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1
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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Omamo, Amos O., Anthony J. Rodriguez, and Joseph Wafula Muliaro. "A Systems Dynamics Model for Mobile Industry Governance in the Context of the Kenyan Vision 2030." International Journal of System Dynamics Applications 7, no. 2 (April 2018): 81–100. http://dx.doi.org/10.4018/ijsda.2018040105.
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This article describes how Kenya has emerged in recent times as one of the fastest-growing telecom markets in the world. This article presents a system dynamics-integrated model of the Kenyan telecommunication sector—mobile telephony—that has been developed and calibrated to demonstrate the various interactions among system variables and the resultant impact on economic growth through simulations. The simulation result proves that the regulator, the Communications Authority of Kenya, should be the key entity to be governed. This modeling process started by delineating the mobile industry's system boundary. The interactions amongst the entities were then described. Based on a historical data analysis and the system archetypes identified, a system dynamics (SD) model was developed. The research tested the results of the model in a combination of scenarios, apart from several underlying feedback effects, it was found that mobile telephony and growth in gross domestic product (GDP) had strong positive correlation.
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Muyaka, Jafred, and Peter Mugo Gathara. "Tutor ICT Skills and the Realisation of Kenya’s Vision 2030." Msingi Journal 1, no. 1 (August 2, 2018): 317–49. http://dx.doi.org/10.33886/mj.v1i1.60.
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The Kenya Vision 2030 identifies science, technology and innovation as key drivers in creating wealth, social welfare and international competitiveness. In recognition of the role of technology in achieving Vision 2030, the government pledged to strengthen technical capabilities by emphasising technological learning at all levels. The vision affirmed that it is only through an educated and skilled manpower that Kenya will be able to create, share and utilise knowledge well. To produce a workforce capable of fitting into the knowledge driven society, training of teachers in Primary Teachers Colleges was to integrate Information and Communication Technologies (ICTs) in teaching and learning. The government carefully prepared ICT policies to guide the use of ICTs in teaching and learning as a proper way of imparting in teacher trainees the skills needed for preparing learners with the right training. Among the policies was providing extensive training to tutors on use of ICTs in teaching and learning. The study analysed the implementation of this policy in Primary Teachers Colleges. The analysis sought to find out whether and what gaps exist between the stated government policy designed to guide use of ICTs in teaching and learning and the actual practice during the implementation process. The study sites were four PTCs in Kenya offering certificate courses commonly known as P1 colleges. These were three public PTCs and one private college targeting college heads, deans of curriculum, tutors, students and Ministry of Education officials. The study applied multiple case study design in soliciting views, perceptions, opinions and experiences regarding implementation of government ICT policies. A combination of research instruments were used in collecting the data. These included:- questionnaires, interviews and observation schedules. The data was analysed both qualitatively and quantitatively using SPSS. The study findings established that there were a number of inconsistencies in the implementation of government policies on use of ICTs in teaching and learning and the actual practice during the implementation process. Although the policy required that lecturers at PTCs were to attend ICT in-service training to integrate ICT in classroom teaching, 53.8% of the teaching staff had not attended any in-service training on use of ICT in teaching and learning. The study concludes that the identified inconsistencies in the use of ICT skills of tutors had impacted negatively on the preparation of primary teachers with competencies in ICT use, hence undermining the realisation of Vision 2030. Therefore the study recommends establishment of partnership between the government, private sector and the PTCs to equip the tutors with the necessary and relevant ICT training to allow integration of ICT in teaching and learning.
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Nyamita, Micah Odhiambo, Nirmala Dorasamy, and Hari Lall Garbharran. "Debt financing structure within the state-owned corporations in Kenya." Risk Governance and Control: Financial Markets and Institutions 5, no. 2 (2015): 22–30. http://dx.doi.org/10.22495/rgcv5i2art3.
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The current public sector financial management reforms agenda within the state-owned corporations in Kenya aimed at integrating and aligning their performance to vision 2030, has not yet achieved the traction required. This study, therefore, examined the different types of debt financing strategies applied by the various state-owned corporations in Kenya, in comparison to those applied by state-owned corporations from developed and developing economies. The study specifically revealed that private debt financing, through bank loans and payables is commonly used amongst Kenyan state-owned corporations. While, most state-owned corporations from developed and developing economies, such as in America, Europe, Asia and South Africa, use public debt financing, through financial securities, traded in both domestic and international capital markets.
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Hallberg, David. "Recognising Local Experiences for the Success of Vision 2030 in Kenya: Using Pen-Pals in Education as a Case." Journal of Education and Vocational Research 2, no. 3 (September 15, 2011): 99–115. http://dx.doi.org/10.22610/jevr.v2i3.30.
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This study takes account of the everyday-life experience of a group of women in a resource-poor environment in Kenya. They are part of a group that the Kenyan Government wants to include in their investments in order to enhance social and economic equality. The overall purpose of the study is to learn about the potential impact of such investments on women in resource-poor environments in Kenya. In fulfilling its purpose the study takes into consideration (1) experiences of everyday-life among women in Lunga-Lunga and (2) maps strategies to recognise these experiences. The results of the study are expected to be fruitful as regards planning strategies that are of use for Vision 2030 and the development of Kenyan society. The study was carried out in two steps: the first consisted in participatory action research and the second was a follow-up study. To guide the study the notion of ‘experience’ is critical. During sessions and in letters to their pen-pals, the women express feelings regarding cultural, family, and health issues. For instance, some of the feelings experienced have arisen because the women are isolated from the larger world outside their own immediate environment and lack literacy skills. The study will be useful in planning governmental actions that strive to better recognise and educate citizens–especially women–in resource-poor environments.
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Wycliffe, Muli, Mulwa Jonathan, Goko Tabby, Ngunjiri Ruth, and Samson Kitheka. "Financial Deepening And Economic Competitiveness In Kenya: The Strides To Being An Economic Power House." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 6, no. 2 (October 15, 2013): 817–25. http://dx.doi.org/10.24297/ijmit.v6i2.737.
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Economists have long held the view that financial deepening and economic development are closely intertwined. Kenyas development blue print, Vision 2030, is anchored on this belief and aims to create a vibrant, globally competitive financial sector, envisioning Kenya as a leading financial centre in Eastern and Southern Africa. Using descriptive survey design, this study investigated the state of financial deepening in Kenya and how this enhances the countrys economic competitiveness. Data was collected from a key informant in the four largest banks by asset base that have subsidiaries/branches in other East African countries using a structured questionnaire. It focused on Mobile banking, Agency banking and credit referencing as indicators of financial deepening and established that Kenya has made remarkable strides in financial deepening, which has enhanced the countrys competitiveness through wider access of financial services, reduced operation and transaction costs, product diversification, superior customer experience and reduced loan default rates.
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Alando, Walter, and Joachim Scheiner. "Framing Social Inclusion as a Benchmark for Cycling-Inclusive Transport Policy in Kisumu, Kenya." Social Inclusion 4, no. 3 (June 7, 2016): 46–60. http://dx.doi.org/10.17645/si.v4i3.546.
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Cycling in many cities of the Global South faces unending exclusion from street spaces despite the on-going transport policy reforms. This exclusion worsens the marginalisation of the poor majority who use this mode. In this paper, we formulate social inclusion as a policy tool for reconciling transport policy to the cycling needs of Kisumu, Kenya. We draw from social quality theory and Lefebvre’s right to the city concept to assemble the ideals of social inclusion. These ideals form the benchmark for a qualitative content analysis of the policy pronouncements contained in the Kenya Vision 2030 and the Integrated National Transport Policy to ascertain the opportunities presented by these policies for cycling inclusion. Findings from interviews held with transport professionals in government and private practice support this content analysis. Results show that while the Kenya Vision 2030 focuses on economic growth, the Government has prioritised the implementation of its projects, thus diminishing the fragile opportunity for cycling inclusion presented by the transport policy. To consolidate this opportunity, we propose different policy recommendations to improve the terms for cyclists to claim and produce street spaces.
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Plummer, Anita. "Kenya and China's labour relations: infrastructural development for whom, by whom?" Africa 89, no. 4 (November 2019): 680–95. http://dx.doi.org/10.1017/s0001972019000858.
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AbstractThe Kenyan government's long-term development strategy, Vision 2030, has emphasized infrastructural investments, which it believes will lead to sustained economic growth. The government has appealed to China to fund large-scale projects in the transport sector, and as a consequence of this, construction firms from China have emerged as significant employers in the country. While the Kenyan government contends with the ongoing burden of youth unemployment, it must also reconcile the ambiguities of China's role in Africa and its implications for the labour market. This article examines two Chinese-built infrastructure projects in Kenya and their intersection with several issues involving migrant labour and local rumours of Chinese prisoners, as well as the state's vision for industrialization and youth employment. Kenyans utilize both online and interpersonal channels of discourse to critique present-day employment practices in the transport sector, and it is argued that these counter-channels of discourse represent a particular articulation of knowledge used by Kenyans to construct meaning and interpret ambiguous situations. Through a theoretical analysis of rumour, this article illustrates how ordinary Kenyans are pooling their intellectual resources to understand Sino-Kenyan labour relations in the absence of transparency and participatory government processes in the infrastructure sector.
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Oulu, Martin O. "Mainstreaming climate adaptation in Kenya." Climate Law 2, no. 3 (2011): 375–94. http://dx.doi.org/10.1163/cl-2011-041.
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Mainstreaming climate change adaptation into policies and development planning processes is widely acknowledged and advocated as an important means of addressing the myriad impacts of climate change.Kenya, like many developing countries, is very vulnerable to climate change and urgently needs to adapt. However, the country’s adaptation mainstreaming efforts are still nascent and largely insufficient. Through a literature review and key informant interviews, this paper identifies Kenya’s potential climateadaptation mainstreaming entry-points and investigates the normative, organizational, and procedural mainstreaming strategies employed. This is done from a horizontal Climate Policy Integration perspective. Three potential mainstreaming entry-points, among them Kenya Vision 2030, the current development blueprint, are identified. The results indicate that while political commitment to, and strategic vision on, climate adaptation is present as exemplified by high-profile champions and the development of the National Climate Change Response Strategy, institutional set-ups remain fragmented and inadequate. Of particular importance is the need to anchor coordination efforts for climate change adaptation in a highlevel and cross-sectoral office. Ex-ante assessment procedures, such as Strategic Environment Assessment and Environment Impact Assessment, should incorporate robust climate vulnerability assessments and adaptation requirements.
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Khisa, Kelvin, Nicholas Oguge, and Stephen Anyango Obiero. "Mainstreaming the Culture of Eco-Industrial Parks (EIPs) in Kenya for the Sustainable Realization of the Country’s Vision 2030." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 3, no. 6 (2018): 7–21. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.36.3001.
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Competitive and productive Special Economic Zones (SEZs)/ industrial Parks (IPs) of the future will be those that will abandon the wasteful linear development model and instead embrace a circular economy that is characterized with the circular flow of materials and energy. Doing this will not only lower pressure on the use of the country’s virgin raw materials but also contribute to the reduced carbon footprint of the SEZs/IPs by helping to divert wastes from the landfill. This paper investigated the spontaneous evolution of waste and by-product exchange at the agro-processing and garment clusters of the Athi River SEZ. These cluster based material exchanges evolved on their own largely as a result of the prevailing forces of material supply and demand. Though at its infancy, this emergency of industrial symbiosis at the economic zone has helped to demonstrate the social inclusion dimension of green growth through the creation of decent green jobs. The practice has also enabled participating firms to reduce their GHG emissions and lower their operational costs. The economic zone’s desire to fully embrace waste recovery, reuse and recycling as part of its deliberate efforts of advancing the ideals of a circular economy is currently being hampered by a lack of functional waste recovery, reuse, and recycling infrastructure. The proposed strengthening of University-Industry-Government (U-I-G) collaboration at the Athi River SEZ, will help promote eco-innovation that forms the cornerstone of the economic zone’s improved productivity and competitiveness. The paper sought to unravel the enabling policy interventions that need to be put in place so as to accelerate the transformation of the country’s economic zones into environmentally friendly Eco-Industrial Parks (EIPs) capable of attracting green foreign direct investments (FDIs). It also tackled the barriers that need to be overcome by key stakeholders so that the country’s SEZs/ IPs can adopt a development trajectory that enjoys low-emission levels, efficiently uses its resources, and is socially inclusive through the creation of decent green jobs.
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Nganyi, Silas Muyela, Ambrose Jagongo, and Gerald Kalenywa Atheru. "Determinants of Government Expenditure on Public Flagship Projects In Kenya." International Journal of Economics and Finance 11, no. 6 (May 28, 2019): 133. http://dx.doi.org/10.5539/ijef.v11n6p133.
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The Kenya Vision 2030 flagship projects expected to generate rapid economic growth in the country are threatened by inadequate source of funding, financial management problems and failure to link policy, planning and expenditure budgeting. The projects continue to experience inadequacies in project appraisal and implementation time overruns. Therefore, without a clear financial framework, fiscal indiscipline, resource misallocation and inefficient use of resources will militate against achieving the Kenya Vision 2030 targets. The overall objective of this study was to evaluate determinants of government expenditure on public flagship projects in Kenya. The specific objectives were to: evaluate the influence of planning process; source of funds; and management responsibility on government expenditure on public flagship projects in Kenya. The theories reviewed in the study were public finance, budget, cost-benefit analysis and principal-agent which provided grounds for conceptual framework. The study employed descriptive research design, positivist philosophy and multiple regression model. The target population was the planned 348 flagship projects for the period 2008-2012. The unit of analysis was projects based on sample size of 96 stratified random sample while data was collected using a questionnaire. The findings showed that planning process, source of funds and management responsibility had significant positive influence in determining government expenditure on public flagship project in Kenya. The study recommended that, public entities should strengthen and improve planning process by deepening MTEF within programme-based budgeting; the National Treasury should increase resources required for financing public flagship projects by considering public-private-partnerships as a potential source; and public entities should improve, strengthen and enforce management responsibility when designing public flagship projects. The two areas suggested for further research were; impact of project characteristics on the choice of Public-Private Partnership financing model; and impact of fiscal decentralization on financing public projects in light of devolved systems of governance in Kenya.
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Kamakia, Antony Munene, Shi Guoqing, and Mohammad Zaman. "Does Kenya’s Development-Induced Displacement, and Resettlement Policy Match International Standards? A Gap Analysis and Recommendations." Journal of Sustainable Development 10, no. 5 (September 29, 2017): 162. http://dx.doi.org/10.5539/jsd.v10n5p162.
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Multilateral Development Finance Institutions (DFIs) apply variable Development-induced displacement and resettlement (DIDR) policies for project investment-finance extended to client countries. However, developing countries, in essence, finance their development or investment projects separately, thus the need for a DIDR policy that matches international safeguard standards. Kenya has recently enacted far-reaching improvements in its DIDR framework informed by a long history of controversies surrounding DIDR and the colonial displacement and resettlement praxis. This paper traces the development of DIDR framework in Kenya and then develops a matrix to compare the framework with international safeguards extracted from the standards of six selected multilateral DFIs. It then analyses the gaps and prescribes measures to bridge the gaps towards the international standards. The major gaps noted are lack of solid income and livelihood restoration mechanisms and inadequate tracking, supervision and monitoring for DIDR. It has also presented a discussion on the need to fast-track attainment of the international standards, particularly in this period when Kenya is embarking on ‘Vision 2030’ development blueprint which hopes to spur Kenya to “High-Income Country” status by the year 2030. Multilateral DFIs are also piloting new Environmental and Social Frameworks (ESF) with the objective of assisting individual countries scale-up their DIDR policy. They can start by supporting Kenya to bridge the gaps as well as building human and technological capacity. Policy aspects indicated in this paper will enhance DIDR outcomes for Kenya.
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Achiba, Gargule. "Navigating Contested Winds: Development Visions and Anti-Politics of Wind Energy in Northern Kenya." Land 8, no. 1 (January 4, 2019): 7. http://dx.doi.org/10.3390/land8010007.
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State-led development visions and the accompanying large-scale investments at the geographical margins of Kenya rest on the potential of public–private partnerships to fast-tract sustainable development through accelerated investments. Yet, the conceptualisation, planning and implementation of these visions often deploy a depoliticising development discourse that reinforces and expands long-standing misconceptions about the margins primarily directed at pastoral livelihoods and related communal land tenure. This paper illustrates how the implementation of a wind energy project employs the corporate strategies of depoliticising both land claims and development interventions. In Northern Kenya, private sector participation in large-scale wind energy infrastructure has created a complex development apparatus in which players are empowered to undertake the accelerated investments required to shape the delivery of the Kenya Vision 2030 in the region. An analysis of corporate actors’ strategies in the implementation of the contested wind farm presents a depoliticised framing of “low-cost green energy”, representations of pastoral land tenure and corporate social responsibility strategies through which dispossession is justified and legitimised. This case underscores the extent to which corporate counterresistance is shaped by the reproduction of a historical depoliticised discourse about pastoralism and communal tenure and challenges the traditional narrative of government hegemony against local resistance to large-scale land acquisitions (LSLAs).
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Kagema, Josphat. "The School Curriculum and Its Influence on Teacher Motivation in Curriculum Implementation in Kenya." Journal of Culture and Values in Education 1, no. 1 (June 25, 2018): 9–25. http://dx.doi.org/10.46303/jcve.01.01.2.
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A review of empirical studies on teacher motivation indicates decreasing levels of motivation among secondary school teachers ultimately leading to minimal achievements of the projected Kenya’s Vision 2030. This study examined the school curriculum as a determinant of secondary school teacher motivation in Kenya in curriculum implementation. The research adopted a survey study design, adopting mixed methods research approach with an aim of fortifying and converging both quantitative and qualitative data. The respondents were sampled from 46 secondary schools located in Nyeri and Kirinyaga counties of Kenya. The findings of this study inform curriculum planners, education leadership and policy makers on the school curriculum as a core determinant of teacher motivation in secondary schools that influence curriculum implementation in Kenya.
Key Words: School Curriculum; Teacher Motivation; Curriculum Implementation
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Smith, Constance. "‘Our Changes’? Visions of the Future in Nairobi." Urban Planning 2, no. 1 (March 28, 2017): 31–40. http://dx.doi.org/10.17645/up.v2i1.834.
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In Kenya, the Vision 2030 masterplan is radically reimagining Nairobi as a ‘world class’ city of the future. This has generated dramatic digital imagery of satellite cities, skyscrapers and shopping malls. For tenants in rundown public housing, these glossy yet speculative visions are enticing, but also provoke anxieties of exclusion. Yet so far, little has materially manifested. This article explores the effects these future vistas produce in the present, in the gap between the urban plan and its implementation. It argues that the spectacle of official planning has generated anticipatory actions, as Nairobians’ engage with the future promised by such schemes. These actions are characterised by dissonant temporal experiences, in which local residents experience the future city as both near at hand and forever out of reach.
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Lumumba-Kasongo, Tukumbi. "China-Kenya Relations with a Focus on the Maritime Silk Road Initiative (MSRI) within a Perspective of Broad China-Africa Relations." African and Asian Studies 18, no. 3 (November 6, 2019): 257–87. http://dx.doi.org/10.1163/15692108-12341428.
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Abstract My article is a critical reflection on China-Kenya Relations with the focus on the Chinese MSRI link with Kenya. Since Kenya gained its nominal political independence in 1963 from Great Britain, it has been involved in complex foreign relations with China. Currently, they enjoy solid bilateral relations, despite some domestic priority shifts and ideological differences among their leaders. From Jomo Kenyatta to Daniel Arap Moi, Mwai Kibaki and Uhuru Kenyatta, Kenya-China relations have been growing. The Forum on China Africa Cooperation. Within FOCAC, a collective, pragmatic consultancy and dialogue scheme was established. There have been more than 80 Chinese development projects in Kenya, ranging from the provision of grants to the building of infrastructures and concessional loans. This essay reflects, using the geopolitics critique of neo-realism supported by historical structuralism and multipolarity paradigms, potential gains of the MSRI within Kenya vision of 2030 (Ruwaza ya Kenya). What and how would Kenya gain from this initiative, beyond the existing relations? What kind of partnership will develop out of MSRI, which can support African regional needs, exigencies of practices of democracy and those of sustainable development, and environmental parameters? I propose a multipolar perspective as a new theoretical ground to address the above questions.
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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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Kamakia, Antony, Shi Guoqing, Mohammad Zaman, and Zhou Junbi. "Financing for Development and Socio-Ecological Transitions: A Review of Chinese Investments in Kenya." Environmental Management and Sustainable Development 7, no. 2 (March 8, 2018): 34. http://dx.doi.org/10.5296/emsd.v7i2.12561.
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Kenya has adopted a comprehensive development path to accelerate and create suitable conditions for sustainable development as outlined in the “Vision 2030.” A key strategy is the catalytic role of bilateral loans and finances which have increased in manifolds over the years. However, a growing and critical discourse has emerged about the social-ecological sustainability in the Chinese-financed development projects, within the context of China-Africa engagement policy. China is playing significant role in the economic growth of developing countries and in particular, critical investments in productive sectors. This paper examines the development-induced displacement and resettlement (DIDR) framework and explores the social-ecological impacts and outcomes of some selected Chinese-financed projects in Kenya. The paper also examines the various social-ecological guidelines and standards issued by Chinese authorities over-time, for their overseas investments and operations. It concludes that contemporary Chinese-financed development and investments in Kenya are resulting in increasing, improving and sustainable social-ecological outcomes.
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Nyambura, Salome. "Can Education Achieve Social Cohesion? Challenges for Kenya’s Education Sector in Attaining the Social Pillar of Vision 2030." Msingi Journal 1, no. 1 (August 2, 2018): 498–532. http://dx.doi.org/10.33886/mj.v1i1.61.
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Education is considered critical in the development of a nation towing to its role of transmitting knowledge, skills and competencies. The question of whether education can promote social cohesion has and continues to be debated all over the world. The UNESCO commission (1996), identified one of the critical pillars of education for the 21 st Century as ̳Learning to live together.‘ Indeed the demand to achieve this has been heightened by globalization, which has rendered spatial boundaries void. In Kenya, the quest for social cohesion is bedevilled by political gimmicks that perpetuate ethnocentrism and often times lead to civil strife as was evident during the post-election violence (PEV) in 2007. As a result of this, the National Cohesion and Integration Act of 2008 was passed as part of Agenda IV reforms under the National Accord Reform Agenda. This led to the formation of the National Cohesion and Integration Commission (NCIC) whose mandate is to facilitate and promote equality of opportunity, good relations, harmony and peaceful coexistence between persons of different ethnic and racial backgrounds in Kenya and to advice the government thereof. This paper explores the role education can play in building social cohesion, especially in the period after PEV. Using personal experiences as an educator, I shall challenge the status quo in an attempt to chart the way forward for educators to contemplate as they strive to achieve national cohesion, which is a prerequisite to the attainment of Vision 2030.
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Oguso, Alex, Francis M. Mwega, Nelson H. Wawire, and Purna Samanta. "Analysis of Budget Imbalance Dynamics in Kenya." Journal of Economics and Public Finance 4, no. 4 (November 24, 2018): 352. http://dx.doi.org/10.22158/jepf.v4n4p352.
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<p><em>Kenya needs substantial and sustained fiscal consolidation to create fiscal space for financing the government’s election pledges, the Vision 2030 development projects, and sustainable development goals. However, the government has found it hard to sustain its fiscal consolidation attempts. This study investigates the fiscal consolidation constraints that act through the budget imbalance dynamics in Kenya using the </em><em>Olivera-Tanzi effect approach.</em><em> The study covers the period 2000-2015</em><em> using time series data and employs three </em><em>Auto-regressive Distributed Lag (ARDL) error correction models</em><em> in the analysis. The study showed that a </em><em>rise in the general price levels in the economy, adjustment of minimum wages, rise</em><em> in perceived levels of corruption in the public sector and the political budget cycles (occurrence of a general election) worsen the budget imbalances (deficits) thus </em><em>constrain fiscal consolidation efforts in Kenya. The study also demonstrated that </em><em>budget imbalance dynamics in Kenya could partly be explained by the Olivera-Tanzi proposition. </em><em>The study rec</em><em>ommends measures to reduce the fiscal imbalance gap in Kenya, which include controlling both supply and demand side inflationary pressure and dealing with rent seeking behavior in the public sector.</em></p>
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Müller-Mahn, Detlef, Kennedy Mkutu, and Eric Kioko. "Megaprojects—mega failures? The politics of aspiration and the transformation of rural Kenya." European Journal of Development Research 33, no. 4 (April 13, 2021): 1069–90. http://dx.doi.org/10.1057/s41287-021-00397-x.
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AbstractMegaprojects are returning to play a key role in the transformation of rural Africa, despite controversies over their outcome. While some view them as promising tools for a ‘big push’ of modernization, others criticize their multiple adverse effects and risk of failure. Against this backdrop, the paper revisits earlier concepts that have explained megaproject failures by referring to problems of managerial complexity and the logics of state-led development. Taking recent examples from Kenya, the paper argues for a more differentiated approach, considering the symbolic role infrastructure megaprojects play in future-oriented development politics as objects of imagination, vision, and hope. We propose to explain the outcomes of megaprojects by focusing on the ‘politics of aspiration’, which unfold at the intersection between different actors and scales. The paper gives an overview of large infrastructure projects in Kenya and places them in the context of the country´s national development agenda ‘Vision 2030′. It identifies the relevant actors and investigates how controversial aspirations, interests and foreign influences play out on the ground. The paper concludes by describing megaproject development as future making, driven by the mobilizing power of the ‘politics of aspiration’. The analysis of megaprojects should consider not only material outcomes but also their symbolic dimension for desirable futures.
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Wandera, Moses. "Indigenous African Education for Socio- Economic Development." Msingi Journal 1, no. 1 (August 27, 2018): 267–316. http://dx.doi.org/10.33886/mj.v1i1.64.
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Education in Africa has been in existence since time immemorial. This study sought to examine the activities of Lantana in Benin on their specialised training, Dogon of Mali in their world view, Futo Toro of Senegal in their various trades, Poro of Sierra Leone in the training of the youth, Takensi of Ghana in their social order and the Akan of Ghana. Also examined are the activities of the Chamba and Yoruba of Nigeria in their adult centred training and forecasting of the future respectively. The Chagga of Tanzania and the Abakwayaare were also examined on their initiative plays and economic activities. The paper also studied the Ndembu of Zambia on the past analysis and the activities of the Mijikenda of Kenya among other Kenyan tribes. The study used the theoretical framework of Emile Durkheim on the social and moral order, while the design of the study was on content analysis of available information and expectations. The study recommends positive approaches in the indigenouseducation that can be adapted, mainly for Kenya in its desire to achieve Vision 2030. However, further research should be done on specific values, foods, attitudes and the rule of law, how achieve social, political and economic progress in African nations and especially how the current economic integration blocks have followed the same pattern of the communities and their values.
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Onyango, Michael Ang’anyo. "Role Of Transformative Leadership In Dealing With Challenges Faced By The Kenyan Public Service." Advances in Social Sciences Research Journal 7, no. 7 (August 5, 2020): 732–38. http://dx.doi.org/10.14738/assrj.77.8643.
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Leadership on the African continent has been a focus of scholars as African nations have incredible human and natural resources but seem to be bereft of the leaders necessary to capitalize on its opportunities. Researchers acknowledge that the barrier to progress in the developing world is not the deficiency of money or natural resources, but suggested it to be the lack of leadership. Researchers have demonstrated reasons for this deficiency including the effects of the colonial system upon people and civil service systems, but have not yet been able to establish a promising path to economic and social progress. Leaders in Kenya provided promising solutions in the national strategic plan, Kenya Vision 2030, to move it to a first world economy within 25 years. One of the foundations of the plan was public service reform with a flagship project to establish the Kenya School of Government to develop transformative leadership training and fill the leadership gap. The purpose of this workplace individual assignment was to investigate, understand, and describe the role of transformative leadership in dealing with challenges faced by the Kenyan public service. The transformational leadership theory approach of Burns (1978) was used as the locus point for the study. Using a qualitative case study method, secondary data was gathered from relevant literature at the state department of interior – the literature was then reviewed through desk literature review. The result of the analysis was that development of training for transformative leadership was an intentional goal which was seen as critical strategy in dealing with challenges faced by the Kenya public service for national success. The discussion concludes by making recommendations on how to develop a transformative leadership mind-set among public officers. Kenya and other developing countries may benefit from the results of this study as it provides an insight on how leadership is about stepping into the gap, solving problems and unlocking people’s potential for dealing with challenges in the public service.
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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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Ogutu, Wanyama. "The Dynamics of Art and Craft Curriculum in Enhancing Child Growth and Development." East African Journal of Education Studies 2, no. 1 (April 8, 2020): 18–24. http://dx.doi.org/10.37284/eajes.2.1.134.
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As the government of Kenya is geared towards achieving sustainable development goals and Kenya Big 4 Agenda, the Ministry of Education rolled out the new education system 2-6-3-3-3 dubbed “Competence Base Curriculum” whose mission is to nurture every learner’s potential. It received overwhelming appraisal from different stakeholders;- locally and internationally eliciting debates in the local media, radio and television talk shows. Prior to this bold step in the curriculum, the government of Kenya set up various taskforces to review the 8.4.4 curricula in 1992, 1995, 2002, 2009 and 2011, reviewed by the late Professor Douglas Odhiambo which asserted the atrocities of children not developing to their full potential and its negative effect in threatening the realization of Kenya Vision 2030. The paper has established diverse ways in which the curriculum in art and craft is enhancing the growth and development of a child’s emotional, physical, cognitive, and creativity. It has hypothetical employ qualitative analysis to examine art and craft in terms of the art stages of growth and development of a child. Further, the paper has briefly observed that naturalistic child growth and development of Leonardo Da Vinci - (A high renaissance artist of 14th century)- and the researcher’s teaching experience, as the case study and scope. It has concluded that any curriculum design ought to consider art and craft because it has an inherent psychological and development power that develops a child into full potential.
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Akuma, Joseph Misati. "Social Protection for Orphaned and Vulnerable Children in Kenya: Initiatives, Opportunities and Challenges." European Journal of Social Sciences Education and Research 2, no. 1 (December 30, 2014): 235. http://dx.doi.org/10.26417/ejser.v2i1.p235-241.
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HIV/AIDS, conflicts and other crises have swelled the number of OVC's in sub - Saharan Africa, thereby threatening the realization of the Millennium Development Goals in the areas of Education, Health, Nutrition, and Poverty reduction. In Kenya, Social Protection is explicitly prioritized in Vision 2030, the newly promulgated Constitution of Kenya 2010 and in the National Affirmative Action Policies. Between 2005 and 2010, expenditure on Social Protection rose from Ksh. 33.4 billion to Ksh57.1 billion, which is equivalent to 2.28 per cent GDP.The above notwithstanding, discourse analysis involving a critical review of existing literature indicates that Poverty and vulnerability remain high in the country. Hence, clearly, there exists knowledge gaps on the response to the OVC situation, and in Particular, the impact of the various Policies and strategies aimed at interventions for the welfare of OVC's in the country. This paper attempts to synthesize current knowledge on the models and practice of policies targeting OVC's in Kenya with a view to bringing out discontinuities in order to inform future initiatives, especially those emerging from the framework of the newly promulgated constitution. Data was obtained mainly from secondary sources including: Sessional Papers, National Development Plans and Statistical abstracts. It is recommended that: Development of a Management Information System to capture information about OVC's, Strengthening Community Based support systems, Mainstreaming social protection in the programmes of all Government Ministries as opposed to the current six, Providing training and facilitation alongside the financial means to care – givers in vulnerable families, Prioritizing provision of Psycho –social support in addition to the material support currently offered, and reflecting OVC as a priority special needs in all sectoral policy planning and strategy process will go a long way in guarding against the escalating crisis of the vulnerable children which threatens to tear at the very fabric of childhood.
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WAGA, Duncan, Esther MAKORI, and Kefa RABAH. "Utilization of Cloud Computing in Education and Research to the Attainment of Millennium Development Goals and Vision 2030 in Kenya." Universal Journal of Educational Research 2, no. 2 (February 2014): 193–99. http://dx.doi.org/10.13189/ujer.2014.020212.
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Gathara, Peter M. "Continuing Professional Development (CPD) For Secondary School Teachers." Msingi Journal 1, no. 1 (August 2, 2018): 205–40. http://dx.doi.org/10.33886/mj.v1i1.62.
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The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student population, changing paradigms in teaching and learning together with the changing expectations about the quality of education that are occurring at an unexpected rates. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills and techniques. Therefore, CPD through mentoring plays an important role in teacher improvement geared towards classroom practices. This paper has highlighted the plight of secondary school teachers and the need for teachers to be involved in CPD. The methodology involved a vertical case mixed study approach design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. Twelve secondary schools in Kirinyaga County were sampled for the survey while six others were subjected to an in-depth casestudy. The data analyzed indicated the importance of mentoring and involvement of other stakeholders in provision of CPD as laid out by the education policies. As the study indicates, there are several challenges‘ that are experienced by teachers in their quest for mentoring. In the light of these findings, mentoring of teachers can play an important role in improvement of classroom practices and the school as a whole. For the attainment of Vision 2030 teachers should be supported at the school level so that they can participate in and complete the programmes of mentoring that take place especially where young and newly recruited teachers are involved.
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Mwasiaji, Evans T. "Corporate Strategy for Medium Scale Manufacturing Enterprises in Kenya." International Journal of Management Excellence 14, no. 1 (December 31, 2019): 2019–28. http://dx.doi.org/10.17722/ijme.v14i1.1127.
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Sustainable Development Goals and Africa Agenda 2063 acknowledges Small and Medium Enterprises as critical in promoting sustainable global economic development. However, most studies on corporate strategy in Kenya have mainly examined micro, small and large enterprises creating a missing middle with inadequate empirical data on medium scale enterprises, including those in the manufacturing sector. Moreover, Kenya’s big four agenda proposes support to the manufacturing sector so as to raise its GDP share to 15 percent by 2022 in support of the realization of Vision 2030. Unfortunately, growth in the manufacturing sector has stagnated at about USD 5 billion for over a decade and continues to lose market share and competitiveness internationally. This study therefore investigated corporate strategy and competitiveness of medium scale manufacturing enterprises in Kenya. Data was collected from 56 senior management staff. Mean responses received in a Likert scale of 1 – 5 for each of the tested item was calculated by summing up all the codes and getting the average of the 56 respondents. This study established MSMEs which are within the SME sector are on average performing below par on issues to do with business strategy. The results show that in 56.1% of the MSMEs, there is a clearly written business unit mission statement (mean response of 4.3). In 54.5% of the firms, the business unit strategy is not adequate in light of competitive pressure (mean response 2.5) and the business unit strategy is not appropriate for exploiting opportunities in the future. In 48.5% of the firms, the business unit strategy is not formulated carefully by all levels of management (mean response 2.7) and there is no clearly developed long term business unit strategy (mean response 2.9). In 39.4% of these firms, the business unit strategy does not adequately reflect the strengths of the business unit (mean response 2.8). The study concluded that lack of an effective business strategy to direct the efforts of human resources in the desired direction would result in inability to realize the set organizational objectives. This means these MSMEs are struggling to operate, manage and improve their businesses efficiency and effectiveness in order to deliver quality products and services consistently and on time. This has a negative effect on MSMEs performance as it implies internal inefficiencies, ineffectiveness and negative bottom line, reduced job opportunities and low contribution to the gross domestic product (GDP) in Kenya. The study recommended that the MSMEs should organise strategic focus workshops and use a combination of Porter’s five force model components to plan, organise and formulate their business strategy mechanism after a comprehensive SWOT analysis. The MSMEs should periodically review their strategy in line with the prevailing competitive pressures using the following criteria to identify crucial strategic issues: (a) The impact they could have on their enterprises, (b) the likelihood that the identified issues would materialize, and (c) the time frame over which they could develop. The number of these issues needs to be limited to a manageable number (three to nine) to enhance the chances of securing the commitment and resources necessary to effectively act on them. The expected study output would be enhanced competitiveness of MSME and realization of Kenya’s vision 2030.
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Kungu, Wambui, Anne Khasakhala, and Alfred Agwanda. "Trends and factors associated with long-acting reversible contraception in Kenya." F1000Research 9 (May 20, 2020): 382. http://dx.doi.org/10.12688/f1000research.23857.1.
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Background: Kenya has 12 million female adolescents and youths aged 10-34 years whose reproductive behavior will determine the growth and size of its population for the next decade. The anticipated momentum of births can be slowed by the use of long-acting reversible contraception (LARC) methods as they are more effective, need no user adherence, and hence have no risk of incorrect or inconsistent use. However, in spite of the many health and social benefits, LARC is underutilized because of myths and misconceptions. Kenya is in the ultimate decade towards Vision 2030 and investing in LARC can save costs of health care and accelerate the achievement of the development goal. The objective of this study was to establish factors associated with LARC use, with a view of establishing the potential for increasing demand. Methods: The study was national and used secondary data from the three waves of the Kenya Demographic Health Survey from 2003, 2008/09 and 2014 in a sample of all women of reproductive age who reported currently using modern contraceptive methods at the time of interview. Descriptive and logistic regression analysis was employed to profile and examine LARC users. Results: LARC use was low but picking up rapidly, especially among contraceptive users of higher social economic status in a major shift between 2008/09 and 2014. Consistent factors that influenced its use were age, wealth, and number of living children, while education and residence were of influence some of the time. Conclusions: There is huge unexploited potential for more LARC uptake based on the identified predictors of its use. Scaling up of LARC uptake is critical to deal with issues of poor user adherence, incorrect and inconsistent use, and method failure that characterize short-acting contraception, resulting in increased unintended pregnancies, incidences of unsafe abortions and maternal and infant mortality.
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Mohamed Gedi, Mohamud, Michael Ngala, and Leonard Wambua. "Moderating Effect of Planning on the Relationship between Administration of Devolved Water Services and Water Provision in Arid and Semi-Arid Lands in Kenya." International Journal of Business and Management 14, no. 10 (September 26, 2019): 214. http://dx.doi.org/10.5539/ijbm.v14n10p214.
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The Government of Kenya introduced Sessional Paper no 10 in 1965 that stated that for the economy to grow as a whole and as fast as possible, development money should be invested where it will yield the largest increase in net output. It further stated that this approach favored development of areas with abundant natural resources, good land and rainfall, transport and power facilities and people receptive to and active in development. For many years, this statement guided direction of government resources hence neglecting ASAL areas. Even though, and with promulgation of Constitution (2010), Kenya as a water scarce country did devolve water provision to counties, the question of whether administration of devolved water services has assisted in solving challenges related to water provision as desired and anticipated by target six (6) of the Sustainable Development Goals (SDGs) as well as Kenya’s Vision 2030 still remain unresolved. The purpose of this study was therefore to establish the moderating effect of planning on the relationship between administration of devolved water services and water provision in ASAL in Kenya. The study used positivism research orientation.Cross- sectional survey research design was adopted. The target population entailed the 113 sub-counties in ASAL where a sample of 89 sub-counties was targeted. Questionnaire helped in collecting primary data. Secondary data collection was done via desk study. planning has a significant moderating effect on the relationship between administration of devolved water services and health-care service delivery in Arid and Semi-Arid Lands in Kenya given that ΔR2 = 0.003, ΔF(1, 70) = 25.1907, b = 0.763, t(72) = 5.824, p-Value=0.000 < 0.05. Findings of this study would contribute useful information that would help in the formulation of an action plan for sustainable water management and conservation in the devolved systems in ASAL in Kenya and the entire country in general. From the findings, the study recommended the need to improve water conservation, protection of catchments and water sources. It should be ensured that there is effective, efficient and sustainable management of both urban and rural water services.
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Kenneth, Rono Kiplangat, and Christopher Omusula. "Youth Radicalization in Africa: A Comparative Analysis of Radicalized Groups." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 3, no. 9 (November 26, 2016): 185. http://dx.doi.org/10.19085/journal.sijmas030902.
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A lot of efforts are being exerted by world’s governments and other stakeholders to achieve higher rates of Accessibility to Education. Militia groups the world over have recruited and radicalized the potential school going children into their militant outfits to either fight in battlefields, or use them as spies or suicide bombers denying them opportunities of accessing education that would have been very valuable in their development. These groups abduct torture and kill victims, cause untold sufferings of their captives. In Africa, BokoHaramu in Nigeria opposes modern formal education and hinders the youth from accessing benefits associated with formal education they kidnap students from schools, women from market places, rape and force them into marriages. Mungiki in Kenya has caused school enrolment in central Kenya to drop. Their forced initiations into the groups, doctrines and practice or threat of Female Genital Mutilations, the taking of drugs and the insecurity caused by the sect members are the major challenges the Kenyan Nation is facing as a threat to realization of the objectives of vision 2030 in its former Central Province. The groups, in their teachings, associate formal education with neo-colonialism or western imperialism. Al-Shabab enforces its own harsh interpretation of sharia law, prohibiting various types of entertainment, such as movies and music, the sale of khat, smoking, the shaving of beards, and many other “un-Islamic” activities. This paper examines historical and Philosophical backgrounds of some of the militia groups in Africa such as Al-Shabab in Somalia, Boko Haram in Nigeria and Mungiki in Kenya. Highlighting modes of recruitment, radicalization and how school aged youths are utilized by militia groups. The paper argues that use of strategies such as military force in Nigeria on Boko Haram has failed to bear any fruits. It suggests that skewed distribution of national educational funds could be an impetus to forces of radicalization of youth. Therefore, this paper suggests strategies that can be used to counter the recruitment and radicalization of youths in an effort to improve Educational Access and Equity in Africa.
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Shani, Fauziah Y. "Implementation of Public-Private Partnerships at Kajiado County, Kenya." International Journal of Current Aspects 3, no. II (May 31, 2019): 319–32. http://dx.doi.org/10.35942/ijcab.v3iii.101.
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Strategy formulation has been widely regarded as the most important component of the strategic management process. Strategy implementation, rather than strategy formulation alone, is a key requirement for superior organizational performance. The Government of Kenya (GOK) has been implementing Vision 2030 strategic plan, the country's development blueprint covering the period 2008 to 2030. Recognizing that the required funds to fully support the country's development agenda and to meet the infrastructure deficit will require involvement of the private sector, the government has over the second half of the last decade exhibited a strategic shift towards partnering with the private sector, through a variety of avenues, key among which is the strategic adoption of Public Private Partnerships (PPP). The study thus set out to determine the extent of implementation of Public-Private Partnerships at Kajiado County. The study used a case study research design. The case study design facilitated the in-depth exploration of the extent of implementation of Public-Private Partnerships against the normal strategy implementation process specifically dwelling on Njaa Marufuku Campaign at Kajiado County. This study used both primary and secondary data. The primary data composed of the responses received from personal interviews with ten senior and middle management while the secondary data was from relevant literature review. The present study employed the qualitative type of analysis, specifically the content analysis. Results reveal that Njaa Marufuku Kenya (NMK), the studied form of PPP initiative conforms its intervention to the strategy implementation process, and this has contributed to the established programme success. The three components guiding project selection and activities within the NMK PPP strategy indicated the presence of a well laid down strategic plan. The NMK intervention was also found to observe a critical component in the strategy implementation process; clarity of goals. The tasks and activities were also found to follow a set of predefined guidelines. A large number of the program implementers were found to through training prior to the onset of project implementation. Findings further implied that stakeholder roles in the strategy implementation process within the NMK intervention were clearly cut out hence enabling a well-coordinated implementation process. The intervention of PPP was concluded to observe strategic meetings and stakeholder commitment from the government and private sector sides. As follow up to strategy implementation in various projects, the intervention was concluded to further carry out continuous monitoring and evaluation. Recommendation made was that as a way of government achieving set objectives more efficiently, PPP was an important strategic intervention.
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Nyumba, Tobias Ochieng, Catherine Chebet Sang, Daniel Ochieng Olago, Robert Marchant, Lucy Waruingi, Yvonne Githiora, Francis Kago, et al. "Assessing the ecological impacts of transportation infrastructure development: A reconnaissance study of the Standard Gauge Railway in Kenya." PLOS ONE 16, no. 1 (January 29, 2021): e0246248. http://dx.doi.org/10.1371/journal.pone.0246248.
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Transportation infrastructure, such as railways, roads and power lines, contribute to national and regional economic, social and cultural growth and integration. Kenya, with support from the Chinese government, is currently constructing a standard gauge railway (SGR) to support the country’s Vision 2030 development agenda. Although the actual land area affected by the SGR covers only a small proportion along the SGR corridor, a significant proportion of the area supports a wide range of ecologically fragile and important ecosystems in the country, with potential wider impacts. This study used a qualitative content analysis approach to gain an understanding and perceptions of stakeholders on the potential ecological impacts of the interactions between the SGR and the traversed ecological systems in Kenya. Three dominant themes emerged: 1) ecosystem degradation; 2) ecosystem fragmentation; and 3) ecosystem destruction. Ecosystem degradation was the most commonly cited impact at while ecosystem destruction was of the least concern and largely restricted to the physical SGR construction whereas the degradation and fragmentation have a much wider footprint. The construction and operation of the SGR degraded, fragmented and destroyed key ecosystems in the country including water towers, protected areas, community conservancies and wildlife dispersal areas. Therefore, we recommend that project proponents develop sustainable and ecologically sensitive measures to mitigate the key ecosystem impacts.
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Gitari, Wanja, Daniel Foster, and Nasim Mashhadi. "A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?" Comparative and International Education 49, no. 1 (December 14, 2020): 1–17. http://dx.doi.org/10.5206/cie-eci.v49i1.13437.
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This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In response to this dilemma, the paper suggests innovation centres or do-it-yourself centres akin to makerspace activity, as one way to engender the development of endogenous science/STEM. Setting endogenous science/STEM as the framework for the proposed STEM curriculum is likely to seamlessly address the socioeconomic goals as stipulated for the new education system.
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Andiema, Nelly, and Echaune Manasi. "Female Students Participation in Technical Vocational Education and Training in West Pokot County, Kenya." East African Journal of Education Studies 3, no. 1 (April 7, 2021): 61–69. http://dx.doi.org/10.37284/eajes.3.1.314.
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Quality and affordable technical vocational education and training are one of the United Nations Sustainable Development agenda items for ensuring equal access to education for all women and men by the year 2030. This means that all women in the country need to have relevant skills for employment, job creation and entrepreneurship. Data from West Pokot County, Kenya department of technical and vocational education show the number of female students being admitted in vocational training centres for the past five years has remained low. Whereas the government of Kenya has viewed TVET as a critical element of attaining Sustainable Development Goal and Kenya’s Vision 2030 goals, the number of female students graduating from vocational training and being absorbed in the job market remains low. This study looks at enrolment trends for female students in vocational training centres and further examines factors discouraging female students from joining vocational training institutions (VTCs). To collect data, interviews and documentary evidence were used. The respondents for the study involve managers of selected VTCs in West Pokot County. Analysis of data was done through qualitative and quantitative methods. The study found out that the distribution of students in all public VTCs in West Pokot County favoured the male gender over female students. For women enrolled in various programmes, only 45.0% fully completed their programme. It was found out that courses offered in VTCs tend to attract more male students compared to female ones. The distribution of the teaching workforce in VTCs was found to be male-dominated and therefore, female students did not have role models to look up to. The research also found out that majority of girls who were unable to proceed to secondary and tertiary education were not aware of the opportunities available in VTCs in the county. The paper concludes that social-cultural factors, lack of role models and poverty were some of the barriers affecting female students’ participation in vocational education and training. The paper suggests more work needs to be done by all stakeholders to ensure that courses offered in VTCs are attractive to female students, remove social, cultural and physical barriers which prevent female students from enrolling and completing vocational training in West Pokot County, Kenya.
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Kainde, Musyoka, and Maria Mpali Adela. "Perinatal outcomes of free maternity services in Mama Lucy Kibaki Hospital, Nairobi County, Kenya." International Journal Of Community Medicine And Public Health 7, no. 10 (September 25, 2020): 3860. http://dx.doi.org/10.18203/2394-6040.ijcmph20204350.
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Background: The introduction of free maternity services in all public healthcare facilities in Kenya was the government’s initiative to decrease maternal morbidity and mortality and promote sustainable health for both the mother and infant. Maternal health is significant in the achievement of Government of the Republic of Kenya (GOK) vision 2030. In order to determine the level of implementation of free maternity services in Kenya, it is important to understand perinatal outcomes.Methods: The study adopted a cross-sectional descriptive survey design involving all women seeking free delivery services at Mama Lucy Kibaki Hospital. Data was collected using both open-ended and closed-ended questions.Results: The study findings showed an increase in maternal seeking behaviour, increase quality of care and increase in good perinatal outcomes. Further, the study showed that although free maternity services (FMS) was literally accessible to mothers, 60.2% sought antenatal care (ANC) services in the second semester while majority failed to meet the World Health Organization (WHO) recommended number of ANC visits per cycle. The study also showed that 88.5% of the women did not suffer serious comorbidities during pregnancy. However a total of 65.4% suffered anaemia with 80% of those who suffered being primigravidae.Conclusions: The study concluded that FMS has contributed to improved perinatal outcome and it recommended that pregnant women be sensitized on the importance of seeking ANC services immediately they are diagnosed pregnant, and further that the county government of Nairobi should boost the hospitals with supplies, equipment and human resource specifically nurses, so as to cope with the increased workload.
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Janet, Mesa W., Onyancha O. Douglas, and Sang Magut K. Paul. "Investigation of the Quality of Footwear produced by SMEs: Case study of Kariokor market, Nairobi." Journal of Africa Leather and Leather Products Advances 5, no. 1 (August 26, 2019): 20–26. http://dx.doi.org/10.15677/jallpa.2019.v5i1.20.
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The increasing economic growth in Kenya has encouraged the growth of the leather sector. Kenya in its long-term vision to become an industrialized middle-income country by 2030, has identified the key role that the leather sector will play.
There is a growing number of SMEs engaged in leather goods and footwear manufacturing around the country. A large number is involved in footwear manufacturing especially school shoes. This has been encouraged by local demand for affordable footwear. Even though production of leather footwear in the informal industry has increased over the years, the country’s local footwear has low market position both locally and internationally. The market share of the SME produced footwear has been attributed to low quality and poor workmanship of the products
A survey was carried out to assess the quality of leather shoes produced by SMEs in Kariokor market, Nairobi. Data was collected from 20 respondents who constituted owners and managers of footwear workshops to ascertain if they have adopted the use of quality standards in their footwear fabrication and if their products conform to any laid down quality standards. The survey was carried out using simple random sampling method. The findings showed that none of the SMEs had adopted the use of quality standards and none of them had adopted Kenya Bureau of Standards (KEBs) standards. As a consequence, there was no mechanism of ensuring and maintaining conformity to footwear quality. This study recommends increased sensitization of SMEs on the importance of quality standards and quality management system in shoe fabrication.
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Muguchu, Jane, Nelson H. Wawire, and Anthony Wambugu. "Taxable capacity and effort of value-added tax in Kenya." African Multidisciplinary Tax Journal 2021, no. 1 (February 2021): 189–210. http://dx.doi.org/10.47348/amtj/2021/i1a11.
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Domestic tax revenue mobilisation has received great focus among developing countries in order to achieve the development objectives with less reliance on foreign aid. The effort to mobilise revenue in developing countries has been undermined by some challenges such as high levels of non-compliance, low taxable capacity and effort averaging 10 to 20 per cent compared to Organisation for Economic Cooperation and Development (OECD) countries, which collect 30 to 40 per cent of their gross domestic product (GDP). To achieve Kenya’s Vision 2030 development objectives, the tax administration is expected to collect over 20.7 per cent of GDP and ensure revenue growth of 10 per cent per annum (Republic of Kenya, 2007). This called for establishing how far the country is from reaching its maximum tax potential and the effect of various factors that determine the taxable capacity of the country. Emphasis was placed on value-added tax (VAT) due to its high revenueraising potential. Using the Ordinary Least Squares (OLS) estimation technique and maximum likelihood for stochastic frontier approach, the study estimated the taxable capacity and effort of value-added tax (VAT). The results indicated that capital investment, manufacturing and private credit as a per cent of GDP impacted positively on taxable capacity while inflation, exports and agriculture negatively affected taxable capacity. The tax effort estimation results indicated that the average tax effort between 2011 and 2015 was 0.5, thus classifying the country under low collection, high effort category. Therefore, broadening the tax base through increased investments, manufacturing and improving on the efficiency of tax administration is fundamental in enhancing revenue mobilisation.
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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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Ong‘eta, Wyclife. "Indigenous Knowledge Perspective on Holistic Education and Sustainable Development." Msingi Journal 1, no. 1 (August 27, 2018): 148–74. http://dx.doi.org/10.33886/mj.v1i1.55.
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The potential for education to engender development and therefore to provide individuals and communities with opportunities to lift themselves out of poverty is, correctly, stressed throughout contemporary development literature (Subtle, 2009). In confronting the many challenges in the planet, humankind sees in education an indispensable asset in its attempt to achieve ideals of peace, freedom and social justice. In Kenya, Ochieng (2012) contends that citizens are highly educated yet the education is academic only given that socially we are probably the world‘s most ignorant group. Ours is an extremely bad education system as innovation systems do not effectively serve critical national needs. This paper points out that the only way we can fix challenges hindering sustainable development of Kenya is by adapting our colonial education system to enable the young citizenry find identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values. This paper will explore indigenous education systems to interrogate how communities have generally relied on their vast indigenous knowledge and technology to interact with the environment as well as stable coexistence with their immediate environment thus maintaining ecological equilibrium with quality life. Furthermore, the paper will give suggestions that will help educators, policymakers and educational stakeholders to advocate for a holistic system of education that will accelerate Kenya‘s sustainable development and achievement of Vision 2030.
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Mburia, Grace Syontheke, and Shadrack Bett. "Knowledge Management Practices and Project Performance in Tharaka Nithi County, Kenya." International Journal of Business Management, Entrepreneurship and Innovation 2, no. 4 (November 12, 2020): 1–15. http://dx.doi.org/10.35942/jbmed.v2i4.144.
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Public infrastructure projects have taken a moderate pace since freedom. The records from the Kenya government 2014 on vision 2030 towards an internationally serious and prosperous Kenya demonstrate that the moderate pace in execution of open foundation ventures has prompted unsatisfactory street systems; under normalized open pleasantries; non network of the national matrix line to mechanical expected regions; inadequate relief measures in agrarian territories; and ruined motorization of the once serious enterprises that are going under. A major problem facing county governments is how to maximize on knowledge management in project management. The main objective of this study is to determine the effect of knowledge management practices on project performance in Tharaka Nithi County, Kenya. The study sets out to determine the effect of knowledge creation, knowledge sharing, knowledge acquisition and knowledge storage on project performance in Tharaka Nithi County, Kenya. The study was anchored on Knowledge-Based View Theory the Resource-Based Theory and the Organization Learning Theory. The study adopted cross sectional, explanatory and descriptive research designs targeting 120 management staff and employees of Tharaka Nithi County. A census study of all the targeted staff was carried out. Primary data was collected using structured questionnaire. The questionnaires were piloted with 12 staff from the neighboring Embu County to determine their return rate. The study used multiple regression analysis, frequencies, bar graphs, means and standard deviation measures. The study established that knowledge sharing influence project performance in Tharaka Nithi County. The study found that knowledge acquisition influences project performance in Tharaka Nithi County to a great extent. The study found that knowledge acquisition influences project performance in Tharaka Nithi County to a great. The study concludes that knowledge creation has a positive and significant influence on project performance in Tharaka Nithi County.The study will be used by project management team in other counties as it will help in formulation of proper knowledge management practices that promote effective project delivery.
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Kituko, Simiyu Catherine. "KENYAN EDUCATION IN THE WAKE OF CONSUMERISM: EFFECTS ON FUNDING AND QUALITY." Journal of Education and Practice 4, no. 1 (April 20, 2020): 73. http://dx.doi.org/10.47941/jep.394.
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Education is key for any form of personal or societal development. Citizens who can read, calculate, and think critically are a country’s great resource as they have better economic opportunities, higher agricultural productivity, healthier children, and better reproductive health. In her drive towards realization of the Vision 2030 therefore, Kenya highlights education and training as crucial components of the Social Pillar. This is with the understanding that knowledge is important for growth and development of economies. Yet, it is not just education for its own sake, but quality education to serve as a lever for personal development so that the capable and active citizens can in-turn be the strongest lever for long term sustainable change. There is however an emerging trend, consumerism, which thrives on pleasure seeking morality and hedonistic lifestyle while promoting intellectual inactivity. One only needs to have money to pay, often, for one’s wants. How this money is obtained is not the issue. This certainly is at crossroads with the ideals of a holistic education which emphasizes virtues such as creativity, honesty and social integration. The purpose of this study was to examine the complexity of funding for quality education in a consumer heightened economy. The method of investigation was content analysis. The paper recommends an overhaul in the Kenyan education award system to ingrain human values of honesty and integrity. This would enhance the policy of quality education for sustainable economic growth.
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Amugsi, Dickson A., Jane N. Mwangi, Tilahun Nigatu Haregu, Isabella Aboderin, Kanyiva Muindi, and Blessing U. Mberu. "Solid Waste Management Policies in Kenya: The Silence on the Plight of Women and Children." Journal of Solid Waste Technology and Management 46, no. 1 (February 1, 2020): 87–96. http://dx.doi.org/10.5276/jswtm/2020.87.
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Building on available evidence that there are differences of exposure to solid waste among men, women and children, it follows that effective solid waste management (SWM) policies need to recognise such variations, as a prelude to rolling out programmes to address associated socio-economic and health risks. However, this logical scenario does not seem to be the case in many middle- and low-income countries. In this paper, we use analytical review methodology to examine integrated environmental management and sector specific policies in Nairobi and Mombasa, Kenya's two biggest cities, to highlight the extent to which existing policies cover the differential challenges of exposure to solid waste and associated health challenges for women and children. We found that apart from one municipal policy and the Kenya Vision 2030 documents respectively, which underscore the importance of including women and young people in waste management, 16 other policy documents reviewed are generally silent on women and children issues. Beyond the limited focus on women- and children-specific challenges, the general lag in policy implementation and enforcement of regulations will still hinder the emergence of an effective SWM system out of the best policy frameworks . The preceding discussion underscores both policy and implementation gaps, which need to be filled, if policies will potentially engender SWM practices that will be relevant and effective in protecting the health of the most vulnerable in urban Africa.
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Oyier, Charles Richard, Paul Amollo Odundo, Boniface Ngaruiya, and John Mwangi. "Science Teachers and Budget Planning for Instructional Resources in Secondary Schools in Nairobi, Kenya." Asian Education Studies 2, no. 3 (September 19, 2017): 29. http://dx.doi.org/10.20849/aes.v2i3.198.
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Achieving transformational knowledge based economy as provided for in Kenya’s Vision 2030, requires adequately budgeted for science instructional resources. This is because instructional resources are key in practical work which enhances learners experience and understanding science concepts, hence better learning achievement. This study sought to establish the link between budget planning in secondary schools in Nairobi County to their financial management policies in terms of setting up structures for handling budgetary allocations in a coordinated approach through consultation with staff. It relied on a sampled principals and science teachers from public and private schools in Nairobi County obtained using stratified sampling techniques. Using cognitive based participatory decision making model, the study established that secondary schools have budgeting objectives that take science instructional resources in consideration; science teachers place their budgetary request based on their schemes of work to the budgeting committee and are present during prioritization on departmental list. It also established that systems for projecting revenues and expenditures are established in secondary schools to link policy objective on science instructions and resources and that allocations for instructional resources are specified in school budget in public secondary schools than their private counterparts. In practice, the study recommended that science teachers need to be involved in budgetary decision making and measure be put in place to ensure this happen. It suggested more research on the role science teachers in improving learning outcomes through participation in budgetary decision making.
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Rashid, Fwamba, Matete John, Nasimiyu Consolatta, and Sungwacha Stephen. "Impact of microfinance institutions on economic empowerment of women entrepreneurs in developing countries." International Journal of Management Science and Business Administration 1, no. 10 (2015): 45–55. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.110.1004.
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This study mirrored out the effects of Microfinance on economic empowerment of Women Entrepreneurs in developing economies. Descriptive research design was used to assess the extent to which Women economic empowerment co-relates with Microfinance Institutions services. The target population was women entrepreneurs in Micro Finance Institutions (MFIs) within Kakamega C.B.D. Simple random probability sampling was applied to select ten (10) MFIs where four (4) active women entrepreneurs from each MFI was taken, adding to forty (40) respondents. Both primary and secondary data was collected through questionnaires and semi-structured interviews. Data collected was presented by descriptive statistics like pie charts and graphs. From the analysis, the results showed that microfinance services act as a key fulcrum to women entrepreneurs’ economic empowerment. The results were re-affirmed by a linear regression analysis (SPSS version 22). The findings will be used to make policy proposals that will see MFIs meet the economic empowerment needs of women Entrepreneurs to make developing countries progress as Kenya prepares to achieve vision 2030.
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Muasya, Juliet Njeri. "Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature." East African Journal of Education Studies 3, no. 1 (April 16, 2021): 77–86. http://dx.doi.org/10.37284/eajes.3.1.320.
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Decolonizing knowledge is the process of questioning, changing and transforming imposed theories and interpretations brought about by colonial systems. In particular, decolonizing Religious Education involves challenging religious systems and structures imposed by colonial masters. During the colonial period, religion was used as a tool of 'racism', 'apartheid' ‘indoctrination’, ‘evangelisation’ and ‘exploitation’, yet it is a subject that acknowledges and respects the diversity of African beliefs and culture. By decolonizing the Religious Education curriculum, the subject is likely to become a powerful tool for promoting sustainable development in Africa. In this paper, I argue that decolonized Religious Education is likely to contribute to development in Africa in a variety of ways; resolving conflict and peacebuilding, management and conservation of natural resources, in addition to promoting appropriate religious beliefs and moral values. I conclude this paper by presenting a rationale for the inclusion of a multi-faith Religious Education curriculum in Kenya, while decolonizing Religious Education pedagogical approaches, in order to actualise Kenya's Vision 2030 and Big Four Agenda of the Jubilee Government
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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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Waihura, E., J. Kagema, and P. Kimiti. "Effectiveness of Technical Training Interns in Skills Application in Nyeri County, Kenya." Innovation of Vocational Technology Education 15, no. 1 (March 21, 2019): 5. http://dx.doi.org/10.17509/invotec.v15i1.16049.
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Technical, industrial, vocational and entrepreneurship training Institutions (TIVET) are a key component to provide the required human resource to achieve Kenya’s Vision 2030. This study sought to find out the effectiveness of technical training interns in skills application in Nyeri County, Kenya. The study sought to establish the industrial supervisors’ attitude towards competence of technical training interns in the work-place. The study was guided by Context, Input, Process and Product (CIPP) Theory. The study adopted a descriptive survey research design with a target population was 10 Heads of Applied Sciences Department, 45 supervisors from the companies within Aberdare’s Region that offers a technical and practical based internship to interns from technical training institutions. The sample used in the study comprised of 73 respondents comprising of 10 HODs and eight supervisors’. Purposive sampling was used to select the HODs and Supervisors’ for the study. The questionnaire and the interview guide were piloted to test for reliability and validity. The reliability coefficient for the TIVET Heads of Department Questionnaire was 0.767. Inferential and descriptive statistics was applied to analyse data with aid of SPSS computer program. The study established a mean of 1.62 and standard deviation of 0.774 to the statement. The findings show that the supervisors’ thought the TIVET curriculum was theoretical to some extent. 25% and 37.5% indicated that they strongly disagreed and disagreed respectively to the statement that TIVET curriculum was in line with the current technology in the country. The study concludes that technical and vocational education is the core driver for countries the world over to achieve envisaged steps in economic and technological development. Ensuring that curriculum of TIVET education be more practical based will make this education effective. The authors recommend that the attachment period should be extended to enhance the interns’ effectiveness and application of knowledge through hands-on experience in real production work.
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Nang’oni, Wesang’ula Salome, and Appolonius Shitiabai Kembu. "Influence of Gender Diversity on Organization Performance at Kenya Urban Roads Authority." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 17, no. 2 (May 28, 2021): 46. http://dx.doi.org/10.21013/jmss.v17.n2.p4.
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Kenya’s social-economic development blueprint as anchored by vision 2030 envisages growth in the public sector as the hub to its realization. The sector’s infrastructure industry is to quadruple its contribution to GDP. In line with this concern, this study’s investigation focused on the influence on the influence of gender diversity on organization performance at the Kenya Urban Roads Authority. The study was conducted at Kenya Urban Roads Authority Headquarters, in Nairobi and the target population was all categories of employees of KURA. The study adopted a descriptive research design. Stratified random sampling was used. The population of the study was 150 and the sample size was 30% of the population which translated to 45 respondents. In order to collect data, structured questionnaires were issued to respondents. A pilot test was conducted to ascertain the validity and reliability of the questionnaire, a pretest and pilot survey was conducted. Statistical analysis was conducted using Statistical Package for Social Sciences (SPSS 24) to calculate descriptive analysis, reliability analysis, and correlation and regression analysis. The findings were presented using tables and figures. The correlation findings demonstrated weak but positive and significant effects of age and education diversity on organization performance. The effect of gender diversity on organizational performance was weak, positive but not significant. The multiple regression results showed that gender diversity accounts for up to 41.3% of the variation in organizational performance of KURA. As a result, the study recommends the HR department of KURA to enhance gender diversity in the organization through practices such as providing opportunities for growth and advancement for women, having a career development that includes women, structuring the training and development program to meet the criteria/ requirement of the male and female gender, involving women in the decision-making process as much as men and ensuring that employees are positive about gender diversity.