International journal of Scientific and Academic Research, 2021
This study sought to establish how utilization of the National Government Constituency Developmen... more This study sought to establish how utilization of the National Government Constituency Development Fund (NGCDF) enhances transition into secondary education in Kirinyaga County, Kenya. The research used a descriptive research design. The study targeted 19 public secondary schools which had benefitted from NGCDF, 19 principals, 247 teachers and 12 CDF officials in the County. The study adopted a sample size of 12 schools, which were identified through simple random sampling. The study also adopted a sample size of 12 principals. Teachers were identified through random sampling while community leaders were identified through census survey. Piloting was conducted in 4 schools in the county. Data was collected using questionnaires for teachers, while an interview guide was used for the principals and CDF officials. Quantitative data analysis was done using descriptive statistics i.e. mean and standard deviation, frequencies and percentages. Qualitative data was thematically analysed using content analysis and presented using narration and verbatim quotes as appropriate. The findings revealed that NGCDF utilization on teaching and learning resources, physical facilities and school feeding programs and the community's perception on NGCDF influenced transition. The community's perception on the NGCDF determined the number of applicants and not all learners applied for the fund. The findings may help the NGCDF managers in the County to improve the community's perception of the fund and thereby increase allocation and enhance transition to secondary schools.
The Kenya Vision 2030 is the economic blueprint towards the achievement of development and the tr... more The Kenya Vision 2030 is the economic blueprint towards the achievement of development and the transformation of Kenya into a “newly industrializing, middle income country providing high quality life for all its citizens by the year 2030” (Vision 2030, pg. vii.) To achieve this long term development goals, there is need for the country to invest in training of qualified manpower to drive the wheels of development. Educational institutions and particularly Universities in Kenya have continued to play a significant role in the training of manpower to meet the demands of industry. Universities play an innovative role in tackling the problems of underdevelopment (Mosha, 1986). This paper deliberates the role of Kenyan Universities in the country’s economic development and their contribution towards the achievement of Vision 2030. The discussion will revolve around three themes which form the pillars of Vision 2030 - the Economic Pillar, Social Pillar and Political Pillar, and the role o...
The New Constitution (2010) brought in its wake a devolved government with key functions being de... more The New Constitution (2010) brought in its wake a devolved government with key functions being devolved to county governments. This paper set out to address the following objectives: (1) to evaluate the status of higher education within Uasin Gishu County; (2) to establish the challenges facing HEIs in Uasin Gishu County and (3) to suggest a raft of policy measures to mitigate the constraints facing higher education within the county. Data was obtained from secondary sources including various publications of the State Department of Education, county department of education, Kenya Bureau of Statistics, journals, newspapers, policy documents etc. The findings of the study indicate that HEIs have increased in number and size, but there are still challenges in provision, accessing and management of higher education within the county. Although the county has several Universities, the growing number of admissible students cannot be fully absorbed by the existing Universities. The increase...
Integrating Digital Literacy in Competency-Based Curriculum
Advances in Educational Marketing, Administration, and Leadership
This chapter discusses the integration of digital literacy in competency-based curriculum (CBC). ... more This chapter discusses the integration of digital literacy in competency-based curriculum (CBC). In the introduction, the authors discuss the 21st century skills and their relevance to the competency-based curriculum. The discussion funnels from global, regional, and local contexts. Theoretical perspectives in ICT and the CBC are dealt with to provide a background. Multiple approaches of integrating digital literacy within the curriculum are highlighted later in the chapter. These issues are discussed in the light of the extant literature on digital literacy and the competency-based curriculum. The discussion revolves around the trends, controversies of digital literacy in the CBC with possible solutions put forth towards the end of the chapter. Finally, recommendations and future research directions are made. The chapter concludes with a summary of the major issues discussed in the chapter and recommendations for further reading.
Evidence-Based Virtual Exchange Models in Higher Education
Handbook of Research on Innovations in Non-Traditional Educational Practices
This chapter focuses on evidence-based practices of virtual exchange in higher education (HE). Th... more This chapter focuses on evidence-based practices of virtual exchange in higher education (HE). The chapter opens with a discussion of exchange programs in HEIs. A cursory look at the nature of academic exchange programs reveals the traditional models involving faculty and student mobility programs between universities have been and continue to be the modus operandi of many higher education institutions (HEI). The discussion revolves around the application of this traditional approach and the benefits that have accrued. Later sections of the chapter shift the discussion to emerging models and discusses virtual exchange as the new paradigm in global academic exchanges. Various models of virtual exchange programs are discussed with a view of documenting evidence-based global practices. The chapter concludes with change and policy recommendations and suggestions for further reading.
Introduction Higher Education is understood as being necessary to the success of national efforts... more Introduction Higher Education is understood as being necessary to the success of national efforts to boost productivity, competitiveness and economic growth (Bloom, Canning & Chan, 2000). This is contrary to previously held conceptions that tertiary education has little role in promoting poverty alleviation. In the previous years, the contention was that primary and secondary education contributed more to economic development because of the high rate of return on investment. Consequently multi-lateral development partners invested a lot of funds in the primary and secondary school levels of education at the expense of Universities which continued to struggle under the burden of reduced funding and increasing expenditure occasioned by increased enrolment. However, this perception has changed after the realization that University education contributes significantly to social and economic development. Universities in Africa and indeed all over the world have continued to play a pivotal...
This paper explores the findings of a qualitative phenomenological study of teaching practicum as... more This paper explores the findings of a qualitative phenomenological study of teaching practicum as a critical component of teacher training program at a leading private University in Kenya. This phenomenological study evaluated the teachers prevailing understandings of the teaching practice phenomenon (Borg and Gall, 2007). It focuses on exploring the issues and concerns related to the planning, teacher placement, implementation and administration of teaching practicum. It addresses the teacher trainees' experiences, challenges, pedagogic and philosophical concerns during the teaching practicum. The participants in the study were selected using purposive sampling techniques. These were teachers who had completed the mandatory course requirements in a private university and were taking the final units in readiness for the final examination before graduation. The participants took their teaching practicum in their teaching duty stations, under the mentorship of a cooperating teacher and were supervised by two faculty members during the first term of the school calendar. The research design used a phenomenological interpretive methodology that gave prominence to the participants' subjective meanings (Cohen and Manion, 2000). The participants in the study were 78 teachers who took part in the teaching practicum in the last phase of their teacher training program. Data were collected from professional journals, reflective papers and portfolios prepared by the teachers during and after the teaching practicum. Analysis of data was done by coding the teachers' experiences into broad themes. Following the emerging perspectives and challenges during the practicum, suggestions are made to improve aspects of planning and pedagogy the teaching practicum.
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