EANSO East African Nature and Science Organization Journals
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The Portrayal of the 21st Century Kenya
Get PDFThe article examines the enduring relevance of three plays by Francis Imbuga—The Successor, Game of Silence, and Betrayal in the City—to Kenya's 21st-century socio-political landscape. Despite being written in the 20th century, these plays address contemporary issues such as corruption, poor governance, nepotism, cruelty against women, and disillusionment among citizens, which are still significant in Kenya today. The study uses Marxist literary theory to analyze the plays. This theoretical framework helps uncover socio-political ideologies and dynamics, including the mistreatment of peasants and workers, that fuel political revolution. Imbuga’s plays are revealed to portray powerful truths about the social and political challenges in Africa. They highlight themes of betrayal, irresponsibility, greed, and disunity, critically exposing injustices faced by workers and peasants. These themes remain pertinent to current socio-political conditions in Kenya. The analysis confirms that Imbuga's works are timeless, providing critical insights into socio-political issues not only in Kenya but across Africa. Their relevance underscores the continued importance of addressing systemic corruption, oppression, and inequalit
Teachers' and Students' Experiences on the Implementation of Individualized Education Programme for Students with Visual Impairments in Inclusive Secondary Schools
Get PDFThis study explored the experiences of teachers and students in implementing Individualized Education Programmes (IEPs) for students with visual impairment in Tanzania. The study employed a qualitative approach under case study design, situated at Shinyanga Secondary School in Kishapu district. A total of nineteen participants involved, including five special education teachers participated through interview and fourteen students with visual impairment participated through focus group discussion. The participants were selected purposively depending on their experiences in inclusive secondary school. The thematic analysis was used to analyse the data inductively. The study revealed three significant themes as experienced by the participants: the identification of the learning needs of students with visual impairment (VI), strategies to meet VI learning needs, and challenges during the implementation of the IEPs. The study found inadequate implementation of IEPs from the selected school due to several challenges, including informal strategies in identifying students with VI, irregular training for the IEP team and inadequacy of teachers of special education to accommodate the available students with VI. The study suggests that the identification of students with visual impairment needs to be formalized, regular knowledge updates for the IEP team, and a reduced workload for special education teachers. Although this research is confined to a single-school study, the findings can be used as a benchmark for the schools that face similar situations regarding IEP implementatio
Household Characteristics of Home schoolers in Kenya
Get PDFThis study aimed to succinctly identify the unique characteristics of homeschooling households in Kenya. The study used a literature review, a survey, and insights from key informants’ interviews. The study found that households that homeschool their children in Kenya are made up of married couples, have multiple children and are well educated with at least a bachelor's degree. One of the household partners stays or works at home and is likely to be the mother since they provide teaching in these households. Only 32 percent have a separate dedicated classroom while 40 percent do not have a dedicated learning space. Moreover, Homeschooling households in Kenya are likely to come from medium urban areas and use multiple curriculums. Homeschoolers in Kenya use 11 curriculums while some of the households do not follow any curriculum. Homeschooling in Kenya is driven by the need for personalised learning, not pedagogical or Christian persuasio
The Nature and Trends of Student Activism in Contemporary African Higher Education
Get PDFStudent activism has long been a pivotal force for social, political, and institutional change, particularly within the context of higher education. Grounded in Philip Altbach's theory of student activism, which emphasizes the socio-political and institutional conditions driving student movements, this article aims to examine the evolving nature and trends of student activism in contemporary society. Altbach's framework underscores the dual role of universities as both arenas of dissent and microcosms of broader societal conflicts. Building on this foundation, the article reconceptualizes student activism to address shifts in its focus, strategies, and outcomes. Three critical dimensions are explored: (1) the transformative impact of digital technologies on student mobilization, (2) the integration of intersectionality to confront global and systemic injustices, and (3) the tensions between collective action and individualism within neoliberal university environments. By synthesizing theoretical perspectives and empirical research, the article argues that traditional activism remains relevant but is increasingly complemented by digital activism, intersectional approaches, and responses to neoliberalism. This reconceptualization highlights student activism’s enduring significance as a catalyst for social change and its adaptability in addressing complex contemporary challenges. Situating these developments within Altbach's theoretical framework, the article provides fresh insights into the evolving role of student activism in higher education and its implications for scholars, policymakers, and institutional leader
Service Quality as a Predictor of Students’ Choice of Academic Programs: Perceptions of Kenyans of Indian Origin in Kenyan Public and Private Universities
Get PDFThe choice of career paths and academic programs is a critical decision for students entering universities and middle-level institutions. This study examined how perceived service quality influences academic program choices among Kenyan students of Indian origin in Nairobi universities, guided by Hossler and Gallagher’s (1987) and Chapman’s (1981) college choice models. The target population included students from both public and private universities to ensure a balanced representation of higher education institutions. Public universities were selected for their established history and diverse academic offerings, while private universities were included due to their high rankings and popularity. Out of 150 students contacted, 135 participated, along with one admissions officer and six deans of students who provided additional insights. Using a descriptive survey approach, data were analyzed with SPSS version 25. Findings indicated moderate satisfaction with university services and facilities (mean = 3.2978, SD = 1.1156). Students expressed high satisfaction with knowledgeable lecturers (mean = 4.0074), library facilities (mean = 4.0148), and institutional reputation (mean = 4.0296), while dissatisfaction was noted in internet connectivity (mean = 2.8889) and limited vegetarian food options (mean = 2.4074). Digital media and counselling services played a greater role in program selection than traditional media. Correlation analysis revealed a significant positive relationship between perceived service quality and academic program choice (r = 0.265**, p < 0.01), indicating that better service quality increases the likelihood of students selecting specific programs. The null hypothesis was rejected, affirming that service quality influences student decisions. The study underscores the need for universities to enhance infrastructure, streamline administrative processes, and modernize service delivery. Aligning academic programs with emerging career trends and industry demands will improve student satisfaction and institutional competitiveness. Regular curriculum reviews, quality assurance mechanisms, and stronger collaboration with industry experts, alumni, and students will ensure academic offerings remain relevant. These initiatives will create a dynamic learning environment that prioritizes service quality and supports student success
Giving Feedback on Postgraduate Thesis Draft: An Episodic Reflection on My Supervision Experiences
Get PDFSupervising postgraduate students in higher education (HE) is a key responsibility of the graduate faculty to assure quality control and the production of valid and reliable knowledge. This autoethnographic study explores my supervision journey while guiding a student's Master's thesis. By reflecting on personal experiences, this study aims to contribute to the understanding of supervisory practices and offer insights into the feedback mechanisms of novice supervisors. I analyze my feedback comments on Chapter Four of the student’s thesis draft, focusing on data analysis and interpretation. Undergoing supervision training made me curious to retrospectively examine my feedback on the thesis using my newly acquired knowledge as a foundation for improving future practices. I selected this thesis draft because I primarily used online communication tools to provide feedback. The study focuses on the dynamic and iterative process of supervision, particularly through episodic WhatsApp messages exchanged during the feedback process. To facilitate interpretation during analysis, I categorized my feedback comments into referential, directive, and expressive types. Without prior training, and before I embarked on supervising this particular student, I had gained some supervision experience as a postgraduate student, past supervision (I had already supervised another master’s student), and from colleague supervisors. Looking generally at the feedback I gave to this student, it demonstrates that the feedback spectrum was not fairly covered and did not follow a systematic approach. I attribute these deficiencies to the guesses and choices I made while giving feedback. Therefore, I recommend that Higher Education Institutions should offer postgraduate supervision training to graduate faculty a priori. This training will ensure that before the novice supervisor delves into the deep “waters” of supervision, they have a rough idea of the expected topography and inherent challenges, and are equipped with possible mitigating strategie
Community Participation in Education Provision in Bontrase Circuit, Awutu Senya District, Ghana
Get PDFThe study explored community participation in the provision of education at the Junior High School level in the Bontrase Circuit in Awutu Senya District in the Central Region of Ghana. Specifically, it explored the barriers to community participation in education provision in the Circuit as well as the strategies that could be employed to promote the community’s participation in such efforts. The study was qualitative and employed a case study design. A sample of twenty-four (24) participants, comprising 10 headteachers, 5 teachers, 4 School Management Committee members and 5 Parent Teacher Executives was selected using the maximal variation sampling technique for a semi-structured interview. This was followed by a Focus Group Discussion with 10 participants, who participated in the initial face-to-face interviews. The data sets collected were analyzed thematically. It emerged that the barriers to community participation in the study area were student, teacher, management, and community-related. The study, theretofore, concluded, among others, that several factors, including teacher professionalism and parents’ reluctance to attend meetings organized by the schools to engage teachers, served as barriers to school community participation in the administration of the schools. To promote greater community participation in the school’s administration, the study recommended that the authorities of the Ghana Education Service, especially the School Improvement Support Officers and the Training Officer in the Circuit, should collaborate with schools to re-orient the key stakeholders on community participation. The education authorities should also organize sensitization and education programmes that focus on the roles and responsibilities of various stakeholders for greater participation in the administration of the school
Community Forest Associations as Pathways to Forest Landscape Restoration: A Mediational Analysis of Defining Factors in the Kakamega Forest Landscape, Kenya
Get PDFForest landscape restoration needs to involve local people and other stakeholders to be successful. The adoption of forest landscape restoration could thus be augmented through community-based institutions such as community forest associations. The role of community forest associations in the adoption of forest landscape restoration is, however, influenced by various mediating factors. Understanding these mediating factors is thus key to enhancing the adoption of forest landscape restoration. However, no studies have done a mediational analysis of the factors that mediate the relationship between membership in community forest associations and the adoption of forest landscape restoration. This study, therefore, aims to analyse the factors that mediate the relationship between membership in community forest associations and the adoption of forest landscape restoration. The study used a descriptive study design and a multistage sampling design. Data collection was done using Key Informant Interviews, Focus Group Discussions, and a household questionnaire survey. Mediational analysis was done using Sobel’s Test. The study found that various factors had a positive mediating effect on the relationship between membership in community forest associations and the adoption of forest landscape restoration, including involvement in off-farm income-generating activities, household size, forest dependency, and the suitability of forest management laws and bylaws. Other factors had a negative mediating effect on the relationship between membership in community forest associations and the adoption of forest landscape restoration, including perception of climate change and occurrence of conflicts over forest resources. The results of the study will help in the development of policies, strategies, and actions meant to promote forest landscape restoration practices by improving the effectiveness of community forest associations as pathways for their adoption and scale-u
Assessment of the Sustainability of Forest Certification in Village Land Forest Reserves in Southern Tanzania
Get PDFCertification aims to improve the environmental, economic, and governance by ensuring market access for certified forest products, improving control of logging operations, reducing illegal harvesting, and increasing the transfer of funds to forest management, which consequently ensures sustainability. This study conducted an assessment in selected Village Land Forest Reserves (VLFR) in Pwani, Lindi, and Ruvuma regions in southern Tanzania to examine the sustainability of the Forest Certification Scheme (FSC). Data were collected through a review of reports, management plans, and harvesting plans. Other methods included household surveys, key informant interviews, and focus group discussions. Qualitative data were analyzed using content analysis, while quantitative data were analyzed descriptively and using NPV and sensitivity to estimate the economic profitability and viability of certified VLFR. Results indicate that the certification scheme has enhanced the management practices of VLFRs and some revenue generation. Even though harvesting in the forests in all the villages was far below allowable cut, the sustainability of the certification scheme was found to be questionable in terms of the costs of management, since, without the support of other stakeholders at present could not work out. We concluded that FSC certification under CBFM can only be sustainable if there is an increase in the harvesting levels by 100% and effective marketing strategies of the products from certified forests, which fetch a good competitive price to offset the forest management and the costs for implementing the FSC certification protocol
A Framework for Managing Water Quality from Hand-dug Well: A Case of Mutukula Town Council, Uganda
Get PDFThis research proposed the adoption of a framework as a supporting tool to enhance the management of the quality of water from hand-dug wells in Mutukula Town Council, Uganda. Although water from hand-dug wells is often considered prone to contamination, no such study has been carried out for Mutukula Town Council. Adopting both qualitative and quantitative approaches including the use of surveys, experimentation and tools such as the sanitary inspection package developed by the World Health Organization, the research clearly indicated that not only was the quality of water from the 5 wells considered poor but that the wells also lacked pertinent components such as secure covers, drainage provisions, headwalls among others. Moreover, the absence of regulatory tools/guidelines, and cultural and socioeconomic practices amongst community members further contributed to risks associated with using water from these wells. This research proposes a framework that can be adopted by respective local authorities to enhance management and monitoring of water quality and it incorporates key components of training and capacity building, collective supervision and encouraging regular engagements with the various stakeholder