EANSO East African Nature and Science Organization Journals
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An Innovative Way in Education and Training for Sustainable Development through E-Universities for Sustainability in Kenya
Get PDFThe importance of education for sustainable development has been anchored in various forms in training and education in both developed and developing countries and acknowledged decades ago. Consequently, by joining several international conventions countries across the world agreed to effectively integrate, and implement education for sustainable development (ESD). The rationale of this study is that ESD must be propagated worldwide in different strata of societies and especially in education and training in order to protect the environmental equilibrium of our planet to curb the negative impacts it is suffering from the present-day consumer habits and the intensification of industrial and agricultural production. It is evident that ESD must be effectively integrated into public education and training, especially at the University level and crucially developed if we really want to reduce the environmental burden caused by human activities. One possibility for this is to develop modern, interactive; ICT-based educational tools at the Universities which may grab the attention of digital-era students. The study adopted exploratory and descriptive research designs whereby the target population was University Lecturers; the study used Slovan’s formula for the sample size and both random sampling was used to sample 100 University lecturers and purposive sampling was used to select University lecturers in social media (WhatsApp forums). The findings of the study revealed that the establishment and promotion of E-universities for sustainability in Kenya offer a promising and innovative approach to addressing the challenges of education and training for sustainable development. Based on the findings, the study concluded that embracing digital technologies not only expands access to education but also enhances the quality of learning experiences, fosters global collaboration, and equips learners with the skills and knowledge necessary to contribute meaningfully to sustainable development initiatives whereby E-universities for sustainability in Kenya can be an innovative framework which Universities, lecturers and NGOs across borders will use to collaborate to build interactive e-learning courses for University student
Influence of Formative Assessment Management Techniques on Trainee Academic Performance in National Examinations in TVET Institutions in Western Kenya
Get PDFThe study investigated the impact of formative assessment management techniques on trainee academic performance in national examinations within TVET institutions in Western Kenya. Grounded in social cognitive theory, constructivism, and the diffusion of innovation theory, it involved a target population of 406 respondents, including principals, deputy principals, registrars, examination officers, and heads of academic departments across 29 public TVET institutions in the region. Using stratified, purposive and simple random sampling procedures 200 respondents were selected. Data collection was conducted by use of questionnaires and interviews and analyzed by way of descriptive and inferential statistics. The findings revealed strong correlations between effective management techniques and formative assessment scores, underscoring their predictive value for academic success. The study concludes that implementing structured formative assessment management techniques significantly enhances trainee performance in final examinations. It advocates for comprehensive strategies to support trainees, improve learning experiences, and achieve better academic outcomes, emphasizing the critical role of formative assessment management techniques in fostering academic excellence in TVET institution
Bridging Theory and Practice: Insights into the Experiences and Support Needs of Student Teachers During Field Practice
Get PDFThe transition from student to teacher is a key phase in the development of professional teachers, yet it is often accompanied by challenges. This study examined the emotional, psychological, cultural, economic, and institutional barriers faced by student teachers during their teaching practice in the Niger Delta region of Nigeria with a population of 1,450. The study utilized a structured questionnaire which was administered to 522 student teachers which served as the sample for the study, whose reliability was r =0.87. The instrument assessed the experiences of student teachers in specific areas such as the preparation of lesson notes, anxiety towards grooming standards, financial constraints and institutional support given. Findings revealed that 53.3% of student teachers experienced anxiety in preparing lesson notes, while 55.4% felt pressured to meet teaching expectations. Also, 53.6% felt ostracized due to institutional grooming policies, while 85.4% reported financial strain in maintaining recommended professional attire. The study highlighted that there was limited integration of modern teaching technologies, with 63.2% suggesting that they lacked virtual supervision. 66.1% reported that no access to automated feedback tools. These challenges emphasised the need for targeted interventions, such as inclusive institutional policies, enhanced psychological support and financial aid programs among others. These interventions are critical for addressing the Sustainable Development Goals of Quality Education, Reduced Inequalities, and Good Health and Well-being Addressing these barriers will not only improve student teachers' experience but will also contribute to strengthening teacher education in Nigeria. The study advocated for a collaborative approach among educational institutions, policymakers, and stakeholders to enhance teacher preparation and equip future educators for the demands of the 21st century
Problems of Teacher Education in Somalia
Get PDFTeacher education is a vital component of human capital development and socio-economic development. After independence, the Somali government enacted policies and allocated a proportion of its gross national product to education and teacher education, but the proportion was lower than neighbouring countries. The expansion of teacher education resulted in positive and negative impacts on the education system. This study coincided with the reformation of educational institutions for teacher education. The study aimed to identify the challenges associated with teacher education. The literature review model was used to analyze the problems included in the study. The study found that the most common problems in teacher education are; negative attitudes towards the teaching profession, lack of qualified teachers, insufficient investment in teacher education, insufficient curriculum content in teacher education institutions, approaching teacher education as project-based, and lack of intelligent students. These results indicate that all stakeholders in teacher education, including ministries of education, universities, and communities, need to develop sustainable strategies and mechanisms to overcome these problem
Exploring the Role of Virtual Learning at Little Friends Infant School Harare
Get PDFThis study focused on exploring the role of Virtual learning for ECD learners at Little Friends Infant School Harare. The study will focus on how virtual learning emerged, how it was done, the availability of resources, the teacher's know-how, and above all if this learning process managed to achieve the targeted objectives. Since the study sought to explore social phenomena, a phenomenological research design was appropriate under a qualitative research approach. A sample size of 10 teachers was used in the study. The outcome of the research showed that virtual learning was being conducted by ECD teachers at Little Friends School. The observation shows that the learners were embracing virtual learning, with the help of their parents or guardians. It also showed that the teachers have a great understanding of virtual learning and are very comfortable embracing this new method of teaching. The study therefore recommends that there is a need for funding to increase access by learners who might have challenges accessing virtual learning. Schools should embrace the use of virtual platforms at the ECD level such that e-learning becomes an important part of the school programs. There is also a need for sharing skills so that users on both ends understand the use and importance of virtual learnin
Determinants of Time to First Job Acquisition Among 2022 Graduates of East Africa University, Qardho, Somalia
Get PDFBackground: Many students perceive a university degree as adequate for attaining a job. However, the shift from university to employment is a greater challenge and emerges as a primary issue that graduates encounter after completing their university degrees. Thus, this study aimed to estimate the median time to first job acquisition among 2022 graduates of East Africa University (Qardho Campus), identify predictive factors influencing job acquisition and highlight challenges students faced during their job search. Methods: A retrospective cross-sectional study was carried out using a two-year follow-up survey collected from 2022 graduates of East Africa University, Qardho, Somalia. A total of 59 graduates participated, providing data on demographic details, academic background, employment status, and job search strategies. The data were entered into Epi-Data version 4.3 and analyzed using R Programming version 4.4.0. Non-parametric methods, including Kaplan-Meier curves, were used to estimate the median time to first job. Semi-parametric models, such as Cox proportional hazard regression were employed to determine predictive factors that influence the time to first job acquisition. Bivariate and multivariate Cox regression analyses were performed to identify significant factors influencing time to first job. Results: Out of the total of students, 40(67.8%) secured their first job and 19(32.2%) were censored. The median time to first job acquisition among 2022 graduates of East Africa University was estimated to be 10 months. Gender, age, internship participation, and the number of positions applied for were predictive factors influencing the time to first job acquisition. Female graduates had a hazard ratio of 0.5342 (p = 0.0375, 95% CI: 0.2897─0.7014), indicating that females were 46.6% less likely to secure their first job compared to male graduates at any given time. In accordance with the challenges faced by the students, 15(25.4) students responded facing corruption in the hiring process, 14(23.7) students lacked relevant work experience, 12(20.3) students experienced a lack of job openings, 8(13.6) students encountered nepotism or favouritism, 6(10.2) students were not shortlisted for written exams or interviews, and 4(6.8) students faced poor networking or connections. Conclusion: The median time to first job acquisition among 2022 graduates of East Africa University was 10 months. Gender, age, internship participation, and the number of positions applied for were identified as significant predictive factors influencing the time to first job acquisition. Students faced several challenges during their job search, with the most common issue being corruption in the hiring process, lack of relevant work experience, and a shortage of job openings, all of which contributed to delays in securing employment
Assessing Cognitive Alignment in Pre-Tertiary TVET Core Mathematics: A Ghanaian Case Study of Curriculum and Exit Examination
Get PDFMathematics plays a crucial role in pre-tertiary education, especially within STEM disciplines, where mastery of it enhances success in finance, engineering, and technology. Poor performance in the subject continues to delimit many pre-tertiary TVET learners. In our quest to find a lasting solution to this menace, many studies have been conducted to improve performance, but the problem persists in Ghana. What is yet to be done at the pre-tertiary TVET level is checking the alignment of the exit examinations with its curriculum. This study, therefore, investigates the cognitive alignment between Ghana’s pre-tertiary TVET core mathematics curriculum and its exit examinations from 2011 to 2023. Using Webb’s Depth of Knowledge (DOK) framework and Porter’s Alignment Model, this study employs a pragmatic paradigm within a mixed-methods, and a convergent parallel design was used to gather both qualitative and quantitative. Eleven out of 13 exit examinations were randomly selected for content analysis. Data collection involved researcher-designed specification tables to categorize the cognitive demand levels of both the curriculum standards and examination questions. Content validity was established using the Item-Level Content Validity Index (I-CVI), yielding values of 0.89 and 0.91. Construct validity was confirmed with convergent validity (r = 0.78) and discriminant validity (r = 0.24), while inter-rater reliability, measured using Cohen’s kappa (κ = 0.83, p < 0.000), indicated strong agreement in coding cognitive demand levels. The findings revealed that Paper 1 (multiple-choice) primarily assessed lower-order cognitive skills (DOK 1 and 2), whereas Paper 2 (constructed response) focused on higher-order thinking (DOK 2, 3, and occasionally 4). Cognitive alignment fluctuated across years, with the highest alignment index recorded in 2011 (0.819) and the lowest in 2019 (0.594). A weak positive correlation (r = 0.241, p = 0.474) between alignment and pass rate suggests that alignment alone does not strongly predict learner performance. The study recommends improving curriculum-examination alignment, ensuring a balanced representation of cognitive demand levels, and enhancing item development processes to better support learner achievement
Assessing Organisational Factors’ Influence on Work Engagement of Primary School Teachers in the Acholi Sub-Region of Northern Uganda
Get PDFThis paper presents the influence of organisational factors on the work engagement of primary school teachers in selected primary schools in four districts of northern Uganda. In the cross-sectional survey research design, the study employed qualitative and quantitative data collection methods, focusing on quantitative approaches. Data were systematically collected from a sample of 326 participants using a self-administered questionnaire. The findings revealed that teacher absorption was as high as the personal self-efficacy of teachers, but teacher dedication and teacher vigour were moderate. In addition, organisational factors, leadership support and social support were fair. However, moderation analysis revealed that organisational factors had no clear moderating role in the influence of individual characteristics of the work engagement of teachers. It was concluded that organisational factors in the form of leadership and social support were essential for the engagement of teachers. Therefore, it was highly recommended that headteachers, education officers, and other stakeholders involved in the management of schools should consider providing leadership support and promoting social support in schools. It was also recommended that organisational factors should be emphasised in all the primary schools to promote effective work engagement of teacher
Dropout Crisis in Puntland Secondary Schools: Analyzing the Causes and Developing Preventive Strategies
Get PDFPuntland State of Somalia is facing a dropout crisis. An estimated 35% of high school students who enrolled in secondary schools in the fall of 2020 failed to graduate four years later in 2024. Addressing this dropout crisis requires a better understanding of the reasons behind students’ dropout. This paper investigates the root causes of dropout among secondary schools in Puntland State of Somalia and proposes evidence-based dropout prevention solutions. The study used a descriptive research design and a quantitative research approach. The data were gathered by using a structured and contextually adapted questionnaire, which involved 200 purposively sampled respondents who were teachers, principals, and deputy principals from four main urban centres in Puntland (Bosaso, Qardho, Garowe, and Galkacyo). The questionnaire consisted of 28 items (6 items related to demographic information, 12 items regarding reasons for dropout, and 10 items related to possible prevention actions) with a 5‐point Likert scale. The survey was conducted online through Google Forms because of time and logistical constraints, and to promote broad and fast responses. Descriptive statistics (frequencies, percentages, means and standard deviations) were also calculated using SPSS. In the findings, key dropout determinants were identified, including lack of parental involvement, financial barriers, academic disinterest, and unengaging curriculum. Respondents also strongly agreed with interventions like teacher training, financial assistance, improved interaction between schools and the community, and increased extracurricular activities. The paper ends with a set of detailed recommendations that aim to inform policymakers, educational actors, and development partners in designing context-specific drop-out prevention policies based on the social and cultural contexts of Puntlan
Harnessing WhatsApp for Continuous Professional Development: A Self-Directed Approach for Luganda Teachers
Get PDFThis study examines the Luganda Teachers Association WhatsApp group as a self-directed Continuous Professional Development (CPD) medium. It was established that the group facilitates teacher collaboration, experience sharing, and skill development in areas such as pedagogy, lesson planning, classroom practices, and assessment. Employing discourse analysis, the researchers dedicated a significant portion of the study to examining members' posts, extracting meaning, and identifying themes and patterns aligned with the study's objectives. The analysis focused on forum administration, professional and social benefits, and prevalent discussion topics, providing a comprehensive understanding of the online community's dynamics. The findings highlight the benefits of using WhatsApp for professional and social development, including enhanced teaching skills and community building. However, the study also notes the potential risks of over-dependence on WhatsApp as a source of information, which may impact professional growth and mental well-being. The study recommends that teachers shouldn’t entirely use WhatsApp for continuous professional development. The Ministry of Education should revive the traditional method of holding a physical CPD programme. A regulatory framework is also necessary to help teachers overcome dependence on WhatsApp as a professional development outle