (56%) and spina bifida (23%). The mobile education program interacted with 72 local surgeons and 122 nurses who were trained in ETV procedures. The second project involved 49 volunteer neurosurgeons who performed a total of 360 nonhydrocephalus neurosurgical operations since 2009. Furthermore, an agreement with the local government was signed to create the Mnazi Mmoja NED Institute in Zanzibar. CONCLUSIONS Mobile endoscopic treatment of hydrocephalus in East Africa results in reasonable success rates and has also led to major developments in medicine, particularly in the development of neurosurgery specialty care sites.
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Hryn, Yuliia. "STRUCTURE OF CULTURAL PROTECTION CONCEPT OF EDUCATIONAL ACTIVITY BY V. A. SHCHEPOTIEV." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 184–92. http://dx.doi.org/10.33989/2226-4051.2017.16.176010.
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The article has studied pedagogical views and educational activity of V. Shchepotiev (1880–1937) – the first rector of Poltava Institute of Education, literary critic, art historian, ethnographer, archivist, translator, and public figure.It has been scientifically grounded that a scientist’s pedagogical conception of culture protection has five concepts: 1) purposeful one includes the purpose of education – the formation of national consciousness in young generation by means of Ukrainian culture, the formation of responsibility for it to the succession; 2) theoretical and methodological concept (scientist’s concept was based on culturological approach; principles of nationality, culture-correspondence, democracy, humanism, emotionality; it was realized in conditions of awareness by academic and pedagogical intellectuals of their culture protection mission; involvement of school youth to the common culture protection activities at secondary and high schools, extracurricular institutions, government agencies, community organizations and families; expansion of culture protection network of public institutions and public organizations); 3) content one (Ukrainian culture in all its diversity); 4) method component (unity of pedagogical and scientific methods – verbal, visual, practical, stimulating, active, theoretical and scientific-research; and also pedagogical and scientific forms of educational activity organization – the forms of education and upbringing of a personality, vocational training of future teachers and artists, community and scientific work); 5) praxeological one (culture protection educational activity, scientific and pedagogical intellectuals were the subject of that activity and Poltava Institute of Folk Education was regional centre of culture protection).
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Sbacchi, Alberto. "The Archives of the Consolata Mission and the Formation of the Italian Empire, 1913-1943." History in Africa 25 (1998): 319–40. http://dx.doi.org/10.2307/3172192.
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The Institute of the Consolata for Foreign Missions was founded in Turin, Italy in 1901 by the General Superior, Giuseppe Allamano (1851-1926). The primary purpose of the mission is to evangelize and educate non-Christian peoples. Allamano believed in the benefit of religion and education when he stated that the people “will love religion because of the promise of a better life after death, but education will make them happy because it will provide a better life while on earth.” The Consolata distinguishes itself for stressing the moral and secular education and its enthusiasm for missionary work. To encourage young people to become missionaries, Allamano convinced Pius X to institute a world-wide mission day in 1912. Allamano's original plan was for his mission to work among the “Galla” (Oromo) people of Ethiopia and continue the mission which Cardinal Massaia had begun in 1846 in southwestern Ethiopia. While waiting for the right moment, the Consolata missionaries ministered among the Kikuyu people of Kenya. In 1913 the Propaganda Fides authorized the Consolata Mission to begin work in Kaffa, Ethiopia. In 1919 it entered Tanzania and, accepting a government invitation in 1924, the Consolata installed itself in Italian Somalia and in 1925 in the Portuguese colony of Mozambique. Before the World War I the mission also expanded in Brazil, in 1937, and after 1937 its missionaries went to Argentina, Colombia, Venezuela, Canada, the United States, Zaire, Uganda, South Africa, and South Korea.
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Soita, Moses Wekesa, and Protas Fwamba Khaemba. "Preparedness of Schools Management Boards in Curriculum Implementation in Public Primary Schools in Bungoma County, Kenya." East African Journal of Education Studies 3, no. 1 (August 26, 2021): 233–45. http://dx.doi.org/10.37284/eajes.3.1.392.
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This paper investigates Curriculum Implementation in Public Primary Schools by the Management Boards in Tongeren Sub-County, Bungoma County, Kenya. The study objective was to establish the preparedness of the school management boards in curriculum implementation. The sample size for the study was 136 where Board members were 92 while teaching staff were 44. The study adopted both qualitative and quantitative research designs. Data was collected through questionnaires and interview schedules. The questionnaire was used on the education officers, the headteachers, and teachers, while the interview schedules were used on the School Management Boards. Descriptive and inferential analysis techniques were used to analyze the collected data. Cronbach Alpha’s measure of internal consistency yielded a reliability coefficient of 0.756 on the questionnaire. Qualitative data collected were analyzed thematically. Quantitative data gathered from the field survey was analyzed using regression on SPSS version 25. The study noted that 96.8% of the school management boards were not initially trained in curriculum implementation by Kenya Education Management Institute (KEMI). Findings further indicate that the correlation coefficient (R-value) for the model was 0.151, indicating a low positive relationship between the variables. The Coefficient of determination (R2) was 23%, implying that the studied variables accounted for 23% variability in the curriculum implementation in public primary schools at a 95% confidence interval. This was an indication that members of the school management boards were unlikely to oversee proper curriculum implementation for lack of management skills. Sensitization and organization of regular in-service courses for school management boards on matters of curriculum implementation are recommended.
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Мамцев, Г., G. Mamtsev, Феликс Лещенков, and Feliks Leshchenkov. "REVIEW OF THE JOINT SEMINAR OF YOUNG SCIENTISTS FROM THE INSTITUTE OF LEGISLATION AND COMPARATIVE LAW UNDER THE GOVERNMENT OF THE RUSSIAN FEDERATION AND PETROZAVODSK STATE UNIVERSITY FACULTY OF LAW." Journal of Foreign Legislation and Comparative Law 1, no. 6 (February 7, 2016): 0. http://dx.doi.org/10.12737/17120.
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The present publication provides the review of the joint seminar of young scientists from the Institute of Legislation and Comparative Law under the Government of the Russian Federation and Petrozavodsk State University faculty of law which took place on April 29, 2015 in Petrozavodsk. During the event the main activities of the Institute were presented. Particular attention was paid to such areas as scientific legal support of activities of the Government of the Russian Federation, carrying out basic and applied scientific researches in legal sphere, examination of legal experience of foreign states and international associations, realization of functions of the interdisciplinary center for coordinating scientific and educational methodological support in combating corruption, realization of policy in education and professional development, performance of functions of the Secretariat of the Russian Federation delegation in the European Commission for democracy through law, activities of the Council of young scientists and the Council of graduate students, etc. At the same time, special attention was also paid to the questions of participation of youth in the Institute’s scientific life and involvement of young scientists-lawyers in joint research projects. During the seminar the foundation was laid for the main areas of interaction between the young scientists of the Institute and the University, including publishing of the results of joint scientific researches in publications of the Institute and the University, participation in the events held by the Institute and the University, involvement of the University graduates in the Institute’s Master programs, exchange in educational and scientific literature, etc. The seminar proceeded in a friendly businesslike atmosphere; its participants recognized the efficiency of the held meeting.
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K. Ronoh, Peter, Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p58. http://dx.doi.org/10.22158/iess.v1n1p58.
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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
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Ronoh, Peter K., Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p59. http://dx.doi.org/10.22158/iess.v1n1p59.
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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
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Ben-Porath, Sigal, and Gideon Dishon. "Taken Out of Context: Defending Civic Education From the Situationist Critique." Philosophical Inquiry in Education 23, no. 1 (July 7, 2020): 22–37. http://dx.doi.org/10.7202/1070363ar.
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Situationists have suggested that educational efforts to improve character and instill virtues should be abandoned, as individuals’ behavior is predicted by contexts and situations rather than by character traits. More recently it has been suggested that civic education and especially the effort to cultivate civic virtues are ineffective for similar reasons and should be replaced by the introduction of desirable social norms and institutions. After surveying the debate on this topic in the first part of the essay, we suggest that in fact virtues should not be judged as existing within one person and absent from another based on their behavior in a single instance. Rather, virtues should be understood as composite and probabilistic and therefore strengthening them is a valuable endeavor. In considering civic virtues specifically we argue that the social and public nature of their expression make schools excellent contexts for cultivating and practicing democratic civic virtues. Even the best institutional structures of a well-functioning democratic society rely on the compliance of virtuous citizens, and the situationist preference for desirable social norms is implicitly predicated on virtuous citizens to institute and follow those norms. Moreover, civic education in a democracy strives to cultivate more than compliance with norms of conduct. It aspires to nurture youth who see themselves as responsible to, and capable of shaping the norms of the society in which they live. We thus incorporate some of the insights from situationism into a revamped view of civic education.
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Simiyu, R. S., E. Kirwok, and R. W. Thinguri. "An Investigation of Secondary Schools’ Readiness towards the Implementation of Life Skills Education: A Study of Trans-Nzoia County, Kenya." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 1 (January 21, 2017): 9. http://dx.doi.org/10.21013/jems.v6.n1.p2.
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<div><p><em>Life skills education was introduced by the Kenya government to replace the HIV and AIDS education which was not positively perceived by its implementers. The purpose of this study was to investigate Secondary schools’ readiness towards the implementation of life skills education in Trans-Nzoia County. The main objectives were to determine teachers’ training on life skills education implementation in Trans-Nzoia County, to assess the availability of teaching and learning materials and infrastructure for the implementation of life skills education in Trans-Nzoia County, to evaluate teachers’ attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County, and to establish school management attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County. The study was guided by Work readiness theory by Catherine, Walker, Mathew and Cathy. This study employed concurrent triangulation study design with mixed methodology, where a target population of 2,234 teachers was studied. The study used concurrent sampling technique. Probability sampling with a simple random sample was used to sample thirty percent of schools. It further purposively sampled out thirty percent of secondary schools principals, deputy principals, guidance and counselling heads of department and teachers assigned to teach life skills who participated in the study. Instruments of data collection included interview schedule, observation guide and document analysis guide. A pilot study was carried out to establish the reliability of research instruments. Data was analyzed descriptively and thematically. The study was significant in contribution to the formulation of policies for life skills education in secondary schools, recognition of life skills education in the development of the nation by the stake holders, consideration of school management and teacher factors that are related to the teaching of life skills education by curriculum developers and also serve as a reference material to potential researchers in the related field of study. The findings of the study indicated inadequate training of teachers in life skills education, inadequate use of teaching learning materials, some element of unwillingness by teachers in the implementation of life skills education in secondary schools of Trans-Nzoia County. There was also inadequate supervision and support towards teachers by administrators towards the implementation of life skills education in Secondary schools of Trans-Nzoia County. The recommendations were that the government should put a policy in place as an affirmative action to train teachers in the implementation of life skills education. Kenya Institute of Curriculum Development should review the implementation programme in terms of time and curricular and nationally evaluate the subject. </em></p></div>
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McNaughtan, Jon, and Michael Brown. "Fostering Democratic Participation at Community Colleges: Understanding the Relationship Between Voting and Student, Institutional, and Environmental Factors." Community College Review 48, no. 4 (June 8, 2020): 355–75. http://dx.doi.org/10.1177/0091552120926250.
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Objective: The purpose of this study is to understand the relationship between organizational characteristics, state political climate, and student civic engagement at community colleges, operationalized in this article as student voting. Method: Utilizing a unique cross-sectional dataset compiled by the Institute for Democracy & Higher Education for the 2012 and 2016 presidential elections that merges student voting data, enrollment records from the National Student Clearinghouse, and institutional data from the Integrated Postsecondary Education Data System, we employed multi-level binary logistic regression to account for individual and organizational influences. Results: The relationship between voting and student characteristics aligns with national voting trends, in that students who are female, older, and White had higher odds of voting. However, there was one notable exception in 2012 where Black students had higher odds of voting than their White peers. We also found that students enrolled full-time and those enrolled at colleges in electoral battleground states were more likely to vote in 2012 and 2016. Weak or mixed relationships emerged between voting and environmental factors such as campaign spending, ballot initiatives, get-out-the-vote programs, restrictive voter laws, and compositional diversity of the student body. Conclusion: This study provides insight for community college leaders on potential ways to engage students in an effort to promote voter turnout in a presidential election year on their campuses. Specifically, we posit that institutions could highlight the salience of public policy issues for students, lobby for less restrictive voting laws, and implement evaluation programs of their civic engagement initiatives.
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Zuryani, Nazrina, Muhammad Ali Azhar, and Tedi Irviantono. "Udayana University: Proposal for The Establishment of a ‘Political Parties and Local Governments Studies Center’." Udayana Journal of Social Sciences and Humanities (UJoSSH) 2, no. 1 (July 24, 2018): 44. http://dx.doi.org/10.24843/ujossh.2018.v02.i01.p07.
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In Bali, where political life is largely determined by tradition and the role of Sukarno, the main challenge is to create a cadre system unrelated to mass organizations (gangs), to oligarchy links and to traditional networks (puri/local rulers and Sukarno affiliations). To coin Riswandha Imawan?s words, there is “cadre confusion” in that the existing cadres tend not to hee d the goals of the 1998 Movement: they neglect their working duties, fail to pay taxes and do not care about political education -all things mandatory in a democracy. Aware of these failings, Academics from FISIP Udayana University, later supported by colleagues from Warmadewa University and the University of National Education, and by AIPI Bali and several women NGOs, proposed to set up a center for political parties and local Government, which would work with Udayana University’s revitalized Tax Center (different from the website Imissu at Udayana University information technology service). In the hope of getting support from the political parties cadres, the FISIP Udayana undertook a series of Focus Group Discussions of cadres followed by a survey. But the cadres refused the ?political clinic? proposed by FISIP as part of the project implementation. A new solution is now put forward by the research team: through the IbIKK (Ipteks bagi Inovatif Kreativitas Kampus), the FISIP Udayana simply proposes to revitalize the Tax Center and to Establish a Political Parties and Local Government Studies Center annexed to the Institute for Peace and Democracy/IPD at Udayana University in Denpasar.
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Chilton, Kenneth, and Kyujin Jung. "The applicability of growth machine theory to the knowledge economy." International Journal of Social Economics 45, no. 4 (April 9, 2018): 582–601. http://dx.doi.org/10.1108/ijse-10-2016-0293.
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Purpose Neoliberal urban regimes focus on redeveloping downtowns to compete for economic development. Chattanooga has been lauded by urban development organizations such as Brookings and the Urban Institute for its public-private partnership model dubbed the Chattanooga Way. The paper aims to discuss these issues. Design/methodology/approach In this paper, the authors use social network analysis to analyze elites highly involved in local economic development, education policy and social entrepreneurship in Chattanooga, TN. Findings The results suggest a strong group of nonelected local elites dominate policymaking in policy arenas traditionally reserved for elected elites. The overlap between elites who shape local policy and elites who fiscally benefit from local policies raises troubling questions for local democracy, public accountability and transparency. Originality/value This analysis is valuable to public policy scholars who are interested in analyzing neoliberal coalitions and their impact on local development initiatives.
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Alvarez, Gloria Guevara, Joshua D. Miller, Marianne Santoso, Maricianah Onono, and Sera Young. "The Prevalence and Covariates of Food Insecurity Across Gestation and Postpartum Among Women of Mixed HIV Status in Nyanza Region, Kenya." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 834. http://dx.doi.org/10.1093/cdn/nzaa053_039.
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Abstract Objectives Food insecurity (FI) is recognized as an important predictor of a range of health outcomes, including HIV acquisition and progression. Less is understood about the drivers of FI during the first 1000 days. Therefore we assessed the prevalence and covariates of FI among women of mixed HIV status in southwestern Kenya from pregnancy to 21 months postpartum. Methods The prevalence of FI was measured amongst all pregnant women attending 7 antenatal clinics in the Nyanza region, Kenya (n = 954) between 2015 and 2017 using the Individually Focused Food Insecurity Access Scale (IFIAS, range: 0–27). Subsequently, equal proportions of HIV-infected and -uninfected pregnant women (n = 363) were enrolled into an observational study and surveyed at 9 timepoints. Results In the population-based sample, 81% were severely food insecure. In the study cohort, the mean (SD) IFIAS score was 15.4 (6.1); 88% were considered severely food insecure. In longitudinal logistic regression models of FI (severe vs. not severe) from pregnancy to 21 m postpartum, greater depression scores, lower social support, greater stress, rural residence, and having dependents under 15-years were associated with greater IFIAS scores. Surprisingly, HIV infection, gestation age, education, and maternal age did not predict IFIAS scores. Conclusions These findings suggest programs in severely food insecure communities should also address psychosocial well-being of women to improve health outcomes. Funding Sources National Institute of Mental Health (K01 MH098902 and R21MH108444).
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Fuchs, Christian. "New Marxian Times! Reflections on the 4th ICTs and Society Conference “Critique, Democracy and Philosophy in 21st Century Information Society. Towards Critical Theories of Social Media”." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 10, no. 1 (May 6, 2012): 114–21. http://dx.doi.org/10.31269/triplec.v10i1.411.
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This paper presents reflections on the conference “Critique, Democracy and Philosophy in 21st Century Information Society. Towards Critical Theories of the Information Society” that took place at Uppsala University from May 2nd-4th, 2012. About 160 participants attended the conference. It featured 15 plenary talks in seven sessions, 15 paper presentation sessions organised in 5 slots that each had 3 parallel sessions. The conference was financially supported by the Swedish Research Council and organised by Uppsala University’s Department of Informatics and Media, the ICTs and Society Network (http://www.icts-and-society.net), the European Sociological Association’s Research Network 18: Sociology of Communications and Media Research (http://www.europeansociology.org/research-networks/rn18-sociology-of-communications-and-media-research.html), tripleC – Open Access Journal for a Global Sustainable Information Society (http://www.triple-c.at), the Unified Theory of Information Research Group (UTI), Aarhus University’s Department of Information and Media Studies, the Vienna University of Technology’s Institute for Design & Assessment of Technology, and Jönköping University’s School of Education and Communication.
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Fuchs, Christian. "New Marxian Times! Reflections on the 4th ICTs and Society Conference “Critique, Democracy and Philosophy in 21st Century Information Society. Towards Critical Theories of Social Media”." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 10, no. 1 (May 6, 2012): 114–21. http://dx.doi.org/10.31269/vol10iss1pp114-121.
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This paper presents reflections on the conference “Critique, Democracy and Philosophy in 21st Century Information Society. Towards Critical Theories of the Information Society” that took place at Uppsala University from May 2nd-4th, 2012. About 160 participants attended the conference. It featured 15 plenary talks in seven sessions, 15 paper presentation sessions organised in 5 slots that each had 3 parallel sessions. The conference was financially supported by the Swedish Research Council and organised by Uppsala University’s Department of Informatics and Media, the ICTs and Society Network (http://www.icts-and-society.net), the European Sociological Association’s Research Network 18: Sociology of Communications and Media Research (http://www.europeansociology.org/research-networks/rn18-sociology-of-communications-and-media-research.html), tripleC – Open Access Journal for a Global Sustainable Information Society (http://www.triple-c.at), the Unified Theory of Information Research Group (UTI), Aarhus University’s Department of Information and Media Studies, the Vienna University of Technology’s Institute for Design & Assessment of Technology, and Jönköping University’s School of Education and Communication.
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Varenov, Andrey V. "In Memoriam Gai Shanlin (1935–2020) – A Prominent Chinese Rock Art Researcher." Oriental Studies 19, no. 10 (2020): 162–66. http://dx.doi.org/10.25205/1818-7919-2020-19-10-162-166.
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Gai Shanlin (盖山林), of Manchu origin, was a native of Xingtang County, Hebei Province in China. He was born on 10 September 1935, and received higher education in Lanzhou city in 1960. Since 1962, Gai Shanlin was employed at the Inner Mongolian Archaeology of Cultural Heritage Research Institute. He was a prominent rock art researcher, considered to be No. 1 in China. Gai Shanlin was the first who discovered, described and published materials of the rock art sites of Inner Mongolia in the Yinshan mountains, the Wulanchabu grassland and the Badain Jaran Desert. During his life, he wrote about a dozen books and several hundred articles on the subject. Since 1988, Gai Shanlin was also a member of the China Association for Promoting Democracy. He was elected Vice-Chairman of the 9th CPPCC Inner Mongolia Autonomous Regional Committee in 2003 and held that post until 2008. Gai Shanlin aged 85 passed away on 9 February 2020, in Hoh-hot city.
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Woomer, Paul, Wellisa Mulei, and Samuel Maina. "An ICT Strategy Based upon E-Teaching and E-Learning in Response to the COVID-19 Crisis in Africa." Journal of International Agricultural and Extension Education 28, no. 2 (March 15, 2021): 51–67. http://dx.doi.org/10.5191/jiaee.2021.28205.
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The COVID-19 pandemic is a crisis that has gripped the world, causing governments and development agencies to search for critical measures to protect their people. The situation not only represents a significant health risk but has resulted in school closures that have disrupted agricultural education. This impedes the attainment of Africa’s larger food security and rural transformation agendas. Six months before the advent of the pandemic, the International Institute of Tropical Agriculture initiated a pilot project, Start Them Early Program (STEP) whose goal is to reinforce pathways to careers in agriculture within secondary schools in DR Congo, Kenya, and Nigeria. The project has now been forced to rethink its approach while embracing information and communication technologies due to the school closures. This paper describes the process involved in that operational pivot, particularly concerning the shift from electronic teaching by instructors towards distance electronic learning by students. Key issues addressed are the consolidation of digital applications, development of a mobile-based toolbox for use by young farmers, and constraints to device ownership. The means of addressing these concerns through working with instructors and their larger school systems are explained. Action points and resources that are recommended include the distribution of upgraded instructor workstations, a listing of relevant software applications, and the design of a mobile-based all-in-one toolkit for agriculture students and young farmers. The latter two developments have wider application in the reform of agricultural extension amongst the tech-savvy youth taking up agribusiness.