Browsing by Author "Kipkoech, Gilbert"

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    Effects of Aqueous Extract of Spirulina Plantesis on Immunologic Dysfunction and Inflammation Associated with Aflatoxin B1-Induced Toxicity in Mice
    (Kenyatta University, 2024-06) Kipkoech, Gilbert
    Kenya is among African countries that face the burden of food contamination by aflatoxin. High levels of aflatoxins have been reported to kill 157 people in Kenya while also contributing to cancer burden. Aflatoxins are produced by Aspergillus flavus, Aspergillus parasiticus, Aspergillus and Aspergillus nomius. These toxins majorly affects cereal grains. This study aimed at bioprospecting Spirulina plantesis in ameliorating immune dysfunction and inflammation caused by aflatoxin B1 (AFB1). Spirulina plantesis have been consumed for decades as food supplement as it has been proven to have strong antioxidant and anti-inflammatory properties. Male BALB/c mice weighing 28 to 34 g were divided into six groups at random and given the following oral treatments: Group 1 was only provided with food and water during the treatment course. AFB1 was given orally to Group 2 at a dosage of 200µ g/kg body weight. AFB1 was administered orally to Group 3 an hour after receiving 1g/kg of activated charcoal. Groups 4, 5, and 6 each received 200µg/kg of AFB1 orally an hour after receiving Spirulina plantesis at doses of 50, 100, and 150mg/kg respectively. The mice were treated daily for 14 days. During the last day of the treatment schedule, mice were aseptically dissected and tissues isolated for immunological studies. The results indicate that intervention with spirulina at doses of 100mg/kg and 150mg/kg were enough to increase the body weight of mice significantly (p<0.05). It was also demonstrated the blood levels of interleukin 4 and interleukin 2 were not affected significantly when AFB1-induced mice are treated with spirulina extract (p>0.05). Interferon gamma (IFN- γ) and interleukin 2 (IL-2) blood levels were significantly lower in the group not treated with Aflatoxin b1 (p≤0.05). The findings also indicate that immunoglobulin A (IgA), immunoglobulin G (IgG), and immunoglobulin M (IgM) serum levels were unaffected by treatment with spirulina extract at various dosages (p>0.05). In addition, TNF and IFN-γ mRNA expressions were also highly up regulated, while interleukin 4 (IL 4) was down-regulated. The results further show that the over-production of TNF and IFN due to Aflatoxin B1 is correctable upon spirulina treatment (p<0.05). To sum up, the results suggest that spirulina treatment can be an innovative approach to correcting the aflatoxin B1-mediated immune aberration and inflammation
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    Public Vocational Training Centres’ Preparedness for Provision of Competency Based Education and Training in Nakuru County, Kenya, Compared with Canada’s Experience
    (Kenyatta University, 2025-12) Kipkoech, Gilbert
    Competency Based Education and Training (CBET) has gained worldwide recognition as a panacea to improve relevance and quality of vocational training. However, inadequate instructors with pedagogical competencies, access to custom made teaching and learning facilities and limited institution-industry participation are impeding its realisation. As a result, vocational graduates are exiting the system devoid of significant skills required, in addition to the knowledge they already have. Their fixed mindset and resisting the necessary cycle of learning, unlearning, and relearning directly fuels critical skilled labour shortages and drives up attrition rates within the industry and service sectors. This scenario increases the cost to employers. It was against this gap that the study established whether trainees were acquiring competency based skills needed to power the human economy. The study purposed to establish instructors’ and VTCs’ level of preparedness for provision of competency based skills in public VTCs, in Nakuru County, Kenya and Saskatchewan Polytechnic, Canada. The objectives of the study were to establish the level of instructors’ competencies, assess the extent of availability of teaching and learning facilities, and establish the extent to which VTCs partner with industries for provision of CBET, in public VTCs, in Nakuru County, Kenya, compared with Canada’s experience. The study was anchored on curriculum implementation theory. Mixed methods research design was employed. Stratified random sampling method was exploited to obtain proportionate samples of 10 VTCs from different sub counties in Nakuru County. Purposive sampling technique was used to select 10 principals. Simple random sampling method was used to select 92 instructors and 261 trainees. Snowball sampling method was used to select 20 industry managers. Additional data was collected during 2 consultative meetings and 2 interviews with programme heads at Saskatchewan Polytechnic, Canada. Questionnaires, observation checklist and interview guides were used to collect data. Quantitative data was analysed using means, percentages, standard deviations and multivariate regression analysis. Qualitative data were reported as direct quotations to underpin quantitative data. Quantitative data were presented using bar graphs and tables. Findings in Kenya revealed that instructors lack industrial training and professional development. Instructors rely more on theoretical training as opposed to practical skills. Availability of standard workshops and internet connectivity was also identified as a challenge. Industry managers are thus forced to reorient graduates with practical skills before entrusting them with complex technical tasks. The local capacity of instructors to handle practical sessions was also reported as a challenge affecting the effective implementation of CBET. VTC-industry linkage is weak, yet it forms a major component in the successful implementation of CBET. Findings from Saskatchewan, Canada, show more engaged and practical activities, including indenturing and supervision of apprentices by certified journeypersons and close working relationships between polytechnics and industries for up-to-date, demand driven skilling. The study recommends that the Kenyan government should increase funding to facilitate industrial training and refresher courses for instructors and attachment of trainees. Integrate ICT into CBET. Industrial experts and employers should be empowered and mobilised to deliberately work with VTCs to offer on-the job training to trainees, which is practised in Canada. Exchange programmes between VTCs and prospective industries and service sectors should also be explored.
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    Vocational Instructors Preparedness for Provision of Competency-Based Training in Kenya and Apprenticeship Training in Saskatchewan, Canada
    (Journal of the Kenya National Commission for UNESCO, 2024) Kipkoech, Gilbert; Nyerere, Jackline; Muthima, Purity; Muthima, Purity; Okoko, Janet
    Competency-Based Training (CBT) in Kenya and apprenticeship training in Canada provide trainees with job-ready skills, but emphasis on theory over practice hinders its effectiveness. To fittingly frame the problem, the study asked, what is the level of instructors' know-how in providing CBT in Kenya, and how does their preparation compare to journeypersons in Saskatchewan, Canada? The research involved 33 public Vocational Training Centres (VTCs) in Nakuru City County, Kenya and 23 branch institutions of Saskatchewan Polytechnic, Canada. Concurrent embedded design was utilised. The sample comprised 10 principals, 92 VTC instructors, 261 trainees, 10 industry managers and 4 programme heads drawn from a total population of 377 using stratified, purposive and simple random sampling methods. Questionnaires, interview schedules and observation checklist were used to collect data. Findings showed that Kenyan instructors are deficient in industrial training and professional development. In contrast, findings from Saskatchewan, Canada reveal greater emphasis on active and hands-on involvement, such as apprentice indentureship and mentorship under certified journeypersons. The study concluded that instructors' preparedness had major influence on the provision of competency-based skills to trainees. The study recommends an increase in funding to facilitate industrial training and refresher courses for instructors to improve quality of CBT in Kenya.