1,720,995 research outputs found
Measuring Learning Outcomes in Kenya: Context and Perspectives
No full textThe education system in Kenya is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was due to the massive investment in education by successive governments over the last two decades. Today, most Kenyans expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. To identify the most important measures for education and other issues and provide quality data on them to the country, there is a need for the ministry of education to establish a National Education Indicators framework. This criterion is hoped to enable policy makers and the public better assess the position and progress of the country across the education sector. The key task in developing education indicators will be to identify a clear and parsimonious set of measures and data that will be easy for non-specialists to understand but which will also do justice to the complexities of the ailing education system. These indicators will amplify the existing situation and will be drawn from a large, and sometimes conflicting, body of information about students, teachers and schools. The purpose of this study is to propose and urge the government to develop a national framework of indicators that will inform stakeholders on the performance of the education system, both at school and national level
Transformational Leadership and School Outcomes in Kenya: Does Emotional Intelligence Matter?
No full textIncreased interest in leadership preparation and development is based on the fact that school leaders can make a difference in both the effectiveness and efficiency of schooling. Symptomatic of weak management systems, more than 300 secondary schools experienced turbulence in Kenya between the months of May and August
in 2011 due to mismanagement resulting in the destruction of property worth millions of shillings. Various
theories and models have been constructed to explain the leadership functions and suggest different approaches to leadership. A growing body of studies has shown that emotional intelligence is inherently associated with transformational leadership whose theory has highlighted the importance of leaders' influence on followers' emotional states. This study has a specific purpose of advancing and expanding research on
emotional intelligence and transformational leadership in schools in Kenya
The award of the PhD degree in Kenyan universities: a quality assurance perspective
No full textThis article attempts to bring to the fore the need for enhanced quality assurance processes in the award of PhDs by Kenyan universities. The findings reveal that quality challenges exist in the institutional processes established for the award of this advanced degree across the universities in the country. It is hoped that the findings will stir debate and urge the universities to re-evaluate and revamp their quality-control systems for the award of not only the PhDs but all their other degrees and diplomas, the ultimate outcome of this effort being a quality human resource for Kenya’s socio-economic development
An Analysis of Emotional Intelligence and the Performance of Principals in Selected Schools in Kenya
No full textThe article investigates the degree of association between the emotional intelligence
(EI) of school principals and their performance rating. The concept of EI is defined
and data collected using the Mayer, Salovey, and Caruso Emotional Intelligence Test.
This is related to the performance of the school in terms of test scores in national
examinations as well as other measurable variables at the school level. The findings
render valuable information indicating that there was a significant relationship between
a school principal’s EI and the school’s success as measured by the rating of school
principals who participated in the study. The study will enable further exploration into
the emotional cognitive and psychological structures of these vital managers in the
education sector using established HRD training programmes aimed at improving EI
and performance of school principals.Kenya Institute of Educatio
HIV/AIDS and its impact on education in sub-Saharan Africa: policy initiatives and challenges.
No full textImpact mitigation strategies in sub-Saharan Africa on HIV/AIDS in the education sector involved initially the development of education sector policies. This study traces the policy development initiatives, level of implementation, progress made and existing challenges. The study is based on a close (textual) reading of authoritative literature from United Nations Programme on HIV/AIDS (UNAIDS), World Bank, UNESCO and UNICEF for the last decade on global monitoring of HIV/AIDS and statistical data. Studies on the impact of HIV/AIDS on the education sector in sub-Saharan Africa have been brought into focus and themes have been extracted and synthesised from a comparative perspective to guide the development of this chapter. Across the countries, the education sector HIV/AIDS policies had concurrence with the countries’ national HIV and AIDS policy or guidelines, and conformed to international conventions, national laws, policies, guidelines and regulations. Most of the countries in Sub-Saharan Africa showed a significant decline in HIV prevalence among young women or men and opportunities to improve HIV-prevention knowledge and behaviour still abound. Antiretroviral therapy and other types of treatment have expanded since the early 2000s, but the number of AIDS-related deaths remains high. This chapter fulfils an identified information/resources need and amplifies the progress achieved in the mitigation of the impact of HIV/AIDS on the education sector specifically and humanity in general
The role of social entrepreneurship in HIV/AIDS management across the education sector in Kenya
No full textJournal ArticlePurpose – The overall purpose of this study is to identify key entrepreneurial variables in the realm
of social entrepreneurship that may contribute to enhancing impact mitigation of HIV/AIDS. In
addition, the study seeks to establish which of the correlations between the entrepreneurial variables
and management of response of impact mitigation of HIV/AIDS were significant at the 0.001 level.
Design/methodology/approach – The study adopted a cross-sectional survey design. The analysis
engaged a correlational qualitative research approach so as to enable the researcher determine whether
the correlation between entrepreneurial management initiatives and the management of the response on
the impact of HIV/AIDS in the education sector was statistically significant.
Findings – The result of the correlation analysis showed that organizational boundaries, work
discretion, rewards management support and time availability explain about 53 per cent of the aspects
of management response to HIV/AIDS impact mitigation. The correlations were statistically
significant at the 0.001 level. The implication is that introduction of entrepreneurship within
institutions dealing with HIV/AIDS in the education sector would lead to improved mitigation of the
impact of the scourge on the sector.
Research limitations/implications – The study considers one thematic area in the HIV/AIDS
mitigation process, that is management of the response, leaving three other thematic areas, namely:
care and support, prevention as well as HIV/AIDS and the workplace. The generalization of the
study’s results will therefore be limited.
Originality/value – The study established that administrative management practices are not
effective in the management response to impact mitigation of HIV/AIDS in the education sector. It
therefore proposes innovative, approaches to the mitigation effort. This in turn calls for a dramatic
shift in management that entails the extension of market principles into social institutions,
government and civil society and an inevitable blurring of the boundaries between these sector
Artificial Intelligence
No full textConference PaperThe late 90s and early 21st century, AI technology became widely used as elements of larger systems, but the field is rarely credited for these successesDaystar Universit
A Functional Approach to Educational Research Methods and Statistics: Qualitative, Quantitative, and Mixed Methods Approaches
No full textBookThe book's most immediate value resides in helping the reader understand the research process. An engaging and informative text on educational research and statistics. This book teaches students how to utilize the outcomes of their research. It examines how studies are conducted across the major traditions of educational research (quantitative, qualitative, and mixed methods). The text is for graduate students who want to pursue statistics. The book fulfills a need for a systematic account of research concepts and the use of statistics for advanced students. The fact is that research involves interrelated activities. Educators practice research following a general sequence of procedures. This book is demarcated into sections that reflect each step in the process of doing a study.Daystar Universit
- …
