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Littérature scientifique sur le sujet « Continuing education – Kenya – Nairobi »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 6 février 2022

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Articles de revues sur le sujet "Continuing education – Kenya – Nairobi"

Kleczka, Bernadette, Pratap Kumar, Mercy Karimi Njeru, Anita Musiega, Phoebe Wekesa, Grace Rabut et Michael Marx. « Using rubber stamps and mobile phones to help understand and change antibiotic prescribing behaviour in private sector primary healthcare clinics in Kenya ». BMJ Global Health 4, n^o 5 (septembre 2019) : e001422. http://dx.doi.org/10.1136/bmjgh-2019-001422.

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BackgroundAntibiotic use in primary care can drive antimicrobial resistance (AMR) in the community. However, our understanding of antibiotic prescribing in low- and middle-income countries (LMICs) stems mostly from hospital-based studies or prescription/sales records, with little information available on routine primary care practices. We used an innovative, paper-to-digital documentation approach to deliver routine data and understand antibiotic use for common infections in low-resource primary healthcare clinics (PHCs).MethodsRubber stamps were introduced in nine private sector PHCs serving Nairobi’s informal settlements to ‘print-on-demand’ clinical documentation templates into paper charts. The intervention included one mobile phone per PHC to take and share images of filled templates, guideline compilation booklets and monthly continuing medical education (CME) sessions. Templates for upper respiratory tract (URTI), urinary tract (UTI), sexually transmitted (STI) and gastrointestinal infection (GI) management were used in eight PHCs. Information in templates from 889 patient encounters was digitised from smartphone images, analysed, and fed back to clinicians during monthly CME sessions. UTI charts (n=130 and 96, respectively) were audited preintervention and postintervention for quality of clinical documentation and management.ResultsAntibiotics were prescribed in 94.3%±1.6% of all patient encounters (97.3% in URTI, 94.2% in UTI, 91.6% in STI and 91.3% in GI), with 1.4±0.4 antibiotics prescribed per encounter. Clinicians considered antibiotic use appropriate in only 58.6% of URTI and 47.2% of GI cases. While feedback did not affect the number of antibiotics prescribed for UTIs, the use of nitrofurantoin, an appropriate, narrow-spectrum antibiotic, increased (9.2% to 29.9%; p<0.0001) and use of broad spectrum quinolones decreased (30.0% to 16.1%; p<0.05).ConclusionAntibiotic use for common infections is high in private sector PHCs in Kenya, with both knowledge and ‘know-do’ gaps contributing to inappropriate prescription. Paper-based templates in combination with smartphone technologies can sustainably deliver routine primary care case management data to support the battle against AMR.

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Siundu, Godwin. « The Nairobi Tradition of Literature ». PMLA/Publications of the Modern Language Association of America 131, n^o 5 (octobre 2016) : 1548–51. http://dx.doi.org/10.1632/pmla.2016.131.5.1548.

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I Have Taught Literature at the University Of Nairobi Since 2009. Previously, I Taught at Masinde Muliro University and at Moi University. From my experience at the three universities, I can trace, in hindsight, two dominant influences on my knowledge of literature and expectations of how it ought to be conceived and taught. First is my graduate training at Moi University, in Kenya, and at the University of the Witwatersrand, in South Africa, where I was encouraged to see literature as a broad discipline that speaks to others in the humanities and in the social and natural sciences in terms of concerns, research methodology, and, especially, analytic tools. The second influence is the academic composition and orientation of the literature departments, as shaped by the politics of development. In the face of two competing forces—on the one hand, the Kenyan government and its preoccupation with development as an ideal and a pretext for de-emphasizing the teaching of some humanities disciplines and, on the other, the neoliberal political economy that gave rise to nongovernmental organizations' setting the scholarship research agenda in Kenya—literary academics seemed to be torn three ways: using the discipline and their knowledge of it to position themselves for government appointments, pursuing nongovernmental-organizations-funded research, or continuing to teach literature in the ways that they know. Those who chose the third option were also equipped with an institutional memory of the discipline as they were taught, the department, and its practices. Because, of these three groups, I have interacted the most with members of the third, my reflections here focus on them exclusively.

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Makumi, David. « A Synopsis of Continuing Nursing Education in Kenya ». Journal of Continuing Education in Nursing 25, n^o 3 (mai 1994) : 128–29. http://dx.doi.org/10.3928/0022-0124-19940501-10.

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O'Hara, H. B., H. A. C. M. Voeten, A. G. Kuperus, J. M. Otido, J. Kusimba, J. D. F. Habbema, J. J. Bwayo et J. O. Ndinya-Achola. « Quality of health education during STD case management in Nairobi, Kenya ». International Journal of STD & ; AIDS 12, n^o 5 (mai 2001) : 315–23. http://dx.doi.org/10.1258/0956462011923156.

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Ahmed, Zohra. « Youth at the nexus : ideology in HIV prevention in Nairobi, Kenya ». Sex Education 11, n^o 02 (25 mai 2011) : 129–54. http://dx.doi.org/10.1080/14681811.2011.558422.

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Chabeda-Barthe, Jemaiyo, Timothy Wambua, Wangui Chege, Dan Hwaga, Timothy Gakuo et Gladys Rotich. « Child Developmental Disabilities, Caregivers’ Role in Kenya and Its Implications on Global Migration ». International Journal of Environmental Research and Public Health 16, n^o 6 (20 mars 2019) : 1010. http://dx.doi.org/10.3390/ijerph16061010.

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Background: This paper is a summary of the findings from an ethnographic study on child developmental disabilities conducted partly in Nairobi and Kiambu Counties in Kenya. Methods: Quantitative and qualitative data collection methods were applied for the period between mid August and mid November 2018. The study was conducted through the Kenya Institute of Special Education (KISE) situated in Nairobi County. Results: There are parents who are willing to migrate in search of better education and healthcare options for their children who have developmental disabilities (DDs). However, there are also government reforms taking place in the field of disability that may help to support the caregiving role for children with special needs. The challenges, bargaining position and power play between parents or guardians and other actors implicated in the debates on inclusion and integration of persons with developmental disabilities in Kenya has been brought to the forefront. Conclusions: In Kenya, more needs to be done to change the attitude towards disability from the medical and moral (religious/cultural) models to an approach leaning towards the social model, so that developmental disabilities are not viewed negatively.

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Ojuka, Daniel, Faith Aseta, Beth Githambo et Brian Wambua. « The Medical Education Environment at the University of Nairobi, Kenya : An Assessment with the DREEM Tool ». Annals of African Surgery 18, n^o 2 (23 avril 2021) : 96–102. http://dx.doi.org/10.4314/aas.v18i2.7.

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Background: The supportive learning environment can enhance impartating of knowledge and skills. Objective: To assess the learning environment at the School of Medicine of the University of Nairobi using the Dundee Ready Educational Environment Measure(DREEM) tool. Methods: A cross-sectional survey carried in 2019 out among medical students during their clinical years to obtain their perceptions about the learning environment at the School of Medicine of the University of Nairobi. The DREEM tool was used for the survey. Data were entered and analyzed in SPSS version19. Comparisons were performed using analysis of variance (ANOVA). p≤0.05 was consideredstatistically significant. Results: We obtained 619 responses (77.4%) from 800 tools distributed. The total mean score of DREEM was 93.3/200. This is a 46.7%score overall indicating a poor perception of the learning environment. Year IV was the class with the poorest perception with a p<0.05. Conclusion: The DREEM score shows numerous problems, with perception of learning and social support being the areas requiring themost improvement. Although teachers are knowledgeable, students are wary of their ability to transfer knowledge and skills. Keywords: Learning environment, DREEM, Medical students

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Kusimba, J., H. A. C. M. Voeten, H. B. O'Hara, J. M. Otido, J. D. F. Habbema, J. O. Ndinya-Achola et J. J. Bwayo. « Traditional healers and the management of sexually transmitted diseases in Nairobi, Kenya ». International Journal of STD & ; AIDS 14, n^o 3 (1 mars 2003) : 197–201. http://dx.doi.org/10.1258/095646203762869223.

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To describe the role of traditional healers in STD case management, in-depth interviews were held with 16 healers (seven witchdoctors, five herbalists and four spiritual healers) in four slum areas in Nairobi, Kenya. All healers believed that STDs are sexually transmitted and recognized the main symptoms. The STD-caseload varied largely, with a median of one patient per week. Witchdoctors and herbalists dispensed herbal medication for an average of seven days, whereas spiritual healers prayed. Thirteen healers gave advice on sexual abstinence during treatment, 11 on contact treatment, four on faithfulness and three on condom use. All healers asked patients to return for review and 13 reported referring patients whose conditions persist to public or private health care facilities. Thus, traditional healers in Nairobi play a modest but significant role in STD management. Their contribution to STD health education could be strengthened, especially regarding the promotion of condoms and faithfulness.

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Kabiru, Caroline W., et Pamela Orpinas. « Correlates of Condom Use Among Male High School Students in Nairobi, Kenya ». Journal of School Health 79, n^o 9 (septembre 2009) : 425–32. http://dx.doi.org/10.1111/j.1746-1561.2009.00430.x.

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Bett, Harry, et Lazarus Makewa. « Can Facebook groups enhance continuing professional development of teachers ? Lessons from Kenya ». Asia-Pacific Journal of Teacher Education 48, n^o 2 (6 novembre 2018) : 132–46. http://dx.doi.org/10.1080/1359866x.2018.1542662.

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Thèses sur le sujet "Continuing education – Kenya – Nairobi"

Ng'uurah, Julius Nyagah. « Health education needs among individuals with low back pain ». Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The prevalence of low back pain has assumed an upsurge trend in the last five decades despite the many interventional strategies. One interventional strategy that has been unsuccessful has been patient education. Lack of positive results from many of the existing patient education programmes is probably due to the type of health information that has been presented and the method that has been used. Many of the health education programmes have been planned according to what the medical professionals assumed the individuals needed to know, assumptions that could have ignored some crucial aspects. This study explored the perceived health education needs of individuals with low back pain at the Nairobi Hospital Rehabilitation Unit in Kenya, the method used to educate the individuals, the appropriateness of the method according to the individuals in addition to identifying the source of the health education that the individuals had.

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Oguta, Tom Joseph. « Psychosocial Determinants of Elective Cesarean Section Deliveries in Selected Obstetric Facilities in Nairobi, Kenya ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1204.

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Cesarean section (CS) rates have generally increased across the world in the past decade. Reducing elective cesarean section (ECS) rates is imperative as many countries aim to maintain threshold CS rates at or below 15%, the level recommended by the United States' National Institutes of Health. Women are believed to consider ECS for various interconnected psychosocial reasons, but few quantitative studies have investigated these factors. This prospective cohort study was based on the social ecological model (SEM) and the theory of planned behavior (TPB) models, and identified the psychosocial predictors of ECS among 1,268 expectant women in 2 hospitals in Nairobi. Participants completed a structured questionnaire consisting of 10 validated psychosocial scales and were followed for actual mode of delivery (MoD) from hospital records and postnatal telephone interviews. The overall prevalence of CS and ECS were 16.0% and 6.4%, respectively; the CS rate was not statistically higher than the recommended 15% (p > 0.05). The combined CS incidence rate for these 2 hospitals was 83 per 1,000 births per month. Autonomy, fear of childbirth, pregnancy related anxiety, perceived social support from friends, and outcome expectancy for birth were statistically significant predictors of ECS, given the parity and age at first pregnancy, Ï?2(df = 19) = 77.735, p

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Lutomiah, Agnes O. « Examining the incentives for knowledge production : the case of the University of Nairobi in Kenya ». University of the Western Cape, 2014. http://hdl.handle.net/11394/4800.

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Magister Educationis - MEd
Following the understanding that incentives influence behaviour both in terms of eliciting and sustaining it, this thesis seeks to explore the link between incentives and knowledge production at the University of Nairobi. Given the backdrop, higher education institutions have a key role to play in economic development through knowledge production; the study seeks to see how academics can be steered to produce knowledge. The principal-agent model primarily informs the study, whose primary argument is that for incentives to attract, motivate and retain employees, these incentives have to be sufficient, fair and consistent. Additionally, the model predicts that a higher sum of monetary incentives triggers higher effort, resulting in higher productivity. Using a single case study approach, the study focused on the University of Nairobi in Kenya. The data for the study was mainly provided by the structured interviews, institutional documents and archival. The findings of this study show that there are several incentives related to research at the University of Nairobi. These include: promotion opportunities, time resources, research funding, and financial allowances for publications and successful supervision of postgraduate students. Multiple principals including the government, national research council and the university itself provide these incentives. The general perception of academics is that, the incentives are weak and do not encourage the maximization of the University’s research goals. In addition, academics are also confronted with other principals who reinforce non-research behaviour. These principals offer significant rewards for consultancies, and incentives for teaching on the full-fee-paying stream by providing additional payments, over and above regular salaries, to academics that teach on these programmes. Given the weak nature of the incentives for research, academics at the University of Nairobi seem to respond more favourably to the nonresearch incentives. Overall, the study confirms the economic principle that individuals, in this case, academics, respond to incentives. However, in the context of competing incentives, the research incentives have to be adequate, systematically applied and continuous to reinforce a vibrant research culture.

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Cote, David J. « Victims of Our Success : Education and Ethics in a Time of HIV/AIDS, Lessons from Nairobi for the Future ». Thesis, Boston College, 2014. http://hdl.handle.net/2345/3852.

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Thesis advisor: James Keenan
Thesis advisor: Andrea Vicini
The problems associated with HIV/AIDS and the factors influencing its spread and prevalence are complex. Effective responses to HIV/AIDS are equally complex. Using Nairobi as a microcosm of the greater environment of sub-Saharan Africa, we can gather important lessons that will inform future prevention strategies. Western norms and attitudes towards HIV/AIDS simply have not and will not work in a Kenyan context, because they grow from a completely different situation and set of experiences. Rather, what must be developed is a socially and culturally specific strategy that responds directly to HIV/AIDS and the various ethical issues with which it is associated—gender inequality, poverty, political instability, and pharmaceutical access, among others—directly where each of these issues are located
Thesis (BS) — Boston College, 2014
Submitted to: Boston College. College of Arts and Sciences
Discipline: Theology Honors Program
Discipline: College Honors Program
Discipline: Chemistry/Theology

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Lombo, Lombo. « Second Chance for School Dropouts in Kenya through Adult Education ». ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1696.

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Most Kenyan high school dropouts do not have a school reentry option, and without a high school diploma, they lack access to tertiary or higher education institutions for training and career development. This case study was an investigation of how an adult learning center in Kenya educated high school dropouts and helped them to gain access to vocational training or higher education. The research questions addressed the pedagogy, learning experiences, and curriculum of the Baraka Adult Learning Center (BALC) and also focused on how the BALC met students' aspirations, needs, and goals based on the perceptions of teachers and adult learners. The conceptual framework was based on liberatory education theory, transformative learning theory, and andragogy. Data collected from classroom observation s, curriculum review, and interviews with 9 current students, 3 former students, 5 teachers, and the principal were analyzed inductively by sorting and coding to generate emergent themes. The results of the study indicated that instructors followed the regular high school curriculum with little adaptation and lacked training about teaching adult learners and self-directed learning approaches. The adult learners perceived returning to school as getting a second chance. A professional development project for BALC instructors was developed to address some of the needs identified in the study. This training could have an impact on the adult learners by better assisting them to gain access to vocational training and higher education.

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Cunningham, Shala. « Influence of a post-graduate physical therapy residency program on clinical reasoning, professional development, and career advancement in Nairobi, Kenya ». Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_pt_stuetd/64.

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Problem Statement Residency programs that emphasize clinical reasoning and manual therapy can provide a means to optimize the outcomes of physical therapy without the need for or access to expensive equipment. The residency format of continuing education could allow physical therapists in developing countries access to specialty training and ongoing mentorship. However, there are limited studies that investigate the influence of residency training on the progression of clinical reasoning, professional development, and career advancement. Purpose The purpose of this study was threefold. The first objective was to describe the outcome of a post-graduate orthopaedic manual therapy residency program on development of knowledge and clinical reasoning skills by physical therapists in Nairobi, Kenya. The second objective was to explore the influence of the residency program on the participants’ professional development and career advancement. The last objective was to explore the residency experience from participants’ perspectives. Methodology This mixed methods study utilized a sample of convenience that included residents in the third (n=14) and fourth (n=13) cohorts of the orthopaedic manual therapy residency program in Kenya. Data collection included an assessment of clinical reasoning through a live patient examination, a survey on professional and career development, and qualitative interviews. Results There was a significant improvement in clinical reasoning development as measured by an assessment of a live patient examination (p Discussion The residency program in Nairobi, Kenya may serve as a framework for the formation of post-graduate education programs in other developing countries. The development of residency programs that can influence the ability of physical therapists to provide treatment efficiently and effectively may ultimately assist in serving community physical therapy needs.

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Obaki, Samuel Okwako. « A study to identify the factors that inhibit high school principals and teachers from pursuing bachelor's and master's degrees in Busia District in Kenya ». [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1107103-121831/unrestricted/ObakiS121503f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-1107103-121831. Includes bibliographical references. Also available via Internet at the UMI web site.

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Wachira, T. W. « Exploring violence through the narratives of youth in Kenyan secondary schools : implications for reconceptualising peacebuilding ». Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6292.

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Based on the narratives of young people this research explores the rise in youth violence in Kenya's secondary school system and wider society and the potential for peacebuilding to address youth violence. Of particular concern is the gradual change in the profiles, patterns and intensity of the conflict, as evidenced by the increase in the number of youth militias. This increase is often attributed to unemployment and poverty - yet, to date, no systematic research has been produced on the extent to which the youth participation in violence occurs through choice or coercion, or indeed both. Worryingly, a significant number of young people involved in this violence are secondary school students. The findings of this research indicate that despite responses to youth violence in the school and wider Kenyan society, the violence is unabated. Notably, approaches continue to be top-down, generic, superficial and ineffectual. By marginalising the narratives of the youth who participate in and/or observe the violence, current institutional policies and approaches are decontextualised - from both the particular and the wider Kenyan context. This leaves intact the root causes of the violence. This research raises important questions concerning generic, top-down, quick-fix, outmoded cultural paradigms, hierarchical and questionable homogeneous pedagogical approaches to peacebuilding in both the schools and wider Kenyan context. In attempt to address these deficiencies the research seeks to find out approaches to peacebuilding and the Kenyan education systems that can respond to youth violence. This research proffers three key dimensions that can be incorporated in order to ensure effective and sustainable peace: experiences, worldviews and attitudes of the actors. The research, which utilises a constructivist grounded theory approach (Charmaz, 2006), was conducted in fourteen secondary schools in Nairobi and the Rift Valley provinces - two provinces that have been at the centre of youth violence and militia activities. These provinces were also selected in order to reflect the multi-cultural and multi-ethnic character, and the different types of schools in Kenya.

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Mutungi, Benjamin Kasyoki. « The status of school libraries in Kenya : the case of public secondary schools in Nairobi County ». Diss., 2012. http://hdl.handle.net/10500/8765.

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For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system.
Information Science
MA (Information Science)

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Ngaruiya, Samuel. « Assessing the influence of different early childhood development models on pre-school children's school readiness in Kenya ». 2004. http://hdl.handle.net/1828/569.

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This comparative study explored the influence of different pre-school models on school readiness among pre-school children from different urban socio-economic status (SES) neighbourhoods. The study sampled 207 pre-school children attending different pre-school models in different SES neighbourhoods within the city of Nairobi in Kenya. In the study, school readiness was conceived as the ability of children to learn and handle primary school tasks. Assessment was done through teachers' rating of children's level of developmental and fitnctional skills using a School Readiness Assessment Instrument (SRAI), which was adopted and modified from the Early Development Instrument (EDI). The study compared school readiness outcomes amongst pre-schoolers aged five and six years. School readiness outcome was also correlated with the level of developmentally appropriate practice of the different pre-schools, assessed through observation and interviews. Major findings from this study were that, pre-school children who attended Private pre-school models outperformed their peers from public pre-schools in school readiness scores and children from low SES neighbourhoods had lower school readiness scores compared with children from middle and high SES neighbourhoods. The study recommends a paradigm shift from an academically oriented pre-school model to one that embrace a holistic approach in program and assessment of children's school readiness. It also recommends further studies on the influence of cultural variations on school readiness and primary school readiness to receive pre-schoolers.

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Livres sur le sujet "Continuing education – Kenya – Nairobi"

Universities, Association of African, dir. 10th AAU General Conference : Nairobi, Kenya, February 2001 : proceedings. [Accra] : Association of African Universities, 2002.

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Oyugi, Lineth N. Public expenditure tracking of secondary education bursary fund in Nairobi Province, Kenya. Nairobi, Kenya : Institute of Policy Analysis and Research, 2008.

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Conference, of Commonwealth EducationMinisters (10th 1987 Nairobi Kenya). Tenth Conference of Commonwealth Education Ministers : Report : Nairobi, Kenya 20-24 July 1987. London : Commonwealth Secretariat, 1987.

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African Association for Literacy and Adult Education. General Assembly. Report of the First General Assembly, 22-24 July 1987, Nairobi, Kenya. [Nairobi?] : African Association for Literacy and Adult Education, 1987.

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Martin, G. E. HIV/AIDS Health Education Network : Report of the second meeting : November, 1990, Nairobi, Kenya. Nairobi, Kenya : United Nations Children's Fund, Eastern and Southern Africa Regional Office, 1991.

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PWPA Eastern African Regional Conference (6th 1989 Nairobi, Kenya). Trends & the future of university education in Kenya : Proceedings of the 6th PWPA Conference, Eastern Region, held in Nairobi, Kenya, December, 1989. Nairobi, Kenya : Professors World Peace Academy of Kenya, 1990.

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Kenya. Kenya country paper for Eastern and Southern Africa Regional Consultation on Education for All : Nairobi 21-24 November 1989. [Nairobi] : The Ministry, 1989.

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Civil, Society Symposium on Enhancing Transition in Education for Primary School Leavers in Kenya (2004 Nairobi Kenya). Report of the Civil Society Symposium on Enhancing Transition in Education for Primary School Leavers in Kenya : Panafric Hotel, Nairobi, 19 February 2004. Nairobi : African Network for the Protection and Prevention against Child Abuse and Neglect, Regional Office, 2004.

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DVV International. Regional Office East Africa. The training of adult educators in East African countries : International conference, 13-15 December 2005, Nairobi, Kenya. Addis Ababa, Ethiopia : DVV International, Regional Office East Africa/Horn of Africa, 2008.

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Forum for African Women Educationalists Pre-planning Meeting (1992 Nairobi, Kenya). Forum for African Women Educationalists Pre-planning Meeting, 23-25 July 1992 : Held at Windsor Hotel, Nairobi, Kenya. [Nairobi : FEMNET Documentation Centre, 1992.

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Chapitres de livres sur le sujet "Continuing education – Kenya – Nairobi"

Kavua, Martin Mwongela. « Role of Urban Non-formal Education in Inclusive Education Provision in Nairobi Kenya ». Dans Second International Handbook of Urban Education, 67–75. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_6.

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Sifuna, Daniel N. « University of Nairobi : Review of the Flagship Role in Higher Education in Kenya ». Dans Flagship Universities in Africa, 197–240. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49403-6_6.

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de Vries, H., B. Lore, B. Fiévez et H. Adriaanse. « Quantitative research among doctors in Nairobi, Kenya, about their smoking behaviour and their opinions on smoking control education ». Dans Tobacco : The Growing Epidemic, 895–97. London : Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_398.

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Wakiaga, Lucy A. « Twenty-First Century Instruction ? An Analysis of Educator Course, Syllabus Preparation and Approaches in a Teacher Preparation Program in a Selected Private University, Nairobi, Kenya ». Dans Teacher Education in the Global Era, 157–80. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4008-0_11.

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Murungi, Catherine Gakii, et Rhoda K. Gitonga. « Active Learning with Technology Tools in the Blended/Hybrid Classes ». Dans Handbook of Research on Educational Technology Integration and Active Learning, 346–57. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8363-1.ch017.

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Blended/hybrid classrooms technological tools and resources in this paper refers to: Personal and public computers, Projectors (LCD), E-learning management system, E-journals, Interactive CD or DVD, Video cameras, search engines and video conferencing. Universities in Kenya are buying computers, for departments, lecturers' offices and equipping computer labs for the students while increasing bandwidth and internet connectivity. But is the investment in technology translating to faculty and student use in blended classrooms? This chapter seeks to find out the answer to this critical question. A sample of 231 students and 219 lecturers from universities within Nairobi metropolitan was selected. Data was analyzed using descriptive statistics. The findings reveal that the universities made available blended/hybrid education and its technological tools and resources to students and lecturers for interaction in the teaching/learning process but they were less aware of the online technical resources and tools that can be used in the blended classrooms.

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Hannum, Wallace. « Using Portable DVD Players to Deliver Interactive Simulations for Training Health Care Workers in Kenya ». Dans Cases on Technological Adaptability and Transnational Learning, 87–102. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch005.

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This chapter reports on a project in Kenya that explored the feasibility of using interactive simulations delivered by portable DVD players as a technology-based learning solution for providing continuing education to nurses by taking the instruction directly to the workplace of the nurses rather than by removing them from their villages and clinics to transport them to the capital city for training. Technology-based learning using simulations holds great promise as an alternative or supplement to traditional classroom-based training in low-resource settings. This study demonstrates that technology has the potential to deliver learner-centered interactive video simulations that provide consistent content and uniform learning experiences that produced significant learning gains in complex content and had high acceptance from participants.

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Actes de conférences sur le sujet "Continuing education – Kenya – Nairobi"

Maranga, Ignatius, Grace Burleson, Roger Christen et Izael Da Silva. « Design and Testing of a Solar-Powered Bicycle in Nairobi, Kenya ». Dans ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98015.

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Abstract Globally, access to reliable and clean transportation vehicles is a growing concern. Using off-the-shelf components, researchers in Kenya have developed a solar-powered bicycle called the “Solar-E-Bike.” The bike has the potential to support the demand for mobility and electric power of the growing African population. A fully solar powered vehicle/generator for commuting and light cargo transportation as a source of electricity in the home is technically feasible and would respond to real user needs, impact the lives of many of people living in off-grid communities in Africa. Incorporating renewably-powered transportation methods could be a significant contribution to avoiding CO2 emissions in the future. The prototypes for this product have proven that a solar vehicle could easily be a practical transportation device with a daily range of 50 km per day. However, a test drive across 500 km showcased valuable design changes, such as improved component selection and durable frame design, that are needed for this product to be usable on a commercialized scale. Vehicles such as the one discussed in this paper could provide additional benefits such as power generation and provide infrastructure support for health, education, water and communications.

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Lilian, Ganira Khavugwi, et Paul Amolo Odundo. « Session 7 : Inclusive Education | Teacher Role in Emotional Balance of Pre-school Children Aged 4-6 with Disability in Nairobi County, Kenya : Safety, Actualization and Independence ». Dans World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0031.

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Cap, Constant. « The Importance of Participation and Inclusion in African Urbanization. A focused look at Transport and Housing Projects ». Dans 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/dmcz6151.

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According to the World Bank (2015) Africa’s urbanization rate has surpassed other parts of the world. It is believed that by 2030, over 50% of Africans will reside in Urban Centres. Kenya is among the African counties that has experienced a tremendous increase in her urban population. This is most visible in the capital, the primate city of Nairobi. The growth has led to increased pressure on basic needs like housing, transport, water, education and security. Coupled with unequal economic development and social benefits, the result has been the tremendous expansion of informal sectors across fields. To respond to some of this pressure, the central government has vowed initiate large projects in housing, transport, water and others (Republic of Kenya, 2018). Newly enacted legislation also provides for the establishment of multi-sectoral urban boards to oversee the delivery of some services. Among the major projects coming up include Affordable Housing schemes and Mass Rapid Transport investments such as Bus Rapid Transit and expanded commuter rail systems. However, experience from the past both in Nairobi and other Cities has taught us the importance of inclusion, empathy and participation in such projects. Recent times have shown that public projects tend to ignore these and other key elements leading to massive failure of investment. The paper investigates case studies from similar projects in other parts of Africa, Bus Rapid Transit Projects in Lagos, Dar es Salaam and South African Cities; past Slum Upgrading and Housing Projects in Nairobi and other parts of the continent. The research methods also involve data collection on inclusion and participation from those who are affected directly by these proposed projects as well as the impacts that previous projects have had. The results from the study show that without proper communication and participation there are several misunderstandings on liveable spaces in cities. These include misinterpretations of the challenge’s citizens face, on the intentions of proposed solutions as well as the socioeconomic decision-making process of citizens. The implication of this leaves an unhealthy competition between existing informal ‘structures’ in various sectors against the new government driven proposals. The results are that those meant to benefit end up not being the primary beneficiaries. In conclusion, the role of putting people primarily as the centre objective of planning remains critical and key. For African planners, diverting from this will increase the existing inequalities and lead to further social divisions.

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Rapports d'organisations sur le sujet "Continuing education – Kenya – Nairobi"

Social, health, education and economic effects of COVID -19 on adolescent girls in Kenya : Responses from data collection in five Nairobi informal settlements (Kibera, Huruma, Kariobangi, Dandora, and Mathare), June 2020—Nairobi. Population Council, 2020. http://dx.doi.org/10.31899/pgy17.1006.

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Social, health, education and economic effects of COVID -19 on adolescent girls in Kenya : Results from adolescent surveys in Kilifi, Nairobi, Wajir, and Kisumu Counties, October 2020. Population Council, 2020. http://dx.doi.org/10.31899/pgy17.1007.

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