Marcella M. K. - Academia.edu (original) (raw)

Papers by Marcella M. K.

Research paper thumbnail of TVET in Driving Sustainable Development: Strategies for Mitigating Challenges Associated with the Integration of ICT in Instruction of Engineering Subjects

Despite the investments on information and communication technology (ICT) infrastructure, equipme... more Despite the investments on information and communication technology (ICT) infrastructure, equipment and professional development to improve education and training, integration of ICT into classroom learning still poses challenges to teachers, administrators and policy makers. And while the use of ICT creates a powerful teaching and learning environment its benefits of transforming learning and teaching where interaction of knowledge is active, self-directed and constructive, are yet to be fully enjoyed. The impact of rapid technological change and automation on existing skills has led to the identification of strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. Thus this study set out to establish the existing gaps in the strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. The output of this study was to serve as a blueprint for TVET institutions, ICT policy...

Research paper thumbnail of The Effect of Expanding Access of Day Secondary Schools: Evidence from Kenya

Countries the world over have established mechanisms to enhance access to education across levels... more Countries the world over have established mechanisms to enhance access to education across levels. This is universally themed upon diverse indices of socio-political, economic, national and geographical boundaries as much as expansion to the realm of ability and inclusionism. An almagated dimension has emerged of providing for equitable opportunities in education in disregard of family's social class or income level distributions. In Kenya, emphasis on access to secondary education is well spelt in policy documents. Despite the novel measures of enhancing access to secondary education, gaps have arisen showing levels of wastage from the primary level to secondary levels. There is skewed distribution of schools and thus expanding the existing schools is one measure but the need to establish day schools become an uncontestable mechanism of addressing the problem. This study conducted an evaluation of the effect of enhancing access to education through establishing day schools. It was based on a sample of 17 secondary schools in four counties of Kenya, with an estimated total population of 4250 students. Also, thirty-six parents who were accessible were interviewed for the study. The survey data analyzed revealed significant enrollment over a period of three years with respective improvement on test scores by 0.61 standard deviations. Remarkable enrollment was evidenced by 32 percentage points and also identifiable gender gap and disparity eliminated by 57 percentage points as much as near gender ratio balance (GRB) of .47: .53 for girls and boys respectively. It also attested to reduced distance taken by pupils when schools are situated to proximity of their homes. The study recommends increased expansion of day schools in Kenya and other developing countries at large.

Research paper thumbnail of Universities as learning organizations: Implications and challenges

Educational Research Review, Sep 30, 2008

The learning organization is a concept that is becoming an increasingly widespread philosophy in ... more The learning organization is a concept that is becoming an increasingly widespread philosophy in modern organizations, from largest multinationals to the smallest ventures. As initially conceived by Senge (1990), the learning organization has a strongly humanist orientation, being a place where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. In order to implement learning organization techniques, public universities should tackle the five disciplines essential to a learning organization-team learning, shared vision, mental models, personal mastery and systems thinking. This paper poses the following questions: how are public universities committed to the following: creating continuous learning opportunities; promoting inquiry and dialogue; encouraging collaboration and team learning; est0ablishing systems to capture and share learning; empowering people towards a collective vision, and connecting the organization to its environment? The paper proposes the need for radical rethinking and re-engineering of the core functions of public universities in developing countries.

Research paper thumbnail of Significance of Play in Early Childhood Education Curriculum

Kenya Association of Educational and Management, 2018

Research paper thumbnail of Integration of Information and Communication Technology in Teaching and Learning: Assessments of Public Secondary Schools in Meru County

African Journal of Education,Science and Technology, 2017

Research paper thumbnail of Myths in education: A Kenyan perspective

Educational Research Review, Mar 30, 2009

In every culture and generation, hard work and virtue are regarded as passport to material succes... more In every culture and generation, hard work and virtue are regarded as passport to material success. African cultures are inherently ingrained with myths about work. The purpose of this article was to establish how curriculum is derived from myths and whether the contents of myths are directly or indirectly related to propensity to work and development of virtue. The article adopted an exploratory/descriptive approach. It attempted to treat the concept of myths and critically examined the role played by the perpetuation of myths; examples given were greatly borrowed from Kenya. It also looked at the relationship of "hard work and virtue leading to material success" and "myths". The article therefore addressed itself to the questions: Is it right to treat the belief that hard work and virtue lead to material success as a myth? Why would such a belief be imaginative? What myths are identifiable in our school curriculum today-and are they necessarily bad, and are they avoidable? In this paper, attempts were made to provide answers to these questions. The article began by stating the nature of myths. In view of the nature, it looked at the question: Hard work and virtue lead to material success-Is it a myth? It also treated the issue of the role of myths in education and gave examples of myths that have been perpetuated in our schools. Other issues that were also discussed in this paper are the dangers and advantages of using myths. At the end of the discussion on the various specified issues, the authors concluded that myths play an important role in education and if education is to retain its credibility, myths require constant review to reflect changing curriculum contexts.

Research paper thumbnail of Principals’ Scope of ICT Use in Curriculum Implementation in Public Secondary Schools in Kenya

African Journal of Education,Science and Technology, Jan 15, 2021

The appreciation of school principals' leadership role in enhancing the use of Information and Co... more The appreciation of school principals' leadership role in enhancing the use of Information and Communication and Technology (ICT) in recent years has driven many countries and institutions of learning in particular to focus more on their inputs in driving integration of ICT in education. The study sought to analyze the principals' scope of ICT use in curriculum implementation in public secondary schools in Meru County. The study sampled 211 public secondary schools from Meru County through stratified sampling technique. The sample comprised of 335 teachers, 1441 students selected through simple random sampling method and 211 principals selected through purposive sampling. Data collection was done through use of interview schedules, questionnaires, and observation checklists. Data was analyzed using descriptive statistics where qualitative data was discussed under suitable themes derived from the objectives of the study while quantitative data was analyzed using frequencies and percentages. The study established that the principals' scope of ICT use in curriculum implementation is minimal. The study concluded that, limited use of ICT by principals in teaching and learning has negatively affected their leadership role in enhancing the use of ICT in curriculum implementation. It recommended that the Ministry of Education should play greater role in developing and improving ICT pedagogical skills in principals to be role models in the use of ICT in curriculum implementation.

Research paper thumbnail of HIV/AIDS education in the primary school curriculum: a case of Eldoret municipality, Kenya

Research paper thumbnail of Philosophies of teaching: effects and implications on development of educational technology

Research paper thumbnail of Value-based education: nurturing a moral religious environment in Kenya

Research paper thumbnail of The Effect of Expanding Access of Day Secondary Schools: Evidence from Kenya

Countries the world over have established mechanisms to enhance access to education across levels... more Countries the world over have established mechanisms to enhance access to education across levels. This is universally themed upon diverse indices of socio-political, economic, national and geographical boundaries as much as expansion to the realm of ability and inclusionism. An almagated dimension has emerged of providing for equitable opportunities in education in disregard of family’s social class or income level distributions. In Kenya, emphasis on access to secondary education is well spelt in policy documents. Despite the novel measures of enhancing access to secondary education, gaps have arisen showing levels of wastage from the primary level to secondary levels. There is skewed distribution of schools and thus expanding the existing schools is one measure but the need to establish day schools become an uncontestable mechanism of addressing the problem. This study conducted an evaluation of the effect of enhancing access to education through establishing day schools. It was ...

Research paper thumbnail of The Role of Principals in Information and Communications Technology (Ict) Policy Formulation in Public Secondary Schools in Kenya

The appreciation of the role of Information Communications and Technology (ICT) in recent years h... more The appreciation of the role of Information Communications and Technology (ICT) in recent years has driven many countries and Institutions of learning in particular to adopting these developments with an aim to enhance effective instructional designs. Its usage has widely been linked to one of the key catalysts towards attainment of Millennium Development Goals (MDGs). Inclusion of key stakeholders in the formulation of policies that guide its implementation is therefore vital. This paper is an examination of the role played by Principals in ICT policy formulation in public secondary schools. To achieve this objective, the study employed a descriptive design sampling 211 public secondary schools from Meru County through stratified sampling technique. The study sample comprised of 335 teachers, selected through simple random sampling method and 211 Principals purposively selected. Data was collected by triangulation, which made use of interview schedule, questionnaire, and observatio...

Research paper thumbnail of The Evaluation Dilemma in Kenya Education System

Kenya strives to achieve Education for All (EFA) in order to contribute to various developmental ... more Kenya strives to achieve Education for All (EFA) in order to contribute to various developmental endeavours. Like any country she has national goals of education that reflect the prevailing needs for which the offered education should aim at addressing. Through evaluation a nation is informed on the performance of the education system and its outputs. Given this critical role the evaluation system should be accurate, credible, and realistic in providing data to advise the stakeholders on the quality, efficiency, effectiveness, competency and reliability of both the system and products. Kenyan education has since colonial period relied on summative evaluation as the standard measure for judging and awarding grades and certificates to its products. Bearing in mind that Kenyan society attaches a lot of value to grades and certificates the two are determining factors for quality products. They predetermine the academic and profession destiny of the products. Notwithstanding this approac...

Research paper thumbnail of The National Goals of Education in Kenya: Interrogating the Achievement of National Unity

Journal of Education and Practice, 2013

Education is critical in promoting political, social and economic development of any country. It ... more Education is critical in promoting political, social and economic development of any country. It is expected to provide an all-round development of its recipients to enable them overcome prevailing challenges and therefore play effective roles in their immediate society. The provision of a meaningful and adequate education is fundamental to Kenya's overall development strategy (MOEST, 2004). The functions the Kenyan education system seeks to attain are embedded in the three aims of education and further translated in the eight national goals of education. These goals explain the ideals this system seeks to attain in terms of the knowledge, skills, and values the country wishes its learners to acquire. The formulation of the eight goals of education is meant to specify more precisely, what qualities are thought most desirable to develop among the Kenyan citizens. Kenya as a country has made efforts to direct its educational endeavours towards its national goals; however, an examination of products of this system and a critical analysis of the state of the society points to the need for more effort. For instance, since independence, the national goal of national unity has continued to feature prominently among Kenya's national goals of education due to its significance in a state with divergent characteristics. The happenings witnessed in the country especially during the post-election violence of 2007-2008 and the elusive attainment of nationalism and patriotism seem to suggest that this goal is far from being achieved. This paper interrogates the national goals of education in Kenya with a focus on the goal of fostering national unity. It examines the achievements with regards to this goal and highlights critical issues that prevent its successful attainment. It also attempts to identify gaps which require attention, research and implementation to enable sustainable solutions to one of the society's key needs.

Research paper thumbnail of Monitoring of Educational Technology Progress to Enhance the Quality of Graduate Teachers from the Kenyan Universities

European Scientific Journal, Apr 30, 2013

It makes sense for a teacher education university to keep a close watch on its environments and a... more It makes sense for a teacher education university to keep a close watch on its environments and adapt to any changes so that it can develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. The close watch helps identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work, and understand how the impact of these affects a university's teacher preparation strategy. Accurate and timely information about critical aspects of the environment related to educational technology are crucial to the quality of graduate teachers. The purpose of this study was to establish how progress in educational technology is monitored to enhance the quality of graduate teachers from Kenyan universities. The study was guided by the General Systems Theory by Bertalanffy (1975) and adopted a descriptive survey research design. Four universities selected from ten Kenyan universities engaged in teacher preparation programs participated in the study. Data was collected from forty lecturers from the selected universities using the questionnaire. This study established that there are low interaction levels between lecturers and head teachers. The flow of information on changes in the schools to lecturers' profession was found to be slow. The study recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development. Universities also need to establish communication structures that

Research paper thumbnail of Competent governance for sustainable development in Africa: A philosophical reflection

Educational Research Review, Nov 10, 2013

Africa has been known to be the bedrock of numerous natural resources. However, it seems to be th... more Africa has been known to be the bedrock of numerous natural resources. However, it seems to be the home of the poorest of the poor in the world. Much of the situation is pathetically characterized by hunger, extreme poverty, corruption, and insecurity. All of these offer the greatest compromise to any hope of change. Aware of this scenario, this paper delves into the issue of governance as one of the crucial factors in the search for a positive change and sustainable development in Africa. It employs a conceptual approach in its critical inquiry into these issues. With illustrative examples, practical reflections are made on the essential elements of governance and how they are co-related to development. Finally, conclusions and recommendations are drawn on two grounds. First, there is need to reexamine Africa's internal structures and systems. Nevertheless, there should also be openness to point out and radically depart from detrimental structures. Secondly, in addressing the question of governance for sustainable development, Africa must be vigilant in distinguishing between destructive and constructive external influences in her policy formulation and implementation.

Research paper thumbnail of Psychological Influences in the Curriculum Decision Making Process

Journal of Education and Practice, 2013

This paper is a discussion on how psychology as a discipline influences the curriculum decision m... more This paper is a discussion on how psychology as a discipline influences the curriculum decision making process. Psychology provides a basis for understanding the teaching and learning process. Indeed, teaching the curriculum and learning the curriculum are interrelated and psychology cements the relationship. The argument advanced in this paper is that the curriculum decision making process cannot be undertaken effectively without adequate psychological considerations. The paper explores the psychological considerations on the basis of three broad theories of learning advanced by psychologists: Behavioral theories, cognitive and developmental theories and lastly the humanistic theories of learning.

Research paper thumbnail of Determinants of Choice and Use of Educational Technology for Teacher Preparation in Kenyan Universities

European Scientific Journal, Apr 30, 2013

Technology is continually evolving and improving, as students increasingly become very tech savvy... more Technology is continually evolving and improving, as students increasingly become very tech savvy. In response, teachers are beginning to integrate many different technologies into their daily lessons. They are finding that students are more motivated by combining technology and learning and this ultimately helps maximize a teacher's overall effectiveness. This approach does not come without drawbacks. Technology is not cheap or easy to maintain, but many would argue that the benefits of such an approach are well worth the money and the effort. This paper presents findings from a study whose purpose was to examine the choice and use of educational technology for teacher preparation in Kenyan universities. The study was guided by the drive theory of motivation and adopted a descriptive survey research design. Data was collected from four universities selected from ten Kenyan universities engaged in teacher preparation programs. Two hundred and thirteen fourth year students, four Heads of Department, and forty lecturers from the selected universities participated in the study. Data on choice and use of educational technology in teacher preparation was collected using questionnaire, interview, and observation schedules and analyzed using both descriptive and inferential statistics. This study established that lecturers were both inward-and outward-looking in their choice and use of educational technology with no difference between the two types of universities, lecturers are yet to be effective in the choice and use of new and emerging technologies and that lecturers encountered a variety of challenges in their choice and use of educational technology in teacher preparation. Based on these findings, the study recommends that

Research paper thumbnail of Environmental Scanning in Teacher Education: The Practice in Higher Education in Kenya

Journal of Education and Practice, 2013

Strategic teacher education is a crucial factor of development today that needs diverse initiativ... more Strategic teacher education is a crucial factor of development today that needs diverse initiatives to sustain it. This owes to the fact that education serves a dynamic society, hence the need to keep up with the changing realities to meet the changing needs of society. Educational institutions therefore need to respond appropriately to changes in their environment if they are to remain relevant, viable and valuable entities. This underscores the need for environmental scanning, a process through which educational institutions identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work and understand how the impact of these affects an institution's teacher preparation strategies. This enables an institution to develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. However, a study carried out in selected Kenyan universities engaged in teacher education points at failure by these institutions to carry out clear process of environmental scanning. This paper presents the findings of a study investigating the practice of environmental scanning as an element of responsiveness in teacher education in higher education. The objectives of the study were to: determine the pattern of flow of information from selected stakeholders to teacher education universities; determine the extent of flow of information from selected stakeholders to teacher education universities; establish the factors influencing the flow of information from selected stakeholders to teacher education universities; establish the key elements teacher education universities focus on while carrying out environmental scanning, and identify the challenges teacher education universities face in carrying out environmental scanning. Upon presenting the findings which point at lack of clear policy in environmental scanning by Kenyan universities, this paper makes recommendations both at research-specific action and future research orientation. This is done with a view to making teacher education more effective by establishing synergy among stakeholders at local, regional, and global levels.

Research paper thumbnail of TVET in Driving Sustainable Development: Strategies for Mitigating Challenges Associated with the Integration of ICT in Instruction of Engineering Subjects

Africa Journal of Technical and Vocational Education and Training, Jul 17, 2018

Despite the investments on information and communication technology (ICT) infrastructure, equipme... more Despite the investments on information and communication technology (ICT) infrastructure, equipment and professional development to improve education and training, integration of ICT into classroom learning still poses challenges to teachers, administrators and policy makers. And while the use of ICT creates a powerful teaching and learning environment its benefits of transforming learning and teaching where interaction of knowledge is active, self-directed and constructive, are yet to be fully enjoyed. The impact of rapid technological change and automation on existing skills has led to the identification of strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. Thus this study set out to establish the existing gaps in the strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. The output of this study was to serve as a blueprint for TVET institutions, ICT policy makers, researchers and other education institutions in Kenya to chart the right course of action for the integration of ICT through policy formulation and implementation in achieving the country's strategy of vision 2030 and sustainable development. This research adopted Technology Acceptance Model (TAM) since it is capable of explaining user behavior across a broad range of end-users of ICT. It utilized descriptive research design which allowed a large target population to be directly observed. It targeted 180 trainers/instructors and 12 administrators from the 12 TVET institutions. Purposive and simple random sampling was used to select 12 administrators and 138 trainers/instructors. Interview schedules and questionnaires were used to collect data and frequency and percentage data analysis were used to identify strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. The strategies for mitigating the said challenges associated with the integration of ICT in instruction of engineering subjects were thus established in this research study conducted in TVET institutions within Uasin Gishu County in Kenya. Based on the findings, the study concluded that there is need for the government to support TVET institutions on the strategies for mitigating challenges associated with the adoption and integration of ICT in instruction of engineering subjects.

Research paper thumbnail of TVET in Driving Sustainable Development: Strategies for Mitigating Challenges Associated with the Integration of ICT in Instruction of Engineering Subjects

Despite the investments on information and communication technology (ICT) infrastructure, equipme... more Despite the investments on information and communication technology (ICT) infrastructure, equipment and professional development to improve education and training, integration of ICT into classroom learning still poses challenges to teachers, administrators and policy makers. And while the use of ICT creates a powerful teaching and learning environment its benefits of transforming learning and teaching where interaction of knowledge is active, self-directed and constructive, are yet to be fully enjoyed. The impact of rapid technological change and automation on existing skills has led to the identification of strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. Thus this study set out to establish the existing gaps in the strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. The output of this study was to serve as a blueprint for TVET institutions, ICT policy...

Research paper thumbnail of The Effect of Expanding Access of Day Secondary Schools: Evidence from Kenya

Countries the world over have established mechanisms to enhance access to education across levels... more Countries the world over have established mechanisms to enhance access to education across levels. This is universally themed upon diverse indices of socio-political, economic, national and geographical boundaries as much as expansion to the realm of ability and inclusionism. An almagated dimension has emerged of providing for equitable opportunities in education in disregard of family's social class or income level distributions. In Kenya, emphasis on access to secondary education is well spelt in policy documents. Despite the novel measures of enhancing access to secondary education, gaps have arisen showing levels of wastage from the primary level to secondary levels. There is skewed distribution of schools and thus expanding the existing schools is one measure but the need to establish day schools become an uncontestable mechanism of addressing the problem. This study conducted an evaluation of the effect of enhancing access to education through establishing day schools. It was based on a sample of 17 secondary schools in four counties of Kenya, with an estimated total population of 4250 students. Also, thirty-six parents who were accessible were interviewed for the study. The survey data analyzed revealed significant enrollment over a period of three years with respective improvement on test scores by 0.61 standard deviations. Remarkable enrollment was evidenced by 32 percentage points and also identifiable gender gap and disparity eliminated by 57 percentage points as much as near gender ratio balance (GRB) of .47: .53 for girls and boys respectively. It also attested to reduced distance taken by pupils when schools are situated to proximity of their homes. The study recommends increased expansion of day schools in Kenya and other developing countries at large.

Research paper thumbnail of Universities as learning organizations: Implications and challenges

Educational Research Review, Sep 30, 2008

The learning organization is a concept that is becoming an increasingly widespread philosophy in ... more The learning organization is a concept that is becoming an increasingly widespread philosophy in modern organizations, from largest multinationals to the smallest ventures. As initially conceived by Senge (1990), the learning organization has a strongly humanist orientation, being a place where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. In order to implement learning organization techniques, public universities should tackle the five disciplines essential to a learning organization-team learning, shared vision, mental models, personal mastery and systems thinking. This paper poses the following questions: how are public universities committed to the following: creating continuous learning opportunities; promoting inquiry and dialogue; encouraging collaboration and team learning; est0ablishing systems to capture and share learning; empowering people towards a collective vision, and connecting the organization to its environment? The paper proposes the need for radical rethinking and re-engineering of the core functions of public universities in developing countries.

Research paper thumbnail of Significance of Play in Early Childhood Education Curriculum

Kenya Association of Educational and Management, 2018

Research paper thumbnail of Integration of Information and Communication Technology in Teaching and Learning: Assessments of Public Secondary Schools in Meru County

African Journal of Education,Science and Technology, 2017

Research paper thumbnail of Myths in education: A Kenyan perspective

Educational Research Review, Mar 30, 2009

In every culture and generation, hard work and virtue are regarded as passport to material succes... more In every culture and generation, hard work and virtue are regarded as passport to material success. African cultures are inherently ingrained with myths about work. The purpose of this article was to establish how curriculum is derived from myths and whether the contents of myths are directly or indirectly related to propensity to work and development of virtue. The article adopted an exploratory/descriptive approach. It attempted to treat the concept of myths and critically examined the role played by the perpetuation of myths; examples given were greatly borrowed from Kenya. It also looked at the relationship of "hard work and virtue leading to material success" and "myths". The article therefore addressed itself to the questions: Is it right to treat the belief that hard work and virtue lead to material success as a myth? Why would such a belief be imaginative? What myths are identifiable in our school curriculum today-and are they necessarily bad, and are they avoidable? In this paper, attempts were made to provide answers to these questions. The article began by stating the nature of myths. In view of the nature, it looked at the question: Hard work and virtue lead to material success-Is it a myth? It also treated the issue of the role of myths in education and gave examples of myths that have been perpetuated in our schools. Other issues that were also discussed in this paper are the dangers and advantages of using myths. At the end of the discussion on the various specified issues, the authors concluded that myths play an important role in education and if education is to retain its credibility, myths require constant review to reflect changing curriculum contexts.

Research paper thumbnail of Principals’ Scope of ICT Use in Curriculum Implementation in Public Secondary Schools in Kenya

African Journal of Education,Science and Technology, Jan 15, 2021

The appreciation of school principals' leadership role in enhancing the use of Information and Co... more The appreciation of school principals' leadership role in enhancing the use of Information and Communication and Technology (ICT) in recent years has driven many countries and institutions of learning in particular to focus more on their inputs in driving integration of ICT in education. The study sought to analyze the principals' scope of ICT use in curriculum implementation in public secondary schools in Meru County. The study sampled 211 public secondary schools from Meru County through stratified sampling technique. The sample comprised of 335 teachers, 1441 students selected through simple random sampling method and 211 principals selected through purposive sampling. Data collection was done through use of interview schedules, questionnaires, and observation checklists. Data was analyzed using descriptive statistics where qualitative data was discussed under suitable themes derived from the objectives of the study while quantitative data was analyzed using frequencies and percentages. The study established that the principals' scope of ICT use in curriculum implementation is minimal. The study concluded that, limited use of ICT by principals in teaching and learning has negatively affected their leadership role in enhancing the use of ICT in curriculum implementation. It recommended that the Ministry of Education should play greater role in developing and improving ICT pedagogical skills in principals to be role models in the use of ICT in curriculum implementation.

Research paper thumbnail of HIV/AIDS education in the primary school curriculum: a case of Eldoret municipality, Kenya

Research paper thumbnail of Philosophies of teaching: effects and implications on development of educational technology

Research paper thumbnail of Value-based education: nurturing a moral religious environment in Kenya

Research paper thumbnail of The Effect of Expanding Access of Day Secondary Schools: Evidence from Kenya

Countries the world over have established mechanisms to enhance access to education across levels... more Countries the world over have established mechanisms to enhance access to education across levels. This is universally themed upon diverse indices of socio-political, economic, national and geographical boundaries as much as expansion to the realm of ability and inclusionism. An almagated dimension has emerged of providing for equitable opportunities in education in disregard of family’s social class or income level distributions. In Kenya, emphasis on access to secondary education is well spelt in policy documents. Despite the novel measures of enhancing access to secondary education, gaps have arisen showing levels of wastage from the primary level to secondary levels. There is skewed distribution of schools and thus expanding the existing schools is one measure but the need to establish day schools become an uncontestable mechanism of addressing the problem. This study conducted an evaluation of the effect of enhancing access to education through establishing day schools. It was ...

Research paper thumbnail of The Role of Principals in Information and Communications Technology (Ict) Policy Formulation in Public Secondary Schools in Kenya

The appreciation of the role of Information Communications and Technology (ICT) in recent years h... more The appreciation of the role of Information Communications and Technology (ICT) in recent years has driven many countries and Institutions of learning in particular to adopting these developments with an aim to enhance effective instructional designs. Its usage has widely been linked to one of the key catalysts towards attainment of Millennium Development Goals (MDGs). Inclusion of key stakeholders in the formulation of policies that guide its implementation is therefore vital. This paper is an examination of the role played by Principals in ICT policy formulation in public secondary schools. To achieve this objective, the study employed a descriptive design sampling 211 public secondary schools from Meru County through stratified sampling technique. The study sample comprised of 335 teachers, selected through simple random sampling method and 211 Principals purposively selected. Data was collected by triangulation, which made use of interview schedule, questionnaire, and observatio...

Research paper thumbnail of The Evaluation Dilemma in Kenya Education System

Kenya strives to achieve Education for All (EFA) in order to contribute to various developmental ... more Kenya strives to achieve Education for All (EFA) in order to contribute to various developmental endeavours. Like any country she has national goals of education that reflect the prevailing needs for which the offered education should aim at addressing. Through evaluation a nation is informed on the performance of the education system and its outputs. Given this critical role the evaluation system should be accurate, credible, and realistic in providing data to advise the stakeholders on the quality, efficiency, effectiveness, competency and reliability of both the system and products. Kenyan education has since colonial period relied on summative evaluation as the standard measure for judging and awarding grades and certificates to its products. Bearing in mind that Kenyan society attaches a lot of value to grades and certificates the two are determining factors for quality products. They predetermine the academic and profession destiny of the products. Notwithstanding this approac...

Research paper thumbnail of The National Goals of Education in Kenya: Interrogating the Achievement of National Unity

Journal of Education and Practice, 2013

Education is critical in promoting political, social and economic development of any country. It ... more Education is critical in promoting political, social and economic development of any country. It is expected to provide an all-round development of its recipients to enable them overcome prevailing challenges and therefore play effective roles in their immediate society. The provision of a meaningful and adequate education is fundamental to Kenya's overall development strategy (MOEST, 2004). The functions the Kenyan education system seeks to attain are embedded in the three aims of education and further translated in the eight national goals of education. These goals explain the ideals this system seeks to attain in terms of the knowledge, skills, and values the country wishes its learners to acquire. The formulation of the eight goals of education is meant to specify more precisely, what qualities are thought most desirable to develop among the Kenyan citizens. Kenya as a country has made efforts to direct its educational endeavours towards its national goals; however, an examination of products of this system and a critical analysis of the state of the society points to the need for more effort. For instance, since independence, the national goal of national unity has continued to feature prominently among Kenya's national goals of education due to its significance in a state with divergent characteristics. The happenings witnessed in the country especially during the post-election violence of 2007-2008 and the elusive attainment of nationalism and patriotism seem to suggest that this goal is far from being achieved. This paper interrogates the national goals of education in Kenya with a focus on the goal of fostering national unity. It examines the achievements with regards to this goal and highlights critical issues that prevent its successful attainment. It also attempts to identify gaps which require attention, research and implementation to enable sustainable solutions to one of the society's key needs.

Research paper thumbnail of Monitoring of Educational Technology Progress to Enhance the Quality of Graduate Teachers from the Kenyan Universities

European Scientific Journal, Apr 30, 2013

It makes sense for a teacher education university to keep a close watch on its environments and a... more It makes sense for a teacher education university to keep a close watch on its environments and adapt to any changes so that it can develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. The close watch helps identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work, and understand how the impact of these affects a university's teacher preparation strategy. Accurate and timely information about critical aspects of the environment related to educational technology are crucial to the quality of graduate teachers. The purpose of this study was to establish how progress in educational technology is monitored to enhance the quality of graduate teachers from Kenyan universities. The study was guided by the General Systems Theory by Bertalanffy (1975) and adopted a descriptive survey research design. Four universities selected from ten Kenyan universities engaged in teacher preparation programs participated in the study. Data was collected from forty lecturers from the selected universities using the questionnaire. This study established that there are low interaction levels between lecturers and head teachers. The flow of information on changes in the schools to lecturers' profession was found to be slow. The study recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development. Universities also need to establish communication structures that

Research paper thumbnail of Competent governance for sustainable development in Africa: A philosophical reflection

Educational Research Review, Nov 10, 2013

Africa has been known to be the bedrock of numerous natural resources. However, it seems to be th... more Africa has been known to be the bedrock of numerous natural resources. However, it seems to be the home of the poorest of the poor in the world. Much of the situation is pathetically characterized by hunger, extreme poverty, corruption, and insecurity. All of these offer the greatest compromise to any hope of change. Aware of this scenario, this paper delves into the issue of governance as one of the crucial factors in the search for a positive change and sustainable development in Africa. It employs a conceptual approach in its critical inquiry into these issues. With illustrative examples, practical reflections are made on the essential elements of governance and how they are co-related to development. Finally, conclusions and recommendations are drawn on two grounds. First, there is need to reexamine Africa's internal structures and systems. Nevertheless, there should also be openness to point out and radically depart from detrimental structures. Secondly, in addressing the question of governance for sustainable development, Africa must be vigilant in distinguishing between destructive and constructive external influences in her policy formulation and implementation.

Research paper thumbnail of Psychological Influences in the Curriculum Decision Making Process

Journal of Education and Practice, 2013

This paper is a discussion on how psychology as a discipline influences the curriculum decision m... more This paper is a discussion on how psychology as a discipline influences the curriculum decision making process. Psychology provides a basis for understanding the teaching and learning process. Indeed, teaching the curriculum and learning the curriculum are interrelated and psychology cements the relationship. The argument advanced in this paper is that the curriculum decision making process cannot be undertaken effectively without adequate psychological considerations. The paper explores the psychological considerations on the basis of three broad theories of learning advanced by psychologists: Behavioral theories, cognitive and developmental theories and lastly the humanistic theories of learning.

Research paper thumbnail of Determinants of Choice and Use of Educational Technology for Teacher Preparation in Kenyan Universities

European Scientific Journal, Apr 30, 2013

Technology is continually evolving and improving, as students increasingly become very tech savvy... more Technology is continually evolving and improving, as students increasingly become very tech savvy. In response, teachers are beginning to integrate many different technologies into their daily lessons. They are finding that students are more motivated by combining technology and learning and this ultimately helps maximize a teacher's overall effectiveness. This approach does not come without drawbacks. Technology is not cheap or easy to maintain, but many would argue that the benefits of such an approach are well worth the money and the effort. This paper presents findings from a study whose purpose was to examine the choice and use of educational technology for teacher preparation in Kenyan universities. The study was guided by the drive theory of motivation and adopted a descriptive survey research design. Data was collected from four universities selected from ten Kenyan universities engaged in teacher preparation programs. Two hundred and thirteen fourth year students, four Heads of Department, and forty lecturers from the selected universities participated in the study. Data on choice and use of educational technology in teacher preparation was collected using questionnaire, interview, and observation schedules and analyzed using both descriptive and inferential statistics. This study established that lecturers were both inward-and outward-looking in their choice and use of educational technology with no difference between the two types of universities, lecturers are yet to be effective in the choice and use of new and emerging technologies and that lecturers encountered a variety of challenges in their choice and use of educational technology in teacher preparation. Based on these findings, the study recommends that

Research paper thumbnail of Environmental Scanning in Teacher Education: The Practice in Higher Education in Kenya

Journal of Education and Practice, 2013

Strategic teacher education is a crucial factor of development today that needs diverse initiativ... more Strategic teacher education is a crucial factor of development today that needs diverse initiatives to sustain it. This owes to the fact that education serves a dynamic society, hence the need to keep up with the changing realities to meet the changing needs of society. Educational institutions therefore need to respond appropriately to changes in their environment if they are to remain relevant, viable and valuable entities. This underscores the need for environmental scanning, a process through which educational institutions identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work and understand how the impact of these affects an institution's teacher preparation strategies. This enables an institution to develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. However, a study carried out in selected Kenyan universities engaged in teacher education points at failure by these institutions to carry out clear process of environmental scanning. This paper presents the findings of a study investigating the practice of environmental scanning as an element of responsiveness in teacher education in higher education. The objectives of the study were to: determine the pattern of flow of information from selected stakeholders to teacher education universities; determine the extent of flow of information from selected stakeholders to teacher education universities; establish the factors influencing the flow of information from selected stakeholders to teacher education universities; establish the key elements teacher education universities focus on while carrying out environmental scanning, and identify the challenges teacher education universities face in carrying out environmental scanning. Upon presenting the findings which point at lack of clear policy in environmental scanning by Kenyan universities, this paper makes recommendations both at research-specific action and future research orientation. This is done with a view to making teacher education more effective by establishing synergy among stakeholders at local, regional, and global levels.

Research paper thumbnail of TVET in Driving Sustainable Development: Strategies for Mitigating Challenges Associated with the Integration of ICT in Instruction of Engineering Subjects

Africa Journal of Technical and Vocational Education and Training, Jul 17, 2018

Despite the investments on information and communication technology (ICT) infrastructure, equipme... more Despite the investments on information and communication technology (ICT) infrastructure, equipment and professional development to improve education and training, integration of ICT into classroom learning still poses challenges to teachers, administrators and policy makers. And while the use of ICT creates a powerful teaching and learning environment its benefits of transforming learning and teaching where interaction of knowledge is active, self-directed and constructive, are yet to be fully enjoyed. The impact of rapid technological change and automation on existing skills has led to the identification of strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. Thus this study set out to establish the existing gaps in the strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. The output of this study was to serve as a blueprint for TVET institutions, ICT policy makers, researchers and other education institutions in Kenya to chart the right course of action for the integration of ICT through policy formulation and implementation in achieving the country's strategy of vision 2030 and sustainable development. This research adopted Technology Acceptance Model (TAM) since it is capable of explaining user behavior across a broad range of end-users of ICT. It utilized descriptive research design which allowed a large target population to be directly observed. It targeted 180 trainers/instructors and 12 administrators from the 12 TVET institutions. Purposive and simple random sampling was used to select 12 administrators and 138 trainers/instructors. Interview schedules and questionnaires were used to collect data and frequency and percentage data analysis were used to identify strategies for mitigating challenges associated with the integration of ICT in instruction of engineering subjects. The strategies for mitigating the said challenges associated with the integration of ICT in instruction of engineering subjects were thus established in this research study conducted in TVET institutions within Uasin Gishu County in Kenya. Based on the findings, the study concluded that there is need for the government to support TVET institutions on the strategies for mitigating challenges associated with the adoption and integration of ICT in instruction of engineering subjects.