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Item Incorporating Peace and Conflict Resolution Studies in Adult Basic Literacy Curriculum as a Strategy in curtailing insecurity in Bauchi State, Nigeria(International Centre for Integrated Development Research, Nigeria, 2022-08) Yunusa Abubakar; Musyoka-Kamere, Isabella; Nyambura, SalomeThe study assesses the perception of adult education students on incorporating peace and conflict resolution studies in adult basic literacy curriculum as a strategy for security in the Bauchi State, Nigeria. Research design employed is a descriptive survey. A sample of 250 students of adult education in Bauchi State was selected. The questionnaire was the data collection instrument. The questionnaire was validated through the application of content validity. Test-retest reliability was adopted to ensure the reliability of the instrument. A correlation coefficient of 0.80 was obtained and considered high enough to judge the reliability of the instrument. Simple percentage and frequency distribution were used to analyze the data. The results revealed that incorporating peace and conflict studies in the adult basic literacy curriculum could minimize incidences of insecurity in Bauchi State. Hence, government should incorporate peace and conflict study in the adult basic literacy curriculum.Item Assessment of the Wellness of Young Women Human Rights Defenders (HRDs) in Kenya(Journal of the KenyaNationalCommission for UNESCO, 2022-12) Opara,Jacob; Ngina, P.; Nyambura,Salome; Njuki Githethwa; Nyambala,Marceline; Otieno OmbokInterventions by human rights defenders (HRDs) in society are critical in the development of society but little has been done to support HRD’s wellness. This study addresses this gap by examining the wellness challenges for young female HRDs in the course of their work in Kenya. Mixed method approach and purposively sampling was used targeting 53 respondents sampled from a cross-section of young female and male HRDs, CSOs working in human rights advocacy, and senior male and female HRDs. Results indicated that the most challenging issues for HRDs was financial constraint (38%) followed by discrimination (29%) and sexual exploitation (24%). 67% indicated to have experienced abuse in their work with 43% of the abuse faced being of sexual nature. 64% of the abuse cases were not reported for redress and of the 36% reported, 58% were not adequately addressed. The study also found that there were gaps in CSOs’ success in effecting their own policies against abuse to enhance HRDs wellness and concludes that HRDs wellness requires both structural and institutional mainstreaming to help young female HRDs in their activism. Key recommendation for the study calls for institutionalization of wellness support for HRDs within the civil society space in Kenya.Item The Influence of Institutional Resources on Doctorate Degree Enrolment and Completion Rates in Selected Public Universities Kenya(International Journal of Learning and Development, 2023-10) Motanya, Jared Ochwangi; Nyambura, Salome; Gathara, Peter MugoDoctorates are fundamental pivot towards facilitating the social and economic transformation of a nation. Nevertheless, research on doctorate education point out that most candidates in Kenyan public universities spend lengthy period of time to earn their doctorate degrees. Furthermore, data of those enrolling in selected Kenyan public universities demonstrate that less students enroll for doctorate programmes in contrast with those who register for Master and Bachelors’ programmes. Institutional resources have been cited as a critical ingredient toward enhanced students’ enrolment into doctorate programmes. The purpose of this paper was, therefore, to establish the influence of institutional resources on doctorate degree enrolment and completion rates from selected Kenyan public universities. The study sought to analyse institutional resources influence on doctorate degree programmes enrolment and completion rates from selected public universities in Kenya for the last fifteen years. The study employed the mixed methods research design. Data was collected from four purposively sampled universities using questionnaires, analysis of documents (on enrolment, completion and staff enrolments) and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The study revealed that institutional resources influence enrolment and completion rates at doctorate level. Availability of qualified and sufficient academic staff, funding, mentorship programmes, well equipped libraries, reliable internet connections and ambient social environment to be critical in determining where one enrolls for a doctorate programme and how long it will take to complete. The study furthermore established that between 2003 and 2017, there was low doctorate programmes enrolment and completion rates at the selected public Universities Kenya. This was demonstrated from trends in the numbers of those who enrolled and those who graduated. The trends revealed that more males than females enrolled and completed their studies with the highest being between 2008 and 2013. The findings of this research would be resourceful to university policy makers, administrators and lecturers to improve on institutional policy framework with regard to institutional resources which could be used to enhance doctorate programme enrolment and completion in Kenyan public universities.Item An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda(Science Publishing Group, 2021-08) Nganda, Aidah Trevelynn; Kirimi, Francis; Nyambura, SalomeThe realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.Item Teachers as Transformative Agents: An Interview of Retired Teacher Mwalimu Gatheca from Njumbi Village, Murang’a County. Kenya(AJOL, 2024-05) Nyambura SalomeThe World Teachers day is celebrated globally on 5th October to highlight the rights, responsibilities and standards of teachers in their quest to impact the communities they live in. The first celebration of the World Teachers day was in 1994 to commemorate the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the status of teachers around the globe (UNESCOi). According to UNESCOii the theme for this year was, “The transformation of education begins with the teachers”. In Kenya celebrations were held in various education institutions right from basic to tertiary education. This is the one day, that a teacher is trending and several congratulatory messages are given to teachers by their learners. In this article, we celebrate a retired teacher Mwalimu Gatheca, who hails from a small rural community in Njumbi, which is located in the central part of Kenya. He is a respected elder in his community and though retired, he is not expired. He is still actively engaged in a transformative agenda in his community which has entailed harnessing energies of his community members who cut across gender, age and geographical divide. O Dia Mundial dos Professores é comemorado no dia 5 de outubro para destacar os direitos, as responsabilidades e a qualidade dos professores em sua busca para impactar as comunidades em que vivem. A primeira celebração do Dia Mundial dos Professores ocorreu em 1994 para comemorar o aniversário de adoção da Recomendação da OIT/UNESCO de 1966 sobre o status dos professores em todo o mundo (UNESCO). Segundo a UNESCO, o tema deste ano foi “A transformação da educação começa com os professores”. No Quênia, as celebrações foram realizadas em várias instituições de ensino, desde o ensino básico até o ensino superior. Este é o único dia em que um professor está na moda, recebendo várias mensagens por parte de seus alunos. Neste artigo, homenageamos um professor aposentado Mwalimu Gatheca, de uma pequena comunidade rural em Njumbi, localizada na parte central do Quênia. Ele é um ancião respeitado em sua comunidade e, embora aposentado, continua em plena vitalidade. Ele está ativamente engajado em uma agenda transformadora em sua comunidade, que envolve o aproveitamento das energias dos membros de sua comunidade que incluem temáticas como gênero, idade e divisão geográfica.Item Institutional Doctorate Supervision Practices Influencing trends in enrolment and Completion Rates in Doctorate Degree Programmes from selected Public Universities in Kenya(International Journal of Learning and Development, 2022-06) Motanya, Jared Ochwangi; Nyambura, Salome; Gathara,Peter M.Completing a doctorate degree on time is a multifaceted progression, influenced by many interplaying variables. This paper sought to establish how institutional doctorate supervision practices influence completion rates of doctorate programmes from selected public universities in Kenyan. The student-supervisor collaboration is a critical ingredient in doctorate programme studies. This is because when something goes wrong with either in course of their interaction, the ramification is experienced in the period studies take. The purpose of this study was to examine the impact of student-supervisor interaction in doctorate degree programme from selected public universities in Kenya. The Involvement Theory and the Social Support theory were to reveal the reasons for low enrolment and completion rates of doctorates in selected Kenyan public universities. The mixed methods research design were utilised in the current study. Information was obtained from four purposively sampled universities using questionnaires, documentary analysis and interview schedules. Qualitative data was coded and then thematically analysed guided by the study objectives while quantitative data was analysed using percentages and graphs. The findings of the study would be useful for the university managements in understanding the student-supervisor relationship...Item Scenes of indigenous, Afro-Brazilian, African and Timorian cultural lives in contemporary times(AJOL, 2024-05) Itamar Rodrigues Paulino; Salome Nyambura; Augusto da Silva JuniorThis special issue brings together articles that present to society elements that compose scenes of indigenous, Afro-Brazilian, African and Timorese cultural lives in contemporary times. The issue is made up of joint texts that bring together a range of themes that allow for a frankly transdisciplinary dialogue on the contemporaneity of peoples of indigenous, Afro-Brazilian, African and Timorese roots. It points to diverse and revealing scenarios in which these peoples deal with most challenges and advances in social, economic, cultural, environmental and educational development. This issue has brought together 24 articles with approaches, trends and methodologies, in addition to historical, epistemological, aesthetic and hermeneutical points, and diverse contexts to discuss the most varied sets of elements that make up the space in Brazil, Africa and East Timor where human beings live, with their identity and memory. The texts articulate academic themes such as literature, philosophy, culture, linguistics, sociology, law; and present practical scenarios that update topics such as human development processes, teacher training, decolonization processes, sexual violence against children, studies of black festive organizations in the Amazon region, basic sanitation in African countries, among others, placing them on the global agenda of contemporary research processes and paths. The articles and poems also articulate contexts and narratives, institutional arrangements and state capacities, practices and strategies associated with the development of human societies and the redefinitions of their behaviour in relation to the environment, food security, climate change, democracy, citizenship, exposing urgent issues such as prejudice, discrimination and intolerance in the face of sociocultural differences; in addition to promoting rethinking about the relationship between diversity and inequality that persist in existing among peoples.Item Strategies for Effective Use of TVET Advocacy in Promoting Gender Equity of Students in TVET Institutions in Uganda: Multiple Informants Perceptions(International Journal of Research and Scientific Innovation (IJRSI), 2021-07) Nganda, Aidah T.; Nyambura, Salome; Kirimi, FrancisThis study explored strategies for effective use of TVET advocacy in the promotion of gender equity of TVET students in the Central Region, Uganda. Thus, a convergentparallel mixed methods research design, with a survey strategy was adopted, to achieve the objectives. Two theories including the feminist socialization theory and subject-task value theories guided the conceptualization of this study. The study targeted 5,791 students, 240 instructors, 60 institutional leaders, 42 district leaders, 4 Ministry of Education and Ministry of Gender Labour and Social Development officials, and 21 civil society organisation gender advocates. Purposive sampling was used to select 9 institutional leaders, 3 district leaders, and 2 ministry officials while convenience sampling was used to select 5 gender advocates. Likewise, stratified random sampling was used to select 185 students and 56 instructors. Therefore, a sample size of 260 informants was used. Questionnaires, interview guides, and observation checklists were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences software version 21 for analysis. Frequencies, percentages, means, standard deviations, and bar graphs were used to present the analysed data. Qualitative data was analysed using the thematic method and presented using verbatim and indirect reporting. The findings revealed a lowstatus quo for TVET, moderate use of different TVET advocacy strategies, and affirmed that effective use of TVET advocacy enhanced gender equity of students in Uganda. The study recommended that TVET institutions effectively implement different advocacy strategies, the Uganda government to employ experts for TVET advocacy and increase the budget for supporting the implementation of different advocacy strategies.Item Teachers’ Mentorship as A Way of Implementing Competency-Based Education in Kiambu County, Kenya(Journal of Education Practice, 2025-10-17) Mwangi, Joseph Ngugi; Njoroge, Jane GakeniaCompetency-Based Education (CBE) implementation continues to face challenges with regard to the role teachers’ training play in it with different levels of preparedness. This study will focus on the role of teachers’ mentorship on Competency Based Education implementation in Kiambu county, Kenya. The study objective was to examine the role of teachers’ mentorship in competency-based curriculum implementation on Kiambu County. The study is anchored on and Social Learning Theory. The study adopted descriptive survey research design. Purposive and stratified random sampling techniques were adopted. The study will target 320 respondents which will include the following; head teachers, grade 1–6 teachers, Curriculum Support Officers (CSOs), Sub-County Curriculum Officers (SCCOs), and parents of Learners in Grades 1–6. The study will have a sample size of 178. In the collection of quantitative and qualitative data, questionnaires and interview guides will be used. Pilot study was done in Nairobi County among 18 respondents. Content, face and intent validity were applied. Cronbach Alpha will be adopted to test reliability. Statistical Package for Social Sciences (SPSS) version 21.0 will used to analyze the data. Tables, charts and graphs will be used to present the data. The study enhanced informed consent, confidentiality and anonymity in the collection and processing of data. The findings of the study revealed that teacher mentorship was positively and significantly related to the extent of implementation of CBE in Kiambu County. The studyrecommended that there is need for a better teacher training approaches to improve delivery of CBE. This underscoresthe importance of structured mentorship to build teacher self-efficacy; engagement with community/stakeholder for resource and community support; innovation, creative pedagogy, use of ICT; and tracking of learners’ progress and competence development. The studysuggests that mentoring structures be institutionalized, that parents and other stakeholders be sensitized, that there be investment in ICTs infrastructure and digital literacy, and that there be effective coordination for an inclusive CBE implementation. Training willalso have to be sustained, for teachers and other stakeholders, to foster accountability and enhance the effectiveness of CBE delivery.Item National School Safety Policy Alignment with Risk Management Practices in School Environment in Secondary Schools in Kericho County, Kenya(Journal of the KenyaNational Commission for UNESCO, 2024-01) Chepngeno, Dorine; Gathara, Peter M.; Wawire, VioletEnsuring the safety of schools is crucial for fostering an effective learning environment. Governments globally have introduced various policies and initiatives to enhance school safety. This study investigated the adherence of safety practices in secondary schools in Bureti Sub-County, Kericho County, Kenya, to national school safety policy. Employing a descriptive survey design, the research sampled seven secondary schools, seven principals, twenty teachers, an education officer and two hundred students, using a questionnaire, interviews, and observation checklists for data collection. Data revealed that many risk management practices did not align with established safety standards, indicating significant gaps in both physical and social environments. Moststakeholders have not gotten training on school safety practices. The study emphasizes the need for schools to enhance their infrastructure to meet required safety standards and suggests exploring resource generation to improve safety measures. A safe andsecure school environment is vital for increasing learner enrolment, retention, and completion rates, ultimately contributing to higher achievement and quality education. In conclusion, prioritizing the safety of learners and staff is essential for fostering a comfortable learning atmosphere.Item The Inadequacy of Justice as Foundation Ethical Norm: A Kenyan Perspective(Msingi Journal of the Department of Educational Foundations, 2022-04) Wabwire, DanielBy comparing the philosophical approaches of Amartya Sen and John Rawls’s theory of justice, this paper shows that some similarities are based on different rationales. It follows that any attempts to find a common ground in Sen and Rawls provide a reasonable guidance for socio-political justice and ethics. And this can only be possible if we find the common ground from two approaches. While analyzing the rationales behind the role of philosophy and theology in this process, the paper will focus on justice as commutative, contributive and distributive from a Kenyan perspective. The libertarian concept of justice and ethical normative justifications will be taken as examples demonstrating practical difficulties in the applicability of justice. Then the question of whether or not justice could be the foundation ethical norm concludesItem Decline of Reading Culture among Students in Higher Education Institutions: A Survey of Juja and Thika Towns, Kenya(Canadian Journal of Language and Literature Studies, 2025) Gitonga KimaniPrimary school education is intended to inculcate in the learner basic literacy skills of reading, writing and simple arithmetic. The next level which is secondary education is aimed at identifying the career path the learner should pursue based on his/her ability and endowment. This ability is what informs the course the learner will pursue at the tertiary level of education. Higher education as contextualized in this paper is synonymous with tertiary education and refers to learning undertaken after secondary school be it in a college, TVET institution or university. The Study adopted the descriptive survey design. The location of the Study was Juja and Thika towns and their environs in Kenya for having a higher concentration of colleges and universities in Kenya when compared with other regions in the country. Triangulation of sampling techniques was used. The Study found out that less than 50% of students did not visit a library outside their institution to study or buy a personal book for the course they were undertaking. Further, over 50% of the students accessed the internet for non-academic content and went to the library only to study for examinations and not gain wide knowledge. The Study established causes for the decline of the reading culture that included poor foundation in high school and misuse of A.I. Finally, the Study recommended measures to redress the poor reading culture e.g policy changes on evaluation and regulating the use of A.I.Item Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea(Journal of Education and Practice, 2015) Tekle, Tesfu; Njihia, Mukirae; Ogeta, Norbert; Habtu, MichaelBackground: Education in Eritrea is a fundamental right of every person. Therefore, ensuring equal and equitable educational opportunities for every citizen is essential for upward mobility. However, enrolment in areas inhabited by the nomadic groups is far less from the national average. To boost enrolment among the nomads and to meet the Millennium Development Goals (MDGs) the government of Eritrea along with donor partners in 2007 introduced non-formal Complementary Elementary Education (CEE) targeted at out-of-school children aged 9-14 years. Nevertheless, no study was conducted since the program has started whether the children are mainstreamed to formal middle school primary education. Objective: The study was aimed to assess the enrollment and transition rate of CEE, examine challenges of transition and to identify possible alternatives to facilitate transition of pupils to formal middle school education in Habero Sub-Zone. Materials and methods: Mixed method design along with the use of both qualitative and quantitative approaches was employed. Semi-structured questionnaire was used to collect information on socio-demographic characteristics of pupils and CEE teachers, challenges and alternatives of transition to middle school. Moreover, key informant interview was carried out from the middle school director and sub-zone education officer. The sample size included were 150 pupils, 18 teachers, 1 middle school director and 1 sub-zone education officer. The data was analyzed using frequencies and percentages. Qualitative data were transcribed and coded and then analyzed thematically. Results: The study findings indicate that the transition rate of pupils from the CEE centers to formal middle school education was high (83%). However, the enrollment of pupils transited from CEE centers in the available middle schools of the sub-zone was low (35%). Conclusion: The low enrollment in middle school was contributed by distance of middle school, early marriage and economic status of the community. Finally, based on these findings, it is recommended that CEE centers at the very distance should develop to formal middle school. Establishment of at least one boarding school in Habero sub-zone to accommodate the most disadvantaged nomadic children would ease economic burden of the pupils. Furtherer, government authorities, national unions and religious bodies should play important role in sensitizing the community about benefits of educationItem Online Continuous Assessment Tests: Experiences and Lessons from Kenyatta University(Kenyatta University, 0202-06) Njihia, Mukirae; Mwaniki, Elizabeth; Ireri, AnthonyBetween October 2015 and April, 2017, the School of Education, Kenyatta University in collaboration with the Commonwealth of Learning (CoL) organized three capacity building workshops for its lecturers on Integration of ICT in teaching and learning. During the 3rd workshop held in March, 2017 and whose focus was on online Assessment, it was noted that despite the university’s investment in a Learning Management System (LMS) for online teaching and learning, lecturers had not utilized it for formative learner assessment. Therefore, it was agreed that the departments of Educational Psychology and Educational Management would play the role of trailblazers in giving online Continuous Assessments Tests (CATs) in the School of Education. In the 2nd semester of 2016/2017 academic year and the 1st semester of the 2017/2018 academic year, the two departments gave a total of four online CATs in four different units to over 9,000 undergraduate students. This innovation in assessment informed this study whose purpose was to document the views and experiences of both students and lecturers on online CATs. The study embraced a mixed method design that enabled collection and triangulation of quantitative data from students and qualitative data from lecturers. The results indicated that the students were initially apprehensive before the online CAT but after they were done, a majority stated that they enjoyed the experience. The students also praised the technical support given during the CAT, the immediate feedback and the sense of control of their marks. Lecturers were initially sceptical about mounting online CATs but their perception changed after they were rolled out as they appreciated the reduced workload in terms of marking and grading as well as reduced human error. Some key challenges that hindered effectiveness of the online CATs included a few students’ registration numbers missing in the LMS, slow internet during online CATs, students using wrong passwords to get into the LMS, interruption from other students in computer lab and strict marking in the short answer itemsItem Connecting Research, Practice and Policy: Are Policy Makers and Practitioners in Kenya Utilising Universities’ Social Science Research?(Journal of the Kenya National Commission for UNESCO, 2023) Bunyi, Grace; Njihia, Mukirae; Ogola, MartinUniversities play a leading role in research and are considered the main knowledge-producing institutions in any society. Whereas conducting research is important, the utilization of the findings is even more important. Increasingly, research funders are keen to ensure that research makes a difference and that the research they fund is applicable in the relevant areas. The present study thus sought to establish the level of utilisation of university-produced social science research by government in the policymaking and formulation processes in Kenya. Data was collected from universities, national government ministries and county governments. The study established that there was very low utilisation of university produced social science research in the policy formulation and making processes at both national and county government levels. It also emerged that most of the research studies conducted by universities were commissioned by private agencies. The study concludes that channels for communicating research findings between universities and government were lacking. The study recommends that universities should create formal research linkages and partnerships with government ministries to enable dialogue throughout the entire research process. Universities should also establish/strengthen research dissemination units, as well as move beyond the traditional channels of disseminating research findingsItem School Principals’ Strategic Planning Competences And Their Influence On Academic Performance In Public Secondary Schools In Makueni County, Kenya(Journal Integration of Social Studies and Business Development, 2025) Sila, Killian Muendo; Njihia, MukiraeThis study investigates the impact of strategic planning competencies on the academic performance of public secondary schools in Makueni County, Kenya. Specifically, it examines how principals' competencies in human resource planning, technology integration, school culture alignment, and strategic direction-setting influence academic outcomes. Grounded in the contingency theory of leadership, the study employs a descriptive research design. The target population included 385 public secondary schools in Makueni County, with principals and teachers as key respondents. A 10% sampling threshold was applied, resulting in a sample of 39 schools. School principals were purposively selected, while 368 teachers were randomly sampled using a structured formula. Data were collected via questionnaires for teachers and interview guides for principals and analyzed using both qualitative and quantitative methods. The findings indicate that human capital development is a critical strategic competency among school principals that significantly enhances academic performance. Furthermore, principals' ability to leverage ICT positively affected academic outcomes. School culture alignment emerged as another essential competency, impacting the schools' overall performance. Additionally, the ability of school principals to set a clear strategic direction was found to play a significant role in achieving academic success. The study concludes that poor academic performance in Makueni County’s secondary schools is closely associated with deficiencies in principals' strategic planning competencies, particularly in areas such as human capital development, ICT integration, strategic direction-setting, and school culture alignment. The study recommends that school principals enhance their strategic planning skills to improve academic performanceItem Determinants of Strategic Plan implementation in Technical and Vocational Education Training Institutions in Mombasa County, Kenya(IOSR Journal of Research & Method in Education (IOSR-JRME), 2021-06) Mutisya, Sharon; Njihia, Mukirae; Otieno, DanielGlobally, researches assert that most educational institutions have strategic plans, but few implement them. This research sought to establish determinants of strategy implementation in Technical institutes which offer technical skills using Mombasa County, Kenya. The objectives of this study were: determine the association between f human resources and technology and strategy implementation. The study used resource-based view theory and Okumu’s implementation framework of assessing the relevant issues in the study. Mixed methods research design was used with a sequential exploratory design. The target population of 218 included the principals, chairpersons and trainers in the 6 registered technical institutes in Mombasa County. Data was collected from a sample size of 148 respondents using interviews and questionnaires. The analysis of qualitative data followed thematic and subject coding to evaluate the responses that participants offered in the interviews. Quantitative analysis involved both descriptive summaries and multiple regression analysis for checking relations between variables. The findings established that the general rating of the capacity of human resource and technology towards strategy implementation was generally moderate. Karl Pearson correlation coefficient obtained indicated that there was a strong association between human resource and strategy implementation and between technology and strategy implementation. This showed that indeed human resource and technology influences strategy implementation process. Hypothesis test done indicated there is significant association between human resource, technology and strategy implementation in public technical training institutions in Mombasa County. The study further recommended that the management should subject staff to frequent trainings on strategy implementation process to increase on the effectiveness of the implementation process. In addition, technology used in the institutions should be up to date and relevant as far as strategy implementation process is concerned. Moreover, there should be frequent maintenance and updating of the available ICT equipment while at the same time making them easily available to the staffItem Endogenous Inputs Use as a Predictor of Internal Efficiencyin Postgraduate Research Degree Programmes in Ghanaian Public Universities(European Centre for Research Training and Development, 2022-08) Attakumah, Daniel; Ndiritu, John; Njihia, MukiraeUniversities rely on endogenous inputs they have to enroll and train students to graduate. Studies have concluded that graduation rates are low at research masters and doctoral degree levels in universities. This study determined endogenous inputs uses which predict internal efficiency in postgraduate research degree programmes in two Ghanaian public universities. The study used data obtained from a sample of 318 research students and graduates from nine applied science and sixteen humanities departments. Stratified random and snowball sampling techniques were used to sample participants for the study. Questionnaires and documents analysis guides provided data to test hypothesis at p<.05 alpha level of significance. Faculty and students’interactions, use of study spaces, reading resources at departments and libraries are endogenous inputs uses which accounted for high levels of variation in graduation rates and significantly predicted research students’ graduation rates. The study recommended among others that policy should be crafted aimed at increasing endogenous inputs uses in universities to ensure higher internal efficiency thus high students’ graduation rates.Item Mental Health and Academic Engagement: The Influence of Cyber Dating Abuse Victimization on Undergraduate Students(Journal of Social Sciences, 2025-05) Mayoyo, NancyObjective: The study examined the effect Cyber Dating Abuse (CDA) had on victimized undergraduate students’ mental health and how this related to their academic engagement. Participants: Three hundred and eighty-four randomly selected undergraduate students took part in the study. Methods: The study utilized a descriptive research design with data collected using a self-administered questionnaire. A Pearson Correlation Coefficient was used to examine the correlation between distress and academic engagement. Numerical data was analysed using descriptive statistics to yield frequencies and percentages. Results: The findings indicated a high prevalence rate for Cyber Dating Abuse victimization among the respondents. Over half of them reported that the most frequently experienced CDA consequences were fear, depression and anxiety. Equally, almost half of them (46%) experienced moderate levels of distress while 28% experienced high levels of distress any time they were victimized. A Pearson Correlation coefficient of r (314) = −.137, p = .015 indicated that there was a significant negative, though weak, association between distress and behavioural academic engagement. Conclusion: Given the high occurrences of Cyber Dating Abuse reported by victims and the negative effect it had on their mental health, the study suggests the need for interventions. This could lessen the adverse effects this abuse had on the student’s academic engagement. Recommendations: Victims should be encouraged to seek guidance and counselling which is likely to positively impact their mental health. Awareness creation programs can also be useful in encouraging healthy dating among undergraduate students and enhancing behavioural academic engagement.Item Intrinsic Motivation of Primary School Teachers and Its Impact on Their Job Performance in Kisumu County, Kenya(JPEA, 2024) Odhiambo,Kennedy Okeyo; Murira,Francis N.; Ogeno,Jackton O.The purpose of this article is to provide an investigation of the intrinsic motivation of primary school teachers and its impact on their job performance in Kisumu County, Kenya. The contention of this article is that stakeholders in the education sector are under immense pressure to increase teachers’ job productivity. This is because the quality of education largely depends on the quality of teachers and their commitment to duty which may be influenced by their levels of intrinsic motivation. This study sought to compare the trends in the influence of intrinsic motivation on job performance between public and private primary school teachers. It also proposed viable strategies to enhance intrinsic motivation among teachers at the primary school level. The study adopted descriptive cross-sectional design. The sample size was 222 respondents made up of 25 headteachers, 25 senior teachers, 120 teachers and 2 MOEST officials. Structured questionnaires, interviews and focus group discussions were used to collect data. Descriptive and inferential statistics were employed to analyze quantitative data while themes were adopted in analyzing qualitative data. The study findings revealed that private primary schools provided better intrinsic rewards as compared to their public counterparts which may have resulted to their better performance. Additionally, financing by the government and training of teachers are strategies that could enhance intrinsic motivation among primary school teachers. The study recommended that the intrinsic rewards offered by both private and public primary schools ought to be standardized in order to promote a level playing field for competition between private and public primary schools. Further, it was recommended that schools ought to put in place support structures that can facilitate the implementation of effective strategies necessary in enhancing levels of intrinsic motivation among primary school teachers.