PHD- Department of Educational Management Policy & Curriculum Studies.

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Browsing PHD- Department of Educational Management Policy & Curriculum Studies. by Author "Bunyi, G."

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    Learning Conceptions and Studying Approaches among Graphic Arts Students in Technical Training Institutions in Nairobi, Kenya
    (2014-02-24) Ogol, Lucy Achieng‘; Bunyi, G.; Okech, Jack Green
    Research in Europe and the Far East reveal that contrasts in learning conceptions (surface and deep) and studying approaches (surface, strategic and deep) depict the future learning orientations among students in higher education. According to that research, the students who adopt the ‗deep‘ contrast interpreted as transformative learning are more successful learners than those who adopt the ‗surface‘ contrast, interpreted as passive, rote and rarely sustainable learning. Some students found to adopt ‗strategic‘ learning focus on the current achievement of high grades, rather than the futuristic benefits of learning. Similar research is neglected among Technical Education (TE) students, yet, the rapid 21st century uncertainties and technological changes affect these students‘ learning and future employability. Establishment of the learning conceptions and studying approaches that Technical Education Graphic Arts (GA) students adopted, were the paramount objectives of the study. Data was collected from an equal size random sample of 120 Technical Education GA students (90 male and 30 female), obtained from a target population of 278 students, studying at Kenya Polytechnic University College and Buru Buru Institute of Fine Arts, training institutions in Nairobi, offering government GA developed Diploma level courses. An exploratory quantitative research design was utilised. Two close-ended questionnaires and an observation schedule adapted from the Approaches to Study Skills Inventory for Students (ASSIST, 2006), were used to collect data. Cronbach alpha was 0.707 for Learning Conceptions and 0.64 for Deep Studying Approaches. Data were analyzed using ANOVA test and the independent sample t test and statistical difference set at p < .10. There were no statistically significant differences found in the means of students‘ learning conceptions by year of study. The mean scores nonetheless indicated that third-year students exhibited deep learning conceptions more than the other two years. Both female and male students exhibited mixed combinations of learning conceptions. Significant statistical differences were found in the memorization (p<.019) and experiences (p<.004) responses. Female students scored higher means in learning conceptions. The students studying approaches means by year of study, showed no statistically significant differences, however second-year student scores tended to be higher in the strategic approach than the other two years. The means by gender also indicated significant statistical differences, found in the uncertainty (p<.009), focus on minimum requirements (p<.028), linkages to prior knowledge (p<.019), and critical assessment of validity (p<.012) responses. The female students mean scores were more favourable towards the strategic studying approaches. The conclusion was that the students training tended to encourage the strategic studying approaches and not deep transformative learning. The study signifies failure of the students, curriculum developers, implementers and evaluators to inculcate learning conceptions and studying approaches that encourage, transformative innovation and creativity, for sustainable development and lifelong learning. It is recommended that vigilant review of the TE curriculum, be conducted at least every five years, in line with the changing career demand. Further studies to diversify TE curriculum instruction designs and gender sensitive pedagogy would transform the quality of learning and ensure study success among the students.
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    Skills training in engineering courses in institutes of technology and the labour market requirements in Kenya
    (2013-01-22) Limboro, Charity M.; Bunyi, G.; Olembo, J. O.
    Kenya has set an ambitious goal of becoming industrialised by the year 2030. The availability of well educated and relatively well trained workforce is regarded as critical to industrialisation. To achieve this goal, Technical, Vocational, Education and Training (TVET) institutions are charged with the major responsibility of preparing trainees with relevant knowledge and skills required in the labour market in order to enhance their productivity. Although the Government of Kenya has been expanding education and training institutions for more than 40 years, there has been an underlying worry that education and training have not translated into the economic gains associated with education. It is against this background that the study investigated the relevance of knowledge and skills acquired at the Institutes of Technology (IT) to the needs of the labour market. The current study focused on the three engineering courses namely: Building and Civil Engineering, Electrical & Electronics, and Building and Civil Engineering. The study adopted the case study approach and used both quantitative and qualitative data collection and analysis techniques. This study was carried out in the Institutes of Technology in the former Nyanza and Central Provinces and selected industries in the city of Nairobi. The research involved four Institutes of Technology and 15 companies. The sample size of the study consisted of 173 respondents including 130 graduates, 12 lecturers, 12 heads of department, 3 lecturers in-charge of industrial attachment, 15 supervisors and the officer in-charge of curriculum for IT at Kenya Institutes of Education. Data was collected using a questionnaire, interview guides, and an observation schedule. In addition, documentary analysis that entailed reading through documents was used as a strategy of data collection. Statistical Package for Social Sciences (SPSS) computer programme was used to analyse quantitative data while qualitative data was analysed according to themes derived from the research questions. The findings of the study revealed that there was an education and training gap, suggesting that the Institutes of Technology did not adequately prepare the graduates with the knowledge and skills needed in the labour market. The Technical Education Programme (TEP) curriculum was outdated as it had not been reviewed since its inception in the 1980s, and there was little involvement of the industry in the development and review of curriculum. More so, the equipment at the Institutes of Technology were inadequate, outdated or broken down. As a result, the graduates required further training upon employment to equip them with the skills on how to handle modem equipment in industry. Further, the study found out that IT were faced with very many challenges such as lack of sufficient funds, lack of industrial exposure by the lecturers, ineffective industrial attachment programmes for the trainees and inadequate professional qualifications for the lecturers. The study recommends that there is need to analyse the TVET modular curriculum awaiting approval from the Ministry of Higher Education and Kenya Examinations Council to ensure that it is relevant to the needs of the labour market. The involvement of key persons from the industry in curriculum review and development would be necessary to ensure that the graduates have employability skills. The Ministry of Higher Education needs to ensure that the facilities being used at the IT are up-to-date and/or the IT should make arrangements for simulation exercises or to share facilities at the workplaces during training. Teachers Service Commission (TSC) should grant leave with pay to lecturers willing to upgrade their professional qualifications. Trainees' industrial attachments should be well coordinated to ensure that they benefit from them maximally. Lastly, IT need to provide opportunities for staff to gain exposure and experience in the use of new tools and equipment used in the labour market