Browsing by Author "Benjamin Kyalo Wambua"

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    Monitoring of Educational Technology Progress to Enhance the Quality of Graduate Teachers From The Kenyan Universities
    (European Scientific Journal, 2024-12-23) Benjamin Kyalo Wambua; Marcella Mwaka; Anne Syomwene; Kisilu Kitainge
    It makes sense for a teacher education university to keep a close watch on its environments and adapt to any changes so that it can develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. The close watch helps identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work, and understand how the impact of these affects a university’s teacher preparation strategy. Accurate and timely information about critical aspects of the environment related to educational technology are crucial to the quality of graduate teachers. The purpose of this study was to establish how progress in educational technology is monitored to enhance the quality of graduate teachers from Kenyan universities. The study was guided by the General Systems Theory by Bertalanffy (1975) and adopted a descriptive survey research design. Four universities selected from ten Kenyan universities engaged in teacher preparation programs participated in the study. Data was collected from forty lecturers from the selected universities using the questionnaire. This study established that there are low interaction levels between lecturers and head teachers. The flow of information on changes in the schools to lecturers’ profession was found to be slow. The study recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development. Universities also need to establish communication structures that connect all relevant stakeholders in teacher education, which will consequently enable them to identify challenges relating to use of educational technology for both students and lecturers and deal with them.
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    The National Goals of Education in Kenya: Interrogating the Achievement of National Unity
    (Journal of Education and Practice, 2024-12-23) Violet Nabwire Kafwa; Marcella Mwaka; Josephine Kemboi Musamas; Benjamin Kyalo Wambua
    Education is critical in promoting political, social and economic development of any country. It is expected to provide an all-round development of its recipients to enable them overcome prevailing challenges and therefore play effective roles in their immediate society. The provision of a meaningful and adequate education is fundamental to Kenya’s overall development strategy (MOEST, 2004). The functions the Kenyan education system seeks to attain are embedded in the three aims of education and further translated in the eight national goals of education. These goals explain the ideals this system seeks to attain in terms of the knowledge, skills, and values the country wishes its learners to acquire. The formulation of the eight goals of education is meant to specify more precisely, what qualities are thought most desirable to develop among the Kenyan citizens. Kenya as a country has made efforts to direct its educational endeavours towards its national goals; however, an examination of products of this system and a critical analysis of the state of the society points to the need for more effort. For instance, since independence, the national goal of national unity has continued to feature prominently among Kenya’s national goals of education due to its significance in a state with divergent characteristics. The happenings witnessed in the country especially during the post-election violence of 2007- 2008 and the elusive attainment of nationalism and patriotism seem to suggest that this goal is far from being achieved. This paper interrogates the national goals of education in Kenya with a focus on the goal of fostering national unity. It examines the achievements with regards to this goal and highlights critical issues that prevent its successful attainment. It also attempts to identify gaps which require attention, research and implementation to enable sustainable solutions to one of the society’s key needs.